School Grade Level VI

Teacher Learning MATH

Area
LESSON Teaching Date and Time TUESDAY 7:00 TO 7:50 Quarter 4TH
EXEMPLAR May 2, 2023

I. OBJECTIVES
A. Content Standards Demonstrates understanding of volume of solid figures.
B. Performance The learner can apply knowledge of volume of solid figures
Standards
Cognitive: Determines the relationship of the volume between a rectangular
C. Learning prism and a pyramid; a cylinder and a cone; M6ME-IVa-95
Competencies or Psychomotor: Write and explain the relationship of the volume between a
Objectives rectangular prism and a pyramid; a cylinder and a cone
Affective: Cooperates in group activities (displays teamwork).
D. Most Essential
Learning
Competencies Relationship of the volume between a rectangular prism and a pyramid; a
(MELC) cylinder and a cone;
(If available, write the
indicated MELC)

Strategies/Approaches Collaborative learning, Discovery approach, Work by pair, solving mentally or

used recitation
Integration Science (Experiment through volume/amount) and math Grade 5

II. CONTENT

III. LEARNING
RESOURCES
A. References
a. Teacher’s Guide
M6ME -IVa -95
Pages
b. Learner’s Material
21st Century Mathletes 6 Page 288 and Have fun with numbers page 231
Pages
c. Textbook Pages 21st Century Mathletes 6 Page 288 and Have fun with numbers page 231
d. Additional
Materials from
Learning LRMDS https://lrmds.deped.gov.ph/detail/9209
Resources
B. List of Learning
Resources for
Power Point Presentation, Whole set of volume of prism (real objects for demo)
Development and
Well of names app games, flash cards
Engagement
Activities
IV. Procedure/
PAMAMARAAN
s

A. (Introduction)

Indicator No. 6

Developed and applied

effective strategies in the
planning and management of
developmentally sequenced
teaching and learning process
to meet curriculum
requirements and varied
teaching contexts.

REMINDERS FOR STUDENTS- Setting the standards in classroom learning

activities 1 min
Preliminary
Activities 1. Drill: (Multiplication, Division and Formula of plane and solid figures)
3 mins

2. Review: Games (Mystery box) contain the solid figures the students
identify the name of solid figures then they recite the formula of each
using the Well of names-selection
3 mins

Solving using Drill Board (Work by Pair)

A solid cube of length 10 m is to be painted on its 6 faces. If the painting rate is

Indicator No. 1 Php 10 per square meter, find the total cost of painting the cube.
Solution:
Modeled effective
applications of content 1. Cube Prism
knowledge within and
across curriculum
SA = 6a2
teaching areas.

= 6 x 102

= 6 x 100

M6ME-IIIi-93 = 600 m2
finds the surface area of
cubes, prisms, The cost of painting = 600 m2 x Php 10 per m2
pyramids, cylinders, cones,
and spheres.
= Php600.

2. a rectangular box has a length of 7 inches, a width of 6 inches, and

M6ME-IIIi-91 a height of 10 inches. What is the surface area?
visualizes and describes
surface area and
names the unit of measure SA- 2(lxw) + 2(lxh) + 2(wxh)
used for
measuring the surface area = 2( 7x6) +2 (7x10)+ 2(6x10)
of solid/space
figures.
 =2(42) + 2(70) +2(60)

=84 + 140 + 120

SA= 344 inches2

3. 2. A sphere has a radius of 5cm. What is the surface area?

SA= 4(3.14)rxr

SA= 4( 15.7)

SA= 314cm2

3 mins

Have you ever gone to a family outing to a resort? There are many different kinds
of swimming pool, isn’t it? There are swimming pools for kids and for adults. If you
will be asked how much water is placed in the swimming pool, how will you do it?

Establishing a purpose We will answer that later……

for the lesson After presenting the model…….

Presenting Using the model ( cube prism or rectangular prism)

Examples/Instances of 3 mins
new lesson Unlocking of difficulties: (Literacy)
Any Ideas about the following: using Chalk Talk
1. Volume- 5 mins
The volume of prism is the amount of space inside the prism. Volume is measured
Indicator No. 1
in cubic units, which means it tells you how many cubes of a given size it takes to
Modeled effective fill the prism.
applications of content
knowledge within and
across curriculum
teaching areas.

To find the volume (V) of a prism, multiply the number of cubic units needed to
M5ME-IVc-77 cover the base (B) by the number of layers.
visualizes the volume of a Volume of prism= is the product of the base area (B) and the height (h).
cube and V=Bxh
rectangular prism. Since B=lxw, then V=lxwxh

5 mins
 FLIP LEARNING APPROACH-

Viewing (Relationship of the volume between a rectangular prism and a

B. Development pyramid; a cylinder and a cone;

https://bit.ly/3vWbIzc ( sent before the class)

Follow up questions about the video presentation

Using
3-2-1 BRIDGE
2 mins
3- things you found out on AVP
2- things that were really interesting
1- thing you would still like to know ( pupils asked a question) and do the
experiment base on the video. ( Group work) continuation….

Rubrics on giving score

Standards Score

5 4 3 2 1
C. Engagement
Stayed on task /Completed on time

Followed classroom rules

Shares Ideas

Took his/her role seriously

Before group work, presenting the score rubrics.

Group Work (experiment)

Showing REAL OBJECTS (model) each group do the experiment on

Indicator No. 5
(Relationship of the volume between a rectangular prism and a pyramid; a
Worked with cylinder and a cone ) they present and discuss on what they observed.
colleagues to share
Group Mathusay and Mathalino
differentiated,
developmentally 1)Let the group present a prism and a pyramid with the same base and
Indicator No. 2
appropriate height.
opportunities
Developedtoand 2) provide sand or water
address learners’
applied effective 3. Let the pupils fill the cube prism with sand or water using the pyramid.
differences instrategies
gender, to 4. how many pyramids of sand can fit inside the cube?
teaching
needs, strengths, 3)Group sharing
promote critical and
interests and
creative thinking, as Rectangular or Cube prism
experiences.
well as other higher- V-lxwxh or V=bxh
order thinking skills
Pyramid

V-lxwlw
3

Generalizations Group Mathsipag and Mathapang

1.Let the group of pupils present a cone and a cylinder with the same
diameter and height.
2. provide sand or water
3. Let the pupils fill the cylinder with sand or water using the cone.
4. how many cones of sand can fit inside the cylinder?
5. how do we find the volume of a cone?

The Volume of a Cylinder is given by the formula V = πr² h

while the Volume of a Cone is

V = 1/3 πr² h

1. Based on the formula presented what are their similarities between a

rectangular prism and a pyramid? How about the difference of the two
figures?
2. Based on the formula presented what are their similarities between a
cylinder and a cone? How about the difference of the two figures?

15 mins
1. The volume of pyramid is exactly 1/3 of the volume of a prism with
exactly the same bases and height.
2. The volume of a cone means the third part of the volume of a
cylinder having the same base and the same height.
 Read each question carefully, then write the letter of the correct answer.

1. What do you call the mount space inside a solid figure? It is measured in
cubic units.
a. Volume
D. Assimilation
b. Solid figures
c. Surface Area
d. Plane figures
2. How many pyramids can fill the whole rectangular prism with the same
dimension?
A. 1
B. 2
C. 3
D. 4
3. Volume of the pyramid _____ x volume of rectangular prism.

A. 1/2
B. 1/3
C. 2/3
D. 3/4
4. What is the relationship of the volume between a prism and a pyramid of
the same dimensions?
A. The volume of the pyramid is 2/3 of the volume of the prism
B. The volume of the pyramid is 3/3 of the volume of the prism
C. The volume of the pyramid is 1/3 of the volume of the prism
D. The volume of the pyramid is 3/2 of the volume of the prism.

5. The volume of the cone is _____ the volume of a cylinder if both are of the
same dimensions.
A. double
B. thrice
C. twice
D. 4 times
5 mins

V. Reflection 3-2-1 BRIDGE

3- facts I learned
2- questions still have
1- opinion I now have 2 mins
Rubrics on giving score

Standards Score

Completed on time 5 4 3 2 1

Stayed on task

Followed classroom rules

Shares Ideas
Took his/her role seriously

Indicator No. 1 Indicator No. 5

Modeled effective applications of Worked with colleagues to share

content knowledge within and across differentiated, developmentally
curriculum teaching areas. appropriate opportunities to address
learners’ differences in gender, needs,
strengths, interests and experiences.

Indicator No. 6
Indicator No. 2
Developed and applied effective
Developed and applied effective
strategies in the planning and
teaching strategies to promote critical
management of developmentally
and creative thinking, as well as other
sequenced teaching and learning
higher-order thinking skills
process to meet curriculum
requirements and varied teaching

Classroom rules

1. Ask questions
2. Respect and listen to your classmates
3. Respect and listen to the teacher
4. Raise your hand to speak
5. Be prepared for class
6. Be quiet when the teacher is talking
7. Be quiet when classmates are talking
8. Share new ideas
9. Keep your hands to yourself
10. Respect others’ property
11. Keep your workspace tidy
12. Be kind
13. Always do your best
14. Be a good friend
15. Be on time
16. Share with others
17. Use equipment properly
18. Help keep the classroom tidy
19. Listen to all the teachers
20. Obey all school rules
21. Be respectful of classmates who are working
22. Have a good attitude
23. Use positive language
24. Line up neatly and quietly
25. Stay in your seat
26. Listen with your ears and your eyes
27. Contribute to discussions
28. Be respectful of others’ ideas
29. Follow the teacher’s directions the first time they are given
30. Cooperate with your classmates
31. Be creative
32. Be honest
33. Use technology appropriately
34. Be proud of your work