Lesson Script in Mathematics

6
NATIONAL MATHEMATICS PROGRAM
Lesson Script in Mathematics
Quarter 1 Week 1
National Mathematics Program
Lesson Script in Mathematics
Quarter 1: Week 1
SY 2024-2025
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Published by the Department of Education

Published by the Department of Education
Development Team – SDO Guimaras Validation Team – SDO Aklan
Developer: Rgie S. Gange Validator: Arfe E. Lachica

Editors: Rosemarie D. Aclan, Rebecca O. Billones Reviewers: Edselyn T. Biray
Evaluators: Jonathan Glorial (Content) Villa Rose G. Delfin
West Visayas State University Manuel O. Malonisio (Content)
Esperval Cezhar H. Cadiao (Language) Aklan State University – Banga Campus
West Visayas State University Gemma F. Quintana (Language)
Illustrator: Rgie S. Gange Aklan State University – Ibajay Campus
Management Team Management Team

Novelyn M. Vilchez Feliciano C. Buenafe, Jr.
Lea C. Belleza Ramon D. Paras, Jr.
Rowena S. Carillo Dobie P. Parohinog
Rosemarie D. Aclan Edselyn T. Biray
Regional Office 6 Management Team

Ramir B. Uytico
Victor G. De Gracia, Jr.
Elena P. Gonzaga
Jonathan O. Borbon
LESSON SCRIPT IN MATHEMATICS 6
Week 1 DAY 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners should have the knowledge and understanding of…
Standards ● tessellation of shapes.
By the end of the quarter, the learners are able to…
B. Performance
Standards ● tessellate a surface using different shapes. (MG)
C. Learning The learners will be able to:

Competency ● tessellate a surface using different shapes, including triangles, squares and rectangles
D. Learning At the end of the lesson, the learners are able to:
Objective ● tessellate a surface using different shapes, including triangles, squares, and rectangles
II. CONTENT: Tessellating a Surface Using Different Shapes, Including Triangles, Squares, and Rectangles
III. LEARNING RESOURCES
Lumbre, Angelina P., Ursua, Alvin C., Placer, Donnel P., Burgos, Jaime R. and Sy Jr., Reynaldo (2016) 21 st
A. References century mathletes 5 textbook, page 211. Vibal Group, Inc.
https://topnotchteaching.com/lesson-ideas/tessellation/
B. Other Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Knowledge
Good morning/afternoon, class! How are you today?
(5 minutes)
Are you ready for another engaging journey through mathematics?
2024-LS-G6-NMP-WEEK1-DAY2 1
This time, I will show you some pictures.

Study the pictures carefully.
Raise your right hand if the picture shows a tessellation and clap your hands twice if not.
(Show the pictures to the learners one after the other and ask them questions to justify their answers.)
Why did you say that the picture shows tessellation?
Why did the picture did not show tessellation?
NOTES TO THE TEACHER: If available, you can use TV/projectors in showing the picture.
Lesson
Purpose/Intention
(Show the learners a blank sheet of bond paper or a small box and ask them.)
What would be the possible shape that you could use to fill this space that would show a tessellation?
(1 minute)
Can all shapes given tessellate on the surface of the box/bond paper? Why? or why not?
Expected answer: No, because they will not fit together. No because they will overlap when you try to fit them.
Going back to what we discussed yesterday, what do we mean by tessellation?

A tessellation is a collection of shapes that fit together with no gaps between them or overlaps. It forms a
repeating pattern with the use of shapes.
Lesson Language Can a tessellation be made by combining two or more shapes?

Practice
Expected answer:
(1 minute)
Yes, a tessellation can also be made by combining two or more shapes, if they fit together with no gaps.
During/Lesson Proper
Last time, we recommended to Clark some tile shapes that he could use in renovating his parents’ floor. Could
you still remember what shapes you recommended? What were they?
Reading the Key
Idea/Stem Expected answer: square, rectangle, triangle.
Today, you will learn how to tessellate a surface using different shapes, including squares, triangles and
rectangles. To do this, let’s have an activity. You will work on this in pairs. Each pair will be given an activity
2 minutes sheet and a clean sheet of paper.
Developing Now, let us help Anthony and Stephen in setting the tiles of the house floor they are working on.
Understanding of the
I will give you an activity sheet and a clean sheet of paper. This activity is about Anthony and Stephen who are
Key Idea/Stem
skilled tile setters. Read the situation and instructions carefully before performing the activity. After 5 minutes,
one member of the group will present your output. Consider the clean sheet of paper as the floor of the house.
10 minutes
This morning, Clark hired Anthony and Stephen, who are skilled tile setters in their
barangay, to install the tiles. Let us help them install the tiles by making a layout
pattern for them so that they will know if the shapes that you recommended will
tessellate on the floor.
Instructions:
Cut the shapes using your scissors.
Glue them side by side on the separate sheet of paper given to you.
Make sure to glue them neatly.
Post your work on the board after you are done.
This morning, Clark hired Anthony and Stephen, who are skilled tile setters in their
barangay, to install the tiles. Let us help them install the tiles by making a layout
pattern for them so that they will know if the shapes that you had recommended will
tessellate on the floor.
Instructions:
Cut the shapes using your scissors.
Glue them side by side on the separate sheet of paper given to you.
Make sure to glue them neatly.
Post your work on the board after you are done.
1. Did the tile shapes you recommend form a tessellation?

2. Why do you think Clark will be pleased with the tile shapes you recommended?
NOTES TO THE TEACHER: The activity assists learners in tessellating a given surface using a specified shape.
Besides squares, triangles and rectangles, are there other shapes that can tessellate?
What are they?

Will this shape be able to tessellate? (Show to the learners the pictures one by one.) Why? or why not?
Can we combine two different shapes to form a tessellation? (Show to the learners samples of
tessellations using two or more different shapes)
What shapes were combined to show a tessellation?

NOTES TO THE TEACHER: You can print each picture in a whole sheet of bond paper or you can project it using a TV set, a
big tablet or a projector if it is available in you school so that the learners could see the illustrations clearly.
Now, we will create our own patterns that will illustrate a tessellation.
Please read and follow the instructions in your activity sheets that I will distribute to you.
The things that you’ll be needing could be found in your activity envelopes.
Do you have any questions? Let’s start now.
Intervention Group Consolidation Group Enhancement Group

Deepening Let’s Practice! Let’s Practice! Let’s Practice!
Understanding of the
Key Idea/Stem Instructions: Instructions:
Instructions:
1. Choose one set of shapes from
1. Choose only one set of 1. Choose two sets of shapes from
5 minutes your envelope.
shapes from your 2. Tessellate the surface of the your envelope.
envelope. small box using them. 2. Combine them to form a
2. Form a pattern that will 3. Glue them neatly on the sides of tessellation.
the box. 3. Glue them neatly on the sheet of
show a tessellation.
paper provided.
3. Glue them neatly on a
separate sheet of paper
provided.
After/Post-Lesson Proper
Congratulations, children! You did a very good job today. You already know how to tessellate a surface.
(Ask the following questions to the learners)
1. What were the basic shapes that can tessellate a surface?
Making
Generalizations and 2. Can we use/combine two or more shapes to form a tessellation? What are they?
Abstractions 3. Do all shapes tessellate? Why or why not?
4. Where can we usually find tessellation in our surroundings?
2 minutes Expected answers:
1. Square, triangles and rectangles
2. Yes. Square and rectangle, triangles ang rectangles, diamond and triangles (Answers may vary).
3. No, not all shapes could tessellate because when they don’t fit together side by side. They will form gaps.
4. Floor tiles, Ceilings, prints on bags and shirts, glass windows or wood panels.
Evaluating Learning
Now that you are able to tesselate different shapes including triangles, squares and rectangles, let’s try doing the
activity. Don’t forget to read the instructions carefully before doing activity.
4 minutes
Tessellate the set of cutouts on the Tessellate the set of cutouts on the Will the following shapes/figures
sheet provided. sheet provided. tessellate? Put a if they will
tessellate and X if they will not.
NOTES TO THE TEACHER: Provide each of the learners with activity sheets. See attached templates for the different shapes for printing.
DON’T resize the shapes in each template.
Additional Activities for

Application or
Remediation (if
applicable)
Remarks
Reflection
MATERIALS FOR PRINTING

NOTES TO THE TEACHER: Print the pictures in colored or photocopy in black and white.
This morning, Clark hired Anthony and Stephen, who are skilled tile setters in their barangay, to install the tiles. Let us help them install
the tiles by making a layout pattern for them so that they will know if the shapes that you recommended will tessellate on the floor.
Instructions:
1. Cut the shapes using your scissors.

2. Glue them side by side on the separate sheet of paper given to you.
3. Make sure to glue them neatly.
4. Post your work on the board after you are done.
Instructions:

Instructions:

ACTIVITY SHEETS
Deepening Understanding of Key Idea/Stem

Let’s Practice! Let’s Practice! Let’s Practice!
Instructions: Instructions:
1. Choose only one Instructions:
set of shapes from 1. Choose one set of shapes
your envelope. from your envelope. 1. Choose two sets of
2. Tessellate the surface of shapes from your
2. Form a pattern
the small box using them. envelope.
that will show a 3. Glue them neatly on the 2. Combine them to form a
tessellation. sides of the box. tessellation.
3. Glue them neatly 3. Glue them neatly on the
on a separate sheet of paper provided.
sheet of paper
provided.
NOTES TO THE TEACHER: Please print two (2) copies from page 25 to 27. Cutout in advance and group them together according to shape. Provide learners with glue or
paste if needed.
Evaluating Learning:
ACTIVITY SHEET

Let’s Practice! Let’s Practice! Let’s Practice!
Instructions: Instructions:
Instructions:
Tessellate the set of Tessellate the set of Will the following

cutouts on the sheet cutouts on the sheet shapes/figures
provided. provided.
tessellate? Put a
if they will tessellate and
X if they will not.
NOTES TO THE TEACHER: Please print two (2) copies from page 29 to 31. Cutout in advance and group them together according to shape. Provide learners with glue or
paste if needed.

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6

NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Published by the Department of Education

Developer: Rgie S. Gange Validator: Arfe E. Lachica

Management Team Management Team

Regional Office 6 Management Team

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

C. Learning The learners will be able to:

III. LEARNING RESOURCES

This time, I will show you some pictures.

Going back to what we discussed yesterday, what do we mean by tessellation?

Lesson Language Can a tessellation be made by combining two or more shapes?

1. Did the tile shapes you recommend form a tessellation?

What are they?

What shapes were combined to show a tessellation?

Intervention Group Consolidation Group Enhancement Group

Additional Activities for

MATERIALS FOR PRINTING

1. Cut the shapes using your scissors.

1. Cut the shapes using your scissors.

1. Cut the shapes using your scissors.

Intervention Group Consolidation Group Enhancement Group

Intervention Group Consolidation Group Enhancement Group

Tessellate the set of Tessellate the set of Will the following

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