School: SAN JUAN ELEM.

SCHOOL Grade Level: VI

GRADES 1 to 12 ALLENLY C. CONCEPCION
DAILY LESSON LOG Teacher: Learning Area: MATHEMATICS
Teaching DateS: MARCH 11-15,2024 Quarter: 3RD QUARTER Week 7

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A.Content Standards The learner demonstrates understanding of rate and speed, and of area and surface area of plane and solid/space figures.
B.Performance Standards The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and
real-life situations.
C.Learning Visualizes and describes surface area and names the unit of measure used for measuring the surface area of solid/space figures. M6ME-
Competencies/Objectives IIIi-91
II.CONTENT
Visualizing Surface Areas
III.LEARNING RESOURCES
A.References K TO 12 MELC 2020 p. 224 K TO 12 MELC 2020 p. 224 K TO 12 MELC 2020 p. 224 K TO 12 MELC 2020 p. 224
1.Teacher’s Guide pages CO MODULE WEEK 7 CO MODULE WEEK 7 CO MODULE WEEK 7 CO MODULE WEEK 7
2.Learners’s Materials pages Adela C. Villamayor et.al. Adela C. Villamayor Adela C. Villamayor Adela C. Villamayor
Math for LifeQuezon et.al. Math for et.al. Math for et.al. Math for
City: Rex Printing LifeQuezon City: Rex LifeQuezon City: Rex LifeQuezon City: Rex
Company 2006,pp.339- Printing Company Printing Company Printing Company
342 2006,pp.339-342 2006,pp.339-342 2006,pp.339-342

Marjoseph H. Perez Marjoseph H. Perez Marjoseph H. Perez Marjoseph H. Perez

et.al. 21st Century et.al. 21st Century et.al. 21st Century et.al. 21st Century
Mathletes Quezon Mathletes Quezon Mathletes Quezon Mathletes Quezon
City:Vibal Group City:Vibal Group City:Vibal Group City:Vibal Group
Inc.2016,pp.272-285 Inc.2016,pp.272-285 Inc.2016,pp.272-285 Inc.2016,pp.272-285

Raymond B. Canlapan Raymond B. Canlapan Raymond B. Raymond B.

et. al. Mathematics in et. al. Mathematics in Canlapan et. al. Canlapan et. al.
Action 6Textbook: DIWA Action 6Textbook: Mathematics in Action Mathematics in Action
Learning Systems Inc. DIWA Learning 6Textbook: DIWA 6Textbook: DIWA
2017, pages 249-254 Systems Inc. 2017, Learning Systems Inc. Learning Systems Inc.
pages 249-254 2017, pages 249-254 2017, pages 249-254

3.Textbook pages
4.Additional materials from
learning resource (LR) portal
B.Other Learning Resource Pictures,chart Picture,chart Picture,chart Chart,picture
IV.PROCEDURES
A.Reviewing previous lesson or Recall the previous What is a surface area? Give me an example What is a square
presenting the new lesson lesson. of a solid figures. pyramid?
B.Presenting Examples/ instances Direction: Count the Direction: Group the Direction: Complete Situation: Read the
of the new lesson square units in each names of the objects the word puzzle riddle and answer the
letter given in the with similar below. Read the clues guide questions below
illustration below. characteristics. Write and fill in the correct in your answer
your answers in your answer. Write the sheets.
answer sheets. answers in your
activity notebook.

Guide Questions
1. What is the 3D
solid figures referred
in the first stanza of
the riddle? Second
stanza? third stanza?
2. What is the
common feature of
the solid figures
mentioned?
3. Is it important to
handle objects with
care? Why?
C.Discussing new concepts and Visualizing and Describing Surface Area Square Pyramid
practicing new skills #1
 Surface Area (SA) refers to the total area A square pyramid has 5 faces: a square face
on the surface of a space figure. It is the sum of all for the
the areas of all the faces that make up the space base and 4 triangular lateral faces. It also has a
figure. slant height ( h)
or the height of one lateral face. The figure below shows a
square pyramid and its net.
Like area, the quantity is expressed using square
units like cm2, ft2, m2, and other square units.

The formulas for the surface area of common

solids may be derived using their properties.
Slant
height h
(h) s
h s s h
s
 Area of the base = s2 or s x s

1
(
Lateral area = 4 x 2 b x h )
The surface area of a square pyramid is
given by the equation
1
)
SA = s2 +4 x ( b x h ,where s is the
2
measurement of one side of the square
base, b isthe base of the triangleand h is
the measurement of the slant height.

D.Discussing new concepts and Cube Cone .

practicing new skills #2 A cube is a solid figure made up of 6
congruent square faces. Recall that cone is a solid figure that has a
circular base and a curved surface. Like a
cylinder, the curved surface in a cone is rolled
to form the lateral surface. The length of its
lateral surface is the slant height.
The surface area formula of a cone is
derived from its net.
 The area of the circular base is equal
to r2. The area of the curved surface
The surface area (SA) of a cube is given by the (lateral area or LA) is equal to half the
equation SA = 6s2. circumference of the circular base
where: SA= surface area
s = side
times the slant height l .
1
LA = x (2r)(l )
2
Rectangular Prism
= rl
A rectangular prism has six rectangular Now, combining the area of the
faces, two of which are called bases and the base and the lateral area, you will have
remaining four are called lateral faces. the formula for the surface area.
SA = r2 + rl

The surface area of a rectangular prism is given by

the equation
SA = 2 (lw) + 2(lh) + 2(wh), where l is the length,
w is the width and h is the height of the prism.

Cylinder
A cylinder is a solid formed by two congruent
circular bases and a curved surface. The curved
surface is actually a rolled rectangle. The figure below
reveals the net of a cylinder

To find the surface area of a cylinder, simply get

the sum of the areas of the two circular bases and
the area of the curved rectangular surface.

The area (A) of a circular base is given by

the equation A = r2,where  =3.14 and r is the
radius of the circular base.

To determine the area of the curved surface,

imagine unrolling it into a rectangle. The
dimensions of the unrolled surface (rectangle)
and the corresponding area (lateral area) will
be as follows:

The surface area of a cylinder is given by the

 equation SA=2r2 + 2rh,
where  = 3.14, r is the radius of the circular
base and his the height of the cylinder.

E.Developing Mastery Directions: Read the Directions:Read the Direction: Complete the Direction: Answer the
statement carefully statement carefully bump game below by task below. Write
about surface area of a about surface area answering what 3d your answer in your
cube and rectangular of acylinder and figure is referred to activity notebook.
prism. Write the letter square pyramid. each task. Select your
of the correct answer. Match column A answers inside the
with column B. game grid with a shade.
Write the letter of Write your answers on
the correct answer. your activity notebook.
It is the solid

figure shown

above.

1. What solid figure is A.

shown above?
1. It is an object of
which we can solve
for surface area of
2. Which of the cylinder.
2. It is the nets that
objects below shows would make
a cube? a cylinder.
3.It is the base of the
3. Which of the cubes cylinder.
will have the largest 4. It is the nets that
would make a square
surface area?
pyramid.
5. It is an object of
which we solve for the
surface area of square
4. The formula for
pyramid.
surface area of a
 rectangular prism B
SA = 2lw+2lh+2wh can
be used on which
object below?
A.
B. circle
5.Which of the nets
below would not
make a rectangular
prism? C.

D.
E. cylinder

F. Lateral Area =

(2r)(h)

G.

F.Finding Practical application of Direction: Visualize the Direction: Answer the Direction: Answer the Direction: Visualize
concepts and skills in daily living given figure by following question below. task card. Write your the given figure by
the steps in visualizing answers on your activity following the steps in
the surface area for solid 1. How do we visualize notebook. visualizing the
or plane figures. the surface area of a surface area for solid
cube, prism and or plane figures.
pyramid?
 1. What is the name of
1. What is the name
this solid figure?
of this solid figure?
2. How many faces does
2. How many faces
it have?
does it have?
3. What is the shape of
3. What is the shape
each face?
of each face?
4. Draw a net of the
4. Draw a net of the
figure.
figure.
5. How will we get the
5. How will we get
surface area of this
the surface area of
figure? Illustrate.
this figure? Illustrate.
G.Making generalization and Direction: Visualize the given figure by following the Direction: Answer the question below.
abstraction about the lesson steps in visualizing the surface area for solid or
plane figures. 1. How do we visualize the surface area of a
cylinder, cone and sphere?

1. What is the name of this solid figure?

2. How many faces does it have?
3. What is the shape of each face?
4. Draw a net of the figure.
5.How will we get the surface area of this figure?
Illustrate.

H.Evaluating learning Directions: Read and Direction: Read the Follow the steps in Direction: Read the
answer each question following and write your Visualizing the following and write
carefully about surface answers on your surface area. Fill in your answers on your
answer sheets. the information answer sheets.
area of thesolid 1. Which net or needed below.
figures. Write the letter combination of shapes 1. Which net or
of the correct answer. would make a cube? combination of
shapes would make a
cylinder?
1. How many
congruent square
faces are there in a 2. A rectangular prism
cube? may also have square
faces. What is the least
A. 4 2. A triangular prism
number of rectangular
B. 5 faces it may have? has a triangular and
C. 6 A. 2 C. 4 B. 3 D. 6 rectangular faces.
D. 7 3. Given the figure, What is the least
what is the unit of number of triangular
measurement used? faces it may have?
2. How many
A. 2 C. 4 B. 3 D. 6
rectangular faces are
there in a rectangular 3. Given the figure,
prism? what is the unit of
A. 4 measurement used?
B. 5 A. square centimeters
B. square meters
C. 6 C. square millimeters
D. 7 D. square decimeters
4. The net shown in the
3. Which object right can be folded into
doesn’t represent a a cube. Given such, A. square centimeters
cylinder? what letter would be the B. square meters
opposite face of the C. square millimeters
A. glass D. square decimeters
one that is marked with
B. can the letter W? 4. If you triple the
C. coin ________________ dimensions of a cube,
D. book how much bigger will
the surface be?
4. Which is the base of 5. The height of a
cone is the distance
a cone?
from the base to the
A. square 5. From the given net of
apex. Which is longer
B. rectangle the cylinder, which side
for a right circular
C. circle of the rectangular face
cone, the slant height
is equal to the
D. triangle circumference of the
(sh) of a cone or its
height (h)? Justify
 5. Which of the circle? your answer.
following describes the
faces of a square
pyramid?
A. 2 congruent circular
bases & a curved
surface
B. 2 rectangular bases
& 4 recatangular
lateral faces
C. 1 square face & 4
triangular lateral faces
D. 6 congruent square
faces

I.additional activities for

application or remediation
V.REMARKS
VI.REFLECTION

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe formative
assessment
B. No.oflearnerswho requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho havecaughtupwiththe
lesson.
D. No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching strategiesworkedwell?
Why didthesework?
F. WhatdifficultiesdidI encounterwhichmy
principalorsupervisorcan helpmesolve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

PREPARED BY: CHECKED BY:

ALLENLY C. CONCEPCION MARIFE C. COLUMNA, PhD.
Teacher I Principal II