Republic of the Philippines

Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DE ORO
DISTRICT OF MAWAB
TABONTABON ELEMENTARY SCHOOL
“Nurturing Learners for a Brighter Future.”

Name of the Teacher: LEAGENE B. OLARTE Grade and Section: IV- Charity
Subject Area: Mathematics Quarter: 4th Quarter
Date:

I. OBJECTIVES
A. Content Demonstrates understanding of the concept of time, perimeter, area, and
Standards volume
B. Performance Is able to apply the concepts of time, perimeter, area, and volume to
Standards mathematical problems and real life situations
C. Learning
Find the Volume of a Prism M4ME – Ivd-62
Competencies
D. Lesson At the end of 50 minutes, the pupils can;
Objectives a. Find the Volume of a Rectangular Prism

II. CONTENT Finding the Volume of a Rectangular Prism

III. LEARNING
RESOURCE
A. References
1.Teacher's Guide
Teacher’s Guide pages Mathematics pp 301 - 304
pages
2. Learner's
Materials Mathematics learner’s material pp. 229 - 232
pages
3. Textbook pages
4. Additional
Materials
B. Other Learning
PowerPoint Presentation, Empty boxes, Measuring tools
Resources/ SIM
IV. PROCEDURE INDICATORS

1. Classroom House Rules Indicator 5.

2. Drill Established safe and
-count the cubes secure learning
environments to
3. Review enhance learning
A. What particular unit do we use in through the consistent
A. Reviewing
measuring the length, width and implementation of
previous lesson or
the height? policies, guidelines and
Presenting the new
-Cubic meter and cubic centimeter procedures
lesson
What instrument do we used in
measuring length, width and height?
-Non-Standard Unit and Standard Unit
Teacher shows real object and let the Indicator 1: Applied
pupils identify what unit of knowledge of content within
measure and instrument to be used. and across curriculum
teaching areas.
B. Establishing a Teacher shows to the Class empty box Indicator 3: Applied a range
 Ask the following questions to the pupils:
of teaching strategies to
 Who among you has empty boxes at
develop critical and creative
home like this?
purpose for thinking, as well as other high
 What did you do to these empty
the lesson order thinking
boxes?
skills.
 Is there any way to make these boxes
useful?

Volume – is the amount of space a solid

figure occupies.
A Solid figure is a three-dimensional
shape which has a length, width and Indicator 1: Applied
Height knowledge of content within
Present this situation in the class and across learning areas.
C. Presenting
examples /
Indicator 2:
instances of the
Used range of teaching
lesson
strategies that enhance
The teacher will show to the class how to learner achievement in
get the volume of a prism by showing literacy skills
the formula V = L x W x H
 Where V is the VOLUME, L is
LENGTH, W is WIDTH and H is the
HEIGHT and it is express in cubic units.
Can you show the volume of the fish tank using Indicator 3: Applied a range
unit cubes? of teaching strategies to
D. Discussing new
develop critical and creative
concepts 5 cm thinking, as well as other high
and Practicing new
order thinking
skills #1 4 cm
skills.
15 cm
E. Discussing new Group Activity Indicator 5.
concepts -Set rules and guidelines during the group Established safe and
and Practicing new activity. secure learning
skills #2 -Present the Rubrics to the Class. environments to
-Divide the class into two groups. enhance learning
-Each Group will be given real object to through the consistent
measure and find the volume of the implementation of
object. Each member of the group will be policies, guidelines and
assigned as: procedures
Recorder: to record all important
information.
Reporter: Shares all pertinent information
with the class.
 Each group will receive a copy of the
problem, a one-fourth sheet manila
paper and a marker.
 The outputs should be posted to be
used during the presentation.
 After all the groups have finished, ask a
member of the group to report their
output. Indicator 9
 After the presentation of the groups, Used strategies for providing
ask: How did you find the activity? timely, accurate and
 Did you get the same value for the constructive feedback to
volume of the figure? improve learner performance
Fill Me
Teacher calls some pupils to fill in the
missing data to complete the table. Indicator 7:
Find the volume of each solid figure given Established learner-centered
F. Developing its dimension. culture by using teaching
mastery (Leads to length height width volume strategies that respond to
Formative
10 cm 5 cm 2 cm their linguistic, cultural,
Assessment 3)
7 cm 2 cm 4 cm socio-economic and
2 cm 3 cm 4 cm religious backgrounds.
1m 3m 10 m
3m 3m 3m
Each Group will go to each station to
solve the problem.
Mr. Vincent ask June and his friend Nico
to put vinegar and soy sauce to the Indicator 8
G. Finding
container to create a mixture. What is the Adapted and used culturally
Practical
total volume of the mixture? Appropriate teaching
applications
NOTE: Containers are posted in each strategies to address the
of concepts and
station. needs of learners from
skills in daily
Station 1 Station 2 indigenous groups.
living
VINEGAR SOY SAUCE

(to be done in 5 minutes)

( Reflective Approach)
Ask the pupils the following questions:
 What is the formula in finding the
Indicator 7:
volume of a prism?
H. Making Established learner-centered
The formula in finding the volume of a
generalizations culture by using teaching
prism is V = L x W x H
and strategies that respond to
Where V is Volume, L is LENGTH, W is
abstractions about their linguistic, cultural,
WIDTH and H is HEIGHT.
the lesson socio-economic and
 How do we find the volume of a prism?
religious backgrounds.
We will find the volume of a prims by
using the formula V = L x W x H
V. Evaluating Find the volume of the following prism. Indicator 9
learning Circle the letter of the correct answer. Used strategies for providing
1. Which of the following is NOT a unit of timely, accurate and
measurement for a constructive feedback to
solid figure? improve learner performance
a. length b. width c. time d. height
2. A drawer is 5 cm wide, 4 cm deep and
2 cm tall. What is the volume of the
drawer?
a. 40 cm3 b. 20 cm3
c. 18 cm3 d. 15 cm3
3. Find the volume of the rectangular
box?
a.24 m3 b. 9 m3
c. 12 m3 d. 16 m3

4.
 5.

Indicator 8
What unit of measure will you use to find
Adapted and used culturally
VI. Additional the volume of these objects you can find
Appropriate teaching
activities for at home?
strategies to address the
application or 1. match box
needs of learners from
remediation 2. storage box
indigenous groups.
3. refrigerator

Prepared by:

LEAGENE B. OLARTE
Teacher I

Checked and Observed by:

JULITA Q. ALVISO
MTI