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DAILY LESSON
Teacher: PHILIP CAESAR M. BAUTISTA Learning Area: MATH
LOG
Teaching Quarter: 3
Dates/Time:
MATHEMATICS 6
I. Objective:
Find the base when the percentage and rate are given
B. Developmental Activities:
1. Activity 1: Use of Compatible numbers Through 10 x 10 square/Manipulative
Sample:
Dangdang, a daughter of a vendor helps her mother by buying school supplies which is
cheap but durable. She buys her notebook in Store A at P6.00 which is 10% of the cost of
notebook in Store B. How much is the notebook in Store B.
IV. Evaluation:
Rename these fractions as similar fractions. Add then express the sum in lowest term if possible.
1. 20 % of n is 2
2. 7 is 35 % of n
3. 40 % of n = 8
4. 10 is 40 % of n = 8
5. 25% of what no. is 2?
V. Assignment:
Solve.
1. 6 % of n = 4.5
2. 6.72 is 7 % of what number?
3. 12 % of n is 14.4
4. 88 % of what number is 660?
5. 220 is 275 % of n
Observed by:
CECILE A. VIRTUCIO
Master Teacher I
MATHEMATICS VI
Date: ___________
I. Objective:
Compute common percentage mentally
3. Motivation:
Have you ever joined a Math Contest?
Answer the question without writing the solution?
B. Developmental Activities:
1. Activity – Use of challenging Word Problem
Sample:
75% of 8000 is what number?
N is 75 % of 8000
75 % of 8000 is _______.
What is 75% of 8000 is N
IV. Evaluation:
Solve for the percentage mentally
a. 10% of 10 is _____
b. _____ is 20% of 50
c. N is 20% of 15
d. 40% of 40
e. What is 50% of 90?
V. Assignment:
Solve for the percentage mentally.
1. N is 25% of 36
2. 10% of 20 is what number?
3. 40% of 50 = ______.
4. _____ is 60% of 160
5. What is 15% of 80?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve word problems involving finding the percent of increase/decrease on discounts, original
price, rate of discount, sale price and mark up rice.
Value: Frugality
2. Review:
Do what is asked for:
1. What is 25% of 30? _____]
2. Forty is what percent of 200?
3. 18 is 30% of what number?
3. Motivation:
The pupils of Loundagin Elementary School went to an educational trip. One of the
places they visited was Phiyas, Lukban, Quezon. While the group was going around the place
the attention of some pupils was caught by the sigh in one of the stalls found in the place, a
mark 15% off. 10% off and 12% off. Can you tell what the signs means?
B. Developmental Activities:
1. Activity 1 – Use of compatible numbers in the problem.
Sample:
Aling Conching went to a factory outlet of garments to avail a low price and a good gain
possible. The underwear A was originally sold at P each. She asked herself of the following:
a. If she was given 20% discount of the original price, how much was the sale price?
3. Generalization:
How do you solve for percent problems involving increase/decrease? Discounts? Original
price? Rate of discounts? Sale price? Mark up Price?
IV. Evaluation:
Find the missing entries.
Original Price Rate of Discount Discount Sale Price
1. P200 15% P170
2. P250 20% P50
3. P490 10% P60 P540
4. P950 47.50 P902.50
5. P850 15% 127.50
V. Assignment:
Analyze and solve the problem.
1. Mrs. Santos bought a barong with 15% discount. How much did she save and pay if the tag price
of the barong is P1575?
2. Laura bought an RTW dress for P575 at 20% discount what was the original price?
3. The sale price of an item is P2060. if this is 60% higher than the cost, what is the original price?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve the word problem involving commission, rate of commission, total sales, total income.
3. Motivation:
What do you call the amount given to the sales agent after he is able to sell the item to the
company aside having basic monthly salary?
B. Developmental Activities:
1. Activity – Completing the Table
Sample: Find the missing entries:
Basic Salary Total Sales Above Rate of Commission Total
P50 000 Commission Income
P 13 798 P278 000 5%
P 13 798 P278 000 P14 535
P 13 798 6% P20 550
1. Answering questions:
a. What is the basic salary of the sales agent?
b. How much is his total sales?
c. What is the rate of commission of sales agent B?
2. Lead the pairs of pupils analyze and find the answer in the table by using the steps in
Activity 1 number 2-a to h.
2. Fixing Skills:
Find the missing data
Total Sales Rate of Commission Basic Total
Commission Salary Income
1. 20% P600 P14 467
2. 18 % P1 620 P20 536
3. P15 000
4. P120 000 20% P45 000
5. P80 000 15% P20 000
3. Generalization:
How do you solve the commission? Rate of commission? Total sale? And total income?
IV. Evaluation:
Complete the table.
Basic Salary Total Sales Rate of Commission Total
Commission Income
1. P 15 000 P120 000 20%
2. P14 500 P300 000 P45 000 P59 500
3. P30 000 P170 000 25%
4. P18 000 18% P81 0000
5. P50 000 P800 000 P160 000
V. Assignment:
Solve the problem:
1. A salesman sells a car for P860 000. If he receives a commission of 20%, how much will be his
commission?
2. A salesman is working on 8% commission. If he wants to make P14 000 commission in a month,
how much must he sell?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve the problems involving sales tax, rate of sales tax, selling price
3. Motivation:
Every year, your parents pay an amount to the government. What do you call this amount
paid to the government?
B. Developmental Activities:
1. Activity – Completing the Table
Sample: Look for the missing data.
3. Generalization:
How do you solve for sales tax, rate o sales tax and selling price?
IV. Evaluation:
Fill in the data to complete the table.
Selling Price Rate of Sales Tax Sales Tax Total Cost
1. P1,600 3% P48
2. P4,500 6% P4770
3. P900 4%
4. P9,000 P720
5. P600 P10,600
V. Assignment:
Analyze and solve the problem.
1) A lady bag worth P1500 is given a sales tax of 6°%o. How much will a buyer pay for the bag?
2) A food item is given a sales tax of P22.40 or 4% paid by the customer. How much is selling price
of the item? How much is the total cost paid by the customer?
3) A sales tax for an item is P125. The cost is P3125. What is the ratio of the sales tax? How much
is the selling Price?
MATHEMATICS VI
Date: ___________
I. Objective:
Solve the word problem involving simple interest, principal, rate and time
Value: Thrift
3. Motivation:
Who has seen a bank book? What can you see in it? Does it have an interest? What about
the principal?
B. Developmental Activities:
1. Presentation:
a. Activity 1 - Use of Compatible Numbers
Sample:
Rhoda has a deposit of P5 000 in a saving account for 2 years. If the bank pars
simple interest at the rate of 6%, how much interest will she receive?
1) Answering the questions:
a) Who has a saving account m a bank?
b) How much is her deposit'
c) If you are Rhoda will you open a saving account in the bank? Why?
2) Lead the pairs of pupils analyze and solve the problem.
a) Ask the pupils to look for what the problem tells them to find.
b) Have them know which of the given facts are the needed data and the hidden
facts.
c) Help them construct question about the hidden fact.
d) Have them decide what operations to use to solve the problem.
e) Ask them to express the hidden question/whole problem to an equation
2. Practice Exercises:
1) Three years ago, Ruby borrowed P12 000. if she paid back P15 200, what was the rate of
simple interest?
2) Laura applied a loan of P8 000 at a yearly interest of 10%. If she paid back the credit
union of P9 600, what is time period of her loan?
3. Generalization:
How do you solve for the simple interest? rate of interest? and time?
IV. Evaluation:
Analyze and solves the problems.
Lilia invested P75 000 at 5.75% simple interest for 2 years. How much did she earn?
1) The rate of interest is _______.
2) The principal is _______.
3) The time covered _______.
4) The equation to be used to find the interest and total amount of money are:
a) _______.
b) _______.
5) The amount of interest Lilia's money earned was _______.
V. Assignment:
1) Nena borrowed P75 000 from a credit union. At the end of 2 years he has to pay back at 8%
interest. How much is the interest?
2) Ricardo's father borrows P90 000 from a financial institution. At the end of 2 3/4 years he has to
pay an interest rate of 20%. How much will he pay back the financial institution in all?
3) Rolando has P20000 in his savings account. If the rate of interest is 4 1/2% a year, how much
interest does his money earn? How much money will he have in all?
MATHEMATICS VI
Date: ___________
I. Objective:
Make simple predictions
2. Motivation:
Discuss the message of the song relating prediction. Which line in the song tells what you
want to occur will likely to happen? Will unlike to happen? Fair or even chance to happen
impossible to happen? Or certainly to happen?
B. Developmental Activities:
1. Presentation:
a. Activity 1 - Use of Observable Things Around Us
Decode which of the following will likely to happen, unlikely to happen, fair or even
chance to happen, impossible to happen, or certainty to happen. Write your answer before
the number.
_____ 1) A couple can not afford to have an ULTRASOUND and they are waiting for
a newborn baby. They fell that the unborn baby is a girl.
_____ 2) The sun sets in the south.
_____ 3) It is cloudy today. Then it will not rain.
3. Generalization:
Expected Question:
How do you make simple prediction?
IV. Evaluation:
Make a prediction on the following situations are likely to happen, unlikely to happen, equally
likely to happen, impossible to happen and certainly to happen.
_____ 1) Reading books makes a man wiser.
_____ 2) When one sharpens his saw, he sharpens his thinking skills.
_____ 3) When mother takes a bath, father is coming home.
V. Assignment:
Predict simply on the following situation in terms of likely to happen, unlikely to happen, equally
likely to happen, impossible to happen or certainly to happen.
_____ 1) When one is in pensive mood, he thinks deeply.
_____ 2) When one stares at nothing, he has depression.
_____ 3) Not all gold glitters.
MATHEMATICS VI
Date: ___________
I. Objective:
Tell the number of favorable outcomes/chances
2. Motivation:
Now man sides does a coin have?
If you are to toss a coin, what is the chance that your can will land head?
B. Developmental Activities:
1. Presentation:
a. Activity 1 - Spin a wheel
1) Have a spinner having 6 equal-size sections which appear below:
2) Have each member of the tea spins the wheel while a recorder writes what section is
pointed by the pointer.
3) Ask each member to relate the number of favorable outcomes each section has as
indicated by the pointer to the number of possible outcomes like:
P( ) = 1/6 (in case it points to the )
3. Generalization:
How do you tell the number of favorable outcomes/chances?
IV. Evaluation:
Study a spinner numbered 1 to 8 is spun.
What is the probably of spinning:
a) an odd number?
b) divisor of 9
c) multiple of 2
d) composite number
e) a factor 18
f) a smallest even number
g) multiple of 10
h) greatest common factor of 24 and 32
i) spinning 10
V. Assignment:
Study the cards with letters.
One card is draw from a well-shuffled 9 lettered cards. What is the probability of drawing a
card/card having letter/s
a. L,O,V,E
b. M,A,T
c. I
d. V,E
e. Y
MATHEMATICS VI
Date: ___________
I. Objective:
Visualize integers in their order on a number line
3. Motivation:
Teacher does the following actions and volunteers do the opposite actions.
Ex.
a) walk forward d) shake head
b) sit down e) frown
c) laugh
B. Developmental Activities:
1. Presentation:
a. Activity 1
1) Draw a number line on the board.
2) Tell the class that numbers 1, 2, 3, 4, 5... are the set of counting numbers. Zero,
together with the set of counting numbers are the set of whole numbers.
3) Show in the mirror image of 1 on the number line.
4) Introduce the set of integers and the set of whole numbers and their opposites.
5) Give more examples.
3. Generalization:
What are integers? How does the number line help you in understanding/visualizing
integers?
IV. Evaluation:
Write the integers for each.
1) 600 m above the ground
2) lost 15 points
3) saved P20.00
4) spent P35.00
5) withdrawal of P1,500.00 card wins.
V. Assignment:
Illustrate the following in the number line.
1) The set of integers greater than-3 and less than 2
2) The set of integers greater than-5 and less than 5
3) The set of integers less than-0 and greater than -7
4) The set of integers less than 8 and greater than 5
5) The set of integers i s than-3 and greater than -10
MATHEMATICS VI
Date: ___________
I. Objective:
Compare Integers
Value: Teamwork
B. Developmental Activities:
1. Presentation:
a. Discuss how to compare integers using the symbols>, <or=.
b. Elicit the following:
• Zero is greater than all negative integers but smaller than all positive integers.
• All positive integers are greater than all negative integers; all negative integers are
less than al positive integers.
2. Fixing Skills:
Write >,< or =.
a) - 4 -8 d) 5 units right of-6
b) - 10 0 e) units left of 12
c) 8 9 f) -150 -149
3. Generalization:
How will you compare integers using> < or =?
IV. Evaluation:
A. Fill in the box with either >,< or =.
1) 25 -25 4) 9 -9
2) -16 -16 5) 150 149
3) -15 -14 6) 200 200
V. Assignment:
Write the integers for each then >, < or = to compare them.
1) 20° below 0 150 below 0
2) 1500 ft. above the ground 1500 ft. below the ground
3) basement of a building rooftop of a building
4) 7° below 0°C 7° C above 0°C
MATHEMATICS VI
Date: ___________
I. Objective:
Order integers in increasing/decreasing order
Value: Orderliness
3. Motivation:
a) Call 10 boys to come in front.
b) Call another pupil to arrange the boys according to their weight by just looking at them.
c) After doing that, ask the 10 boys their actual weight in kilograms.
d) Ask:
Are they correctly arranged? In what order?
B. Developmental Activities:
1. Presentation:
a. Base Method
1) Prepare 4 bases and tasks for eats base.
Mechanics:
a) Divide the class into groups of4.
b) Each group goes from one base to another within a given :;me, say 3 minutes.
c) Once they hear the buzzer, that signals them to move to the next base.
2) Each group has to solve the problems in each base.
IV. Evaluation:
Arrange the integers in each group in:
1) Ascending Order
a) -3, 2, 4, -1
b) -6, 10, 8, 13, -12
c) 5, -4, -12, 6
2) Descending Order
a) 0,-1, 9,-3,7
b) -3, 0, 4, -6, 6
c) 4, 12, 0, -15, -18
V. Assignment:
Arrange each set of integers in descending order.
1) -8, -5, -1, -9, -1, 1
2) +2, +6, +11, +2, +15
3) -26, 33, -45, 17 ,3
4) 70,-90, -46, 80, 6
5) -6, 16, -25, -16, 44
MATHEMATICS VI
Date: ___________
I. Objective:
Visualize the different spatial figures
B. Developmental Activities:
1. Presentation:
a. Activity
1) Introduce the different spatial figures. Let the students describe the characteristics of
each figure.
2) Ask what is common among all the spatial figures?
3) Present a paper robot whose parts are made up of spatial figures.
4) Ask the students to identify the spatial figures represented by each part by completing
the chart below.
Activity 1
Parts of the Robot Spatial figures Represented
Head Ex. Cube
Body Rectangular prism
Arms
Legs
Feet
2. Fixing Skills:
Identify the spatial figure represented y the following:
1) ball ______ 3) funnel ______ 5) tent ______
2) globe ______ 4) test tube ______ 6) dice ______
3. Generalization:
What are the different spatial figures? Describe each lone.
What are their common characteristics?
IV. Evaluation:
Name the spatial figures resembles to the following objects below:
1. box
2. ball
3. dice
4. ice cream cone
5. globe
V. Assignment:
Construct each spatial figures using art paper
1. a blue pyramid
2. a black cone
3. a yellow cube
4. a green rectangular prism
5. a red cylinder
6. a violet sphere
MATHEMATICS VI
Date: ___________
I. Objective:
Describe the different spatial figures
Value: Resourcefulness
3. Motivation:
1) Group the pupils into Learning Barkadas.
2) Provide each group pieces of used folders, scissors and paste.
3) Let them make some spatial figures, out of these materials.
4) The first to make 3 will be declared as winners.
B. Developmental Activities:
1. Presentation:
Present the lesson through this activity:
a. Call the winners.
1) Let them show the spatial figures they made that are different from the first group.
2) Have them describe each and identify its parts.
b. Matching Game
1) Blindfold a volunteer pupil.
2) Let him/her hold a spatial figure.
3) Let him/her identify e1 describe it.
3. Generalization:
What is prism? What are the kinds of Prism? Describe.
IV. Evaluation:
Complete the table.
Spatial Figure No. of Faces No. of Edges No. of Vertices
1. Cube
2. Rectangular prism
3. sphere
4. cylinder
5. triangular pyramid
V. Assignment:
Cut out pictures of objects from newspapers or magazines that are models of spatial figures.
Describe each.
MATHEMATICS VI
Date: ___________
I. Objective:
Derive the area formulas of plane figures
Value: Appreciation
2. Motivation:
1. Show the following:
B. Developmental Activities:
1. Presentation:
a. Introduce are.
Derive formula for the area of a square and rectangular.
A = S2 A = l x w
b. Next, derive the area formula of the following: Show step-by-step process.
1) Parallelogram 3. trapezoid 5. circle
2) rhombus 4. triangle
2. Practice Exercises/Fixing Skills:
Draw the given figure with its dimension. Write its formula in finding its area then solve:
1) a rectangle whose length is 15 cm and its width is 10 cm
2) a square whose side is 3.5 m
3) a circle a radius of is 5.2 dm
3. Generalization:
What is the area formula and how do you solve for the area of the following?
IV. Evaluation:
A. Write the area formula of the following:
1) rectangle 5) parallelogram
2) square 6) trapezoid
3) cirde 7) rhombus
4) triangle
V. Assignment:
Solve. Show neat and clear solutions.
1) A rice field is in the form of a parallelogram. If its base is 38 m and its height is 25 m, how many
square meters can be planted with rice?
2) The side of a roof is triangular in shape. If its side has a base which measures 6 m and an altitude
of 3.2 m, what is its area?
3) The bases of a trapezoid measure 10 m and 15.5 m while the height is 8 m. what is its area?
MATHEMATICS VI
Date: ___________
I. Objective:
Derive a formula in finding the surface area of a solids
2. Motivation:
1. Show a cube.
Ask:
a) How many faces does it have?
b) What is the shape of each face?
c) Are the faces congruent?
d) What is the formula for the area of squire?
B. Developmental Activity:
1. Presentation:
a. Define surface are.
b. Based on the answers to the above questions, derive the formula for the surface area of
the following :
Cube, rectangular prism, cylinder, cone, Read each problem then solve pyramid
and sphere
c. Activity (In Groups of 4)
1) Give each group a spatial figure. Fox ex., a show box
2) Let each group measure the dimensions of their spatial figure and solve for its surface
area.
3) Presentation for each group follows.
4) Discuss importance of being precise and accurate in measuring the dimensions of the
spatial figures in order also the have an accurate measurement of surface area for
each
2. Practice Exercises/Fixing Skills:
Write the formula then solve.
1) the cube whose edge is 15 cm
2) a bail whose radius is 5.5 cm
3) a cylinder whose base is 2.3 m in radius
3. Generalization:
Review the formulas in solving for surface areas of solids. Recall how to use these
formulas in solving for surface area.
IV. Evaluation:
Find the surface area of the following: Give the formula then solve.
V. Assignment:
1) A milk can has a radius of 4cm and a height of 11 cm. How much tin was used in making it?
2) A closed cone model has a radius of 7 cm and a height of 12 cm. And the amount of material
used in making the cone?
3) A pyramid has a square base of side24 cm and the height of each triangular face is 16 cm. Find
the surface area of the pyramid.
4) A close rectangular subdivision water tank, 7 m by 5 m, is to be painted all over.
MATHEMATICS VI
Date: ___________
I. Objective:
Tell the unit of measure used for the surface areas of solids
B. Developmental Activities:
1. Presentation:
a. Let there write a formula in solving for the surface area of each object.
b. Let them solve for the surface area of each object.
c. Have then explain the following:
1) What measuring devices did you use?
2) What formula did you use in finding the surface area of each object?
3) What unit of measure did you use?
4) Why do you have to indicate the unit of measure?
3. Generalization:
What are the units of measure used in solving for surface areas of solids?
Why is it important to indicate the unit of measurement?
How do we solve for surface area of solids? What are the formulas used?
IV. Evaluation:
Solve the following problems:
1) A triangular prism measures 10 cm by 15 cm by 16 cm. What unit of measure should we use in
finding its surface area? Why?
2) You are to wrap a box at the right to make it beautiful. What measuring device will you use to
find out how much wrapper is needed? What is the appropriate unit of measure?
3) A cylinder of radius 9 cm and a height of 20 cm has a surface area of 1,639.08. What is missing
in the situation presented?
V. Assignment:
Create one problem for each spatial figure on finding its inches. surface area. Provide your own
answer key.
MATHEMATICS VI
Date: ___________
I. Objective:
Find the area formula of a parallelogram
Value: Orderliness
3. Motivation:
1) Present the problem on the board:
Justin is making a mosaic fro tiles that are one centimeter in area. Before he work on
his mosaic, Justin draws a diagram of what he plans to do. How many tiles will he need
for the parallelogram design he made?
B. Developmental Activities:
1. Presentation:
a. Activity 1 — Use of Illustrations
Present the lesson through the following activities:
1) Provide the class with cartolina. Have them copy the illustration given above.
2) Task:
a) What is the measurement of the base and the height of the parallelogram?
b) Cut one end of the parallelogram and slid it to the other end.
c) You should have a rectangular with the same base and height as the
parallelogram
d) Base on the illustration, what is the area formula of a parallelogram?
Ans: Multiply the length of the base by the length of the height.
Area of parallelogram: b x h
2. Practice Exercises:
Find the area of each parallelogram region.
1) b = 4in; h = 91n 4) 3) b = 4.6mm; h = 2.8mm
2) b = 5.4m; h = 6m 4) b = l0cm; h = 7cm
3. Generalization:
How do you find the area formula of a parallelogram?
IV. Evaluation:
Find the area formula, then solve.
V. Assignment:
MATHEMATICS VI
Date: ___________
I. Objective:
Find the area formula of a triangle
3. Motivation:
1. Present the problem on the board
Jenn is planting carabao grass in his triangular front lawn. She bought enough
carabao grass to cover 25 square meters. What could be the best way for Jenn to do to be
sure she has enough carabao grass tocover the lawn?
B. Developmental Activities:
1. Presentation:
1) Divide the class into groups with 4 members each.
2) Provide 2 congruent triangles and a parallelograms.
3) Task:
a. Find the area formula of a triangle by using the materials given to you. Prove your
answer.
b. Do whatever you think will give you the concrete idea for the area formula of a
triangle.
2. Fixing Skills:
Write the formula in finding its area, then solve.
3. Generalization:
How do you find the area formula of a triangle?
IV. Evaluation:
Identify the base and the height for each figure. Write the formula then solve.
V. Assignment:
Create your own word problems involving area of a triangle.
MATHEMATICS VI
Date: ___________
I. Objective:
Find the area formula of a trapezoid
Value: Helpfulness
3. Motivation:
1. Present the problem on the board
Raven’s lot is trapezoid in shape. She wants to plant Bermuda grass all over the area.
She knew that Bermuda grass are bought per square meter. How will Raven know the
number of square meters of Bermuda grass she has to buy?
B. Developmental Activities:
1. Presentation:
a. Activity - Modeling
1. Provide a paper to each group.
2. Copy this trapezoid on squared-rolled paper.
3. Make another trapezoid of exactly the same size and shape.
3. Generalization:
How do you find the area formula of a trapezoid? Is there an effect in the area of a
trapezoid if the height is taken on either side? Why What is the area formula of a trapezoid?
IV. Evaluation:
Find the area of the trapezoid.
V. Assignment:
Create 5 own word problems finding the area of a trapezoid.
MATHEMATICS VI
Date: ___________
I. Objective:
Write a formula or equation in solving for the surface area of a solid figure
Value: Attentiveness
2. Motivation:
1) Black strips with phrases will be put on top of the table, disarranged.
Ex:
A cylindrical tank
is 2.6 m high
if the radius
of its base is
2.6 m, what is
its surface area?
2) The teacher flashes 5 problems written in such manner as the one shown above, one at a
time.
3) Pupil will read the problem as fast as they can.
4) Have them write a formula or equation in solving for what is being asked in the problem.
5) After flashing all the problems, have the children read their answers for problems 1-5.
B. Developmental Activities:
1. Presentation:
a. Post the problem on the board so that the children can take a look at them.
1. A girl is playing with a ball with radius 30 cm. Find the surface area of the ball.
2. Find the surface area of a rectangular prism which is 45 an long, 36 cm wide and 2.24
cm high.
b. Ask the following:
1) What is common to problems 1-5?
2) How do you solve for the surface area of a spatial figure?
3) What should be the formula in solving for the surface area of a solid?
2. Practice Exercises/Fixing Skills:
What is the formula in solving the surface area of.
1. square pyramid ____
2. cube ____
3. rectangular prism ____
4. triangular prism ____
5. sphere ____
IV. Evaluation:
Read the problem carefully. Write the formula or equation for each;
1. Find the surface area of a square pyramid if the length of the side of one base is 2.4 m and the
height of the triangular face is 4.9 m
2. Find the surface area of a rectangular prism if the length is 2m, the width is 3 m and the height is
1.2 m.
V. Assignment:
Write the formula or equation in solving the surface area of the following:
MATHEMATICS VI
Date: ___________
I. Objective:
Tell the unit of measure used for measuring the volume of solids
2. Review: Math the drawing /cutout picture with the name of the space figure it represents:
3. Motivation:
Present a story problem
Each group in the class is required to bring rectangular boxes for planting seedlings for
their EPP class. However, only Group 3 brought their box. Their teacher showed it to the
class. He asked, "if it is to be filled with soil, how much soil does it contain?"
B. Developmental Activities:
1. Presentation:
a. Discuss the problem:
1) What is our problem all about?
2) What can you say about Group 3? Other groups?
3) What are we asked to find?
3. Generalization:
What is the unit measure used for measuring the volume of solid?
IV. Evaluation:
Use cm3, m3, to tell what cubic unit of measure is appropriate to be used?
1. box of chocolate
2. tent
3. glass
4. gymnasium
5. mathbook
V. Assignment:
Give the cubic unit of measure, for finding the volume of the following:
1. a box 44 cm by 9cm by 6cm
2. a cone with height 9dm and radius 4 fm
3. a cabinet 1.2m by 0.9m by 0.5m
4. a ball with radius 10 cm
5. a cylindrical tank 25 dm long and radius 8 dm
MATHEMATICS VI
Date: ___________
I. Objective:
Convert one cubic unit of measure to a larger or smaller unit
Value: Humility
2. Review:
Checking of assignment
3. Motivation:
Present a dialogue….pp.244
B. Developmental Activities:
1. Presentation:
1. What is the smallest unit of measure? The next? Etc.
2. Let each group list down the different cubic units of measure in the metric system.
mm3 cm3 m3 dm3 dam3 hm3 km3
3. Guide them in giving the different of one cubic unit to the next cubic unit.
Ex: How many cu. Mm are there in 1 cu. Cm?
Do this until they reach cu.km
IV. Evaluation:
Find the blanks:
V. Assignment:
MATHEMATICS VI
Date: ___________
I. Objective:
Devide a formula for finding the volume of rectangular prisms.
Value: Cooperation
2. Review: Review in solving for the areas of the following: Square, Rectangle, Parellelogram,
Trapezoid, Triangle
3. Motivation:
Show a rubik’s cube.
A Rubik’s cube is a 3 x 3 x 3 cube that can be manipulated so that each face of the cube
will have the same design.
Question:
1. What do you call this project?
2. Do you know to play it? How?
B. Developmental Activities:
1. Presentation:
a. Tell the class that the number of small cubes that make up the Rubiks cube its volume
b. Activity – Group Work
Materials: Work sheet, 1 transparent rectangular container, small cubes.
Procedure: Fill the container with small cubes until its upper portion is reached.
Guide Question:
1) What kind of solid figure is the container?
2) How many cubes did you put inside the rectangular container?
3) How can you find the number of cubes in the container without counting then all?
a) Count the cubes in lone layer. Ex. 4x2=8 cubes
b) Count the layers. Ex.: 3 layers
c) How many cubes in all? 8x3=24 cubes
2. Practice Exercises/Fixing Skills:
Find the missing number
1. V = 372 cu m 2. V = 1232 cm
l = 31 m l = 11 cm
w = ___ w = 8 cm
h=3m h = ____
3. Generalization:
How do you solve for the volume of rectangular prism? What is the formula used?
IV. Evaluation:
Complete the table find the volume of each.
Length Width Height Volume
1) 9 dm 8.6 dm 5 dm
2) 1.4 m 1.5 m 1.8 m
3) 40 cm 15 cm 24 cm
4) 18.5 cm 9.4 cm 15 cm
5) 5 ¾ 4½m 7 2/3 m
V. Assignment:
Complete the table
Length 15 cm 8.2 dm 5½m ______ 2.3 cm
Width 9 cm 4.7 dm 2 ¼ cm ______
Height 7 cm 2.6 dm 4 3/8 9 m 2.6 m
Volume _____ _____ ______ 756 m3 17.94
MATHEMATICS VI
Date: ___________
I. Objective:
Derive a formula for finding the volume of cylinders
3. Motivation:
Present a story problem:
Water is indispensable because of its many uses. However some places have little supply
of water. People need to store water using jars, plastic containers, drums ……pp 248
B. Developmental Activities:
1. Presentation:
a. Let each group/pair discuss the following questions acid record their answers or ideas.
Afterwards, they can share them to the class.
1) Why is water important? What are its uses?
2) Do you only need to conserve if your place have little supply of water? Why or why
not?
3) How can we conserve water?
Discussion:
1) Let the pupas illustrate the tank. Let them write/put the given data correctly.
2) Review then write the formula for finding the volume of rectangular pry.
V=Bxh
V=1xwxh
Where B = area of base H = height of prism
3) Do you think that solving for the volume of a cylinder is somewhat similar to that of a
prisms? Do we use the same formula V = Bh?
4) What specific formula do we use in finding volumes of cylinders? Elicit formula:
V = п r2 x h
5) What is the base area of the cylinder? How can we find the area of the base or the circle?
(Let them write the formula.) area of circle = п r2.
2. Practice Exercises:
Find the volume of the cylinder. Use п = 3.14
1. r = 2 cm 2. d = 10 mm 3. d = 20 dm
h = 9 cm h = 16 mm r=
V= V= h=
V = 4710 dm3
3. Generalization:
How can you find the volume of a cylinder?
IV. Evaluation:
Give the volume of each cylinder.
1. d = 200 mm 3. r = 1.5 dm
r= h = 3.7 dm
h = 115 mm V = _____
2. B = 530.66 sq.m.
h = 18 cm
v = _____
V. Assignment:
Solve for what is being asked. Use the formula V h.
1) B = 15.3 86 dm h =13 dm V=
2) B = 2826 m2 h = 45 m V=
3) B = 7.065 cu. m. h = 4.7 m V=
4) B = 254.34 cm2 h = _____ V = 3306.42 cm3
5) B = 5.3 86 h =18 cm V = 6838.92 cm3
MATHEMATICS VI
Date: ___________
I. Objective:
Derive a formula for finding the volume of cones
Value: Kindness
3. Motivation:
Let the pupils give examples of objects that are conical shape. Have them define or
describe a cone.
B. Developmental Activities:
1. Presentation:
Activity 1
Discussion:
a) What was the story all about?
b) Why was the little girl crying?
c) What did Marie do?
d) Why was Marie very happy?
3. Generalization:
How do you find the volume of a cone? What is the formula used?
IV. Evaluation:
Solve for the volume of each cone:
V. Assignment:
Find the missing dimension. Use pie = 3.14
1) r = 2) r = 5 cm 3) B = 5,3066 m2
h = 8m h = 8m h = _____ h = ______
V = 301.44 cu. m. V = 235.5 m3 V = 2.6533 m3