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Math6 q4 w2 - detailed lesson plan

Bachelor of Secondary Education (Baao Community College)

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MATHEMATICS 6
Quarter 4 Week 2 Day 1
I. OBJECTIVES
A. Content The learner demonstrates understanding of volume of solid
Standards figures and meter reading.
B. Performance The learner is able to apply to apply knowledge of volume
Standards of solid figures and meter reading in mathematical
problems and real-life situations.
C. Learning The learner finds the volume of cylinders, pyramids,
Competency cones, and spheres.
Lesson 72/ M6ME-IVb-97
Finding the volume of cylinders, pyramids, cones, and
II. CONTENT
spheres
III. LEARNING
RESOURCES
A. A. References
1. Teacher’s Guide 1. K to 12 Mathematics Curriculum Guide August 2016,
pages page 200
2. Lesson Guide in Elem. Math Gr. 6 p. 394, 398
3. Lesson Guide in Elementary Math Grade 6. 2010. pp.
394-397
4. Lesson Guide in Elem. Mathematics Grade 6 2012. pp.
394-397.
2. Learner’s 1. 21st Century Mathletes pp. 290-291
Material pages 2. Mathematics for Everyday Use Grade 6. 2011. pp. 229-
230
3. Textbook pages 1. Mathematics for Everyday Use Grade 6. 2011. pp. 229-
230
4. Additional MIMOSA Module Grade 6 – Volume of a Cylinder
Materials from  file:///C:/Users/Acer/Desktop/Downloaded/53.%20VOLUME%2
Learning 0OF%20A%20CYLINDER.pdf
Resource LR
portal
B. Other Learning Video clip presentation from:
Resources  http://www.apluslearn.org/#!online-tu...
 http://www.youtube.com/user/vividmath...
Materials: flash cards, show-me-board, manila papers,
pictures of cylindrical objects, activity
sheets(measurement of cylindrical objects and word
problems)
IV. PROCEDURE Advance Learners / Average Learners

A. Reviewing Review: (Monitorial Grouping using show-me-board)

previous lesson or Mechanics
presenting new 1) Find the area of the following circles.
lesson 2) Group with the most number of correct answer wins
the game.
3) Assign the officer of the day to be the scorer.
4) Sample equations (drawn in a flashcards).

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1) r =10cm 2) d= 8cm 3) r = 6cm

A = ______ A = ______ A = ______

Advance Learners Average Learners
Drill: Game: Descibe Me! Drill: Game: Descibe Me!
(Pinoy Henyo) (Monitorial Groupings)
Mechanics: Mechanics:
a.)Divide the class into 4 a.)Show pictures of
groups. different cylindrical
b.)Assign another group to be objects.
the pair of one group. Ex. trashcans, cans,
c.) Provide each group with a jars, bottles, mug etc
pictures of cylindrical b.)Each member will name
objects to be described by one object and tell
the opponent. something about it.
Ex. trashcans, cans, jars (1-2 words)
d.)The group who got the c.) The drill will continue
correct answer with the until all the members of
shortest time duration each group participated
earned a point/score. the activity.
e.)The group who got the d.) The group who best
highest score wins the identified/described the
game. objects wins the game.
(Elicit from them the proper (Remind them of the proper
standard in having a group standard in having a group
activity). activity).
B. Establishing a What are some of our basic needs? Name some.
purpose for the Why is water important to us? What are its uses? Do we
lesson need to conserve water? Why? How do we conserve
water? Name some ways of conserving water.
C. Presenting Present a video clip
examples/  http://www.apluslearn.org/#!online-tu...
instances of the  http://www.youtube.com/user/vividmath...
new lesson. (Ask them the standards while watching video clip)
Present a problem: (Let them read and analyze silently)
Lino lives in a remote barangay with no water supply.
Every morning they need to fetch water from their
neighbor’s deep well to fill their cylindrical water tank that
measures 18 dm high and with a radius of 6 dm. How much
water can the cylindrical tank hold to supply their daily
consumption?

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D. Discussing new What is the shape of the water tank? What are other things
concepts and can we use to store water in our house? Name other
practicing new containers similar to cylindrical tank?
skills #1 What are the dimensions of the tank?
What are we asked to find? What are given in the
problem? What operation are we going to use?
Do you know how to find its volume? What is the
formula?
E. Discussing new .(distribute a piece of manila paper and pen in every group)
concepts and Let the pupils illustrate the tank.
practicing new Let them write/put the given data correctly.
skills #2
height = 18 dm radius = 6 dm

Discuss how to find the volume of cylinder.

Elicit formula: V = 𝜋 𝑟 2 x h (by group)
Let them solve for the volume of the given cylinder on
their own way.
Call a representative from each group to present their
collaborative answer on the board.
F. Developing Advance Learners Average Learners
mastery (Leads How did you find the activity? What did you feel in doing
to Formative How did you solve for the the activity?
Assessment 3) volume of the given cylinder How did you solve for the
to your group? volume of the given
What challenges did you cylinder to your group?
encounter while answering Did you encounter any
the activity? How did you challenges while
deal with it? answering the activity?
(Elicit from the pupils the What are those? Give
value of teamwork/ unity etc.) some.
(Elicit from the pupils the
value of teamwork/ unity
etc.)
G. Finding practical Provide each group with an Provide each group an
application of activity sheets and let them activity sheets together
concepts and read, analyze, find and solve with the pictures of
skills in daily the given problem. cylindrical objects used
living Let the reporter of each group during drill, let each group
present their output. find and solve for the
Sample problem: volume of the assigned
 A milk can has a height of 12 cylindrical object.
cm and a radius of 3,5 cm. Let the reporter of each
What is its volume? group present their output.
 Find the volume of a pipe  Group I – mug
with the a height of 1.5 m r = 3 dm, h = 7 dm
and a diameter of 0.18 m  Group I – tumbler

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r = 8 cm, h = 22 cm
H. Making
What are the given data to solve the volume of a cylinder?
generalizations
Using these data, how can you find the volume of cylinder?
and abstraction
What is the formula in finding the volume of cylinder?
about the lesson
I. Evaluating Advance Learners Average Learners
learning Find the radius or height of Give the volume of the
the cylinder. given cylinder.
1) r = 7 m 1) r = 3 cm
h = _____ h = 9 cm
V = 1 384.74 m3 V = ________
2) r = _____ 2) d = 20 cm
h=6m r = ________
V = 169.56 m3 h = 15 cm
3) d = 40 cm V = ________
h = 75 cm 3) d = 10 dm
V = _______ h = 14 dm
V = ________

J. Additional Advance Learners

activities for 1.) Look for an actual cylindrical object, measure the
application or height and radius of the object in cm.
remediation or
2.) Cut any cylindrical object and paste it in a bond paper
and estimate the height and radius in cm.
3.) Solve for the volume of the cylinder using the formula.

Average Learners
Complete the table. Copy and answer this in your notebook.
Find the volume. Use 𝜋 = 3.14.
Cylindrical Objects Radius Height Volume
1.) mug 4 cm 12 cm
2.) water jug 7 cm 30 cm
3.) water tank 12 dm 18 dm
V. REMARKS

VI. REFLECTIONS
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson

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D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal/
supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

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MATHEMATICS 6
Quarter 4 Week 2 Day 2
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of
volume of solid figures and meter reading.
B. Performance Standards The learner is able to apply to apply knowledge
of volume of solid figures and meter reading
in mathematical problems and real-life
situations.
C. Learning Competency The learner finds the volume of cylinders,
pyramids, cones, and spheres.
Lesson 72/ M6ME-IVb-97
III.CONTENT Finding the volume of cylinders, pyramids,
cones, and spheres
III.LEARNINGRESOURCES
A. References
K to 12 Mathematics Curriculum Guide August
1. Teacher’s Guide pages
2016, page200
2. Learner’s Material
21st Century Mathletes pp. 289-290
pages
3. Textbook pages Mathematics for Everyday Use Grade 6. 2011.
pp. 229 – 230
Growing Up with Math 5. 2012. pp.306 – 307
4. Additional Materials MIMOSA Module 51 Grade 6 – Volume of a
from Learning Resource Pyramid with a square base
LR portal MIMOSA Module 52 Grade 6 – Volume of a
Pyramid with a rectangular base
5. Other Learning Video clip presentation from:
Resources  https://www.youtube.com/watch?v=ufnPquf5Y3s
Materials: flash cards, show-me-board, manila
papers, strips of cartolina, pictures of
pyramidal shapes/objects, activity sheets,
measuring devices (ruler, tape measure, etc)
IV.PROCEDURE Advance Learners / Average Learners

A. Reviewing previous Drill: (Monitorial Grouping using show-me-board)

lesson or presenting  Drill on finding the area
new lesson  Flash the cards with different figures
Examples
4cm 5cm 7cm 12m
6cm 2cm
 Continue the drill until all the members of the
group participated the activity
 Group with the highest score wins the game

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Review:
Advance Learners
 Group the learners as you desired
 Provide each group with different sizes of
cans, measuring device (ruler, etc), pentel pen
and strip of cartolina
 Each group will do the following:
 measure its height and its radius in cm
 find its volume
 brainstorm the solution to get the answer
 assign presenter to discuss your answer
to the class
Average Learners
Group Activity (Setting of Standards)
Complete the table. Use 𝜋 = 3.14.
Cylinders Radius Diameter Height Volume
Cylinder A 6 cm 14 cm
Cylinder B 110 mm 250 mm
Cylinder C 40 cm 75 cm
Cylinder D 1.75 dm 3.9 dm
Cylinder D 9m 7m
K. Establishing a purpose for Look around, cite an example of objects/things
the lesson with a shape like a pyramid. Ask something
about it. Describe the shapes/objects to be
mentioned.
Show different pictures of pyramidal shapes/
objects (including great pyramids in Egypt).
What can you say about the pyramids in
Egypt? How do you describe it? What solid
figure is it look like?
L. Presenting examples/  Present a video clip
instances of the new  https://www.youtube.com/watch?v=ufnPquf5Y3s
lesson. (Ask them the standards while watching video
clip, remind them also to take note while watching
the video)
Present a problem: (Let them read and analyze
silently)
The Great Pyramid in Egypt has a square
bottom that is about 230 m on each side, and
its height is about 147 m. About how much is its
volume?
M. Discussing new concepts  What have you learned from the video clip
and practicing new skills presented? How was the volume of the pyramid
#1 solved? What was common mistake to be
avoided based from the video? Do you have
any other solutions to be shared? How will you
do it? Show your answer on the board.

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(Call volunteer learners to share their ideas

Call some learners to ask something about the
ideas presented
Elicit from them how to get other solution aside
from the usual formula, short-cut method )
N. Discussing new concepts What kind of polygon is the base of the
and practicing new skills pyramid? How is every pyramid named/called?
#2 What are its dimensions? How important are
these dimensions to get the volume of the
pyramid?
What are we asked to find? What are given in the
problem? What operation are we going to use?
How are we going find the volume of the
pyramid? What is the formula to be used?
What unit of measure will you use?
(distribute a piece of manila paper and pentel pen
to every group)
Discuss how to find the volume of pyramid.
1
Elicit the formula: V = 𝐵h cubic units
3
or
Bh
V= 3
cubic units
(by group)
Let them solve the volume of the given
pyramid on their own way.
Let the presenter from each group report their
collaborative answer on the board.
O. Developing mastery Advance Learners Average Learners
(Leads to Formative
Assessment 3) How did you find the What did you feel in
activity? doing the activity?
How did your group Did your group
perform the activity perform the activity
properly? How did properly? Why?
cooperation help in the What have you done
attainment of good to attain good
results? results?
What challenges did you Did you encounter
encounter while any challenges while
answering the activity? answering the
How did you deal with activity? What are
it? those? Give some.
(Elicit from the pupils the (Remind the pupils
value of unity/ the value of unity,
teamwork cooperation, cooperation etc.)
etc.)

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P. Finding practical Read, analyze and solve Read, analyze and

application of concepts the problem. solve the problem.
and skills in daily living Setting of Standards Setting of Standards
(Think pair-share) (Think-Triad)
Sample problems: Sample problems:
Group 1 Group 1
The volume of a pyramid A tent is shaped like a
with a square base is 7 350 pyramid with 15 meters
m3. If the height is 18 and a height of 10 meter.
meters, what is the length What volume of air does
of the sides of its base? it contain?

Group 2 Group 2
A rectangular pyramid has A group of Grade 6
a volume of 240 m3. If the pupils made a
dimensions of its base are rectangular pyramid box
8 meters, find the height of for their math project. It
the pyramid. has a base of 7 cm by 5
cm and a height of 12
Group 3 cm. What is its volume?
A pyramid tent has a
capacity of 160 m3 of air. If Group 3
the base is 10 m by 8 m, A tent is shaped like a
find its height. pyramid with a base of 5
m by 3 m and a height of
Group 4 2.5 m. What is the
How much air could a volume of air that it
square pyramid hold if its enclosed?
base area is 125 m2 and
15 m high? Group 4
Let each group report What is the volume of a
pyramid whose base is a
and discuss how they square with a side 13 m
solve for their output in long and whose height is
front 20 m?
Allow other groups to Let each group report
critique the answer and and discuss their
solutions presented output in front
Have them share some Allow other groups to
other solutions to the ask questions
problem  Have them share
some other solutions
to the problem
Q. Making generalizations What are the dimensions needed to solve the
and abstraction about the volume of a pyramid?
lesson Using these dimensions, how can you find the
volume of a pyramid?
What is the formula used in finding the volume
of a pyramid?
R. Evaluating learning Advance Learners
Find the missing dimension of each pyramid
1) B = 6 cm2 h = 7 cm V = _______

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2) V = 172 cm3 B = 40 cm2 h = _______

3) V = 72 m3 h = 4.8 m B = _______
4) B = 7.5 m2 h = 12.5 cm V = _______
5) V = 20.5 cm B = 10.25 cm2
3 h = _______

Average Learners

1) 2) 3)
8m

V = __________ V = __________ V = ________

S. Additional activities for Advance Learners

application or remediation
Do the following:
4.) Cut a picture or draw 1 pyramidal object
with a square or a rectangular base.
5.) Label the dimensions by estimating the
height and the base of the pyramid in cm/m.
6.) Solve for the volume of the pyramid using
the formula.
Average Learners
Complete the table.
l w h Area of the
base Volume
Pyramid 1 10 cm 7 cm 15 cm
Pyramid 2 6 m 12 m 96 m3
Pyramid 3 18 cm 260 cm2 1560 cm3

VII. REMARKS
VIII. REFLECTIONS
A. No. of learners who
earned 80% on the formative
assessment
B. No. of learners who
require additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?

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 lOMoARcPSD|13024394

F. What difficulties did I

encounter which my principal/
supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

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 lOMoARcPSD|13024394

MATHEMATICS 6
Quarter 4 Week 2 Day 3
I.OBJECTIVES
A. Content Standards The learner demonstrates understanding of volume of
solid figures and meter reading.
B. Performance The learner is able to apply to apply knowledge of
Standards volume of solid figures and meter reading in
mathematical problems and real-life situations.
C. Learning Competency The learner finds the volume of cylinders, pyramids,
cones, and spheres.
Lesson 72/ M6ME-IVb-97
II.CONTENT Finding the volume of cylinders, pyramids, cones,
and spheres
IV.LEARNINGRESOURCES
A. References
K to 12 Mathematics Curriculum Guide August 2016,
page200
1.Teacher’s Guide pages
Lesson Guide, Grade 6. 2010, pp. 398-402
21st Century Mathletes Manual, pp.113 – 115
2.Learner’s Material pages 21st Century Mathletes 6 pp. 288-301
3.Textbook pages Growing Up with Math 5. 2012. pp.291 – 297
4.Additional Materials from
Learning Resource LR portal
B.Other Learning Resources Video clip presentation from:
 MathHelp.com
https://www.youtube.com/watch?v=l_KW_pRkEzg
 Math Antics - Volume
https://www.youtube.com/watch?v=qJwecTgce6c
(refer to video clip 9:25-12:02 for cone and sphere
presentation only)
Materials: flash cards, show-me-board, manila
papers, strips of cartolina, pictures of different
shapes/objects of space figures, activity sheets
(guided practice)
IX. PROCEDURE Advance Learners / Average Learners

D. Reviewing previous Drill: Mental Computation (Use flashcards)

lesson or presenting new Set A Set B
1
lesson 1) 15 x 4 x 50
3
1
2) 3 x 4 x 4 x 3.14 x 2
3
1
3) 6 x 2 x 5 x 21
3
1
4) 16 x 6 x 4 x 3.14
3
1
5) 8 x 13 x 5
3
Assign the officer to be the board scorer
Group with the most number of correct answer wins
the game

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Advance Learners
Review:
Setting of standards
Game: PASS IT ON
(Monitorial Grouping or any grouping desired)

 Provide each group an activity sheet like:

 Every group will complete the table above

 Each group member will solve and answer by filling
out one blank
 After answering, she will pass it on to the next
member of the group until all the members of the
group participated the activity
l w h Area of the
base Volume
Pyramid 1 7 cm 6 cm 12 cm
Pyramid 2 4m 10 m 96 m3
Pyramid 3 18 cm 260 cm2 1560 cm3
Pyramid 4 15 cm 15 cm 1 425 cm3
Pyramid 5 6m 4m 48 m3
 They will post and explain how they solved their
output to the class
 Assign other group to check their output, have them
explain further if possible

Average Learners
Review:
Setting of standards, Giving of rubrics
(Monitorial Grouping or any grouping)
 Provide each group set of pictures with different
space figures, pentel pen and cartolina
 Let them choose and identify set of conical objects
among the pictures given and have them define or
write something about it.
 Paste the pictures and write your answer in
cartolina to be presented to the class by the group
reporter
 Ask question to other group about your output to
find out if they listen in your presentation
 The teacher will write the rating based on the
rubrics to be agreed by the class
E. Establishing a purpose for Have you attended parties? What kind of
the lesson parties? Do you know what is a birthday
party? Why do we celebrate such event? How
do you celebrate your birthday party? Where
do you usually celebrate it?
Share some of your experiences in attending
gatherings like these?

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F. Presenting examples/  Present a video clip

instances of the new  https://www.youtube.com/watch?v=l_KW_pRkEzg
lesson.  https://www.youtube.com/watch?v=qJwecTgce6c
(Ask them the standards while watching video
clip, remind them also to take note while watching
the video)
Present a problem: (Let them read and analyze
silently)
Clara attended the birthday party of her
classmate. They were given party hats and ice cream
in cones. Clara saw one her classmates looking at
the other boy eating ice cream. She scoop an ice
cream and put it in a cone, went over to her
classmate and gave it. Her classmate gave her a hug
and said “thank you”. Clara was very happy.
G. Discussing new concepts  What have you learned from the video clip
and practicing new skills presented? How was the volume of the cone solved?
#1 What have you noticed on how the given data
computed? Why was cancellation used in solving the
volume? Recall it and say something about the
solution discussed. Do you have any other solutions
to be shared? How will you do it? Show your answer
on the board.
(Call volunteer learners to share their ideas
Call some learners to ask something about the ideas
presented
Elicit from them how to get other solution aside from
the usual formula, short-cut method )
H. Discussing new concepts Ask the following
and practicing new skills What was the story all about?
#2 Why was one of Clara’s classmate look at a boy
in the party? What do you think is the attitude of
that clasmate?
What did Clara do?
Why did one of the classmates gave Clara a hug?
How did Clara feel in the story?
If you were Clara, what would you do? Why?
What kind of solid figure was the ice cream cone and
party hats represents?
If the ice cream cone has a height of 12 cm and a
diameter of 6 cm, what is its volume?

Illustrate the ice cream cone.

Label the dimensions.
How are we going find the volume of the ice cream
cone? What is the formula to be used?

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What unit of measure will you use?

(distribute a piece of manila paper and pentel pen to
every group)
Discuss how to find the volume of cone.
1
Elicit the formula: V =
3
𝜋 𝑟 2 ℎ cubic units
or
𝜋 𝑟2 ℎ
V= cubic units
3
(by group)
Let them solve for the volume of the given
cone on their own way.
Let the presenter from each group report their
collaborative output on the board.
Allow other group to ask 1-2 questions about the
group presentation
I. Developing mastery
(Leads to Formative Advance Learners Average Learners
Assessment 3) How did you find the What did you feel in doing
activity? the activity?
How did your group Did your group perform the
perform the activity activity properly? Why?
properly? How did What have you done to
cooperation help in the attain good results?
attainment of good Did you encounter any
results? challenges while
What challenges did you answering the activity?
encounter while What are those? Give
answering the activity? some.
How did you deal with it? (Remind the pupils the
(Elicit from the pupils the value of unity,
value of unity/ teamwork cooperation etc.)
cooperation, etc.)

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J. Finding practical Read, analyze and solve Read, analyze and solve
application of concepts the problem. the problem.
and skills in daily living Setting of Standards Setting of Standards
(Think pair-share)
(Think-Triad)
Sample problems: Sample problems:
Group 1 Group 1
A conical tent has a base of In Elen’s Geometric
426.7 cm in diameter and a park, different solid
height of 243.8 cm. What is figures can be found.
the volume of the air that it Ruby went to the conical
holds in meters? building. It has a height
of 67 dm and a radius of
Group 2 45 dm. What is its
How high is a conical tent volume?
that has a volume of 25.12
m3 of air if its base has a Group 2
radius of 2m? A conical tent of radius,
3 m and height, 4.2 m
Group 3 was assembled by the
A cone has a radius of 6 cm boy scouts. How much
and a height of 8 cm. A air does it enclose?
second cone has a radius
of 8 cm and a height of 6
cm. Which has a greater Group 3
volume? How much The radius of the base
greater? of the cone is 10 cm and
the height is 8 cm. What
Let each group report and is the volume of the
cone?
discuss how they solve
for their output in front
Let each group report and
Allow other groups to
discuss their output in
critique the answer and
front
solutions presented
Allow other groups to
Have them share some
ask questions
other solutions to the
 Have them share some
problem
other solutions to the
problem
K. Making generalizations What are the dimensions needed to solve the volume
and abstraction about the of a cone?
lesson Using these dimensions, how can you find the volume
of a cone?
What is the formula used in finding the volume of a
cone?
L. Evaluating learning Advance Learners
Find the missing dimension of each cone
6) B = 19.625 m2 h = 8.5 m V = _______
7) V = 194.99cm3 h = 9.2 cm r = _______
8) r = 8.4 cm h = 9.55 cm V = _______
9) V = 7.53 dm3 r = 8.4 dm h = _______
3
10) V = 482.81cm h = 12 cm r = _______
Average Learners

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Solve for the volume of each cone.

M. Additional activities for Advance Learners

application or remediation
Do the following:
7.) Cut a picture or draw 1 conical object or things.
8.) Label the dimensions by estimating the height
and the base of the cone in cm/m.
9.) Solve for the volume of the cone using the
formula.
Average Learners
Complete the table. Use 𝜋 = 3.14
Radius Diameter height Volume
Cone 1 20 cm 15 cm
Cone 2 1.5 m 2.7 m
Cone 3 9 cm 150.72 cm3

V.REMARKS

VI.REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson
work? No. of learners who have
caught up with the lesson
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well? Why did
these work?
F. What difficulties did I
encounter which my principal/
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

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MATHEMATICS 6
Quarter 4 Week 2 Day 4
I.OBJECTIVES
D. Content Standards The learner demonstrates understanding of volume of
solid figures and meter reading.
E. Performance Standards The learner is able to apply to apply knowledge of
volume of solid figures and meter reading in
mathematical problems and real-life situations.
F. Learning Competency The learner finds the volume of cylinders, pyramids,
cones, and spheres.
Lesson 72/ M6ME-IVb-97
Finding the volume of cylinders, pyramids, cones,
X. CONTENT
and spheres
XI. LEARNINGRESOURCES
A. References
K to 12 Mathematics Curriculum Guide August 2016,
6. Teacher’s Guide pages page 200
21 Century Mathletes Manual, pp.113 – 115
st

7. Learner’s Material
21st Century Mathletes pp. 289-290
pages
8. Textbook pages
9. Additional Materials
from Learning Resource
LR portal
10. Other Learning Video clip presentation from:
Resources  Math Antics - Volume
https://www.youtube.com/watch?v=qJwecTgce6c
(refer to video clip 9:25-12:02 for cone and sphere presentation
only)
 Volume of Sphere - MathHelp.com
https://www.youtube.com/watch?v=7vojilWXkMI
Materials: flash cards, show-me-board, manila paper,
strips of cartolina, pictures of spherical
shapes/objects, activity sheets(guided practice)

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XII. PROCEDURE Average Learners

T. Reviewing previous Drill: Find the product

lesson or presenting new  Divide the class into 5 groups.
lesson  Provide every group with manila paper and pentel pen.
 Have them write their group name on top of manila
paper and number it 1-10.
 Let them form lines, first pupil holding manila paper
and pen, ready to write his/her answer
 As the teacher flashes card like:
3x3x3 43
2x2x2 63
5x5x5 103
A pupil in line will write the product in manila paper,
she will then pass the manila paper and pentel pen
to the next pupil in line.
The last member of the group will post their output on
the board.
Assign all the leaders of the group to check the output
of other group.
 Group with the highest score wins the game.

Advance Learners
Drill:
 Divide the class into 5 groups
 Provide every group with a manila paper, pentel pen,
and activity sheet (guided practice)
 Have them write their agreed group name on top of
manila paper
 As the teacher says “GO”, they will start to solve,
compute for the answers (5 min)
Sample activity: Complete the table below.
Given the circumference of a circle, find the diameter
and radius.
Circles Circumference Diameter Radius
Circle A 18.84 cm 6 cm 3 cm
Circle B 31.40 m 10 m 5m
Circle C 47.10 m 15 m 7.5 m
Circle D 69.08 cm 22 cm 11 cm
Circle E 15.70 m 5m 2.5 m

 As the teacher says “STOP” each group will post their

output on the board, to be presented by the assigned
group reporter.
 Assign all the leaders of the group to check the
output of other group.
 Group with the most number of correct answer wins
the game.

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Advance Learners
Review: Find the missing dimensions of each cone
below.
Cone Radius Diameter Height Volume
Cone 1 5m 10 m 12 m 314.00 m3
Cone 2 3 cm 6 cm 10 cm 94.20 cm3
Cone 3 4m 8m 9 m 150.72 m3
Cone 4 6 cm 12 cm 15 cm 565.20 cm3

Average Learners
Review: Find the volume of the following cones.
1) 2)
8 cm 14 cm

3 cm

V = 131.88 cm3
3 cm 3) 4m
V = 75.36 cm3

6m
V = 100.48 m3
U. Establishing a purpose for Word Hunting Game
the lesson Do you like to go hunting? Let’s have a word hunting
game
a) Encircle the words diagonally, horizontally, or
vertically.

D C O B X A F Y R H
P I E A S C M F A J
I R A K P W O Q D M
F C J M H P L X I O
U L P Z E B A I U L
B E S A R T N P S N
O Q W I E F E L O A
V O L U M E S R V I

b) What words were you able to identify?

c) Describe each? Give the meaning of each word?
d) Identify and describe the difference between radius
and diameter.
e) Identify and describe the difference between circle
and sphere.
f) Identify and describe the difference between surface
area and volume.
g) Cite some example of spherical objects/things
(bubbles, pingpong balls, globe, basketball, etc)

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V. Presenting examples/  Present a video clip

instances of the new  https://www.youtube.com/watch?v=ufnPquf5Y3s
lesson. (Ask them the standards while watching video clip,
remind them also to take note while watching the video)
Present a problem: (Let them read and analyze silently)
During 2019 District Meet last week, the grade 5
male team qualifies for the basketball tournament. Sir
coach discussed about basketball game, they found out
that the diameter of the basketball used in NCAA are
between 9.39 and 9.55 inches for men. If 1 inch is equal
to 2.54 cm, what is the volume of the basketball?

d = 9.39 in

W. Discussing new concepts  What have you learned from the video clip
and practicing new skills presentation? How was the volume of the sphere
#1 solved? Do you have any other solutions to be shared?
How will you do it? Show your answer on the board.
(Call volunteer learners to share their ideas
Call some learners to ask something about the ideas
presented
Elicit from them how to get other solution aside from the
usual formula, short-cut method )
X. Discussing new concepts What are the dimensions involved in a sphere? What
and practicing new skills will you do if the given dimension in a problem is
#2 diameter? How will you get the radius of the circle? How
important are these dimensions to get the volume of the
sphere?
What are we asked to find? What are given in the
problem? What operation are we going to use?
How are we going find the volume of the sphere?
What is the formula to be used?
What unit of measure will you use?
(distribute a piece of manila paper and pentel pen to
every group)
Discuss how to find the volume of sphere.
4
Elicit the formula: V = r3 cubic units
3
(by group)
Let them draw a ball and have them label the
dimensions given
Let them solve for the volume of the given basketball
on their own way.
Let the presenter from each group report their
collaborative answer on the board.
Encourage each group to ask 1-2 questions

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about the presented output.

Y. Developing mastery Advance Learners Average Learners
(Leads to Formative How did you find the What did you feel in doing the
Assessment 3) activity? activity?
How did your group Did your group perform the
perform the activity activity properly? Why?
properly? How did What have you done to
cooperation help in the attain good results?
attainment of good Did you encounter any
results? challenges while answering
What challenges did you the activity? What are
encounter while those? Give some.
answering the activity? (Remind the pupils the
How did you deal with it? value of unity, cooperation
(Elicit from the pupils the etc.)
value of unity/ teamwork
cooperation, etc.)
Z. Finding practical Group Activity:
application of concepts Problem solving on finding the volume of the sphere.
and skills in daily living  Distribute manila paper, pentel pen and activity
card(guided practice) in every group.
 Read and analyze.
 Draw and label the dimension given.
 Find the volume of the spheres in the problem.
 Setting of Standards

Sample problems:

Group 1

Find the volume of a table tennis ball, if the diameter is 4 cm.

Group 2

Mother is washing clothes on weekend. Lorna helped mother

rinse the clothes. She observed some bubbles from the tub. If
the bubbles’ diameter is 3 cm, how much air is enclosed in it?

Group 3

The teacher in AP use a globe to discuss about the location of

different continents in Asia. If the radius of the globe is 20 cm,
what is its volume?

Group 4

How much air could a balloon hold if its radius is 15 cm?

Let each group report and discuss how they solve for
their output in front
Allow other groups to critique the answer and solutions
presented
Have them share some other solutions to the problem

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AA. Making generalizations What is the only dimension given to solve the volume of
and abstraction about the a sphere? What will you do if the given is diameter?
lesson How will you use this to find the volume of a sphere?
Using this dimension, how can you find the volume of a
sphere?
What other method can we use to shorten the
computation? (cancellation method if possible)
What is the formula used in finding the volume
of a sphere?
BB. Evaluating learning Advance Learners

Group Activity

 Provide every group with guided practice, manila

paper and pentel pen.

Sphere #1 Sphere #2 Sphere #3

3 cm 6 cm 18 cm
cm

 Complete the table below using the illustration

above:
Spheres Radius Diameter Volume
Sphere #1
Sphere #2
Sphere #3

 Have them brainstorm and discuss the following

questions:

 How is the radius of sphere #2 related to sphere #1?

 How is the volume of sphere #2 related to sphere #1?
 How is the radius of sphere #3 related to sphere #1
 How is the volume of sphere #3 related to sphere #1
 If you multiply the radius of a sphere by n, what
would happen to the volume?
 Let them write their ideas in manila paper, post after
given time allotment
 Allot time for every group to present their output and
critique other work.
Average Learners

5m 11cm
13 cm

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Complete the table below using the illustration

above:
Spheres Radius Diameter Volume
Sphere #1
Sphere #2
Sphere #3
CC. Additional activities for Advance Learners/ Average Learners
application or remediation
Do the following:
10.) Cut a picture or draw 1 spherical object/ things.
11.) Label the dimensions by measuring/estimating
the radius or diameter of the sphere in cm/m.
12.) Solve for the volume of the sphere using the
formula.
XIII. REMARKS
XIV. REFLECTIONS
A. No. of learners who
earned 80% on the formative
assessment
B. No. of learners who
require additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal/
supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

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