School Maysilo Elementary School Grade Six

Daily Lesson Plan Teacher Mrs. Fe C. Lumabas Learning Area Mathematics 6

Date December 17, 2019 Quarter Third

Section Earth Saturn Venus

Time 7:10 – 8:00 8:50 – 9:30 10:20 – 11:10

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding speed, area and surface area of
plane and solid/space figures.
B. Performance Standards The learner is able to apply knowledge of speed, area and surface area of
plane and solid/space figure in mathematical problems and real life-
situations.
C. Learning Competencies/ Knowledge:
Objectives Solve for the surface area of pyramid
(M6GE-IIIg-68.1)
Skill:
Perform the given tasks individually, by
pair and by group following given house
rules/standards/guidelines.
Attitude:
Show respect to others and
camaraderie.
II. CONTENT Solving for the surface area of pyramid.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21st Century Mathletes page 108 - 110
2. Learner’s Materials pages 21st Century Mathletes page 276 - 277
3. Textbook pages Math for Life LM page 294-302
4. Additional Materials from
Learning Resource (LR) portal
5. Other Learning Resources Pictures, smart TV laptop, power point
presentation, chart, tarpapel, activity card
IV. PROCEDURES
A. Reviewing previous lesson or *Giving of Classroom Rules (tacked on
presenting the new lesson the board)
*The 5 P’s:
1. Be Positive
PPST MODULE 7
KRA 3, OBJ. # 7
COT INDICATOR #5
-Plans, manages and
implements developmentally
sequenced teaching and
learning processes to meet
curriculum requirements
through various contexts.
Annotation ------ Knowledge,
skill and attitude or KSA is
applied in lesson planning
objectives in order to meet
curriculum requirements based
on the Curriculum Guide/CG.
Parts of the DLP are based on
the PPST Modules.
PPST MODULE 9
KRA 3, OBJ. #9
COT INDICATOR #8
-Selects, develops organizes
and uses appropriate teaching
and learning resources,
including ICT, to address
learning goals.
Annotation------ The teacher
lesson plan have an
appropriate
instructional materials
appended using appropriate
teaching resources including
ICT example and utilization;
worksheets/activity
PPST MODULE 5
KRA 2, OBJ. #5
COT, INDICATOR #5
-Manages learners behavior

B. Establishing a purpose for the
lesson
- Always smile, participate actively
2. Be Productive
- Work hard and always do your best.
3. Be Polite
- Be kind, polite and courteous to
others.
4. Be Prepared
- Come prepared with supplies and
completed assignments.
5. Be Respectful
- Raise your hand when you would
like to speak in class or you need to leave
the classroom for any reason.
Choose the right!
Read the following question. Choose the
best answer.
1. A _____ is a polyhedron whose base is
polygon and the lateral faces are
triangles.
a. pyramid b. prism c. cone d.cube
2. How many lateral faces has triangular
pyramid?
a. 4 lateral faces c. 3 lateral faces
b. 5 lateral faces d. 6 lateral faces
3. A pyramid with rectangular base, has 5
faces, 8 edges and 5 vertices.
a. rectangular prism
b. rectangle
c. rectangular pyramid
d. regular polygon
4. What do you called a pyramid with a
square base?
a. square pyramid c. prism
b. square prism d. cube
5. A pyramid with pentagonal base, it has
6 faces, 10 edges and 6 vertices.
a. triangular pyramid
b. rectangular pyramid
c. square pyramid
d. pentagonal pyramid
Read and understand:
Before the District camping of Boy
Scout held in Efifanio E/S, Troop Leader
Mr. Gemmar Tubale assigned him to
design tents for the scouters. He need a
facbric that acceptable to the scouters.
The height must be 3m and the base
should be 4m length and 1.5 width. How
much fabric is required to construct the
tent?
a. Who among you join the camping?
b. Did you enjoy in the camping?
c. What did you develop to yourself?
d. Do you know many fabric is needed to
construct the tent?
constructively by applying
positive and non-violent
discipline to ensure learning
focused environment.
Annotation------ The teacher
lesson plans/modified DLP
highlighting various classroom
management strategies that
engage learners in
activities/tasks in different
physical learning environments
and to avoid and prevent
misbehavior, house
rules/standard/guidelines are
set before the class starts or
before doing an activity.
PPST MODULE 2
KRA 1 OBJ.#1
COT INDICATOR #2
-Applies a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills.
Annotation------ Activities and
instructional materials for
review highlighting learner-
centered strategies that both
promotes both literacy and/or
numeracy skills.
PPST MODULE 1
KRA 1 OBJ. #1
COT INDICATOR #1
-Applies knowledge of
content with and across
curriculum teaching areas.
Annotation------
Contextualization, location
and gender fair are
observable. Performance
task integrations across
learning areas like AP which
is about utilization of ICT is
observable.
---- Values like taking care of
our self and camaraderie
 e. what is the specific formula do we use
in finding the surface area of pyramid PPST MODULE 3
KRA 1 OBJ. #3
Solution: COT INDICATOR #2
-Applies a range of teaching
S.A = 2(1/2 x w x h) + 2(1/2 x l x h) + B strategies to develop critical
Left and right front and back area and creative thinking as well
= 2(1/2 x 1.5 x3) + 2(1/2 x 4 x 3) + 4 x 1.5 as higher order thinking skill.
= 2 ( 2.25) + 2 (6) + 6m2
Annotation ------ The
= 4.5 + 12 + 6 m2
S.A = 22.5 m2 questions presented are
arranged from lower level to
Answer: The amount of fabric needed to higher level thinking skills.
construct the tent is 22.5 m2 Pupils are challenges to
think creatively.

KRA 2 OBJ.# 5
The teacher used a range of
teaching strategies to allow
learners to express their
ideas/opinions
C. Presenting Game = Lucky one PPST MODULE 6
examples/instances of the Direction: The teacher will pick the name KRA 3, OBJ. #7
new lesson of pupils who will answer the question COT INDICATOR #7
and then pupil will choose the question ---Plan, manage and
inside the envelope to answer. implement developmentally
sequenced teaching and
learning process to meet
curriculum
7m requirements
and varied teaching
3m
5 m contexts.
Annotation ------ One of the
1. What is the shape of the base? requirements to implement
2. What is the shape of lateral faces? developmentally sequenced
3. How many faces are in the figure teaching and learning
( including the base) contexts is to plan design
4. What is the area of each face? and manage learning
5. What is the lateral area? processes through the use of
6. What is the formula to find the surface contextualization. The
area of this solid figure? activities used were tailor-
7. What is the area of the base? made for the context
8. What is the surface area of the solid situation in Maysilo and
figure? used available materials
such as picture and realia for
the teaching/learning
contexts.

PPST MODULE 3
KRA 1, OBJ. #3
COT INDICATOR #2
--Applies a range of teaching
strategies to develop critical
and creative thinking, as
well as high-order thinking
skills.
Annotation ---- The
questions presented to
check pupils’

D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
Pair – share
Find the surface area of the following
regular pyramids
Find the surface area of the following
regular pyramids with a rectangular base
Match up!
Match the surface area in Column B with
the pyramids in Column A.
Standards/Guidelines
comprehension are
arranged from lower level to
higher thinking skills.
PPST MODULE 1
KRA 1, OBJ.# 2
COT INDICATOR #2
--Uses a range of teaching
strategies that enhance
learner achievement in the
literacy and numeracy.
Annotation --- Teaching
strategies such as structured
inquiry and direct
instruction are both
observable after the carries
out demonstration and
asks learners to write down
what they do observe also
learners are encourage to
demonstrate their learning
and understanding of the
concepts.
PPST MODULE 1
KRA 4, OBJ. #10
COT INDICATOR #9
---- Designs, selects,
organizes and uses
diagnostic, formative and
summative assessment
strategies consistent with
the curriculum
requirements.
Annotation ----- Prepared
activities in the lesson plan
highlighting appropriate use
of formative assessment
strategies.
PPST MODULE 1
KRA 4, OBJ. #10
COT INDICATOR #9
---- Designs, selects,
organizes and uses
diagnostic, formative and
summative assessment
strategies consistent with
the curriculum
requirements.
Annotation ---- The use of
formative assessment
consistent with curriculum
requirements is followed in
order to interpret the result
of the learners’ progress.
PPST MODULE # 5
of concepts and skills in daily
living
(Follow the mnemonic/memory device)
G-Give thoughtful feedback
R- Respect others & their thought
O – On task all the time
U – Use soft voices
P – Participate actively
S – Stay with your group.
Special Reminders to pupils before doing
the activity:
1.Be polite by listening attentively with
each other during group activity.
2. Group planning and sharing is 5
minutes only while group presentation is
2 minutes or less.
KRA 2, OBJ.#5
COT INDICATOR 4
---Manges learner behavior
constructively by applying
positive and non-violent
discipline to ensure learning-
focused environment.
Annotation --- to minimize
and prevent misbehavior
standards/guidelines are set
before doing the activity.
----- Learners are given
positive feedback after each
group sharing.

Group 1 –Measure Me!

Measure the given figure and find the PPST MODULE 6
surface area of the figure. Show your KRA 2, OBJ.# 6
solution. --Uses differentiated
developmentally 6 in
appropriate learning 8
3 in 2m
experiences to address
4 in 4m
learners’ gender, needs,
strengths, interest and
experiences.
Annotation – The learners
are given differentiated
Group 2 – I can make it! activities according to their
Read and solve the problem. strengths and interests.
Kaye ha sa rectangular pyramid. The area Annotation – by applying
of rectangle is 8 m width and 4 m. lenth differentiated activities with
and the slant height of the pyramid is 10. rubrics learners are ensured
Find the total area of pyramid. (Show of their active participation.
your solution)

Group 3 – Fishy Fish!

Solve the following area of the figure.

Group 4 – I like It!

Solve the problem and find the surface
area.
Father made a rectangular pyramid. The
base is 5 m. heigh tand 3 m width and the
height is 5 m. what is the surface area of a
rectangular pyramid?

Rubrics in Participation/Group Activities:

Points INDICATORS
5 -Shows eagerness and
cooperation to do the
task, participate
actively, do great help

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
to the group.
4 - Shows eagerness and
cooperation to do task,
good followers only.
3 – Participated but late,
with teacher’s
supervision
2 - Activity was done but
does not show
eagerness to participate
or cooperate.
1 - No interest in participating
the activities.
How do we finf the surface area of a PPST MODULE 10
pyramid? KRA 4, OBJ. #9
To find the surface area of a regular COT INDICATOR #9
pyramid with a rectangular base: --Designs, selects, organized
 First, find the area of each of the faces. and uses diagnostic,
Add all the areas of the faces. It is best if formative and summative
you can visualize the solid figure by assessment strategies
unfolding it or flattening it. consistent with curriculum
requirements.
We can also get the surface area by: Annotation ---- Formative
1. Finding the area of a triangle whose questions are raised to
base is the length of the rectangle, then learners to diagnose how far
multiply it by 2. they have learned or if the
2. Finding the area of a triangle whose objectives of the lesson are
base is the width of the rectangle, earned.
then multiply it by 2.
3. Finding the area of rectangular base.
4. Adding all the areas.
5. S.A. = L.A + B
Choose the letter of the correct answer. PPST MODULE 10
1. What is the formula in finding the KRA 4, OBJ. #10
surface area of pyramid? COT INDICATOR #9
a. S.A = L.A. + B c. S.A = ∏rs + ∏r2 --Designs, selects, organized
b. S.A = L.A + 2B d. L.A = 2∏rh and uses diagnostic,
2. it is the sum of the lateral area and the formative and summative
area of the base? assessment strategies
a. surface area of prism consistent with curriculum
b. surface area of cone requirements.
c. surface area of pyramid Annotation --- The use of
d. surface area of sphere formative assessment
3. Find the surface area of a pyramid : consistent with curriculum
length 5 m width 2 m and the height is requirements is followed in
4m? order to interpret the result
4. What is the surface area of the given of the learners’ progress.
figure.
6 in a. 51 in2 c. 53 in2 PPST MODULE 11
4 b.
in 52 in2 d. 54 in2 KRA 4, OBJ. #11
3 in ----Monitors and evaluates
learners’ progress and
5. It is the sum of the areas of the lateral achievement using learners’
faces. attainment data.
Annotation --- Results of
a. lateral area c. lateral figure evaluation are monitored
b. lateral shape d. lateral number and reflected on the
 learners’ data in order to
support and assess learners/
progress and achievement.
J. Additional activities for Answer the following. KRA 1, OBJ. #3
application or remediation Lenth width Height Solution COT INDICATOR #3
3 in 4 in 6 in --Applied a range of teaching
4 cm 3 cm 6 cm strategies to develop critical
5 m. 7m 8m and creative thinking, as
6 cm 12 cm 11 cm well as other higher-order
thinking skills.
Annotation ---- Range of
teaching strategies was
observable with complexity
that requires creativity,
analysis, exploration and
explanation.
V. REMARKS Venus: Earth Saturn KRA 4
5- 5- 5- Objective 11
4- 4- 4-
3- 3- 3- MOV
2- 2- 2- Annotation ---The teacher used
1- 1- 1- lesson plan showing index of
mastery.
Lesson carried. Move on to the next objective.
Lesson not carried.
VI. REFLECTION Pupils did not find difficulties in answering the lesson.
Pupils found difficulties in answering the lesson.
Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the
lesson.
Pupils were interested on the lesson, despite of some difficulties encountered in answering the
questions asked by the teacher.
Pupils mastered the lesson despite of limited resources used by the teacher.
Majority of the pupils finished their work on time.
Some pupils did not finish their work on time due to unnecessary behavior.
A. No. of learners who earned ______ of learners who earned 80% above
75% in the evaluation
B. No. of learners who require ______ of learners who require additional activities for remediation
additional activities for
remediation
C. Did the remedial lessons Yes No
work? No. of learners who ______ of learners who caught up the lesson
have caught up with the
lesson
D. No. of learners who continue ______ of learners who continue to require remediation
to require remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why Tactile, concrete experiences in math: Using three dimensional objects in math instruction
such as geometrical shapes, coins, or blocks used to form various geometrical shapes.
did these work?
Think-alouds: using explicit explanations of the steps of problem solving through teacher
modeling metacognitive thought. Ex: Reading a story aloud and stopping at points to think
aloud about reading strategies/processes or, in math, demonstrating the thought process
used in problem solving.
Model-lead-test strategy instruction (MLT): 3 stage process for teaching students to
independently use learning strategies: 1) teacher models correct use of strategy; 2) teacher
leads students to practice correct use; 3) teacher tests’ students’ independent use of it.
Graphic organizers: visual displays to organize information into things like trees, flowcharts,
webs, etc.

Other Techniques and Strategies used:

Repetition Carousel
Math games Dyads

F. What difficulties did I
encounter which my principal
or supervisor
can help me solve
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
Manipulative tools Differentiated Instruction
Pair work Discovery Method
Explicit Teaching / Direct Instruction Lecture Method
Group Collaboration
Why?
Complete IMs Pupils’ eagerness to learn
Availability of Materials Group member’s
collaboration /
Audio Visual Presentation of the lesson cooperation in doing their
tasks
Bullying among pupils
Pupils’ behavior/attitude
Colorful IMs
Unavailable Technology Equipment (AVR/LCD), Science/ Computer/ Internet Lab
Additional Clerical works
Planned Innovations:
Contextualized/Localized and Indigenized IMs
Localized Videos
Making big books from views of the locality
Recycling of plastics / other materials to be used as IMs
Creating local word problems