4

MATHEMATICS
4th Quarter

SCRIPT FOR RADYO-ESKWELA SA ISABELA

 SDO ISABELA MATHISKWELA
MATHEMATICS 4
Format: School-on-the-Air
Episode: 04

Subject: Mathematics
Grade Level: Grade 4
Topic: Volume of solid figure
[_/] Stand-Alone / [] Module-Dependent (Module: ____________________)
Length: 27 minutes
Objective: After listening to this episode, you are expected visualizes the volume of solid
figures in different situations using non-standard (e.g. marbles, etc.) and standard units.
 Republic of the Philippines
DEPARTMENT OF EDUCATION
REGION II - CAGAYAN VALLEY

COPYRIGHT PAGE
Radio-Based Instruction Materials for Mathematics 7
(Grade 7)

Copyright © 2020
DEPARTMENT OF EDUCATION
Regional Office No. 02 (Cagayan Valley)
Regional Government Center, Carig Sur, Tuguegarao City, 3500

“No copy of this material shall subsist in any work of the Government of the Philippines. However,prior approval of
the government agency or office wherein the work is created shall be necessary for exploitation of such work for
profit.”

This material has been developed for the implementation of K to 12 Curriculum through the Curriculum and
Learning Management Division (CLMD). It can be reproduced for educational purposes and the source must be
acknowledged. Derivatives of the work including creating an edited version, an enhancement of supplementary
work are permitted provided all original works are acknowledged and the copyright is attributed. No work may be
derived from this material for commercial purposes and profit.

Consultants:
Regional Director
Assistant Regional Director
Schools Division Superintendent
Asst. Schools Division Superintendent(s)
Chief Education Supervisor, CLMD
Chief Education Supervisor, CID
Division Focal Person for Radio-Based
Instruction
:ESTELA L. CARIÑO, EdD, CESO IV
:JESSIE L. AMIN, CESO V
:MADELYN L. MACALLING, PhD, CESO VI
:EDNA P. ABUAN, PhD
: DANTE J. MARCELO, PhD, CESO VI
: OCTAVIO V. CABASAG, PhD
:RODRIGO V. PASCUA, EdD
:JAY J. GALLEGOS

Development Team
Scriptwriter : Lailane A. Lee
Content Editor : Jeremy T. Gilbaliga
Language Editor : Jeremy T. Gilbaliga
Technical Specialist : Jeremy T. Gilbaliga
Voice Talent: : Jeremy T. Gilbaliga
Episode Executive Producer : Jeremy T. Gilbaliga,
RBI Assistant Chair for Quality Assurance : Joy F. Lopez
RBI Assistant Chair for Production : Michael Kevin A. Monforte
RBI Over-all Chair : Labi L. Upam Jr.
Focal Persons : Larina M. Colobong, EPS TLE/ Focal Person for SHS
Inocencio Balag, EPS Mathematics, SDO Isabela
Ma. Cristina Acosta, EPS LRMDS, SDO Isabela
Isagani R. Duruin, PhD., Regional Learning Area Supervisor
Rizalino G. Caronan, Regional LR Supervisor

Printed by: DepEd Regional Office No. 02

Regional Center, Carig Sur, Tuguegarao City
Radyo kHz Episode No. 04
DepEd Radyo Eskwela
Title: School On-Air for Mathematics 4
Format: School-on-the-Air
Date of Airing: ____________
Time of Airing: ___________

Topic: : Volume of solid figure

Length: 27 minutes
Scriptwriter: Lailane A. Lee
Objective: After listening to this episode, you are expected visualizes the volume of solid figures
in different situations using non-standard (e.g. marbles, etc.) and standard units.
RUNNING
ACTUAL TIME CONTENT
TIME

Opening Billboard (Station ID and Program ID) 1:00

Introduction 1:00

Review of Previous Lesson 4:00

Answering of Previous Quiz 1:00

Infomercial 1 00:50

Introduction of the New Lesson 1:00

Lesson Proper 10:00

Recap of the Lesson 3:00

Infomercial 2 00:50

Quiz 3:00

Feedback/Greetings 00:30

Reminders and Goodbyes 00:30

Closing Billboard 00:20

Total: 27:00

Approved by:

JEREMY T. GILBALIGA
Executive Producer

Title: School on the Air for Grade 7 Mathematics

Topic: Volume of solid figure
Format: School-on-the-Air
Length: 25 minutes
Scriptwriter: Lailane A. Lee
Objective: After listening to this episode, you are expected visualizes the volume of solid
figures in different situations using non-standard (e.g. marbles, etc.) and standard units.
_____________________________________________________________________________________

1 BIZ: INSERT SOA STATION ID/PROGRAM ID

2 BIZ: MSC UP AND THEN UNDER

3 RADIO TEACHER: Hey there grade 4 students! Good day to all of you. Here we are

4 again for another episode of school on the air for mathematics 4. I am your

5 radio teacher, ___________________________. Be with me for the next half hour

6 of fun filled learning, together, let us all discover the amazing world of

7 mathematics. This is your Mathiskwela is Isabela! Tara na!

8 BIZ: MSC UP AND THEN UNDER

9 RADIO TEACHER: What a great day we have, isn’t it grade four learners? (PAUSE) I

10 know that you are all well and good this time. Be sure to stay home always, to

11 keep you from harm brought by this covid-19 pandemic. Always wash your

12 hands and wear your face mask. Eat some healthy foods for energy, you’ll

13 gotta need that while listening to our interactive discussion in mathematics

14 four.

15 BIZ: MSC UP AND THEN UNDER

16 RADIO TEACHER: So, brace up guys! Get ready to listen and learn! (PAUSE) As you

17 listen to our broadcast, I think, you already know the drill.

-More-

Volume of solid …222

Prepare all the things that you need, your learning kit in mathematics seven,
1 your notebook, your paper, and your pen. You can have your snack with you

2 as well while listening. Stay hydrated and stay full. Our lesson for today is

3 about Volume of solid figure. After listening to this episode, you are expected

4 visualizes the volume of solid figures in different situations using non-

5 standard (e.g. marbles, etc.) and standard units.

6 BIZ: MSC UP AND THEN UNDER

7 RADIO TEACHER: Before anything else my dear grade 4 learners, let us have a review

8 of what we have just discussed during our last episode. Can you still

9 remember it? (PAUSE) Alright! We discussed about Solving Routine and Non-

10 Routine Problems Involving Area of Squares, Rectangles, Triangles,

11 parallelograms and Trapezoids. You solved problems using appropriate units

12 of measurement of the dimensions and by getting the actual measurements

13 using an appropriate measuring instrument. You learned that to be able to

14 solve word problems involving area, follow the four-step plan. What was that

15 again? (PAUSE) Very good! Understand, Plan, Solve, and Look back. Also, we

16 need to use the appropriate formula, strategy, illustration or drawing to find

17 the answer. To do all this, you just need to remember the following. (PAUSE)

18 First, read and understand the problem. Second, follow strictly the

19 instructions. Third, answer the activities correctly. I know that you performed

20 well during the episode.

21 -More-

Volume of solid …333

Just continue listening to our school on air for mathematics 4 to learn more.

1 BIZ: MSC UP AND THEN UNDER

2 RADIO TEACHER: As I said awhile back, we will be discussing today the volume of

3 solid figures. What is a solid figure again class? (PAUSE) That’s right! Solid

4 figures are three-dimensional figures that have length, width and height. Some

5 examples are, cube, rectangular prism, cylinder, cone, and sphere. I’ll repeat,

6 Solid figures are three-dimensional figures that have length, width and height.

7 Some examples are, cube, rectangular prism, cylinder, cone, and sphere.

8 BIZ: MSC UP AND THEN UNDER

9 RADIO TEACHER: Are you familiar with this with a rubiks cube? What is challenging

10 about the Rubiks Cube? The Rubiks Cube is an example of a solid figure. This

11 time, you will know more about this solid figure. (PAUSE) Supposed we have

12 a box. Now, you are tasked to fill the box with layers marbles. How many

13 layers of marbles do you think filled in the box? (PAUSE) How many marbles

14 are there in each layer? (PAUSE) How many marbles filled up the whole box?

15 (PAUSE) How many marbles are contained in first layer? (PAUSE) Is there any

16 vacant space left in the first layer? Why? (PAUSE) Well my dear students, the

17 numbers of layers and marbles will depend on the very size of the box and the

18 marbles itself. (PAUSE) Meaning, the larger the marbles, the lesser the number

19 of it will fill the box. The smaller the size of the marble, the greater the number

20 of it will fill the box. (PAUSE)

21 -More-

Volume of solid …444

On the other hand, the larger the size of the box, the greater the number of

1 marbles will fit in it. The smaller the size of the box, the lesser the number of

2 marbles will fit in it. Did you understand class? (PAUSE) Alright, that’s great!
3 BIZ: MSC UP AND THEN UNDER

4 RADIO TEACHER: Using marbles is a non-standard measure of volume because there

5 are gaps or spaces in-between. Non-standard units do not give the same

6 measure for the same container. Balls, marbles, and beans are used as non-

7 standard units for measuring the volume of a box.

8 BIZ: MSC UP AND THEN UNDER

9 RADIO TEACHER: Now my dear learners listen to me as present to you a situation.

10 Imagine you have two boxes of the same size and material. You are going to

11 measure the volume of the boxes with box A filled with pingpong balls, and

12 box B filled with mongo beans. Comparing the number of pingpong balls and

13 mongo beans in those boxes, which do you think has a greater number? Why?

14 I’ll repeat, imagine you have two boxes of the same size and material. You are

15 going to measure the volume of the boxes with box A filled with pingpong

16 balls, and box B filled with mongo beans. Comparing the number of pingpong

17 balls and mongo beans in those boxes, which do you think has a greater

18 number? Why? (PAUSE)

19 BIZ: MSC UP AND THEN UNDER

20 RADIO TEACHER: So, class, even though the size of the two boxes are the same, still, the

21 -More-

Volume of solid …555

number of mongo beans is greater compared to that of the pingpong balls.

1 Since the size of the mongo beans is significantly smaller compared to the

2 pingpong balls, a greater number of it can occupy the volume of the box with

3 minimal empty spaces. Did you get it class? (PAUSE) Very good then!
4 BIZ: MSC UP AND THEN UNDER

5 RADIO TEACHER: Let us proceed with the next problem. Jose will be serving orange

6 juice to 30 people at a birthday party. If his available pitcher can serve 5 glasses

7 of orange juice how many pitchers does Jose needs to prepare for the birthday

8 party? (PAUSE) I’ll repeat, Jose will be serving orange juice to 30 people at a

9 birthday party. If his available pitcher can serve 5 glasses of orange juice how

10 many pitchers does Jose needs to prepare for the birthday party?

11 BIZ: MSC UP AND THEN UNDER

12 RADIO TEACHER: Remember class that there are 30 people that Jose needs to served.

13 How many glasses of orange juice there is in one pitcher again class? (PAUSE)

14 Very good! There are five glasses of orange juice. That means a pitcher of

15 orange juice can serve 5 people. Since there are 30 people in the party, we need

16 to divide that number by 5 to identify the number of pitcher that Jose needs.

17 So, we have, 30 divided by 5 is equal to 6. Therefore, Jose needs to prepare 6

18 pitcher of orange juice for his 30 guests. Did you get it? (PAUSE) That’s great

19 then!

20 BIZ: MSC UP AND THEN UNDER

21 -More-

Volume of solid …666

RADIO TEACHER: Alright class! Now, let us proceed to the next topic. This time, we are

1 going to visualize solid figures using standard units. Are you ready? (PAUSE)

2 Great! Solid Figures are three-dimensional objects. It has length, width and

3 height. For example, look at your phone, computer or laptop or whatever you

4 are using. Notice that it has length, width and height. But what is a standard
5 unit? (PAUSE) We say that units of volume are derived from units of length.

6 The SI unit of volume is the cubic meter (m3), which is the volume occupied by

7 a cube that measures 1 meter on each side. A smaller unit of volume that is

8 commonly used is the milliliter (mL—note the capital L which is a standard

9 practice). A milliliter is the volume of a cube that measures 1 cm on each side.

10 Therefore, a milliliter is equal to a cubic centimeter (cm3). There are 1000 mL in

11 1 L, which is the same as saying that there are 1000 cm3 in 1 dm3.

12 BIZ: MSC UP AND THEN UNDER

13 RADIO TEACHER: Listen class, imagine you have a box filled with blocks 1 cm on each

14 side. The size of the box in the other hand is 3 cm on each side. (PAUSE) What

15 can you say about the block? (PAUSE) What are the dimensions? (PAUSE) I’ll

16 repeat, imagine you have a box filled with blocks 1 cm on each side. The size of

17 the box in the other hand is 3 cm on each side. (PAUSE) What can you say

18 about the block? (PAUSE) What are the dimensions? (PAUSE) So class, each

19 block is 1 cubic centimeter, therefore each block has a dimension of 1 by 1 by 1

20 cm.

21 -More-

Volume of solid …777

While the dimension of the box is 3 by 3 by 3 cm. How many 1cm by 1cm

1 blocks occupy the first layer? (PAUSE) Do you have any idea? (PAUSE) Well,

2 using the previously given dimension we know that the dimension of a block

3 is 1x1x1 cm, while the is 3x3x3 cm. if that’s the case, then each layer of the box

4 has a 3 by 3 by 1 cm dimension. Therefore, multiplying that we have 3 times 3

5 times 1 is equal to 9. (PAUSE) There are 9 blocks that will occupy the first layer
6 of the box.

7 BIZ: MSC UP AND THEN UNDER

8 RADIO TEACHER: We figured out awhile back that each layer of the box may contain 9

9 blocks measuring 1x1x1 cm. so, if the dimension of the box is 3x3x3 cm, how

10 many blocks will be able to occupy the box? (PAUSE) Class, since the

11 dimension of the box is 3x3x3 cm, there exist three layers in that box. How

12 many blocks again do we have in each layer? (PAUSE) That’s right! We have 9!

13 Therefore, we just need to multiply 9 with the number of layers which is three.

14 So, we have, 9 times 3. What is the answer? (PAUSE) Very good! It’s 27!

15 Meaning, the box may contain 27 blocks measuring 1x1x1 cm each. Also, it

16 means that the box is measuring 27 cubic cm in volume. Did you get it?

17 (PAUSE) That’s great class!

18 BIZ: MSC UP AND THEN UNDER

19 RADIO TEACHER: Standard units are consistent and accurate. To find the volume of a

20 space figure, count the number of cubic units needed to fill the space figure.

21 -More-

Volume of solid …888

BIZ: MSC UP AND THEN UNDER

1 RADIO TEACHER: Alright class, let us have another problem. Juni wanted to stack 50

2 boxes of chocolate in a larger container that he will be sending to his family

3 abroad. The dimension of the chocolate box is 5x10x5 cm, at least what should

4 be the volume of the container in decimeter if Juni wanted to stack 50 boxes of

5 chocolate inside it? (PAUSE) I’ll repeat, Juni wanted to stack 50 boxes of

6 chocolate in a larger container that he will be sending to his family abroad. The
7 dimension of the chocolate box is 5x10x5 cm, at least what should be the

8 volume of the container in decimeter if Juni wanted to stack 50 boxes of

9 chocolate inside it? (PAUSE) Remember that 1000 cubic cm is equal to 1 cubic

10 decimeter.

11 BIZ: MSC UP AND THEN UNDER

12 RADIO TEACHER: For this problem, we need to identify first the volume of the

13 chocolate box. What is the dimension of the chocolate box again? That’s right!

14 5 by 10 by 5 cm. Therefore, we can get the volume by multiplying those digits.

15 So, we have, 5 times 10 time 5. That will be equal to 250 cubic centimeters. Can

16 you still follow? (PAUSE) Very good! Let’s continue! Next, since we already

17 identify the volume of the chocolate box, all we need to do is to multiply by 50

18 which is the total number of boxes to get the total volume. Then we get the

19 product of 50 and 250. So, 50 times 250 is equal to 12,500. Therefore, the total

20 volume of 50 boxes of chocolates is 12,500 cubic centimeters. (PAUSE)

21 -More-

Volume of solid …999

But wait, we are supposed to get the total volume by decimeter, right?

1 (PAUSE) Again class, how many cubic cm there is in 1 dm? (PAUSE) Great!

2 It’s 1000! So to get the final answer we just need to divide the total volume that

3 we get by 1000. So, 12,500 divided by 1000 is equal to 12.5. Therefore, the size

4 of the container should be at least 12.5 cubic decimeter. Do have the same

5 answer? (PAUSE) Very nice!

6 BIZ: MSC UP AND THEN UNDER

7 RADIO TEACHER: Class, that ends our discussion today. We learned today about
8 visualizing the volume of solid figures in different situations using non-

9 standard and standard units. Using marbles is a non-standard measure of

10 volume because there are gaps or spaces in-between. Non-standard units do

11 not give the same measure for the same container. Balls, marbles, and beans

12 are used as non-standard units for measuring the volume of a box. (PAUSE)

13 How about standard unit? (PAUSE) You learned that standard units are

14 consistent and accurate. To find the volume of a space figure, count the

15 number of cubic units needed to fill the space figure. I hope you can remember

16 all these things so that you might be able to use it in the future.

17 BIZ: MSC UP AND UNDER

18 RADIO TEACHER: So grade 4 learners, prepare now your quiz pad and other learning

19 materials. We will begin your quiz in a short while.

20 BIZ: MSC UP AND THEN UNDER

21 -More-

Volume of solid …101010

RADIO TEACHER: I’m sure that you learned a lot in our discussion for mathematics 4. I

1 hope that you will share the same enthusiasm on our upcoming episodes.

2 Write your name and your section.

3 BIZ: MSC UP AND UNDER

4 RADIO TEACHER: I hope you had a good time going over this episode. For you to

5 determine how much you’ve learned, please answer the questions by

6 choosing the letter of the best answer. Are you ready? (PAUSE) That’s great!

7 For number one, what is the volume of a box with a dimension of 2 by 2 by 2

8 cm? (PAUSE) A. 8 cm³, B. 6 cm³, C. 4 000 cm³, and letter D. 2 cm³ (REPEAT)
9 (PAUSE) Next, number 2. Calculate the volume of a cube with a dimension of

10 3 by 4 by 5 m. (PAUSE) A. 30 m³, B. 40 m³, C. 4 60 m³, and letter D. 80 m³

11 (REPEAT) (PAUSE) Let’s proceed to number 3. How many cubic centimeters

12 is 3.5 cubic decimeter? (PAUSE) A. 35000 cm³, B. 3500 cm³, C. 350 cm³, and

13 letter D. 35 cm³. (REPEAT) (PAUSE) Number 4. How many cubic decimeters

14 is 15,250 cubic centimeters? (PAUSE) A. 1525 dm³, B. 152 dm³, C. 15.25 dm³,

15 and letter D. 1.5 dm³. (REPEAT) (PAUSE) And for the last item, number 5.

16 What do we call it when we use marbles, stones, beans, and balls for

17 measuring volume of a container? (PAUSE) A. Standard Unit, B. Toys, C. SI

18 units, and letter D. Non-Standard Units. (REPEAT) (PAUSE) Alright! That

19 ends our quiz today! I hope that you answered them all correctly! We will

20 now reveal the correct answer, so hold on class!

21 -More-

Volume of solid …111111

BIZ: MSC UP FOR 3 SECS AND FADE UNDER

1 RADIO TEACHER: Quiz ends! (PAUSE) Have you answered them all? (PAUSE)

2 Very Good! Ok class, are you ready to find out what are the correct
3
answers? (PAUSE) I know that you are all excited! Let’s see how many
4
points you got! (PAUSE) For number 1, what is the correct answer?
5
(PAUSE) Very good! The answer is A. For number 2? (PAUSE) Alright!
6
Its C! How about number 3? (PAUSE) That’s it! Its B! Let’s proceed to
7
number 4, your answer? (PAUSE) The answer is C! How about for our
8
last item? (PAUSE) D is the correct answer! And those are the answers
9
for your quiz! Congratulations everyone! I know that you got a high
10 score! Keep it up class!

11 BIZ: MSC UP AND THEN UNDER

12 RADIO TEACHER: I hope you understand properly our lesson today.
13 You can continue answering some other exercises included in your learning
14 kits for your enrichment activities. If you have questions, feel free to ask
15 your teacher, they are patiently waiting for your questions or text messages
16 and ready to help you, just send it to the mobile number included in your
17 learning kits. You can also send messages through Facebook messenger or
18 via e-mail. Don’t forget to remind your parents to submit your activity
19 sheets and learning kits on the scheduled time to
20 -More-
21 Volume of solid …121212

a designated area in your purok or barangay. Is that clear kids? (PAUSE)

Very good!
1 BIZ: MSC UP AND UNDER
2 RADIO TEACHER: Hopefully, you learned a lot from our lesson today. You can share
3 these things to others so that they will learn too. Before we end this episode,
4 we would like to acknowledge the script writer, sir Jeremy T. Gilbaliga for
5 his continuous dedication and unparalleled service for our learners. We
6 would also like to thank the RBI production team and the whole SDO
7 Isabela for their support and for making this production possible. This is
8 teacher ___________. Thank you, my dear students, for staying with us until
9 the end of this episode. Let’s have another interactive lesson next time!
10 Good bye!
11 CLOSING BILLBOARD

12 -END-

13