4th Grading MATHEMATICS VI
Date: ___________
I.Objective: Find the base when the percentage and rate are
given Value: Being thrifty
II.Learning Content:Finding the Base When the Percentage and
Rate are Given
References:BEC-PELC II L. 3.2.3 Enfolding Mathematics
VIMaterials:flashcards with percents, manila paper, pentel pen
III.Learning ExperiencesA.Preparatory Activities:1.Mental
Computation/Drill on Renaming Percent to DecimalChange percent to
decimal50% in decimal is _______75% in decimal is ________375% in
decimal is ______
2.Review: Review on dividing whole number by decimalsActivity 1
Cooperative WorkMaterials:4 sets of 2 flashcards having division of
whole numbers by decimals4 sets of manila paper4 pentel
pensMechanics:1.Ask each leaders of the team gets 2 flashcards
having whole number by a decimal.2.The members of team solve for
the quotient and write the solution on a manila paper to be
published on the board.
B.Developmental Activities:1.Activity 1: Use of Compatible
numbers Through 10 x 10 square/ManipulativeSample:Dangdang, a
daughter of a vendor helps her mother by buying school supplies
which is cheap but durable. She buys her notebook in Store A at
P6.00 which is 10% of the cost of notebook in Store B. How much is
the notebook in Store B.
1.Ask the following questions: Who is the daughter of the vendor
How much is the notebook of Dangdang? Does Dangdang have a good
decision in buying the notebook? How do you know?
2.Fixing Skills:Solve for the base.1.50% of ____ is 34. 10.5 is
30% of what number?2.20% of what number is 145. 65% of N = 58.53.14
is 35% of what number3.Generalization:Expected Questions. How do
you find the base when the percentage and rate are given?
IV.Evaluation:Rename these fractions as similar fractions. Add
then express the sum in lowest term if possible.1.20 % of n is 22.7
is 35 % of n3.40 % of n = 84.10 is 40 % of n = 85.25% of what no.
is 2?
V.Assignment:Solve.1. 6 % of n = 4.52. 6.72 is 7 % of what
number?3. 12 % of n is 14.44. 88 % of what number is 660?5. 220 is
275 % of n
MATHEMATICS VI
Date: ___________
I.Objective: Compute common percentage mentally Value: Being
thrifty
II.Learning Content:Computing common percentage mentally
References:BEC-PELC II L. 3.3.Enfolding Mathematics
VIMaterials:flashcards, charts
III.Learning Experiences:A.Preparatory Activities:1.Drill on
Basic Multiplication Factsa.6 x 10 b. 6 x 8c. 6 x 6d. 6 x 5
2.Review: Multiplication of Decimalsa.0.25 x 5b. 0.15 x 5c. 0.3
x 3d. 0.04 x 9
3.Motivation:Have you ever joined a Math Contest?Answer the
question without writing the solution?
B.Developmental Activities:1.Activity Use of challenging Word
ProblemSample:75% of 8000 is what number?N is 75 % of 800075 % of
8000 is _______.What is 75% of 8000 is N
1.Guide the pairs of pupils to:a.determine the base and
rateb.identify what is to solve forc.decide what process to
used.compute without writing the computation on papere.discuss
their answer
2.Through pair square they have to do number 1 a-e
2.Practice Exercises/Fixing Skills:a.20% of 20 is _____b.25% of
60 is Nc.50% of 70%d.N is 40% of 20e.60% of 15 is what
number?3.Generalization:How do you solve for the common percentage
mentally?>
IV.Evaluation:Solve for the percentage mentallya.10% of 10 is
_____b._____ is 20% of 50c.N is 20% of 15d.40% of 40e.What is 50%
of 90?
V.Assignment:Solve for the percentage mentally.1. N is 25% of
362. 10% of 20 is what number?3. 40% of 50 = ______.4. _____ is 60%
of 1605. What is 15% of 80?
MATHEMATICS VI
Date: ___________
I.Objective: Solve word problems involving finding the percent
of increase/decrease on discounts, original price, rate of
discount, sale price and mark up rice. Value: Frugality
II.Learning Content:Solve word problems involving finding the
percent of increase/decrease on discounts, original price, rate of
discount, sale price and mark up rice.
References:BEC-PELC II L. 3.4, 3.4.1Enfolding Mathematics
VIMaterials:Song Flashcards
III.Learning Experiences:A.Preparatory Activities:1.Mental
Computation:Drill on Renaming of Percents to Decimals, Fraction to
Percent, Fraction to Decimals and Vice Versa.2.Review: Do what is
asked for:1. What is 25% of 30? _____]2. Forty is what percent of
200?3. 18 is 30% of what number?
3.Motivation:The pupils of Loundagin Elementary School went to
an educational trip. One of the places they visited was Phiyas,
Lukban, Quezon. While the group was going around the place the
attention of some pupils was caught by the sigh in one of the
stalls found in the place, a mark 15% off. 10% off and 12% off. Can
you tell what the signs means?
B.Developmental Activities:1.Activity 1 Use of compatible
numbers in the problem.Sample:Aling Conching went to a factory
outlet of garments to avail a low price and a good gain possible.
The underwear A was originally sold at P each. She asked herself of
the following:a.If she was given 20% discount of the original
price, how much was the sale price?
1.Answering the questions:a.Who went to the factory outlet?b.Why
did she go to the factory outlet?c.Do you think the original price
is too high which will not give her a good gain? Why?2.Guide the
pupils analyze and solve the problem.
2.Practice Exercises/Fixing Skills:Find the missing
entries.Original PriceRate of DiscountDiscountSale Price
1. P22010%P47
2. P235
3. P930P874.20
3.Generalization:How do you solve for percent problems involving
increase/decrease? Discounts? Original price? Rate of discounts?
Sale price? Mark up Price?
IV.Evaluation:Find the missing entries.Original PriceRate of
DiscountDiscountSale Price
1. P20015%P170
2. P25020%P50
3. P49010%P60P540
4. P95047.50P902.50
5. P85015%127.50
V.Assignment:Analyze and solve the problem.1. Mrs. Santos bought
a barong with 15% discount. How much did she save and pay if the
tag price of the barong is P1575?2. Laura bought an RTW dress for
P575 at 20% discount what was the original price?3. The sale price
of an item is P2060. if this is 60% higher than the cost, what is
the original price?
MATHEMATICS VI
Date: ___________
I.Objective: Solve the word problem involving commission, rate
of commission, total sales, total income. Value: Being financially
sufficient in meeting ones need
II.Learning Content:Solving Word Problem on Commission, Rate of
Commission, Total Sales, Total Income
References:BEC-PELC II L. 3.4.2Enfolding Mathematics
VIMaterials:puzzle, charts
III.Learning Experiences:A.Preparatory Activities:1.Opening
Song: Solving Problem2.Mental Computation: Drill on finding the
rate, base or percentagea.Strategy Completing the TableMaterials 8
numbered rolled papers Table having data at random for columns of
rate, base, percentage.Mechanics:1.Form 4 teams of equal number of
members.Ask the leader of the team to draw the numbered rolled
papers. The members of the team will complete the table within the
time limit set by the class.2.The team having the highest number of
correct answers wins.
3.Motivation:What do you call the amount given to the sales
agent after he is able to sell the item to the company aside having
basic monthly salary?
B.Developmental Activities:1.Activity Completing the
TableSample: Find the missing entries:Basic SalaryTotal
SalesAboveP50 000Rate ofCommissionCommissionTotalIncome
P 13 798P278 0005%
P 13 798P278 000P14 535
P 13 7986%P20 550
1.Answering questions:a.What is the basic salary of the sales
agent?b.How much is his total sales?c.What is the rate of
commission of sales agent B?2.Lead the pairs of pupils analyze and
find the answer in the table by using the steps in Activity 1
number 2-a to h.
2.Fixing Skills:Find the missing dataTotal SalesRate
ofCommissionCommissionBasicSalaryTotalIncome
1. 20%P600P14 467
2. 18 %P1 620P20 536
3. P15 000
4. P120 00020%P45 000
5. P80 00015%P20 000
3.Generalization:How do you solve the commission? Rate of
commission? Total sale? And total income?
IV.Evaluation:Complete the table.Basic SalaryTotal SalesRate
ofCommissionCommissionTotalIncome
1. P 15 000P120 00020%
2. P14 500P300 000P45 000P59 500
3. P30 000P170 00025%
4. P18 00018%P81 0000
5. P50 000P800 000P160 000
V.Assignment:Solve the problem:1. A salesman sells a car for
P860 000. If he receives a commission of 20%, how much will be his
commission?2. A salesman is working on 8% commission. If he wants
to make P14 000 commission in a month, how much must he sell?
MATHEMATICS VI
Date: ___________
I.Objective: Solve the problems involving sales tax, rate of
sales tax, selling price Value: Honesty and truthfulness
II.Learning Content:Solving word problems involving sales tax,
selling price
References:BEC-PELC II L. 4.3Enfolding Mathematics
VIMaterials:Math textbook
III.Learning Experiences:A.Preparatory Activities:1.Opening a
Song: Solving Problem2.Mental Computation:Drill on Finding the
Rate, Base or PercentageStrategy 1: - Role PlayMaterials:4 rolled
papers numbered 1-4, table for each team having column for
percentage, rate base.Mechanics:1.Have the 4 teams prepare
flashcards where each card has question on rate, base or
percentage.2.Let the leader of the team draw the numbered rolled
paper to determine the first, second, third or fourth teacher.3.The
teacher from the team flashes the card and the other 3 teams answer
on the board for their own table.4.The team with the highest score
wins.
3.Motivation:Every year, your parents pay an amount to the
government. What do you call this amount paid to the
government?
B.Developmental Activities:1.Activity Completing the
TableSample: Look for the missing data.ItemSelling PriceRate of
Sales TaxSales TaxTotal Cost ofthe Item
House and LotP3,5000,0006%
Second Hand CarP950,000P997,500
Second HandJeepney4%P10,000
1.Answer the question:a.How much is the selling price of the
house and lot?b.What item has a selling price of P950,000?c.What
rate of sales tax does the house and lot have? Jeepney?
2.Practice Exercises/Fixing Skills:Complete the table.
Selling PriceRate of Sales TaxSales TaxTotal Cost
1. P2003%
2. P680P34P795
3. P750P795
4. P25008%
5. 6%P300
3.Generalization:How do you solve for sales tax, rate o sales
tax and selling price?
IV.Evaluation:Fill in the data to complete the table.Selling
PriceRate of Sales TaxSales TaxTotal Cost
1. P1,6003%P48
2. P4,5006%P4770
3. P9004%
4. P9,000P720
5.P600P10,600
V.Assignment:Analyze and solve the problem.1) A lady bag worth
P1500 is given a sales tax of 6%o. How much will a buyer pay for
the bag?2) A food item is given a sales tax of P22.40 or 4% paid by
the customer. How much is selling price of the item? How much is
the total cost paid by the customer?3) A sales tax for an item is
P125. The cost is P3125. What is the ratio of the sales tax? How
much is the selling Price?
MATHEMATICS VI
Date: ___________
I.Objective: Solve the word problem involving simple interest,
principal, rate and time Value: Thrift
II.Learning Content:Solving word problem in simple interest,
principal, rate and time
References:BEC PELC L. 3. 4. 4Enfolding Mathematics
VIMaterials:Math textbooks
III.Learning Experiences:A.Preparatory Activities:1.Opening
song: (Math Song)
2.Mental Computation: Drill on finding the rate, base or
percentagea.Activity 1 Role PlayMaterials: Each member of the team
prepare question.Mechanics:1) Form 4 teams.2) One member of each
team takes turn to flash their cards and the rest of the pupils
answer.3) The teacher writes the score of each team and checks the
answer4) The teacher determines which team gets the highest score
and declares as the winner.
3.Motivation:Who has seen a bank book? What can you see in it?
Does it have an interest? What about the principal?B.Developmental
Activities:1.Presentation:a. Activity 1 - Use of Compatible
NumbersSample:Rhoda has a deposit of P5 000 in a saving account for
2 years. If the bank pars simple interest at the rate of 6%, how
much interest will she receive?1) Answering the questions:a) Who
has a saving account m a bank?b) How much is her deposit'c) If you
are Rhoda will you open a saving account in the bank? Why?2) Lead
the pairs of pupils analyze and solve the problem.a) Ask the pupils
to look for what the problem tells them to find.b) Have them know
which of the given facts are the needed data and the hidden
facts.c) Help them construct question about the hidden fact.d) Have
them decide what operations to use to solve the problem.e) Ask them
to express the hidden question/whole problem to an equation
2.Practice Exercises:1) Three years ago, Ruby borrowed P12 000.
if she paid back P15 200, what was the rate of simple interest?2)
Laura applied a loan of P8 000 at a yearly interest of 10%. If she
paid back the credit union of P9 600, what is time period of her
loan?
3.Generalization:How do you solve for the simple interest? rate
of interest? and time?
IV.Evaluation:Analyze and solves the problems.Lilia invested P75
000 at 5.75% simple interest for 2 years. How much did she earn?1)
The rate of interest is _______.2) The principal is _______.3) The
time covered _______.4) The equation to be used to find the
interest and total amount of money are:a) _______.b) _______.5) The
amount of interest Lilia's money earned was _______.
V.Assignment:1)Nena borrowed P75 000 from a credit union. At the
end of 2 years he has to pay back at 8% interest. How much is the
interest?2) Ricardo's father borrows P90 000 from a financial
institution. At the end of 2 3/4 years he has to pay an interest
rate of 20%. How much will he pay back the financial institution in
all?3) Rolando has P20000 in his savings account. If the rate of
interest is 4 1/2% a year, how much interest does his money earn?
How much money will he have in all?
MATHEMATICS VI
Date: ___________
I.Objective: Make simple predictions Value: Awareness and
Sensitivity to the Things Around Us
II.Learning Content:Computing common percentage mentally
References:BEC-PELC II M.1.Enfolding Mathematics
VIMaterials:Math Textbooks
III.Learning Experiences:A.Preparatory Activities:1.Opening
Song: Pagdating ng Panahon
2.Motivation:Discuss the message of the song relating
prediction. Which line in the song tells what you want to occur
will likely to happen? Will unlike to happen? Fair or even chance
to happen impossible to happen? Or certainly to happen?
B.Developmental Activities:1.Presentation:a. Activity 1 - Use of
Observable Things Around UsDecode which of the following will
likely to happen, unlikely to happen, fair or even chance to
happen, impossible to happen, or certainty to happen. Write your
answer before the number._____ 1) A couple can not afford to have
an ULTRASOUND and they are waiting for a newborn baby. They fell
that the unborn baby is a girl._____ 2) The sun sets in the
south._____ 3) It is cloudy today. Then it will not rain.
2.Practice Exercises/Fixing Skills:Which of the followings can
be considered as unlikely to happen, likely to happen, equally
likely to happen, impossible to happen or certainly to happen or
certainly the answer before the number._____ 1) When one is seated
he is rested._____ 2) When a man sleeps, he snores._____ 3) A man
in the bathroom always takes a bath.
3.Generalization:Expected Question:How do you make simple
prediction?
IV.Evaluation:Make a prediction on the following situations are
likely to happen, unlikely to happen, equally likely to happen,
impossible to happen and certainly to happen._____ 1) Reading books
makes a man wiser._____ 2) When one sharpens his saw, he sharpens
his thinking skills._____ 3) When mother takes a bath, father is
coming home.
V.Assignment:Predict simply on the following situation in terms
of likely to happen, unlikely to happen, equally likely to happen,
impossible to happen or certainly to happen._____ 1) When one is in
pensive mood, he thinks deeply._____ 2) When one stares at nothing,
he has depression._____ 3) Not all gold glitters.
MATHEMATICS VI
Date: ___________
I.Objective: Tell the number of favorable outcomes/chances
Value:Having faith in life
II.Learning Content:Telling number of favorable
outcomes/chances
References:BEC-PELC II M.2Enfolding Mathematics
VIMaterials:ratio cards, spinner, die, lettercards
III.Learning Experiences:A.Preparatory Activities:1.Opening
Song: Pagdating ng Panahon sung by Aiza Seguerra. 2.Motivation:Now
man sides does a coin have?If you are to toss a coin, what is the
chance that your can will land head?
B.Developmental Activities:1.Presentation:a. Activity 1 - Spin a
wheel1) Have a spinner having 6 equal-size sections which appear
below:
2) Have each member of the tea spins the wheel while a recorder
writes what section is pointed by the pointer.3) Ask each member to
relate the number of favorable outcomes each section has as
indicated by the pointer to the number of possible outcomes like:P(
) = 1/6 (in case it points to the )
2.Practice Exercises/Fixing Skills:A bag has marbles with 1
blue, 3 green, 2 red and 2 yellow.Find the probability of:a.
drawing 1 blue marbleb. drawing 3 green marblesc. drawing 2 red
marblesd. drawing 2 yellow marbles
3.Generalization:How do you tell the number of favorable
outcomes/chances?
IV.Evaluation:Study a spinner numbered 1 to 8 is spun.What is
the probably of spinning:a)an odd number?b)divisor of 9c)multiple
of 2d)composite numbere)a factor 18f)a smallest even
numberg)multiple of 10h)greatest common factor of 24 and
32i)spinning 10
V.Assignment:Study the cards with letters. One card is draw from
a well-shuffled 9 lettered cards. What is the probability of
drawing a card/card having letter/sa. L,O,V,Eb. M,A,Tc. Id. V,Ee.
Y
MATHEMATICS VI
Date: ___________
I.Objective: Visualize integers in their order on a number line
Value: Appreciation for use of number line in
understanding/visualizing integers
II.Learning Content:Visualizing Integers in Their Order on a
Number Line
References:BEC-PELC II N.1Enfolding Mathematics
VIMaterials:flashcards, handkerchief, bingo card, markers
III.Learning Experiences:A.Preparatory Activities:1. Mental
Computation: PEMDAS on Whole numbersPlay "Agawan Panyo"1) Divide
the class into 2 groups2) Call on a volunteer to act as arbiter.
He; she stays at the center of the platform and holds the
handkerchief. The handkerchief is allowed to dangle in the
arbiter's hand.3) A member of each group stays at the tack of the
classroom and stands at the center aisle.4) Teachers flashes an
equationExamples: 10-2.3 = 34-(5+8) =7.3 + 24 8 =2.Review: Finding
the Probability of Some Events1) Divide the class into 3 groups.2)
Show to them a bag containing marbles; 4 blue, 2 red, 1 white and 3
green marbles.3) On a random draw, ask for the probability of the
following events to happen.a) P (picking a blue marble)b) P
(picking a green marble)c) P (picking a red marble)d) P (picking a
white marble)4) Call a volunteer to do the act of drawing the
marbles.5) Discuss the answers.
3.Motivation:Teacher does the following actions and volunteers
do the opposite actions.Ex.a) walk forwardd) shake headb) sit
downe) frownc) laugh
B.Developmental Activities:1.Presentation:a. Activity 11) Draw a
number line on the board.2) Tell the class that numbers 1, 2, 3, 4,
5... are the set of counting numbers. Zero, together with the set
of counting numbers are the set of whole numbers.3) Show in the
mirror image of 1 on the number line.4) Introduce the set of
integers and the set of whole numbers and their opposites.5) Give
more examples.
2.Practice Exercises/Fixing Skills:Write the integer for
each.1)deposit P400.002)56 below 03)gained 7 kilos4)250 km
north5)12 C below 0C
3.Generalization:What are integers? How does the number line
help you in understanding/visualizing integers?
IV.Evaluation:Write the integers for each.1) 600 m above the
ground2)lost 15 points3) saved P20.00 4) spent P35.005) withdrawal
of P1,500.00 card wins.
V.Assignment:Illustrate the following in the number line.1) The
set of integers greater than-3 and less than 22) The set of
integers greater than-5 and less than 53) The set of integers less
than-0 and greater than -74) The set of integers less than 8 and
greater than 55) The set of integers i s than-3 and greater than
-10
MATHEMATICS VI
Date: ___________
I.Objective: Compare Integers Value: Teamwork
II.Learning Content:Comparing Integers
References:BEC-PELC N.2Enfolding Mathematics VIMaterials:number
line, flashcard, number cards
III.Learning Experiences:A.Preparatory Activities:1.Mental
Computation: Name the Integer15 units right of -503 units to the
right of 01 unit to the left of +5
2.Review: Naming Integers using the Number Line.Draw a number
line and use it to identify the integers described.1. 7 units to
the left of 02. 3 units to the right of +63. 6 units to the left of
-23.Motivation: Using the number line.Ask:a) What are the numbers
to the right of zero? Are they greater than 0?In general, is zero
less than all positive inters? Why or why not?b) What are the
numbers to the left of zero? Are they less than 0?In general, is
zero greater than all negative integers? Why?
B.Developmental Activities:1.Presentation:a. Discuss how to
compare integers using the symbols>, ,< or =.a) - 4 -8d) 5
units right of-6 b) - 10 0e) units left of 12c) 8 9f) -150 -149
3.Generalization:How will you compare integers using> < or
=?IV.Evaluation:A. Fill in the box with either >,< or =.1) 25
-254) 9 -92) -16 -165) 150 1493) -15 -146) 200 200
V.Assignment:Write the integers for each then >, < or = to
compare them.1) 20 below 0 150 below 02) 1500 ft. above the ground
1500 ft. below the ground3) basement of a building rooftop of a
building4) 7 below 0C 7 C above 0C
MATHEMATICS VI
Date: ___________
I.Objective: Order integers in increasing/decreasing order
Value: Orderliness
II.Learning Content:Ordering integers in increasing/decreasing
order
References:BEC-PELC II. N.3.Enfolding Mathematics
VIMaterials:flashcards, activity cards
III.Learning Experiences:A.Preparatory Activities:1.Mental
Computation: Comparing Integers 1.Teacher flashes cards like the
following:-7 712 0-8 -9
2.Review: Fill in the box with < , > or =a) 0 -8d) 15
-15b) -5 -4e) 0 -1c) 20 20f) -1 +1
3.Motivation:a) Call 10 boys to come in front.b) Call another
pupil to arrange the boys according to their weight by just looking
at them.c) After doing that, ask the 10 boys their actual weight in
kilograms.d) Ask:Are they correctly arranged? In what order?
B.Developmental Activities:1.Presentation:a.Base Method1)
Prepare 4 bases and tasks for eats base.Mechanics:a) Divide the
class into groups of4.b) Each group goes from one base to another
within a given :;me, say 3 minutes.c) Once they hear the buzzer,
that signals them to move to the next base.2) Each group has to
solve the problems in each base.
2.Practice Exercises/Fixing Skills:1) Arrange the following in
increasing; ascending order.a) -5, 10, -12, 7, 15, -25, 0b)
0,-9,-15,+12,-4,+7
3.Generalization:What are the ways of ordering integers?
IV.Evaluation:Arrange the integers in each group in:1) Ascending
Ordera) -3, 2, 4, -1b) -6, 10, 8, 13, -12c) 5, -4, -12, 62)
Descending Ordera) 0,-1, 9,-3,7b) -3, 0, 4, -6, 6c) 4, 12, 0, -15,
-18
V.Assignment:Arrange each set of integers in descending order.1)
-8, -5, -1, -9, -1, 12) +2, +6, +11, +2, +153) -26, 33, -45, 17
,34) 70,-90, -46, 80, 65) -6, 16, -25, -16, 44
MATHEMATICS VI
Date: ___________
I.Objective: Visualize the different spatial figures Value:
Appreciation of various figures in the environment
II.Learning Content:Visualizing spatial figures
References:BEC-PELC III. A. 1.1Enfolding Mathematics
VIMaterials:flashcards, paper robot, ball, funnel, art paper,
scissors, real objects
III.Learning Experiences:A.Preparatory Activities:1.Mental
Computation: Solving for Perimeter and Area 14 cmExample: 5m 6
cm
2.Review: Review previous lesson. Give 2 examplesB.Developmental
Activities:1.Presentation:a.Activity1) Introduce the different
spatial figures. Let the students describe the characteristics of
each figure.2) Ask what iscommon among all the spatial figures?3)
Present a paper robot whose parts are made up of spatial
figures.4)Ask the students to identify the spatial figures
represented by each part by completing the chart below.Activity 1
Parts of the RobotSpatial figures Represented
HeadBodyArmsLegsFeetEx. Cube Rectangular prism
2.Fixing Skills:Identify the spatial figure represented y the
following:1) ball ______3) funnel ______5) tent ______2) globe
______4) test tube ______6) dice ______
3.Generalization:What are the different spatial figures?
Describe each lone.What are their common
characteristics?IV.Evaluation:Name the spatial figures resembles to
the following objects below:1.box2.ball3.dice4.ice cream
cone5.globe
V.Assignment:Construct each spatial figures using art paper1. a
blue pyramid2. a black cone3. a yellow cube4. a green rectangular
prism5. a red cylinder6. a violet sphere
MATHEMATICS VI
Date: ___________
I.Objective: Describe the different spatial figures Value:
Resourcefulness
II.Learning Content:Describing Spatial Figures
References:PELC III A. 1. 2Enfolding Mathematics
VIMaterials:cartolina, scissors, paste, flashcards, spatial
figures, handkerchief
III.Learning Experiences:A.Preparatory Activities:1.Mental
Computation Drill: Solving for Perimeter/Area of Plane FiguresEx:
18cm P = ? 8 m A = ? 12 cm
2.Review: Identifying Spatial FiguresWhat are the different
spatial figure?Give examples of real objects that are models of
spatial figures.
3.Motivation:1) Group the pupils into Learning Barkadas.2)
Provide each group pieces of used folders, scissors and paste.3)
Let them make some spatial figures, out of these materials.4) The
first to make 3 will be declared as winners.
B.Developmental Activities:1.Presentation:Present the lesson
through this activity:a. Call the winners.1) Let them show the
spatial figures they made that are different from the first
group.2) Have them describe each and identify its parts.b. Matching
Game1) Blindfold a volunteer pupil.2)Let him/her hold a spatial
figure.3) Let him/her identify e1 describe it.
2.Practice Exercises/Fixing Skills:Match Column A with Column
B.A.B.____ 1) The base is a polygon and its faces are trianglesa)
rectangular____ 2) A spatial figure with a polygonal base whoseb)
cone edges meet at a common vertex____ 3) a spatial figure having a
circular base andc) pyramid one vertex____ 4) A spatial figure with
2 parallel congruent facesd) cylinder called bases and the other
faces are parallelograms
____ 5) A spatial figure with 2 circular bases, no edgee)
triangular prism circular bases, no edge and no vertex
3.Generalization:What is prism? What are the kinds of Prism?
Describe.
IV.Evaluation:Complete the table.Spatial FigureNo. of FacesNo.
of EdgesNo. of Vertices
1. Cube
2. Rectangular prism
3. sphere
4. cylinder
5. triangular pyramid
V.Assignment:Cut out pictures of objects from newspapers or
magazines that are models of spatial figures. Describe each.
MATHEMATICS VI
Date: ___________
I.Objective: Derive the area formulas of plane figures Value:
Appreciation
II.Learning Content:Deriving Area Formulas and Solving for Areas
of Plane Figures
References:BEC-PELC III. 1.3Enfolding Mathematics
VIMaterials:flashcards, pictures, bond papers, ruler, pencil
III.Learning Experiences:A.Preparatory Activities:1.Mental
Computation Drill: Finding Perimeter of Polygons
2.Motivation: 1.Show the following: 2) What is the perimeter of
each?3) How many square units are there in each figure?
B.Developmental Activities:1.Presentation:a. Introduce are.
Derive formula for the area of a square and rectangular.A = S2 A =
l x w
b. Next, derive the area formula of the following: Show
step-by-step process.1) Parallelogram3. trapezoid5. circle2)
rhombus4. triangle2.Practice Exercises/Fixing Skills:Draw the given
figure with its dimension. Write its formula in finding its area
then solve:1) a rectangle whose length is 15 cm and its width is 10
cm2) a square whoseside is 3.5 m3)a circle a radius of is 5.2
dm
3.Generalization:What is the area formula and how do you solve
for the area of the following?
IV.Evaluation:A. Write the area formula of the following:1)
rectangle5) parallelogram2) square6) trapezoid3) cirde7) rhombus4)
triangle
V.Assignment:Solve. Show neat and clear solutions.1) A rice
field is in the form of a parallelogram. If its base is 38 m and
its height is 25 m, how many square meters can be planted with
rice?2) The side of a roof is triangular in shape. If its side has
a base which measures 6 m and an altitude of 3.2 m, what is its
area?3) The bases of a trapezoid measure 10 m and 15.5 m while the
height is 8 m. what is its area?
MATHEMATICS VI
Date: ___________
I.Objective: Derive a formula in finding the surface area of a
solids
Value: Preciseness and accuracy
II.Learning Content:Deriving Formulas and Solving for Surface
Areas of Solids
References:PELC III. A. 1.4Enfolding Mathematics
VIMaterials:number and label cards, cartolina, different spatial
figures, measuring device
III.Learning Experiences:A.Preparatory Activities:1.Mental
Computation: Solving for Areas of Plane Figures1.Divide the class
into 2 groups2.Give each group a set of number and label
cards.3.The teacher read a word problem on area.Ex: A square garden
measures 9m on one side. How big is it?4.Each group forms a correct
answer.5.The first group to form the correct answer gets 1
point.6.The group with the most number of points wins.
2.Motivation:1.Show a cube.Ask:a) How many faces does it have?b)
What is the shape of each face?c) Are the faces congruent?d) What
is the formula for the area of squire?
B.Developmental Activity:1.Presentation:a. Define surface are.b.
Based on the answers to the above questions, derive the formula for
the surface area of the following : Cube, rectangular prism,
cylinder, cone,Read each problem then solve pyramid and spherec.
Activity (In Groups of 4)1) Give each group a spatial figure. Fox
ex., a show box2) Let each group measure the dimensions of their
spatial figure and solve for its surface area.3) Presentation for
each group follows.4) Discuss importance of being precise and
accurate in measuring the dimensions of the spatial figures in
order also the have an accurate measurement of surface area for
each2.Practice Exercises/Fixing Skills:Write the formula then
solve.1) the cube whose edge is 15 cm2) a bail whose radius is 5.5
cm3) a cylinder whose base is 2.3 m in radius
3.Generalization:Review the formulas in solving for surface
areas of solids. Recall how to use these formulas in solving for
surface area.IV.Evaluation:Find the surface area of the following:
Give the formula then solve.
V.Assignment:1) A milk can has a radius of 4cm and a height of
11 cm. How much tin was used in making it?2) A closed cone model
has a radius of 7 cm and a height of 12 cm. And the amount of
material used in making the cone?3) A pyramid has a square base of
side24 cm and the height of each triangular face is 16 cm. Find the
surface area of the pyramid.4) A close rectangular subdivision
water tank, 7 m by 5 m, is to be painted all over.
MATHEMATICS VI
Date: ___________
I.Objective: Tell the unit of measure used for the surface areas
of solids Value:Handling materials/objects carefully
II.Learning Content:1. Determine the unit of measure used for
the surface areas of solids 2. Sowing for surface area2. Solving
the surface area
References:PELC III. A.2Enfolding Mathematics
VIMaterials:spatial figures, puzzle, measuring devices
III.Learning Experiences:A.Preparatory Activity:1.Mental
Computation Drill: Solving for areas of Plane Figures
2.Review: Formulas for Area (Plane Figures)Match the picture
with the formula for area:3.Motivation:1) Divide the class into
groups of 4.2) Provide each group a set of laboratory apparatus
that are models of spatial figures like cylinder, prism, dice,
globe, funnel, Erlenmeyer flask.3) Let them find the dimensions
using some measuring devices.
B.Developmental Activities:1.Presentation:a. Let there write a
formula in solving for the surface area of each object.b. Let them
solve for the surface area of each object.c.Have then explain the
following:1) What measuring devices did you use?2) What formula did
you use in finding the surface area of each object?3) What unit of
measure did you use?4) Why do you have to indicate the unit of
measure?
Valuing: Laboratory apparatus are sensitive materials.
2.Practice Exercises/Fixing Skills:Solve for what is missing in
each number:1) r = 5 cm, h = 15 cm, SA = ________2) 1 = 8.5cm,w =
6cm,h = 4cm, SA _______3) The side of cube measures 43.6. Is it
possible to solve the problem? Why?
3.Generalization:What are the units of measure used in solving
for surface areas of solids?Why is it important to indicate the
unit of measurement?How do we solve for surface area of solids?
What are the formulas used?IV.Evaluation:Solve the following
problems:1) A triangular prism measures 10 cm by 15 cm by 16 cm.
What unit of measure should we use in finding its surface area?
Why?2) You are to wrap a box at the right to make it beautiful.
What measuring device will you use to find out how much wrapper is
needed? What is the appropriate unit of measure?3) A cylinder of
radius 9 cm and a height of 20 cm has a surface area of 1,639.08.
What is missing in the situation presented?
V.Assignment:Create one problem for each spatial figure on
finding its inches. surface area. Provide your own answer key.
MATHEMATICS VI
Date: ___________
I.Objective: Find the area formula of a parallelogram Value:
Orderliness
II.Learning Content:Finding the area of a parallelogram
References:BEC-PELC III. A. 3.2Enfolding Mathematics
VIMaterials:flashcards, cartolina
III.Learning Experiences:A.Preparatory Activity:1.Drill: Mental
Computation Basic Multiplication Facts15 x 10 =42 x 2 = 8 x 9 =16 x
3 = 16 x 3 =
2.Review: Find the area of the following rectangles/square.1) r
= 5 cm, h = 15 cm, SA = ________2) 1 = 8.5cm, w = 6cm, h = 4cm, SA
_______
3.Motivation:1) Present the problem on the board:Justin is
making a mosaic fro tiles that are one centimeter in area. Before
he work on his mosaic, Justin draws a diagram of what he plans to
do. How many tiles will he need for the parallelogram design he
made?
2) Ask the questions:a) What is Justin making?b) Was he right in
planning first the things he wants to do? c) If you were Justin,
how would you find the number of tiles needed for the mosaic?
B.Developmental Activities:1.Presentation:a. Activity 1 Use of
IllustrationsPresent the lesson through the following activities:1)
Provide the class with cartolina. Have them copy the illustration
given above.2)Task:a)What is the measurement of the base and the
height of the parallelogram?b)Cut one end of the parallelogram and
slid it to the other end.c)You should have a rectangular with the
same base and height as the parallelogramd)Base on the
illustration, what is the area formula of a parallelogram?Ans:
Multiply the length of the base by the length of the height.Area of
parallelogram: b x h
2.Practice Exercises:Find the area of each parallelogram
region.1)b = 4in; h = 91n4)3) b = 4.6mm; h = 2.8mm2)b = 5.4m; h =
6m4) b = l0cm; h = 7cm
3.Generalization:How do you find the area formula of a
parallelogram?
IV.Evaluation:Find the area formula, then solve.
h = 27 m Formula = _____Formula = n_____b = 38 mArea = _____Area
= _____
V.Assignment:
MATHEMATICS VI
Date: ___________
I.Objective: Find the area formula of a triangle Value: Wise use
of time
II.Learning Content:Find the area of a triangle
References:BEC-PELC III. A. 3.2Enfolding Mathematics
VIMaterials:plane figures like triangles, parallelograms
III.Learning Experiences:A.Preparatory Activity:1.Mental
Computation Drill: Naming of each of the following mentally
2.Review: Giving the area of parallelogram1. b = 3.5 ft; h =
2.25 ft2.b = 10 cm; h = 7 cm3.b = 6.3 yd; h = 12 yd
3.Motivation:1.Present the problem on the boardJenn is planting
carabao grass in his triangular front lawn. She bought enough
carabao grass to cover 25 square meters. What could be the best way
for Jenn to do to be sure she has enough carabao grass tocover the
lawn?
B.Developmental Activities:1.Presentation:1) Divide the class
into groups with 4 members each.2)Provide 2 congruent triangles and
a parallelograms.3)Task:a.Find the area formula of a triangle by
using the materials given to you. Prove your answer.b.Do whatever
you think will give you the concrete idea for the area formula of a
triangle.
2.Fixing Skills:Write the formula in finding its area, then
solve.
3.Generalization:How do you find the area formula of a
triangle?
IV.Evaluation:Identify the base and the height for each figure.
Write the formula then solve.
V.Assignment:Create your own word problems involving area of a
triangle.
MATHEMATICS VI
Date: ___________
I.Objective: Find the area formula of a trapezoid Value:
Helpfulness
II.Learning Content:Finding the area of a trapezoid
References:BEC-PELC III. A. 3Enfolding Mathematics
VIMaterials:flashcards, paper
III.Learning Experiences:A.Preparatory Activity:1.Mental
Computation Drill: Basic Multiplication facts
2.Review: Area of a triangle3.Motivation:1.Present the problem
on the boardRavens lot is trapezoid in shape. She wants to plant
Bermuda grass all over the area. She knew that Bermuda grass are
bought per square meter. How will Raven know the number of square
meters of Bermuda grass she has to buy?
B.Developmental Activities:1.Presentation:a.Activity -
Modeling1.Provide a paper to each group.2.Copy this trapezoid on
squared-rolled paper.3.Make another trapezoid of exactly the same
size and shape. 4.What figure results when you doubled the
trapezoid?2.Practice Exercises/Fixing Skills:Write the area formula
then solve.1) a = 15 cm2) a = 18 m3) b1 = 29.7cmb = 21 cm b = 25.5m
b2 = 42.5 cmh = 13 cm h = 15.7m h = 35.9cm
3.Generalization:How do you find the area formula of a
trapezoid? Is there an effect in the area of a trapezoid if the
height is taken on either side? Why What is the area formula of a
trapezoid?
IV.Evaluation:Find the area of the trapezoid.
V.Assignment:Create 5 own word problems finding the area of a
trapezoid.
MATHEMATICS VI
Date: ___________
I.Objective: Write a formula or equation in solving for the
surface area of a solid figure Value: Attentiveness
II.Learning Content:Writing a Equation or Formula to Solve for
the Surface Area of Solids
References:PELC III A. 5.1Enfolding Mathematics
VIMaterials:space figures, activity cards, flashcards, blacks
strips with phrases, manila paper
III.Learning Experiences:A.Preparatory Activity:1.Mental
Computation Drill: Solving for Perimeter and Area of Plane
Figures1) Call on a volunteer from each Learning Barkada.2) As the
teacher flashes the 9 cards, the contestants will give the answer
orally.3) Whoever gives the correct answer, he/she make one step
forward.4) The first to reach the finish line, wins. 2. Review
Guessing Game
2.Motivation:1) Black strips with phrases will be put on top of
the table, disarranged.Ex:A cylindrical tank is 2.6 m highif the
radiusof its base is2.6 m, what is its surface area?2) The teacher
flashes 5 problems written in such manner as the one shown above,
one at a time.3) Pupil will read the problem as fast as they can.4)
Have them write a formula or equation in solving for what is being
asked in the problem.5) After flashing all the problems, have the
children read their answers for problems 1-5.
B.Developmental Activities:1.Presentation:a. Post the problem on
the board so that the children can take a look at them.1. A girl is
playing with a ball with radius 30 cm. Find the surface area of the
ball.2. Find the surface area of a rectangular prism which is 45 an
long, 36 cm wide and 2.24 cm high.b. Ask the following:1) What is
common to problems 1-5?2) How do you solve for the surface area of
a spatial figure?3) What should be the formula in solving for the
surface area of a solid?
2.Practice Exercises/Fixing Skills:What is the formula in
solving the surface area of.1.square pyramid ____2.cube
____3.rectangular prism ____4.triangular prism ____5.sphere
____
IV.Evaluation:Read the problem carefully. Write the formula or
equation for each;1.Find the surface area of a square pyramid if
the length of the side of one base is 2.4 m and the height of the
triangular face is 4.9 m2.Find the surface area of a rectangular
prism if the length is 2m, the width is 3 m and the height is 1.2
m.
V.Assignment:Write the formula or equation in solving the
surface area of the following:
MATHEMATICS VI
Date: ___________
I.Objective: Tell the unit of measure used for measuring the
volume of solids Value: Being responsible
II.Learning Content:Naming the unit of measure used of volume of
solids
References:BEC-PELC III. B. 1.1Enfolding Mathematics
VIMaterials:concrete objects and cutout objects of solid
figures
III.Learning Experiences:A.Preparatory Activity:1.Mental
Computation Drill: Finding area of Plane Figure1) Teacher flashes
pictures of plane figures with given dimensions.2) Two students at
a time, solve mentally for the area..The first to give the correct
answer is challenged by another student in class.3) Continue this
until everyone in class has participated.
2.Review: Math the drawing /cutout picture with the name of the
space figure it represents:
3.Motivation:Present a story problemEach group in the class is
required to bring rectangular boxes for planting seedlings for
their EPP class. However, only Group 3 brought their box. Their
teacher showed it to the class. He asked, "if it is to be filled
with soil, how much soil does it contain?"
B.Developmental Activities:1.Presentation:a. Discuss the
problem: 1) What is our problem all about?2) What can you say about
Group 3? Other groups?3) What are we asked to find?
b.Activity Group ActivityLet the pupils go back again to the
story problem. Let then discuss and answer the following
questions:1) Is the length, width, and height of the rectangular
box given?2) What metric unit of length should be used for its
length, width and height?3) For example the unit of length used is
centimeter, what cubic unit of measure should be used to find its
volume?
2.Practice Exercises/Fixing Skills:Give the appropriate unit of
measure to used in finding the volume ofa)room _______ c. globe
_______e. baseball _______b)shoebox _______d. refrigerator
_______
3.Generalization:What is the unit measure used for measuring the
volume of solid?
IV.Evaluation:Use cm3, m3, to tell what cubic unit of measure is
appropriate to be used?1.box of
chocolate2.tent3.glass4.gymnasium5.mathbook
V.Assignment:Give the cubic unit of measure, for finding the
volume of the following:1. a box 44 cm by 9cm by 6cm2. a cone with
height 9dm and radius 4 fm3. a cabinet 1.2m by 0.9m by 0.5m4. a
ball with radius 10 cm5. a cylindrical tank 25 dm long and radius 8
dmMATHEMATICS VI
Date: ___________
I.Objective: Convert one cubic unit of measure to a larger or
smaller unit Value: Humility
II.Learning Content:Conversation of one cubic unit of measure to
a larger or smaller unit
References:BEC-PELC III. B. 1.2Enfolding Mathematics
VIMaterials:chart, show me cards, flashcards
III.Learning Experiences:A.Preparatory Activity:1.Mental
Computation Drill: Answer the followinga.3 m = _____ cmb.40 cm =
_____ dmc.5 km = _____ m2.Review: Checking of assignment
3.Motivation:Present a dialogue.pp.244
B.Developmental Activities:1.Presentation:1.What is the smallest
unit of measure? The next? Etc.2.Let each group list down the
different cubic units of measure in the metric
system.mm3cm3m3dm3dam3hm3km33.Guide them in giving the different of
one cubic unit to the next cubic unit.Ex: How many cu. Mm are there
in 1 cu. Cm?Do this until they reach cu.km
2.Practice Exercises/Fixing Skills:1) Change each of the
following to cu. nom:a. 8 cm3b. 15 m3c. 6.1 dm32) Change each of
the following Cu. cm:a. 27 m3 b. 4.95 dm3 c. 6.226 mm3
3.Generalization:How do we convert one cubic unit of measure to
its larger or smaller equivalence?
IV.Evaluation:Find the blanks:
V.Assignment:
MATHEMATICS VI
Date: ___________
I.Objective: Devide a formula for finding the volume of
rectangular prisms. Value: Cooperation
II.Learning Content:Volume of rectangular Prism
References:PELC III B. 1.3Enfolding Mathematics
VIMaterials:transparent rectangular container, small cubes, Rubiks
cube
III.Learning Experiences:A.Preparatory Activity:1.Mental
Computation Drill: Solving for Areas of Plane FiguresPlay
Pass-ItOn1) Teacher divides the class into 6 groups (per column).2)
Teacher instructs the students in front to prepare a piece of paper
(1/4 sheet), which will be their groups answer sheet.3) Teacher
shows a picture of a plane figure with given dimensions.4) Students
in front solve mentally for the area and write their answer on the
pi8ece of paper, with the proper labelTM..pp.246
2.Review: Review in solving for the areas of the following:
Square, Rectangle, Parellelogram, Trapezoid, Triangle
3.Motivation:Show a rubiks cube.A Rubiks cube is a 3 x 3 x 3
cube that can be manipulated so that each face of the cube will
have the same design.Question:1.What do you call this project?2.Do
you know to play it? How?
B.Developmental Activities:1.Presentation:a.Tell the class that
the number of small cubes that make up the Rubiks cube its
volumeb.Activity Group WorkMaterials:Work sheet, 1 transparent
rectangular container, small cubes.Procedure:Fill the container
with small cubes until its upper portion is reached.Guide Question:
1) What kind of solid figure is the container?2) How many cubes did
you put inside the rectangular container?3) How can you find the
number of cubes in the container without counting then all?a) Count
the cubes in lone layer. Ex. 4x2=8 cubesb) Count the layers. Ex.: 3
layersc) How many cubes in all? 8x3=24 cubes
2.Practice Exercises/Fixing Skills:Find the missing number1.V =
372 cu m2. V = 1232 cm l = 31 m l = 11 cmw = ___ w = 8 cmh = 3 m h
= ____3.Generalization:How do you solve for the volume of
rectangular prism? What is the formula used?
IV.Evaluation:Complete the table find the volume of
each.LengthWidthHeightVolume
1) 9 dm8.6 dm5 dm
2) 1.4 m1.5 m1.8 m
3) 40 cm15 cm24 cm
4) 18.5 cm9.4 cm15 cm
5) 5 4 m7 2/3 m
V.Assignment:Complete the tableLength15 cm8.2 dm5 m ______2.3
cmWidth9 cm4.7 dm2 cm ______Height 7 cm2.6 dm4 3/89 m 2.6 mVolume
________________756 m317.94
MATHEMATICS VI
Date: ___________
I.Objective: Derive a formula for finding the volume of
cylinders Value: Importance of conserving water/thrift
II.Learning Content:Finding the volume of cylinders
References:BEC-PELC III B.1.3Enfolding Mathematics
VIMaterials:cardboards, paste/tape, illustrations, chalk, eraser,
illustration board ruler
III.Learning Experiences:A.Preparatory Activity:1.Mental
Computation Drill: Solving for Volumes of Prismsa) Teacher divides
the class into 6 groups (per column). Each group is provided an
illustration board (1/4), chalk and eraser.b) Teacher flashes a
card with the dimensions of prism.For ex:L = 8 cmw = 5 cm h=10 cmB
= 18 m3h = 3 mL = 1/2 mw1/5 m h=1/4 mc) The first student from each
group solves mentally for the volume of the prism and writes the
answer on the illustration board provided for them.
2.Review: Finding the Volume of PrismsFormula:V = Bhwhere B =
are of the baseH = height of the prismEx.a) An aquarium is 60 cm
long, 20 ctrl wide and 30 cm high. How much water can it hold?V =
Bh = (1x)xh = 60 x 20 x 30 = 36,000 cm3
3.Motivation:Present a story problem:Water is indispensable
because of its many uses. However some places have little supply of
water. People need to store water using jars, plastic containers,
drums pp 248
B.Developmental Activities:1.Presentation:a. Let each group/pair
discuss the following questions acid record their answers or ideas.
Afterwards, they can share them to the class.1) Why is water
important? What are its uses?2) Do you only need to conserve if
your place have little supply of water? Why or why not?3) How can
we conserve water?Discussion:1) Let the pupas illustrate the tank.
Let them write/put the given data correctly.2) Review then write
the formula for finding the volume of rectangular pry.V = B x hV =
1 x w x hWhere B = area of base H = height of prism3) Do you think
that solving for the volume of a cylinder is somewhat similar to
that of a prisms? Do we use the same formula V = Bh?4) What
specific formula do we use in finding volumes of cylinders? Elicit
formula: V = r2 x h5) What is the base area of the cylinder? How
can we find the area of the base or the circle? (Let them write the
formula.) area of circle = r2.
2.Practice Exercises:Find the volume of the cylinder. Use =
3.141.r = 2 cm2. d = 10 mm3. d = 20 dmh = 9 cm h = 16 mm r = V = V
= h = V = 4710 dm33.Generalization:How can you find the volume of a
cylinder?
IV.Evaluation:Give the volume of each cylinder.1.d = 200 mm3. r
= 1.5 dm r = h = 3.7 dmh = 115 mm V = _____
2.B = 530.66 sq.m. h = 18 cmv = _____
V.Assignment:Solve for what is being asked. Use the formula V
h.1) B = 15.3 86 dm h =13 dm V =2) B = 2826 m2 h = 45 mV =3) B =
7.065 cu. m.h = 4.7 mV =4) B = 254.34 cm2 h = _____V = 3306.42
cm35)B = 5.3 86 h =18 cm V = 6838.92 cm3
MATHEMATICS VI
Date: ___________
I.Objective: Derive a formula for finding the volume of cones
Value: Kindness
II.Learning Content:Deriving a formula a solving for the volume
of cones
References:BEC-PELC IV.B. 1.3Enfolding Mathematics
VIMaterials:flashcards, different sizes of cans, sand, mongo beans,
ruler, worksheets, cartolina
III.Learning Experiences:A.Preparatory Activity:1.Mental
Computation Drill: Multiplying Whole NumbersMultiplying the
following mentallya.15 x 4b. 6 x 2 x 5c. 8 x 13d. 3 x 4 x 4
2.Review: Finding the Volume of CylindersPrepare different sizes
of cansEach group will get one can and do the following: Measure
its length and its radius in cm Find its volume Share the solution
and answer to the class
3.Motivation:Let the pupils give examples of objects that are
conical shape. Have them define or describe a cone.
B.Developmental Activities:1.Presentation:Activity 1
Present a Story Problem:Marie attended a birthday party. All
children were be given party hats and ice cream in cores One lithe
girl accidentally dropped her ice 3-earn, so she started crying.
Marie saw the incident. She went over to the girls and gave her ice
cream. The little girl gave her a big smile and said "thank you".
Marie was very happy.
Discussion:a) What was the story all about?b) Why was the little
girl crying?c) What did Marie do?d) Why was Marie very happy?
2.Practice Exercises/Fixing Skills:Find the missing dimension.
Fill in the blanksa)radius = 8m,height = ____;Volume = 602.88
m3b)diameter = 14 cm, radius = _____; height = 5.1 cm, Volume =
_____c)r = ____, h = 2.1m , V = 19.782 m3
3.Generalization:How do you find the volume of a cone? What is
the formula used?
IV.Evaluation:Solve for the volume of each cone:
V.Assignment:Find the missing dimension. Use pie = 3.141)r =2) r
= 5 cm3) B = 5,3066 m2 h = 8m h = 8m h = _____ h = ______V = 301.44
cu. m. V = 235.5 m3 V = 2.6533 m3