MATATAG School: San Pedro National High School Grade Level: Grade 7

K to 10 Name of Charity D. Almeniana Learning Area: Mathematics

Curriculum Teacher:
Weekly
Teaching Dates October 21 - 25, 2024 /
Lesson Log
and Time: 5:30 – 12:00 Quarter: 2

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards: The learners should have knowledge and understanding of square roots
of perfect squares, cube roots of perfect cubes, and irrational numbers.

B. Performance By the end of the quarter, the learners are able to determine square
Standards: roots of perfect squares and cube roots of perfect cubes, and identify
irrational numbers. (NA)
C. Learning By the end of the lesson, the learners are able to:
Competencies / 1. explain inductively the volume of a cylinder using the area of a
Objectives: circle, leading to the identification of the formula.
a. correctly determine the dimension of a cylinder;
b. correctly determine the relationship between the
cylinder
and the area of a circle; and
c. correctly derive the formula for finding the
volume of a
cylinder.
2. find the volume of a cylinder.
3. solve problems involving the volumes of cylinders.
D. Content Derive the Formula of the Volume of the Cylinder using the Area of the
Circle
Calculate Volume of a Cylinder
Solve Word Problems involving Volume of Cylinder
E. Integration
II. LEARNING RESOURCES
A. References Bernabe, J. G., & Dilao, S. J. (2009). Geometry. Philippines: SD
Publications, Inc.
Carasco, J. (2021). Volume of Solids. Basic Mathematics.com.
https://www.basic-mathematics.com/volume-of-solids.html
CueMath. (n.d.). Volume of a Cylinder.
https://www.cuemath.com/masurement/volume-of-cylinder/
Math Worksheets 4 Kids. (2023). Volume of a Cylinder Worksheet.
https://www.mathworksheets4kids.com/volume-cylinders.php
Orines, F. B., Mercado, J. P., & Suzara, J. L. (2008) Geometry. Philippines:
Phoenix Publishing House, Inc.
B. Other Learning
Resources
III. TEACHING AND LEARNING PROCEDURES
A. Activating Prior DAY 1
Knowledge 1.Short Review
Let the learners answer the short activity worksheet.
Teachers in this part will recall prior knowledge of learners to assess
their understanding about the area of the circle and its concept before
 engaging them to the new lesson.
B. Establishing Lesson 1. Lesson Purpose
Purpose Consider the following scenario: The owner of a newly constructed
house plans to install a cylindrical water tank with exactly 4 feet in
diameter that can hold at least 50 cubic feet of water. At least how
long/high should the tank be?
Essential Questions:
1. How do we solve for an area of a circle, given its radius or diameter,
to be the parallel base of the cylindrical tank?
2.How does the relationship between the cylinder and the area of the
circle help us in determining the formula for the volume of the cylinder?
3.How do you know how much water a cylindrical water tank can
occupy?

To answer this problem, we need to learn the concept of volume and

familiarize ourselves with the appropriate formulas.

2.Unlocking Content Area Vocabulary

Volume is the amount of space taken up or occupied by an object or
that is enclosed within a container. The volume measures how much
space an object occupies or the capacity of a container.
C. Developing and SUB-TOPIC 1: VOLUME OF CYLINDER
Deepening Understanding 1. Explicitation
A cylinder is a 3-dimensional figure having parallel circular bases as
shown in the figure below. In our discussion, the bases of a cylinder are
circles, and its height forms a right angle with the bases.
 DAY 3
3. Lesson Activity
Practice/Drill 1
Find the volume of the solid figure with the following measurements:
1) A cylinder with diameter measuring 24 in and height 24 in.
What is asked in the problem?
What is the unit used in the problem?
What is the volume of the cylinder?
2) A cylinder whose radius measures 40 cm and height 30 cm.
What is asked in the problem?
What is the unit used in the problem?
What is the volume of the cylinder?
3) A can of paint whose diameter is 6.5 in and height of 8 in.
What is asked in the problem?
What is the unit used in the problem?
What is the volume of the cylinder?

Practice/Drill 2
1) Find the height of a cylinder with volume 10, 851.24 in3 and
radius of 12 in.
What is asked in the problem?
What is the unit used in the problem?
What is the volume of the cylinder?
2) Find the radius of a cylinder whose volume is 150,720 cm3 and
height 30 cm.
What is asked in the problem?
What is the unit used in the problem?
What is the volume of the cylinder?
3) Find the area of the base of a can of paint whose volume is
265.33 m3 and height of 8 m.
What is asked in the problem?
What is the unit used in the problem?
What is the volume of the cylinder?
D. Making 1. Learners’ Takeaways
Generalizations A. Generalization Questions
1) How do you determine the volume of a cylinder?
2) Why do you think cylinders are usually used for water containers
instead of prisms?
3) Why do you think cylinders are usually used for packing canned
goods instead of prisms?

2. Generalization Activities
Solve the following problems with accuracy.
1. If a cylindrical can has a volume of 342.16 cm3 and a radius of 5 cm,
what is the measure of its height?
2. Working alone, it takes Dina eight hours to dig a 10 ft by 10 ft hole.
Kiray can dig the same hole in nine hours. How long would it take them
if they worked together?
3. Which is the “better buy” for you? Please explain your answer.
a. To buy 1 pizza with 10 inches in diameter (worth P400)? Or
b. To buy 2 pizzas with 5 inches in diameter (worth P400)?

(Pizzas are of the same thickness)

Generalization Statements
Volume is the measure of space taken up by a solid figure or an object.
 The volume of a solid measures how much space an object takes up.
The capacity of a container is basically equal to its volume.

its height. 𝑉𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟=𝜋𝑟2∙ℎ

The volume of a cylinder is equal to the area of the base (circle) times

Reflection on Learning
Are there any challenges and misconceptions you encountered while
studying the lesson? What are those?

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION

A. Evaluating Learning DAY 4

Solve the following problems. Use 𝜋=3.14.

Formative Assessment

1. Find the volume of a cylinder having a radius of 7 inches and a

height of 10 inches.
2. What is the radius of a cylinder having a height of 5 meters and
a volume of 141.3 cubic meters?
3. What is the height of a cylinder having a volume of 549.5
square feet and a radius of 5 feet?
4. How many liters of water are needed to fill a circular swimming
pool of a diameter of 21 feet and a depth of 8 feet? (1 cu. ft. ≈
28.32 liters)
5. The owner of a newly constructed house plans to install a
cylindrical water tank with exactly 4 feet in diameter that can
hold at least 50 cubic feet of water. At least how long/high
should the tank be?

Homework
Create your problem involving volume. Scoring guide will be presented
by the teacher.

B. Teacher’s Remarks Note observations on Effective Practices Problems

any of the following Encountered
areas:

strategies explored Use models of Disruptions of

volume to visualize classes due to
the concepts related typhoon Kristine.
to it. Shifted to modular
. distance learning.
materials used Use images and Communication with
video lessons from learners
the youtube channel
for the students to
study at home.
Modules pre-
distributed to the
learners
learner engagement/ Provide a variety of Other students
interaction collaborative struggle to
activities such as participate in group
think-pair-share, activity.
small group
discussion and
problem-solving
 activity.

others
C. Teacher’s Reflections Reflection guide or prompt can be on:

• principles behind the teaching

Use models to allow the students to visualize the concepts of volume.

• students
It seems challenging for the students to answer problems since it
requires a multi-structural response.

• ways forward
Ask the students to create problems involving volume and ask others
to solve their problems.

PREPARED BY: CHECKED BY:

CHARITY D. ALMENIANA CHARITY D. ALMENIANA

Master Teacher II Master Teacher II
NOTED BY:

RAYMUNDO F. HERMO
Principal III