School: Marcelo Green Elementary School
GRADES 1 to 12
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
LEARNING RESOURCES
A. References
1. Teacher’s Guides
A. Learner’s Material
pages
2. Textbook Pages
3. Additional Reference
from Learning Resource
B. Other Learning Resources
III. PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson
Grade Level: VI
Teacher: Christian Joseph H. Rodriguez Learning Area: MATHEMATICS
February 14-March 3, 2023 (WEEK 1-3)
6:00-6:50am: VI-QUIRINO 9:10-10:00am: VI-
AGUINALDO
6:50-7:40am: VI-ROXAS 10:40-11:30am: VI-OSMEÑA
Teaching Dates and Time: 8:20-9:10am: VI-QUEZON Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
demonstrates understanding of solid figures.
is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
visualizes and describes the different differentiates solid figures illustrates the different solid identifies the faces of a solid figure. M6GE-IIIb-30
solid figures: cube, prism, pyramid, from plane figures. figures using various concrete
cylinder, cone, and sphere. M6GE-IIIa-28 and pictorial models.
M6GE-IIIa-27 M6GE-IIIb-29
 Lesson Guide in Elem. Math Gr. 6 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 56- 21st Century Mathletes 6, pp. 56-  Lesson Guide in Elem. Math
p.360, 363 pp. 56-59 59 59 Gr. 6 p.360, 363
21st Century Mathletes 6, pp166-199 21st Century Mathletes 6, 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 21st Century Mathletes 6,
pp. 166-199 166-199 166-199 pp166-199
Mental Computation: Solving for Mental Computation Drill: Solving Play the “Concentration Game.” Match column A w/ column B:
Perimeter and Area Drill: Group Activity: for Perimeter/Area of Plane a)Teacher prepares 12 cards A
Figures consecutively numbered. 1.Sphere
Game 1 Traveling Game At the back of each number card 2.Cone
a)Divide the class into 6 groups. (per 1.Teacher shows a picture of a are the following: 3. Pyramid
column) plane figure with given 4.Cylinder
b)Teacher provides an illustration board dimensions. 5. Prism
for each group. 18 cm B
c)Teacher flashes a picture of a plane Ex.: a.Has 2 bases, and lateral faces
figure with given measurements of 12 cm made of rectangles
sides. b.Has at least 3 lateral faces,
14 cm P=? which are triangles and only 1
Ex.5 m 6 cm A=? base
c.Has 2 circular bases and no
 cube 2. 3. vertices
8m
d.Has 1 circular base and 1
d)The first student from each group 2.The first two students from the 4. 5.cylin 6. vertex.
solves for the perimeter and area of the 1st column solve mentally what is der pyra e.Has no faces, bases, edges or
given figure. He/she writes his/her being asked. The first to give the mid vertices. A solid figure that has
answer on the illustration board correct answer with the proper 7. sphere 8. 9. the same distance to any point
provided for each group. label is challenged by the next 10. from the center.
e)The first to give the correct answers student in the column. Answer:
(with the proper labels) and raises 3.Continue the game until cone
his/her board first, gets 2 points. everyone in class has 11.rectan 12.
f)Continue the game until everyone in participated. gular
the column has participated. 4.The student who has beaten prism
g)The group with the most number of most of his/her classmates is the b)Teacher divides the class into 2
points wins. winner. groups.
2.Review the previous lesson. Give 2 c)A student from a group chooses
examples. 2.Review: Identifying Spatial 2 numbers, say 1 and 9.
Review: Figures d)Teacher opens the number
cards and finds out if the drawing
What are the different spatial and word match. If they match,
figures? another student from the same Group Activity:
Give examples of real objects group chooses another pair of
that are models of spatial figures. numbers and so on.
Original File Submitted and e)If the contents of the numbers
Formatted by DepEd Club don’t match, the teacher flips the
Member - visit depedclub.com cards again to show the numbers
for more (not the word or drawing). Then
a player from another group
chooses the next pair of
numbers, and so on.
f)The group with the most
number of correctly matched
pairs wins.
Review:
B. Establishing a purpose for Imagine that we have an aquarium and Guessing Game: Illustrate the ff. figures. Cut out pictures of objects from 1.Group the pupils into
the lesson a wooden box. If we will fill up both of 1. I have 0 sides. I Plane Figure Illustrati newspapers or magazines that Learning Barkadas.
them with water until they become have 0 vertices. I on are models of spatial figures. 2.Provide each group pieces of
entirely full, which of them will take am round 1.Circle Describe each used folders, pair of scissors,
more amount of water? Explain. 2. I have 4 sides. 2.Rectangle and paste.
My sides are 3.Square 3.Let them make some spatial
equal. I have 4 figures out of these materials.
4.Triangle
vertices. 4.The first to make 3 will be
3. I have 3 sides. Solid Figure Illustrati declared winner.
My sides are not on
always the same. 1.Sphere
I have 3 vertices. 2.Rectangul
4. I am a solid ar Prism
figure. I have no 3.Cube
faces or edges. I 4.Triangular
am round. pyramid
Based on the illustration, the aquarium 5. I am a solid Guide Questions:
will take a greater amount of water as figure. I have 6 1.Is it possible to combine plane
compared to the wooden box because it faces. 8 vertices figures to form solid figures?
has more space to hold more amount of and 12 edges, all 2. What is the corresponding
water. These objects are examples of equal. solid figure if circles & rectangles
solid figures. 6. I am a solid will be combined? Circle
 (Show the video of the song “3D shapes figure. I am triangle? Square & triangles?
I know”) round and have Rectangle and triangle? What
1 round face. I else can you think of?
have a point and 3. Can all plane figures be
1 round edge. combined to one another to form
different kinds of solid figures?
Give example & explain.
C. Presenting The big box below is another example of Present this problem: 1) Introduce the different Present the ff. figures. Present the lesson through
examples/instances of the a solid figure. What kind of solid figure A boy visited a toy store spatial figures. this activity:
new lesson is this? and he found the ff.: Let the students describe the a.Call the winners.
characteristics of each figure.
2)Ask what is common among all 1.Let them show their
the spatial figures? finished products to the
From the items that he
3)Present a paper robot whose class.
Look at the illustration of the box and found, identify which of
them are plane figures parts are made up of spatial 2.Have them describe each
try to answer the ff. question.
and which of them are figures. and identify its parts.
solid figures. 3. Have them identify its
Use the four-step plan to faces.
solve the problem. Guide questions: use the figures
Hint: (Recall the b.Call the 2nd placer.
above.
definition of plane  How many parallel faces 1.Let them show the spatial
figures.) figures they made that are
are there in figure 1?
(See txbook page 197 for different from the first group.
the answer to this Name them.
4)Ask the students to identify the  Are all faces of figure 1 2.Have them describe each
What is the shape of the bottom part of problem.) and identify its parts.
box? Is it the same with the shape of spatial figures represented by congruent? Explain.
the top part? each part by completing the chart  How many 3. Have them identify its
What is the right side of the box? Does below. faces.
vertex/vertices can you
it have same shape with the one on the Parts of
count in figure 1?
left side? the
Do the back and front sides of the box Robot  Give at least 2 edges of c.Do the same with the other
Head figure 1 group.
have the same shape?
Objects in the real world are called Body  What kind of polygon
three-dimensional if they have length, Arms are the faces of the
width and height. In Mathematics, the Legs second figure?
three-dimensional objects are known as Feet
solid figures. Hands
How many faces do we have in
Mouth
second figure?
Nose
Eyes
Ears
D. Discussing new concepts
and practicing new skill #1
Discuss the content on pages 189-193 of Discuss how to compare b.Activity 2 – Use of Real Group Activity: (Let the pupils watch the video
their Mathletes Textbook plane figures with solid Situation Problem Answer deepening on page 74 of faces, edges & vertices of
figures to the class. 1) Bring the students of TG. solid figures)
(You can also show a outside the classroom.
video on differentiating 2) Let them observe their
plane and solid figures.) surroundings and jot down the
different spatial figures they see.
3) Let them tabulate the
answers.
4) Afterwards they go back
to the classroom and share what
they have listed on paper.
5) Discuss the importance
of being aware of different spatial
figures as seen and experienced
through the environment.
Object Spatial Ex.
Figure
Represe
nted
Basket Sphere
ball Cylinder
Water
jug
E. Discussing new concepts
and practicing new skill #2
Discuss the solid figures: Ask the ff. questions: Matching Game Tony bought a robot for his little Group Activity:
What is a plane figure? 1)Blindfold a volunteer pupil. brother. He customized every
2)Let him/her hold a spatial part of the robot by putting a
A plane figure is two figure.( Can use concrete objects) design on each part and the
dimensional figure which 3)Let him/her identify and robot appears as shown below.
possesses an area but the describe it.
volume of this figure is
zero. The examples of
plane figures are square,
circle, rectangle, triangle
etc. Plane figures can be
drawn on a paper. The
unit of area of a plane
figure is square of unit of
length. The study of plane
figures is called plane He wants to challenge his little
geometry. brother by asking him to identify
2. What is a solid figure? the different solid figures in each
The three dimensional of the corresponding parts of the
figures are called solid robot. What are the different
figures. These figures solid figures that make up the
have an surface area as robot?
well as a volume. These Let the pupils answer the
figures cannot be drawn problem.
on a paper. The examples (Discuss the answer on page
of solid figures are 194-195 of Textbook)
cuboid, parallelepiped,
football, solid sphere etc.
The unit of area of a solid
figure is square of unit of
length. Similarly, the
volume of three
dimensional figure is cube
of unit of length
F. Developing mastery Identify the spatial figure represented Group Activity: Identify the following nets as (Let the pupils watch the video of Group Activity:
(Leads to Formative by the following: 1.Divide the class into cube, rectangular prism, cylinder, faces, edges & vertices of solid Complete the table on the
Assessment) 1. ball cooperative groups of or a pyramid. figures) activity sheet given by the
2. globe five. Example: teacher.
3. funnel 2.Each group is assigned a
4. test tube solid figure and given
5. tent their shape to examine .
6. dice 3.They draw a picture of
their shape, and list its = rectangular prism
characteristics, including:
the plane figure that
creates its faces.
4. The leader of the group
will report the work of 1. ________
the group.

2. ________

3._________

4._______

5._______
G. Finding practical Group Activity: Give 5 objects that are
applications of concepts models of the following spatial figures:
and skills in daily living 1.cone
2.cylinder
3.cube
4.prism
5. sphere
H. Making generalizations What are the different spatial figures.
and abstractions about Describe each one.
the lesson What are their common characteristics?
Give examples of real life objects that
represent each spatial figure.
Pair-share: Cut the above
graphics and glue them
under suitable categories.
What is the difference
between a plane figure
and a solid figure?
ANSWER
The difference between
plane and solid figures is
in their dimensions.
Where a square is a plane
figure, its 3D counterpart,
the cube, is a solid figure.
The same comparison
exists between a circle, or
plane figure, and a
sphere, a solid figure.
Individuals create plane
figures by connecting
points on a grid to create
2D geometrical shapes.
The same shape takes on
extra dimension by
adding additional points
and lines to give the
shape height, width and
Match Column A with column B
1) The base is a polygon and its
faces are triangles.
2) A spatial figure with a
polygonal base whose edges
meet at a common vertex.
3) A spatial figure having a
circular base and one vertex.
4) A spatial figure with 2 parallel
congruent faces called bases and
the other faces are
parallelograms.
5) A spatial figure with 2 circular
bases, no edge, and no vertex.
a. rectangular prism
b. cone
c. pyramid
d. cylinder
e. triangular prism
What is a prism? What are the How do you identify the faces of
kinds of prisms? Describe each. a solid figure?
What is a pyramid? What are the
kinds of pyramids? Describe A face is one of the flat surfaces
each. on a solid figure. A planefigure is
a flat, two-dimensional figure. A
prism is a three-dimensional
object with two congruent
parallel bases that are polygons.
A pyramid is a three-dimensional
object with a base that is a
polygon and triangular faces that
meet at one vertex.
 depth.
I. Evaluating learning A. Draw in your notebook objects Sort-out the figures into Identify the spatial figure Complete the table: Complete the table:
that resemble the following space their corresponding represented by the following: Soli Dra No. No. No.
figures. columns. d w of of of
1) 2) 3) 4) Figu The Ver Fac edg
re Fig. tice es es
s
1.R
ecta
ngul
5)
ar
pris
m
B. Name the spatial figures that 2.sq
resemble the following objects below: uar
e
pyr
ami
d
3.cy
lind
1) box
er
2) ball
4.co
3) dice
ne
4) ice cream cone
5.sp
5) globe
her
e
 J. Additional activities for Construct each spatial figure using art Answer Math Challenge on
application or paper. page 199
remediation 1) blue pyramid 4) green
2) black cone rectangular prism
3) yellow cube 5) red cylinder
6) violet sphere

IV. REMARKS
V. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
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?