DLP Fourth Quarter in Mathematics

SCHOOL LAWA ELEMENTARY SCHOOL Grade/ VI- SUPPORTIVE &
Section TRUSTWORTHY
GRADE 6 Teacher LUISA L. SAMIANO
Subject MATHEMATICS VI
January 15, 2018 / Monday
Date/
DETAILED Time
LESSON PLAN 7:30 - 8:20 / 8:20 - 9:10 Quarter FOURTH QUARTER
Content Measuremen, Statistics and Probability

The learner demonstrates understanding of volume of solid figures
and meter reading.
Content Standards
The learner demonstrates understanding of pie graphs and
experimental probability.
I. OBJECTIVES
The learner is is able to apply knowledge of volume of solid figures and
meter reading in mathematical problems and real-life situations.
A. Performance Standards
The learner is able to create and interpret representations of
data (tables and pie graphs) and apply experimental probability
in mathematical problems and real-life situations.
The learner determines the relationship of the volume between:

B. Learning Competencies a rectangular prism and a pyramid
M6ME-IVa-95
II. CONTENT Determines the Relationship of the Volume between Rectangular
Prism and a Pyramid
III. LEARNING RESOURCES
A. References CG in Mathematics, pp. 163, May 2016
1. Teacher's Guide 21st Century Mathletes 6, pp. 288-290
2. Module/Learners Materials
3. Textbooks
4. Additional Materials power point presentation / a model of rectangular prism and pyramid / pictures
IV. PROCEDURES
A. Reviewing of previous lesson (Using pictures of rectangle and triangle) What are the
differences between rectangle and triangle?
B. Establishing purpose of lesson
A song for solid figure.
C. Presenting examples Group Activity: (Using the model of rectangular prism and
/instances of the new lesson pyramid.) List down all differences between rectangular prism
and pyramid.
D. Discussing new concepts and
practicing new skills no. 1 Introducing the meaning of volume.
E. Discussing new concepts and Watching video about the relationship of the volume between
practicing new skills no. 2 recatngular prism and pyramid.
F. Developing Mastery Group Activity: Based from the video, what is the relationship
between rectangular prism and pyramid.
G. Finding Practical Applications of
Concepts and Skills in Daily Living Watching another video to show the relationship of pyramid to
rectangular prism.
H. Making Generalizations and The volume of rectangular prism is one-third of the volume of
Abstractions About the Lesson pyramid.
I. Evaluating Learning Read the statement and determine if it similarity or differences
of rectangular prism and pyramid.
1. Prisms have two congruent -- or identical -- bases, and

pyramids only have one base.
2-5.
J. Additional Activities for
Application or Remediation
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION
A. No. of learners who earned
_____ out of _____ learners earned 80%.
80% in the evaluation
B. No. of learners who require
additional activities for remediation ______ learners require additional activities/remediation.
who scored below 80%
C. Did the remedial lessons work?

No. Of learners who caught up with ______. ______ learners caught up with the lesson.
the lesson
D. No. of learner who continue to ______ learners require to continue remediation.
require remediation.
E. Which of my teaching strategies Strategies used that work well:
worked well? Why? ___ Group collaboration
___ Think-Pair-Share (TPS)
___ Games ___ Rereading of
___ Power PointPresentation Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Answering preliminary ___ Role
activities/exercises Playing/Drama
___ Discussion ___ Discovery Method
___ ___ Lecture
Case Method Method
Why?
___ Complete Ims ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils

F. What difficulties did I encounter __ Pupils’ behavior/attitude __ Science/ Computer Internet Lab
__ Additional Clerical works
which my principal/supervisor can __ Colorful Ims __ Reading Readiness
help me solve? __ Unavailable Technology
__ Lack of Interest of pupils
Equipment (AVR/LCD)
Planned Innovations:
G. What innovations or localized __ Localized Videos
__ Making use big books from views of the locality
materials did I used/discover which I __ Recycling of plastics to be used as Instructional Materials
wish to share with other teachers? __ local poetical composition
__ Flashcards
Inspected / Checked by:
Observed by:
Grade/ VI- SUPPORTIVE &
SCHOOL LAWA ELEMENTARY SCHOOL Section TRUSTWORTHY
January 16, 2018 / Tuesday
Date/
DETAILED Time

Content Standards and meter reading.
I. OBJECTIVES
A. Performance Standards meter reading in mathematical problems and real-life situations.
The learner determines the relationship of the volume between:

B. Learning Competencies a cylinder and a cone.
M6ME-IVa-95
Determines the Relationship of the Volume between Cylinder
II. CONTENT and Cone
3. Textbooks
4. Additional Materials power point presentation / a model of cylinder and cone / video clips
IV. PROCEDURES
A. Reviewing of previous lesson
What are the plane figures to be used in constructing cylinder?
cone?
Describing the figure of cylinder and cone?
C. Presenting examples Watching video about the relationship of the volume between
/instances of the new lesson cylinder and cone.

practicing new skills no. 1
E. Discussing new concepts and

practicing new skills no. 2 Based from the video, what is the relationship between cylinder
and cone.
F. Developing Mastery
Group Activity: What is the relationship between cylinder and
cone (differences and similarity)
Concepts and Skills in Daily Living If you are going to derive the volume formula of cylinder and
cone, what formula to be used?
H. Making Generalizations and
Abstractions About the Lesson The volume of cone is one-third of the volume of cylinder.
I. Evaluating Learning Read the statement and determine if it similarity or differences

of cylinder and cone.
1. Cylinder and cone has circular base.

2-5.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION
A. No. of learners who earned _____ out of _____ learners earned 80%.


the lesson
D. No. of learner who continue to
require remediation. ______ learners require to continue remediation.
___ ___ Lecture
Case Method Method
Why?

help me solve? __ Unavailable Technology __ Lack of Interest of pupils
Equipment (AVR/LCD)
__ Flashcards
Observed by:
January 17, 2018 / Wednesday
Date/
DETAILED Time

I. OBJECTIVES
The learner derives the formula for finding the volume of
pyramid.
B. Learning Competencies The learner writes the correct steps in solving volume of
pyramid correctly.
M6ME-IVa-96
II. CONTENT Deriving the Volume Formula of Pyramid
3. Textbooks
4. Additional Materials power point presentation / a model of pyramid / video clips
IV. PROCEDURES
Find the area of square, triangle and rectangle.
Identify the area formula of plane figure.
C. Presenting examples
/instances of the new lesson Recalling the volume formula of cube and prism.
D. Discussing new concepts and Watching video on how to derive the volume formula of
practicing new skills no. 1 pyramid.
practicing new skills no. 2 Determining the dimensions of pyramid and deriving the volume
formula of different pyramids.
Group Activity: Read the problem and write the correct volume
formula and put an arrow to show the step by step solution.
G. Finding Practical Applications of Read the problem and find its volume.
Concepts and Skills in Daily Living
A pyramid has a length of 14 m, a width of 8 m, and a
height of 16 m?
H. Making Generalizations and In finding the volume of pyramid, multiply base by height
Abstractions About the Lesson divided by two. Used cubic units of measure to give the volume.
I. Evaluating Learning Write the correct volume formula of a given pyramid.
1. s = 4.5 dm 2. L = 1.2 m 3-5.

h = 6 dm W=4m
H=7m
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION

the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards

Observed by:

Section TRUSTWORTHY
January 18, 2018 / Thursday
Date/
DETAILED Time
Content Standards The learner demonstrates understanding of volume of solid figures

and meter reading.
I. OBJECTIVES
The learner derives the formula for finding the volume of

cylinder and cone.
B. Learning Competencies The learner writes the correct steps in solving volume of
cylinder and cone correctly.
M6ME-IVa-96
II. CONTENT Deriving the Volume Formula of Cylinder and Cone
1. Teacher's Guide Math Handbook 6, pp. 394-402
3. Textbooks
4. Additional Materials power point presentation / activity cards / video clips
IV. PROCEDURES
A. Reviewing of previous lesson Finding the area of circle.
B. Establishing purpose of lesson A simple story problem about water.
Why water is important?
/instances of the new lesson Watching video on how to derive the volume formula of cylinder.
D. Discussing new concepts and Determining the dimensions of cylinder and deriving the volume
practicing new skills no. 1 formula.
E. Discussing new concepts and Another video to be watched and deriving the volume formula of
practicing new skills no. 2 cone.
F. Developing Mastery By pair: Read the problem and determine what formula to be
used.
Concepts and Skills in Daily Living Group Activity: (by using activity cards)
Read the problem, determine the volume formula to be used
and show the step by step procedure by putting an aarow to find
the volume.
H. Making Generalizations and In finding the volume of cylinder, multiply pi by radius to the
Abstractions About the Lesson third power by height while in finding volume of cone, pi by
radius to the third power by height and divided by three.
I. Evaluating Learning Write the correct volume formula and show the correct step in
solving each item.
1. The height of a glass is 3.7 dm with radius 1.5 dm, what is it
volume?
2. A birthday hat has a measure of 10 dm radius and a height of
14 dm, what is it volume?
J. Additional Activities for Use the volume formula to be used
1. B = 153.86 dm² 2. B = 2826 m² 3-5.
h = 13 dm h = 45 m
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION

the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:

SCHOOL LAWA ELEMENTARY SCHOOL
Section TRUSTWORTHY
January 19, 2018 / Friday
Date/
DETAILED Time

I. OBJECTIVES
The learner derives the formula for finding the volume of sphere.
B. Learning Competencies The learner writes the correct steps in solving volume of sphere
correctly.
M6ME-IVa-96
II. CONTENT Deriving the Volume Formula of Sphere
3. Textbooks
IV. PROCEDURES
A. Reviewing of previous lesson Telling the volume formula of cyliner and cone.
B. Establishing purpose of lesson Giving objects/things that resembles as sphere.
/instances of the new lesson
practicing new skills no. 1 Watching video about "Ang dami ng isang Globo".
E. Discussing new concepts and Determining the dimensions of sphere and deriving the volume
practicing new skills no. 2 formula.
F. Developing Mastery Integration Activity about Science.
Why don’t we ever see planets shaped like cylinders
or cones?
Concepts and Skills in Daily Living Calculate the volume for each sphere by showing the step by
step solution using an arrow.
H. Making Generalizations and In finding the volume of sphere, 4/3 of pi radius to the third
Abstractions About the Lesson power.
I. Evaluating Learning Write the correct volume formula and show the correct steps in
solving each sphere.
1. The globe has a diameter of 7 dm.
2. A ball whose radius is 9.5 cm.

VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION

the lesson
___ ___ Lecture
Case Method Method
Why?
__ Bullying among pupils __ Science/ Computer Internet Lab
F. What difficulties did I encounter __ Pupils’ behavior/attitude
Equipment (AVR/LCD) __ Lack of Interest of pupils
materials did I used/discover which I __ Making use big books from views of the locality
__ Recycling of plastics to be used as Instructional Materials
__ Flashcards
Observed by:
Section TRUSTWORTHY
Date/
DETAILED Time

I. OBJECTIVES
The learner finds the volume of cylinders.

B. Learning Competencies
M6ME-IVb-97
II. CONTENT Finding the volume of Cylinders
3. Textbooks
4. Additional Materials power point presentation / charts/activity cards
IV. PROCEDURES
Converting unit of measures.

Finding area of a circle.
C. Presenting examples Reading the short story about water and illustrating the figure
/instances of the new lesson described in the story problem.
D. Discussing new concepts and Group Activity: Find the volume of the given cylinder. Solve
practicing new skills no. 1 correctly. (using activity cards)
By pair. Find the volume of cylindrical water tank.

Concepts and Skills in Daily Living Read the problem and solve : A milk can has a height if 12 cm
and a radius of 3.5 cm, what is its volume?
Abstractions About the Lesson How do you find the volume of cylinder?
I. Evaluating Learning
Use the volume formula of cylinder to solve the following:
1. B = 153.86 dm² 2. B = 2826 m²

h = 13 dm h = 45 m
3-5.
J. Additional Activities for Find the volume of each cylinder.
Application or Remediation 1. D = 10.5 dm h = 12 dm 2-5.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION
80% in the evaluation _____ out of _____ learners earned 80%.


the lesson
______ learners require to continue remediation.
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:
Date/
DETAILED Time

I. OBJECTIVES
The learner finds the volume of pyramids.

M6ME-IVb-97
II. CONTENT Finding the volume of Pyramids
1. Teacher's Guide Enhancing Mathematics
3. Textbooks
IV. PROCEDURES
Multiplying and dividing whole numbers by whole and by
decimals.
Comparison of square pyramid and rectangular pyramid.
/instances of the new lesson
D. Discussing new concepts and Group Activity: Solve for the volume of pyramid. (using activity
practicing new skills no. 1 cards)
practicing new skills no. 2 Reading the problem and applying the volume formula of square
pyramid.
By whole class: Solve correctly the volume of given pyramid.
(using Show-Me Board.
Concepts and Skills in Daily Living Read the problem and find its volume.
A pyramid has a length of 14 m, a width of 8 m, and a height
of 16 m?
H. Making Generalizations and How do you find the volume of a square pyramid? Rectangular
Abstractions About the Lesson pyramid?
I. Evaluating Learning Find the volume of pyramid.
1. s = 4.5 dm 2. L = 1.2 m 3-5.
h = 6 dm W=4m
H=7m
J. Additional Activities for Use the volume formula of pyramid to solve the following:
Application or Remediation 1. S = 6.5 dm 2. B = 1060.35 cm² 3-5.
h = 8 dm H = 19 cm
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION

the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:
Date/
DETAILED Time

I. OBJECTIVES
The learner finds the volume of cones.
The learner writes the correct volume formula of cone.
M6ME-IVb-97
II. CONTENT Finding the volume of Cones
3. Textbooks
4. Additional Materials power point presentation / activity cards
IV. PROCEDURES
Find the value of: 1. 6² 2. 3.14 x 36 3-5.
Giving an example of objects that are conical in shape.
/instances of the new lesson A story problem about a birthday party.

practicing new skills no. 1 Solving the given based on the story problem read.

practicing new skills no. 2 Group Activity: Solve for the volume of cone. (using activity
cards)
By pair: Solve for the volume. (using Show-Me Board)
1. r = 3 cm h = 10 cm 2-3.
Concepts and Skills in Daily Living Solve correctly.
A conical tent of radius, 3 m and height, 4.2 m was assembled
by the boy scouts. How much air does it enclose?
H. Making Generalizations and How do you find the volume of a cone? What is the formula to be
Abstractions About the Lesson used?
I. Evaluating Learning Write the correct formula of to solve the volume of cone.
1. r = 8 dm 2. r = 9 m 3-5.
h = 2 dm h = 16.3 m
Application or Remediation Use the volume formula of cylinder to solve the following:
1. r = 1.5 m 2. B = 160.35 m²
h = 3.8 m h= 9m
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION

the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:
January 25, 2018 / Thursday
Date/
DETAILED Time

I. OBJECTIVES
The learner finds the volume of spheres.
The learner writes the correct volume formula of sphere.
M6ME-IVb-97
II. CONTENT Finding the volume of Spheres
3. Textbooks
IV. PROCEDURES
A. Reviewing of previous lesson Finding the area of circle.
B. Establishing purpose of lesson Find the product of the folowing:
1. 8 x 8 x 8 2. 10 x 10 x 10 3. 7³
C. Presenting examples What are examples of sphere found around us? (Giving
/instances of the new lesson examples)
practicing new skills no. 1 Recalling the volume formula of sphere.
E. Discussing new concepts and Group Activity: Find the volume of sphere correctly. Write the
practicing new skills no. 2 correct unit of measure. (using activity cards)
F. Developing Mastery By pair: "Round Me, Solve Me Baby". Find the volume of given
sphere.
Concepts and Skills in Daily Living Read and solve: You measure the ball used for volleyball, the
diameter of the ball is 16 cm, what is the volume of the ball?
Abstractions About the Lesson How can you find the volume of a sphere?
I. Evaluating Learning Write the correct volume formula of sphere and solve correctly.
1. r = 9 cm 2. r = 2.5 dm 3-5.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION

the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:
January 26, 2018 / Friday
Date/
DETAILED Time

I. OBJECTIVES
The learner finds the volume of prism and cube.

M6ME-IVb-97
II. CONTENT Finding the Volume of Prism and Cube
3. Textbooks
IV. PROCEDURES
A. Reviewing of previous lesson Solving the areas of plane figures.
B. Establishing purpose of lesson Giving objects/things that resembles as cube and prism.
/instances of the new lesson Measuring the figure/object. Ex. Aquarium
D. Discussing new concepts and By pair: Find the volume of an aquarium based on the given
practicing new skills no. 1 measure.
F. Developing Mastery Group Activity: Each group will measure the given object, write
the volume formula of it and solve correctly.
Concepts and Skills in Daily Living Solve the problem.
What is the volume of sewing box with 12 cm by 9 cm by 6 cm?
H. Making Generalizations and How do you solve the volume of rectangular prism? How about
Abstractions About the Lesson cube?
I. Evaluating Learning Write the correct volume formula and show the correct steps in
solving each sphere.
5m 2. 3-5.
9m 8m 4 dm
Application or Remediation Complete the table
Length Width Height Volume
1. 15 cm 9 cm 7 cm
2-5.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:
Section TRUSTWORTHY
Date/
DETAILED Time

I. OBJECTIVES
The learner solves routine and non-routine problems involving

B. Learning Competencies volumes of solids.
M6ME-IVc-98
II. CONTENT Solving Routine and Non-routine Involving Volume of Solids
3. Textbooks
4. Additional Materials power point presentation / charts/activity cards
IV. PROCEDURES
Identify what step in analyzing the problem.

A "Mathematics Song".
/instances of the new lesson Giving the volume formula of each solid figure.
D. Discussing new concepts and Group Activity: Each group will read and do what is asked to do
practicing new skills no. 1 in the problem. (using activity cards)
F. Developing Mastery By pair. Solving the given problem.

Concepts and Skills in Daily Living By using an illustration of two cylinders to identify which tank
will hold more water.
H. Making Generalizations and How do you solve word problems involving measurement of
Abstractions About the Lesson volume?
I. Evaluating Learning Analyze and then solve the problem.
1. A box of milk is 9 cm long, 8 cm wide and 18 cm high. Find its
volume.
2. A cone hat has a radius of 1.2 dm and a height if 3.4 dm. What
is its volume?
3-5.
J. Additional Activities for Answer ‘Let’s Practice” on page 232, Mathematics for Everyday
Application or Remediation Use 6.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:
Date/
DETAILED Time

I. OBJECTIVES

B. Learning Competencies volumes of solids.
M6ME-IVc-98
II. CONTENT Solving Routine and Non-routine Involving Volume of Solids
3. Textbooks
IV. PROCEDURES
Multiplying fractions by whole numbers.

Finding out the missing information in each problem.
/instances of the new lesson Arranging / ordering the steps in solving word problems.

practicing new skills no. 1 Group Activity: Solve the given problem. (using activity cards)

practicing new skills no. 2 Group discussion, by reporting how to get the answer.
F. Developing Mastery Read, analyze and solve.

A rice bin is 4 m long, 3 m wide and 1.5 m high. What is its
capacity?
Concepts and Skills in Daily Living
H. Making Generalizations and What are the steps in analyzing the problem involving volume of
Abstractions About the Lesson solid?
I. Evaluating Learning Read the problem and then solve.
1. The toy hat of Alexis is in the shape of cone. Its base area is 72
cm² and its height is 21 cm. What is its volume?
2-5.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION

the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:

Date/
DETAILED Time

and meter reading.
I. OBJECTIVES
The learner is is able to apply knowledge of volume of solid
A. Performance Standards figures and meter reading in mathematical problems and real-
life situations.
The learner creates problems involving surface area and volume

B. Learning Competencies of solid/space figures, with reasonable answers.
M6ME-IVc-99
II. CONTENT Creating Problems Involving Surface Area of Solid/Space Figures

1. Teacher's Guide 21st Century Mathletes, TM., pp. 113-116
3. Textbooks
IV. PROCEDURES
Identifying what figure is being described.
Have you ever gone to a family outing to a resort? What did you
feel?
/instances of the new lesson There are many different kinds of swimming pool, isnt it? (kids,
adults and also Jacuzzi).

practicing new skills no. 1 If you will be asked how big is the swimming pool, how will you
do it?
Group Activity: Ilustrate a one kind swimming pool, and then
create a problem about it in finding the surface area.
Concepts and Skills in Daily Living Create a problem about the given.
- the length is 2 m, the width is 3 m, and the height is 1.2 m
- rectangular box
H. Making Generalizations and How do you create a problem involving surface area of solid
Abstractions About the Lesson figures?
I. Evaluating Learning By Pair: Create a word problem involving surface area for each
figure.
1-2. cone 3-4. pyramid 5. cube

VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:
February 1, 2018 / Thursday
Date/
DETAILED Time

I. OBJECTIVES
life situations.
M6ME-IVc-99
II. CONTENT Creating Problems Involving Volume of Solid/Space Figures

3. Textbooks
IV. PROCEDURES
A. Reviewing of previous lesson "Find my Partner". Matching the figure with the volume formula.
Recalling what is volume.
C. Presenting examples By reading the problem and one volunteer pupil creates similar
/instances of the new lesson one based from the given problem.
practicing new skills no. 1 Group activity: Make a problem involving the volume based on
the given situation. (using activity cards)
E. Discussing new concepts and Create a problem based from the given.
a. An iron bar 2 m long and 0.05 m in diameter.
Problem: _________________
Answer:__________
b. An ice cream cone 2 cm in radius and 6 cm in height.
F. Developing Mastery Group activity: By exchanging the created problem and then
each group will answer correctly.
Concepts and Skills in Daily Living Pair-share: Create problem volume using the given data below.
Ex. A piece of soap is 9 cm by 4 cm by 3cm.
Abstractions About the Lesson How do you create a problem involving volume of solid figures?
I. Evaluating Learning Create problems involving volume for the following situations,
then solve for the answer.
1. a box 44 cm by 9 cm by 6 cm
2-5.
Application or Remediation Make a three (3) problem involving volume. Write the answer to
each problem on your answer sheet. You may use an aquarium,
shoebox, swimming pool, and other rectangular prisms for the
problem.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

__ Flashcards
Observed by:
February 2, 2018 / Friday
Date/
DETAILED Time

I. OBJECTIVES
life situations.
M6ME-IVc-99
II. CONTENT Creating Problems Involving Volume of Solid/Space Figures

3. Textbooks
IV. PROCEDURES
A. Reviewing of previous lesson "Find my Partner". Matching the figure with the volume formula.
Recalling what is volume.
C. Presenting examples By reading the problem and one volunteer pupil creates similar
/instances of the new lesson one based from the given problem.
practicing new skills no. 1 Group activity: Make a problem involving the volume based on
the given situation. (using activity cards)
E. Discussing new concepts and Create a problem based from the given.
a. An iron bar 2 m long and 0.05 m in diameter.
Problem: _________________
Answer:__________
b. An ice cream cone 2 cm in radius and 6 cm in height.
F. Developing Mastery Group activity: By exchanging the cretaed problem and then
each group will answer correctly.
Concepts and Skills in Daily Living Pair-share: Create problem volume using the given data below.
Ex. A piece of soap is 9 cm by 4 cm by 3cm.
Abstractions About the Lesson How do you create a problem involving volume of solid figures?
I. Evaluating Learning Create problems involving volume for the following situations,
then solve for the answer.
1. a box 44 cm by 9 cm by 6 cm
2-5.
Application or Remediation Make a three (3) problem involving volume. Write the answer to
each problem on your answer sheet. You may use an aquarium,
shoebox, swimming pool, and other rectangular prisms for the
problem.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

__ Flashcards
Observed by:
Section TRUSTWORTHY
February 5, 2018 / Monday
Date/
DETAILED Time

I. OBJECTIVES
The learner reads and interprets electric and water meter

B. Learning Competencies readings.
M6ME-IVd-100
II. CONTENT Reading and Interpreting Electric Meter Readings
3. Textbooks
4. Additional Materials power point presentation / electric meter model / activity cards
IV. PROCEDURES
Identifying the place value of the digit.

Pictures of electrical devices or appliances.
/instances of the new lesson What appliances consume the most electricity?
D. Discussing new concepts and Showing or using the model of electric meter and discussing how
practicing new skills no. 1 the pointers turn.
practicing new skills no. 2 Reading and interpreting the electric meter from the illustration.
F. Developing Mastery Group Activity: Give the reading of electric meter and compute
the kwh used. (using illustrations)
Concepts and Skills in Daily Living As a member of the household, how can you consume your
electricity?
H. Making Generalizations and How do the dials of the electric meter move? How do your read
Abstractions About the Lesson the dials? How to get the electric consumed?
I. Evaluating Learning A. Give the readings and answer the following questions.
(using illustrations)
1-5.
Application or Remediation Compute the kwh used.
Previous Present Kwh Used
1. 6435 6795
2-5.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:
February 6, 2018 / Tuesday
Date/
DETAILED Time

I. OBJECTIVES
The learner reads and interprets electric and water meter

B. Learning Competencies readings.
M6ME-IVd-100
II. CONTENT Reading and Interpreting Water Meter Readings
3. Textbooks
4. Additional Materials power point presentation / activity cards / electric meter model
IV. PROCEDURES
A. Reviewing of previous lesson Giving the readings shown from electric meter model.
B. Establishing purpose of lesson “Name Me”. Ex. I am number 8, what is my place value in 61,
834?
/instances of the new lesson Is water important? Explain why? (Showing water meter model)

practicing new skills no. 1 Telling how the dials move in water meter.

practicing new skills no. 2 Reading and interpreting water meter in cubic meter.
Group Activity: Complete the table and find out which household
consumed the most and the least. (using activity cards).
Concepts and Skills in Daily Living If a leaking faucet wastes about 1 drop of water in 1 second, it
will waste approximately 3182.2 L in one year. How many liters
of water will be wasted in 6 months? How many cu. m is this?
What should you do?
H. Making Generalizations and How do you read the water meter? How do you solve for the
Abstractions About the Lesson monthly consumption?
I. Evaluating Learning Answer correctly.
Ailyn’s records of her family’s water consumption reads this

way: initial reading 0041.395, January 0053.621, February
0065.170, March 0079.896, April 0092.107.
1. In what month did Ailyn’s family consume the most water?
2. In what month did they consume the least water?
3-5
Application or Remediation Compute the water consumption used.
Previous Present cubic meter
1. 0005 169 0007 526
2. 0093 756 0105 562
3-5.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:

February 7, 2018 / Wednesday
Date/
DETAILED Time

and meter reading.
I. OBJECTIVES
life situations.
B. Learning Competencies electric and water consumption.
M6ME-IVd-101
Solving Routine and Non-Routine Problems Invoving Electric
II. CONTENT Consumption
1. Teacher's Guide MHB 6, pp. 412-418
3. Textbooks
IV. PROCEDURES
A. Reviewing of previous lesson Compute mentally.
Ex. From 300 subtract 152.
B. Establishing purpose of lesson What appliances use much electricity?
/instances of the new lesson Electricity and Energy song.
D. Discussing new concepts and Reading a word problem and analyzing the problem by
practicing new skills no. 1 answering the questions.
E. Discussing new concepts and Group Activity:
practicing new skills no. 2 Each group will solve the given problem. (using activity cards)
By Pair: Analyze and solve the problem by answering the questions.
Menwer made a record of their 3-month electric consumption. The
initial reading is 973 KWH. January : 1120, February: 1353, March:
1512.

Raul’s family made a record of their 4-month electric
consumption. The initial reading is 1 679 kwh. September 1 824,
October 1 997, November 2 203 and December 2 361.
H. Making Generalizations and How do you solve a word problem involving electric
Abstractions About the Lesson consumption?
I. Evaluating Learning Read and solve.
B. Last month, my electric meter reading was 43 411 kwh. This month,
the reading is 3 619 kwh. How many kwh did I consume? How much
would be my total bill? If the generation charge for electricity is first
50 kwh if P0.96, next 108 kwh at P 2.395. The distribution charge is
first 10 kwh at P8.00, next 40 kwh at P0.80 and next 108 at P1.07. (6-
10)

Application or Remediation Read, analyze and solve. (use P8.32 per KWH)
A family of six uses two colored 18" TV
sets for an average of 4 hours a day per TV set. How much will
the family spend for their TV viewing?
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:

Date/
DETAILED Time

and meter reading.
I. OBJECTIVES
life situations.

B. Learning Competencies electric and water consumption.
M6ME-IVd-101
II. CONTENT Solving Routine and Non-Routine Problems Involving Water

Consumption
3. Textbooks
IV. PROCEDURES
A. Reviewing of previous lesson “Naming the Pair” : Pupil will give subtraction sentence to the
number to be flashed by the teacher.
How many of you used a glass of water to gargle? Is there an
instances that sometimes you left the faucet open?
/instances of the new lesson Studying the table of present and previous reading.
D. Discussing new concepts and Group Activity: Finding out what month registered the most
practicing new skills no. 1 amount of water used and finding the average monthly
consumption.
F. Developing Mastery Group Activity:
Each group will solve the given problem. (using activity cards)
A swimming pool is 18 m long, 10 m wide, and 1.75 m deep.
How much will it cost to fill the pool with water, if a cubic meter
costs P2.75?
H. Making Generalizations and How do you solve a word problem involving water
H. Making Generalizations and How do you solve a word problem involving water
I. Evaluating Learning Read and solve.
A. At the end of December, Maria read the water meter as 481. If the
previous reading was 349, how many cubic meters of water was
consumed? (1-5) 1. What will solve for?
2. What are the needed data?
3. How do you solve the problem?
4-5.

Application or Remediation Solve: A rectangular swimming pool 8 m long, 7 m wide, and 2 m
deep filled with water.
1. How many cubic meter is needed to fill it? 2-5.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION

the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards

Observed by:

Section TRUSTWORTHY
February 9, 2018 / Friday
Date/
DETAILED Time

and meter reading.
I. OBJECTIVES
life situations.
The learner creates problems involving electric and water
consumption, with reasonable answers.
The learner answers the given summative test intelligently.
M6ME-IVd-102
II. CONTENT Creating Problems Involving Electric and Water Consumptions

3. Textbooks
4. Additional Materials power point presentation / activity cards / electric & water bills
IV. PROCEDURES
A. Reviewing of previous lesson Finding Kwh and cubic meter by subtracting the present to
previous.
Ex. Previous reading - 2817, Present reading - 3502
B. Establishing purpose of lesson How can you minimize the use of electric and water
consumption?
/instances of the new lesson What are the information you need if you create a problem?

practicing new skills no. 1 Group Activity: Create a problem by using your electric and
water bills.
practicing new skills no. 2 Answering the created word problem of each group.
F. Developing Mastery By Pair: Use the following given information to create problem.
(in slide of ppt)
Concepts and Skills in Daily Living Why do we need to conserve energy?
Abstractions About the Lesson How do you create a problem involving electric and water
consumption?
Answering the summative test.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards

Observed by:
Section TRUSTWORTHY
February 12, 2018 / Monday
Date/
DETAILED Time

Content Standards experimental probability.
I. OBJECTIVES
The learner is is able to create and interpret representations of data
A. Performance Standards (tables and pie graphs) and apply experimental probability in
mathematical problems and real-life situations.
The learner collects data on one or two variables using any

B. Learning Competencies source.
M6SP-IVe-1.6
II. CONTENT Collecting Data on One or Two Variables Using any Source
2. Module/Learners Materials activity cards
3. Textbooks
4. Additional Materials power point presentation
IV. PROCEDURES
A. Reviewing of previous lesson Interpreting the electric and water consumption.
B. Establishing purpose of lesson Engaging the pupils into a grouping according to category
activity. Ex. I am 11 years old I am an only child.
/instances of the new lesson From the activity done, collects the data by asking questions.
(the teacher records the answer of the pupils by using table).
A. How many in the class are 11 years old.
D. Discussing new concepts and Introducing what is data collection and how to collect or gather
practicing new skills no. 1 data using any source.
E. Discussing new concepts and By whole class activity: Showing an example of data collected
practicing new skills no. 2 and making frequency or total table and then answering the
questions. (The data collected is about Math Club Election)
F. Developing Mastery Group Activity: Study the given table and make a frequency table
of the data collected and answer the questions.
Concepts and Skills in Daily Living By whole class activity: Asking the class favorite color to be
recorded and tallying the data and then ask questions from the
data collected.
H. Making Generalizations and How to collect the data? What is the importance of collecting or
Abstractions About the Lesson gathering data or information?
The table shows the favorite subjects in school of selected Grade
6 pupils in LES Elementary School. Complete the frequency table
below and then answer the following questions.
Subject Tally Frequency/Total
English IIIII-IIII
Mathematics IIIII-IIIII-I
1. What is the most favorite subject of the selected Grade 6

pupils? 2-5.
Application or Remediation (the activities will continue for the next day)
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION

the lesson
___ ___ Lecture
Case Method Method
Why?

__ Flashcards
Observed by:
Section TRUSTWORTHY
February 13, 2018 / Tuesday
Date/
DETAILED Time

Content Standards experimental probability.
I. OBJECTIVES
The learner collects data on one or two variables using any

B. Learning Competencies source.
M6SP-IVe-1.6
II. CONTENT Collecting Data on One or Two Variables Using any Source
A. References 21st Century Mathletes 6, pp. 316-318
1. Teacher's Guide activity cards
3. Textbooks power point presentation
4. Additional Materials power point presentation / activity cards / electric meter model
IV. PROCEDURES
A. Reviewing of previous lesson Interpreting the electric and water consumption.
B. Establishing purpose of lesson Engaging the pupils into a grouping according to category
activity. Ex. I am 11 years old I am an only child.
/instances of the new lesson From the activity done, collects the data by asking questions.
(the teacher records the answer of the pupils by using table).
A. How many in the class are 11 years old.
practicing new skills no. 1 Introducing how to collect or gather data using any source.
E. Discussing new concepts and By whole class activity: Showing an example of data collected
practicing new skills no. 2 and making frequency or total table and then answering the
questions. (The data collected is about Math Club Election)
Group Activity: Study the given table and make a frequency table
of the data collected and answer the questions.
G. Finding Practical Applications of By whole class activity: Asking the class favorite color to be recorded
Concepts and Skills in Daily Living and tallying the data and then ask questions from the data collected.
H. Making Generalizations and How to collect the data? What is the importance of collecting or
Abstractions About the Lesson gathering data or information?
I. Evaluating Learning The table shows the favorite subjects in school of selected Grade
6 pupils in LES Elementary School. Complete the frequency table
below and then answer the following questions.
Subject Tally Frequency/Total
English IIIII-IIII
Mathematics IIIII-IIIII-I
1. What is the most favorite subject of the selected Grade 6
pupils? 2-5.
Application or Remediation Interview your parents about monthly income and ask them the
amount allotted for each item: food, education, bills, savings and
others. Bring also protractor, cartolina and colored paper.
V. REMARKS VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:

February 14, 2018 / Wednesday
Date/
DETAILED Time
Content Standards The learner demonstrates understanding of pie graphs and

I. OBJECTIVES
The learner constructs a pie graph based on a given set of data.

M6SP-IVe-2.6
II. CONTENT Constructing a Pie Graph on a given set of Data

3. Textbooks
IV. PROCEDURES
A. Reviewing of previous lesson Giving the value of mathematical equation.
Ex. 1/2 of 70 is N.
B. Establishing purpose of lesson Identifying what kind of graph shown.
/instances of the new lesson Reading the data about Mia’s schedule of study.
D. Discussing new concepts and Finding the total minutes and the number of percent in each
practicing new skills no. 1 schedule.
E. Discussing new concepts and Changing the percent to the number of degrees and constructing
practicing new skills no. 2 a circle graph to show Mia’s Schedule by following the steps.
Watching videos to understand more.
Group Activity:
Complete the table and then construct a circle graph. Give the
best title for the graph.
Concepts and Skills in Daily Living How do you divide your time in studying? What should you do to
your vacant time? Why?
H. Making Generalizations and How to construct a pie/cirle graph? How do you organize your
Abstractions About the Lesson data?
I. Evaluating Learning Organize the data and construct circle graph.
Ride No. Pupils Percent
Degree
bus 12
School bus 9
Private car 3
Application or Remediation (the activities will continue for the next day)
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:

Date/
DETAILED Time
Content Standards The learner demonstrates understanding of pie graphs and

I. OBJECTIVES
The learner constructs a pie graph based on a given set of data.

M6SP-IVe-2.6
II. CONTENT Constructing a Pie Graph on a given set of Data

3. Textbooks
IV. PROCEDURES
A. Reviewing of previous lesson Giving the value of mathematical equation.
Ex. 1/2 of 70 is N.
B. Establishing purpose of lesson Identifying what kind of graph shown.
/instances of the new lesson Reading the data about Mia’s schedule of study.
D. Discussing new concepts and Finding the total minutes and the number of percent in each
practicing new skills no. 1 schedule.
E. Discussing new concepts and Changing the percent to the number of degrees and constructing
practicing new skills no. 2 a circle graph to show Mia’s Schedule by following the steps.
Watching videos to understand more.
Group Activity:
Complete the table and then construct a circle graph. Give the
best title for the graph.
Concepts and Skills in Daily Living How do you divide your time in studying? What should you do to
your vacant time? Why?
H. Making Generalizations and How to construct a pie/cirle graph? How do you organize your
Abstractions About the Lesson data?
I. Evaluating Learning Organize the data and construct circle graph.
Ride No. Pupils Percent
Degree
bus 12
School bus 9
Private car 3
Application or Remediation Use the data you have collected from the interview you have
done with your parents abour family income and construct a pie
graph as your project in Mathematics.
VI - Supportive
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
V. REMARKS
VI - Trustworthy
N= ___ M= ____ MPS=____
5 = ______ 4 = ______ 3 = ______ 2 = ______ 1 = ______ 0 = ________
VI. REFLECTION


the lesson
___ ___ Lecture
Case Method Method
Why?

Equipment (AVR/LCD)
__ Flashcards
Observed by:

DLP Fourth Quarter in Mathematics

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SCHOOL LAWA ELEMENTARY SCHOOL Grade/ VI- SUPPORTIVE &

Content Measuremen, Statistics and Probability

The learner determines the relationship of the volume between:

1. Prisms have two congruent -- or identical -- bases, and

C. Did the remedial lessons work?

__ Bullying among pupils

Inspected / Checked by:

The learner demonstrates understanding of volume of solid figures

The learner determines the relationship of the volume between:

D. Discussing new concepts and

E. Discussing new concepts and

I. Evaluating Learning Read the statement and determine if it similarity or differences

1. Cylinder and cone has circular base.

B. No. of learners who require

C. Did the remedial lessons work?

__ Bullying among pupils

Inspected / Checked by:

The learner demonstrates understanding of volume of solid figures

1. s = 4.5 dm 2. L = 1.2 m 3-5.

C. Did the remedial lessons work?

__ Bullying among pupils

Inspected / Checked by:

SCHOOL LAWA ELEMENTARY SCHOOL Grade/ VI- SUPPORTIVE &

Content Standards The learner demonstrates understanding of volume of solid figures

The learner derives the formula for finding the volume of

C. Did the remedial lessons work?

__ Bullying among pupils

Inspected / Checked by:

Grade/ VI- SUPPORTIVE &

The learner demonstrates understanding of volume of solid figures

1. The globe has a diameter of 7 dm.

2. A ball whose radius is 9.5 cm.

J. Additional Activities for

C. Did the remedial lessons work?

Inspected / Checked by:

The learner demonstrates understanding of volume of solid figures

The learner finds the volume of cylinders.

B. Establishing purpose of lesson

G. Finding Practical Applications of

1. B = 153.86 dm² 2. B = 2826 m²

B. No. of learners who require

C. Did the remedial lessons work?

__ Bullying among pupils

Inspected / Checked by:

The learner demonstrates understanding of volume of solid figures

The learner finds the volume of pyramids.

C. Did the remedial lessons work?

__ Bullying among pupils

Inspected / Checked by:

The learner demonstrates understanding of volume of solid figures

The learner finds the volume of cones.

D. Discussing new concepts and

E. Discussing new concepts and

C. Did the remedial lessons work?

__ Bullying among pupils __ Science/ Computer Internet Lab

Inspected / Checked by:

The learner demonstrates understanding of volume of solid figures

The learner finds the volume of spheres.

C. Did the remedial lessons work?

Bullying among pupils Science/ Computer Internet Lab

Bullying among pupils Science/ Computer Internet Lab