pGRADE 6 School: PULUNGBULU ELEMENTARY SCHOOL Grade Level: VI

Teacher: AI KATHLEEN C. SAGARIO Learning Area: TLE-IA

DAILY LESSON LOG
Teaching Dates and Time: February 20-24, 2023(WEEK 2) Quarter: 3RD QUARTER

WEEK 2 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of knowledge and skills in enhancing/decorating products as an alternative source of income
B. Performance Standards Performs necessary skill in enhancing/ decorating finished products
C. Learning - Determine market trends on - Identify the types/sources of innovative finishing materials. 1.Discusses the effect of innovative finishing materials and creative
Competencies products made of bamboo, wood Discuss the types/sources of innovative finishing materials. accessories on the marketability of products.
and metal using technology. Cooperate actively in doing activity. 2.Give the effects of innovative finishing materials and creative
- Identify customer’s preference of accessories on the marketability of products.
products. - 3.Appreciates the effects of innovative finishing materials
Cooperate actively in group works. Identify the process in enhancing/decorating finished products made accessories on the marketability of products.
TLE6IA-Ob-3 of bamboo.
Enumerate the fundamental process in handicrafts in treating TLE6 IA OC-4
bamboo.
Appreciate one’s work.

TLE6IA-Ob-3
II. Content Enhancing/ decorating finished products
III. Learning Resources
A. References Curriculum Guide Pages- K-12 TLE6IA-Ob-3, p. 39
1. Teacher’s Guide
Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional
Materials from
Learning
Resources (LR)
Portal)
B. Other Learning
Resources
IV. Procedures
A. Review Previous Give the different methods in Give example of activities to What are the different sources of What are the market trends should What are the finishing materials
Lessons enhancing/decorating finished determine market trends of finishing materials, accessories and be done in marketing products to enhance finished products?
products. finished products. design? made of bamboo, wood and
metal?
B. Establishing purpose - Do you have any finished - Our country has vast Show some pictures of finished 1. Showing some pictures of Have them share/show the
 for the Lesson product or handicraft made of
bamboo, wood or metal in
your home? Where did you
buy it?
- In this lesson we are going
natural resources where
useful products are
derived. The different kind
of finishing materials like
varnish, paint, lacquer,
enamel shellac and many
more had their sources.
to discuss the sources of
finishing materials,
accessories and designs.
products finishing products. given assignment
What finishing materials did they
use to beautify it?
- Finishing- is the method of
beautifying the project. It is
the last step in the completion
of a project.

C. Presenting One of the steps to ensure the
examples success of the products is
/instances of the marketing.
new lessons - Product marketing is the set
of activities one should be
aware in order to know more
about the products that made
of bamboo, wood and metal.
Show some pictures of finishing There are processes and treatments . Show pictures of unfinished and Have them discuss what the
materials, accessories and done on some materials before finished products .Let the pupils finishing materials they used on
designs. making them into articles. describe and compare the their finished products.
Treating Bamboos pictures.
- What are the finishing 1. Preserving and Treating Bamboos
materials you can see in the There are various ways of treating
pictures? bamboo to preserve its natural
beauty. It is called the resin-oil
extraction method. It is done by
either wet or dry process. In the wet
process, the bamboo is soaked
overnight in a solution of 0.1% to
1.2% caustic soda or carbonate of
soda or boiled in this solution for 10-
15 minutes. In the dry process,
bamboo poles are evenly heated
over charcoal at a temperature of 49
C to 54 C for 20-30 minutes.
2. Bleaching
Bleaching is the process of whitening
or removing the colour by sunlight
exposure, air ventilation or by the
use of chemical solutions.
3. Dyeing Bamboo Poles and Splints
Dyeing is the process of applying
colour into the materials. The direct
dyeing or reactive dyeing method
may be used. In direct dyeing,
bamboo splints make sure of
vegetable dye. It is done by boiling

D. Discussing new Here are some activities to
concepts and determine market trends on
practicing new products made of bamboo, wood or
skills #1. metal.
1. Direct Marketing – through
demonstrations, trade exhibits and
other public venues. This is popular
activity being done by the
producers to motivate consumers
or buyers about the products.
2. Advertising in Print Media –
these activities is done through
advertisements in newspapers,
magazines and flyers about the
product.
3. Radio, Television and
Internet Advertising – it is a modern
ways of endorsing product.
4. Distributing Products via
Transport System – Products
reached the consumers faster
through the means of land, air and
sea transportation spreading
promotion, feedbacks even in the
farthest region of the country.
• What is direct marketing?
water with dye and immersing the
bamboo splints until the desired
colour is achieved. They are dried
under the sun. In reactive dyeing, the
following materials are used: 30% of
dye; salt is 30 grams per liquid and
fixing agent is 30 grams per liquid.
The dye is dissolved in water and is
diluted to the final volume. The
bamboo splints are soaked for10
minutes then salt is added and
dyeing is continued for an hour.
4. Pyrography
Pyrography is the process of burning
designs of bamboo with hot wire.
The electric soldering iron is
considered the best tool in
pyrography.
There are sources of finishing Enumerate the fundamental Why is it important to paint Why is it important to paint
materials like: processes in treating bamboos. materials made of wood? materials made of wood?
1. Shellac – it is a good Discuss the following processes in How finishing
finish for many projects. It treating bamboos. materials helps your -discuss/review all the previous
comes from the excreta of project/product more attractive lesson you taught for the week.
insects called a luc bug. The and saleable
colour is yellow and appears like Have them share their learnings
small pieces of cellophane. on the previous lessons.
Before it is used, it is mixed with
denatured alcohol.
2. Varnish – it is another
finishing material that beautifies
and preserves a project. It is
made from copal gum dissolved
in pure boiled linseed oil. Copal
gum comes from resin of pine
trees buried several feet below
the ground. Linseed oil comes
from oil of cotton seed. When
varnish becomes sticky and
hard, add turpentine to make it
thin and usable again. Varnish
and turpentine are sold in cans
and bottles.
3. Paint – it is another
finishing material that is always
• Explain what advertising in used because of its beautiful
print media is. colour and a good protector of
materials. The body of paint is a
• Discuss the modern ways of mixture of four elements:
endorsing products. pigment, vehicle, thinner, and
• Give an example of drier. It comes in cans of
distributing products via transport different sizes. When the paint
system. gets sticky or hard, add paint
thinner. If thinner is not
available, use gasoline or
petroleum as a substitute.
4. Lacquer – this is a
synthetic product which is
largely used in all manufactured
articles. This finishing material
could retain the natural colour
of the material to which it is
applied. Like varnish and shellac
it is sold in cans and bottles. The
solvent used is lacquer thinner.
5. Stain (Tina) – stain is
colouring material which is
applied to the surface of a wood
to improve its appearance.
There are three kinds of stain:
oil stain, water stain, and spirit
stain.
When you mix the dye (tina)
with petroleum, the result is oil
stain. When the dye is mixed
with water, it is now water stain.
When the dye is mixed with
alcohol, the mixture is called
spirit stain.
The dye is sold in boxes or in
kilos. Spirit stain is ready mixed.
It is sold in cans and bottles. All
of these stains are applied by
means of brush, spray, or cotton
cloth.
6. Sandpaper – it is made
grits, usually ground silica, flint,
quartz, or emery glued to thick
paper or cloth. Sandpaper for

E. Discussing new If you are going to buy some
concepts & finished products which do you
practicing new prefer? Why?
skills #2 • Bamboo product?
• Wood product?
• Metal product?
wood is called flint paper and for
metal it is called emery cloth at
present we have water proof
abrasive for metal. Both are
used for smoothing rough
surface of objects.
7. Glue – glue is a paste for
wood materials. It is in powder
or in cake form. It is
manufactured from fish,
animals, and plastic resin.
-
- What are the different kinds
of finishing materials?
Let the pupils identify the sources
of the following finishing
materials:
- Choose your answer in the
box.
How do you preserve and treat
bamboos?
What is bleaching?
What are the two methods in
dyeing bamboos?
What is pyrography?
What are the effects of finishing
materials used in decorating
wood, metal and bamboo?
Give instruction to answer the
given activity.
Determine the types/sources of
innovative finishing materials,
accessories, and designs.
Activity No. 1
Direction: Draw smiling
face if the sentence
is correct and sad face if it
is wrong.
__________ 1. When you mixed
the dye (tina) with Petroleum
the result is oil stain.
__________ 2. When varnish
becomes sticky and hard, add
water to make it usable again.
__________ 3. The body of paint
is a mixture of four elements.
__________ 4. When the dye
(tina) is mixed with alcohol, the
mixture is called spirit stain.
__________ 5. When the dye
(tina) is mixed with water, the
mixture is called water stain.
 F. Developing Mastery (Leads
to Formative
Assessment 3)
G. Finding Practical Why is having the
Applications of knowledge of conducting
concepts and skills in survey using technology
daily living important in your future
alternative plans?
H. Making Generalizations &
Abstractions about
the lessons

I. Evaluating Learning

J. Additional activities for

application or
remediation
V. REMARKS

VI. REFLECTIONS
A. No. of learners earned 80% in ___Lesson carried. Move on to the
evaluation. next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
B. No. of learners who require ___ of Learners who require
additional activities for remediation. additional activities for remediation
C. Did the remedial lessons work? No. ___Yes ___No
of learners who have caught up with ____ of Learners who caught up
the lesson the lesson
D. No. of learners who continue to ___ of Learners who require
require remediation. additional activities for remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___
Games
___ Power PointPresentation ___
Answering preliminary
activities/exercises
___ Discussion ___
Case Method
___ Think-Pair-Share (TPS) ___
Rereading of
Paragraphs/Poems/Stories
___Lesson carried. Move on to the ___Lesson carried. Move on to
next objective. the next objective.
___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% _____% of the pupils got 80%
mastery mastery
___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for
remediation
___Yes ___No ___Yes ___No
____ of Learners who caught up the ____ of Learners who caught up
lesson the lesson
___ of Learners who require ___ of Learners who require
additional activities for remediation additional activities for
remediation
Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ ___ Group collaboration ___
Games Games
___ Power PointPresentation ___ ___ Power PointPresentation
Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises
___ Discussion ___ Case ___ Discussion ___
Method Case Method
___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS)
Rereading of ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___Lesson carried. Move on to
the next objective.
___Lesson not carried.
_____% of the pupils got 80%
mastery
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who require
additional activities
remediation
Strategies used that work well:
___ Group collaboration ___
Games
___ Power PointPresentation
___ Answering preliminary
activities/exercises
___ Discussion ___
Case Method
___ Think-Pair-Share (TPS)
___ Rereading of
Paragraphs/Poems/Stories
___Lesson carried. Move on to the next objective.
___Lesson not carried.
_____% of the pupils got 80% mastery
___ of Learners who require additional activities for
remediation
___Yes ___No
____ of Learners who caught up the lesson
___ of Learners who require additional activities for
for remediation
Strategies used that work well:
___ Group collaboration ___ Games
___ Power PointPresentation ___ Answering preliminary
activities/exercises
___ Discussion ___ Case Method
___ Think-Pair-Share (TPS) ___ Rereading of
Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama
___ Discovery Method ___ Lecture Method
Why?
___ Complete Ims

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?
Prepared:
AI KATHLEEN C. SAGARIO
TLE/EPP 6 Teacher
Checked:
AMELITA S. ASHCRAFT
Master Teacher1
___ Differentiated Instruction
___ Role Playing/Drama ___
Discovery Method ___ Lecture
Method
Why?
___ Complete Ims
___ Availability of Materials ___
Pupils’ eagerness to learn ___
Group member’s 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
__Reading Readiness __Lack of
Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Flashcards
___ Differentiated Instruction ___
Role Playing/Drama ___
Discovery Method ___ Lecture
Method
Why?
___ Complete Ims
___ Availability of Materials ___
Pupils’ eagerness to learn ___
Group member’s 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
__Reading Readiness __Lack of
Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be used
as Instructional Materials
__ local poetical composition
__Flashcards
___ Differentiated Instruction
___ Role Playing/Drama ___
Discovery Method ___
Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
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
__Reading Readiness __Lack
of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use big books from
views of the locality
__ Recycling of plastics to be
used as Instructional Materials
__ local poetical composition
__Flashcards
___ Differentiated Instruction ___ Availability of Materials ___ Pupils’ eagerness to learn
___ Role Playing/Drama ___ ___ Group member’s Cooperation in doing their tasks
Discovery Method ___
Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
__ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful Ims __ Colorful Ims
__ Unavailable Technology __ Unavailable Technology Equipment (AVR/LCD)
Equipment (AVR/LCD) __ Science/ Computer Internet Lab
__ Science/ Computer Internet __ Additional Clerical works __Reading Readiness
Lab __Lack of Interest of pupils
__ Additional Clerical works
__Reading Readiness __Lack
of Interest of pupils
Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos
__ Making use big books from __ Making use big books from views of the locality
views of the locality __ Recycling of plastics to be used as Instructional Materials
__ Recycling of plastics to be __ local poetical composition __Flashcards
used as Instructional Materials
__ local poetical composition
__Flashcards
 School: PULUNGBULU ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 Teacher: AI KATHLEEN C. SAGARIO Learning Area: MATHEMATICS 6
DAILY LESSON LOG Teaching Dates and Time: February 20-24, 2023(WEEK 2) Quarter: 3rd QUARTER
WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The Learner…………..

A. Content Standard
B. Performance Standard
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources
IV. PROCEDURES
demonstrates understanding of solid figures.
is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
49. visualizes and describes the 50. differentiates solid figures 51. illustrates the different solid 52. identifies the faces of a solid figure. M6GE-IIIb-30
different solid figures: cube, prism, from plane figures. M6GE-IIIa-28 figures using various concrete and
pyramid, cylinder, cone, and pictorial models.
sphere. M6GE-IIIb-29
M6GE-IIIa-27
 Lesson Guide in Elem. Math Gr. 21st Century Mathletes 6, pp. 56- 21st Century Mathletes 6, pp. 56-59 21st Century Mathletes 6, pp. 56-59
6 p.360, 363 59
21st Century Mathletes 6, pp166- 21st Century Mathletes 6, pp. 21st Century Mathletes 6, pp. 166- 21st Century Mathletes 6, pp. 166-199
199 166-199 199
DLP 6 Mod 69
Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, Mathletes 6 textbook, video clip, power point
power point presentation power point presentation power point presentation presentation
A. Reviewing previous lesson or
presenting the new lesson
Mental Computation: Solving for
Perimeter and Area
Game 1
a)Divide the class into 6 groups.
(per column)
b)Teacher provides an illustration
board for each group.
c)Teacher flashes a picture of a
plane figure with given
measurements of sides.
14 cm
Ex.5 m 6 cm
d)The first student from each
group solves for the perimeter and
area of the given figure. He/she
writes his/her answer on the
illustration board provided for
each group.
e)The first to give the correct
answers (with the proper labels)
and raises his/her board first, gets
2 points.
f)Continue the game until
everyone in the column has
participated.
g)The group with the most
number of points wins.
2.Review the previous lesson.
Give 2 examples.
Mental Computation Drill: Solving Play the “Concentration Game.” Match column A w/
Drill: Group Activity: for Perimeter/Area of Plane Figures a)Teacher prepares 12 cards column B:
Traveling Game consecutively numbered. A
1.Teacher shows a picture of a At the back of each number card 1.Sphere
plane figure with given dimensions. are the following: 2.Cone
cube 2. 3. 3. Pyramid
Ex.: 18 cm 4.Cylinder
12 cm 5. Prism
4. 5.cylin 6.
B
der pyra
P=? a.Has 2 bases, and
mid lateral faces made of
A=?
7. sphere 8. 9. rectangles
8m 10. b.Has at least 3 lateral
faces, which are
2.The first two students from the
cone triangles and only 1
1st column solve mentally what is
11.rectan 12. base
being asked. The first to give the
c.Has 2 circular bases
correct answer with the proper gular
and no vertices
Review: label is challenged by the next prism
d.Has 1 circular base
student in the column.
and 1 vertex.
3.Continue the game until everyone b)Teacher divides the class into 2
groups.
e.Has no faces, bases,
in class has participated.
c)A student from a group chooses 2 edges or vertices. A
4.The student who has beaten most
numbers, say 1 and 9. solid figure that has
of his/her classmates is the winner.
d)Teacher opens the number cards the same distance to
and finds out if the drawing and any point from the
2.Review: Identifying Spatial Figures word match. If they match, another center.
student from the same group Answer:
What are the different spatial chooses another pair of numbers
and so on.
figures?
e)If the contents of the numbers
Give examples of real objects that
don’t match, the teacher flips the
are models of spatial figures.
cards again to show the numbers
Original File Submitted and
(not the word or drawing). Then a
Formatted by DepEd Club Member player from another group chooses
- visit depedclub.com for more the next pair of numbers, and so on.
f)The group with the most number
of correctly matched pairs wins.
Review:
Group Activity:
B. Establishing a purpose for the
lesson
Imagine that we have an aquarium Guessing Game: Illustrate the ff. figures. Cut out pictures of objects from 1.Group the pupils
and a wooden box. If we will fill up 1. I have 0 sides. I have 0 Plane Figure Illustrati newspapers or magazines that into Learning
both of them with water until they vertices. I am round on are models of spatial figures. Barkadas.
become entirely full, which of 2. I have 4 sides. My sides 1.Circle Describe each 2.Provide each group
them will take more amount of are equal. I have 4 2.Rectangle pieces of used folders,
water? Explain. vertices. 3.Square pair of scissors, and
3. I have 3 sides. My sides paste.
4.Triangle
are not always the same. 3.Let them make
I have 3 vertices. Solid Figure Illustrati some spatial figures
4. I am a solid figure. I have on out of these
no faces or edges. I am 1.Sphere materials.
round. 2.Rectangul 4.The first to make 3
5. I am a solid figure. I have ar Prism will be declared
6 faces. 8 vertices and 3.Cube winner.
12 edges, all equal. 4.Triangular
6. I am a solid figure. I am pyramid
round and have 1 round Guide Questions:
Based on the illustration, the face. I have a point and 1.Is it possible to combine plane
aquarium will take a greater 1 round edge. figures to form solid figures?
amount of water as compared to 2. What is the corresponding solid
the wooden box because it has figure if circles & rectangles will be
more space to hold more amount combined? Circle triangle? Square
& triangles? Rectangle and triangle?
 of water. These objects are
examples of solid figures.
(Show the video of the song “3D
shapes I know”)
C. Presenting Examples/Instances The big box below is another
of new lesson example of a solid figure. What
kind of solid figure is this?
Look at the illustration of the box
and try to answer the ff. question.
What is the shape of the bottom
part of box? Is it the same with the
shape of the top part?
What is the right side of the box?
Does it have same shape with the
one on the left side?
Do the back and front sides of the
box have the same shape?
Objects in the real world are called
three-dimensional if they have
length, width and height. In
Mathematics, the three-
dimensional objects are known as
solid figures.
Present this problem:
A boy visited a toy store and he
found the ff.:
From the items that he found,
identify which of them are plane
figures and which of them are
solid figures.
Use the four-step plan to solve
the problem.
Hint: (Recall the definition of
plane figures.)
(See txbook page 197 for the
answer to this problem.)
What else can you think of?
3. Can all plane figures be
combined to one another to form
different kinds of solid figures? Give
example & explain.
1) Introduce the different Present the ff. figures. Present the lesson
spatial figures. through this activity:
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
3)Present a paper robot whose the class.
parts are made up of spatial figures.
2.Have them describe
each and identify its
parts.
3. Have them identify
Guide questions: use the figures
its faces.
above.
 How many parallel b.Call the 2nd placer.
faces are there in figure 1.Let them show the
4)Ask the students to identify the 1? Name them. spatial figures they
spatial figures represented by each  Are all faces of figure 1 made that are
part by completing the chart below. congruent? Explain. different from the first
Parts of Spatial Figures  How many group.
the Represented vertex/vertices can you 2.Have them describe
Robot count in figure 1? each and identify its
Head Ex.: cube parts.
 Give at least 2 edges of
Body Rectangular figure 1 3. Have them identify
Arms prism  What kind of polygon its faces.
Legs are the faces of the
Feet second figure?
Hands c.Do the same with
 How many faces do we
the other group.
Mouth have in second figure?
Nose
Eyes
Ears
D. Discussing new concepts and Discuss the content on pages 189- Discuss how to compare plane b.Activity 2 – Use of Real Situation Group Activity: (Let the pupils watch
practicing new skills #1 193 of their Mathletes Textbook figures with solid figures to the Problem Answer deepening on page 74 the video of faces,
class. 1) Bring the students outside of TG. edges & vertices of
(You can also show a video on the classroom. solid figures)
differentiating plane and solid 2) Let them observe their
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 skills #2
Discuss the solid figures: Ask the ff. questions:
What is a plane figure?
A plane figure is two dimensional
figure which possesses an area
but the 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 geometry.
2. What is a solid figure?
The three dimensional figures are
called solid figures. These figures
have an surface area as well as a
volume. These figures cannot be
drawn on a paper. The examples
of solid figures are 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
Matching Game
1)Blindfold a volunteer pupil.
2)Let him/her hold a spatial figure.
( Can use concrete objects)
3)Let him/her identify and describe
it.
Tony bought a robot for his little Group Activity:
brother. He customized every
part of the robot by putting a
design on each part and the
robot appears as shown below.
He wants to challenge his little
brother by asking him to identify
the different solid figures in
each of the corresponding parts
of the robot. What are the
different solid figures that make
up the robot?
Let the pupils answer the
problem.
(Discuss the answer on page
194-195 of Textbook)
F. Developing mastery
(Leads to Formative Assessment)
Identify the spatial figure Group Activity: Identify the following nets as cube, (Let the pupils watch the video Group Activity:
represented by the following: 1.Divide the class into rectangular prism, cylinder, or a of faces, edges & vertices of Complete the table on
1. ball cooperative groups of five. pyramid. solid figures) the activity sheet
2. globe 2.Each group is assigned a solid Example: given by the teacher.
3. funnel figure and given their shape to
4. test tube examine .
5. tent 3.They draw a picture of their
6. dice shape, and list its characteristics,
including: the plane figure that = rectangular prism
creates its faces.
4. The leader of the group will
report the work of the group.
1. ________
2. ________
3._________
4._______
5._______
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Group Activity: Give 5 objects that Pair-share: Cut the above
are models of the following spatial graphics and glue them under
figures: suitable categories.
1.cone
2.cylinder
3.cube
4.prism
5. sphere
What are the different spatial What is the difference between a
figures. Describe each one. plane figure and a solid figure?
What are their common ANSWER
characteristics? The difference between plane
Give examples of real life objects and solid figures is in their
that represent each spatial figure. 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 depth.
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 a solid figure?
kinds of prisms? Describe each.
What is a pyramid? What are the A face is one of the flat surfaces on a solid figure. A
kinds of pyramids? Describe each. 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.
I. Evaluating Learning A. Draw in your notebook Sort-out the figures into their Identify the spatial figure Complete the table: Complete the table:
objects that resemble the corresponding columns. represented by the following: Soli Dra No. No. No.
following space figures. d w of of of
Figu The Ver Fac edg
re Fig. tice es es
s
1.R
ecta
ngul
ar
pris
m
2.sq
uar
e
pyr
ami
d
3.cy
1) 2) 3) 4)
lind
er
4.co
ne
5.sp
5) her
e

B. Name the spatial figures

that resemble the following
objects below:
1) box
2) ball
3) dice
4) ice cream cone
5) globe
J. Additional activities for Construct each spatial figure using Answer Math
application and remediation art paper. Challenge on
1) blue pyramid 4) green page 199
2) black cone rectangular prism
3) yellow cube 5) red cylinder
6) violet sphere

V. REMARKS

VI. REFLECTIONS
A. No. of learners earned 80% in
evaluation.
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?
___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move ___Lesson carried. Move on to the next
objective. objective. objective. on to the next objective. objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
_____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got 80% mastery _____% of the pupils got _____% of the pupils got 80% mastery
80% mastery
___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation require additional activities activities for remediation
for remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up the lesson ____ of Learners who caught up the ____ of Learners who caught up the lesson ____ of Learners who ____ of Learners who caught up the
lesson caught up the lesson lesson
___ of Learners who require additional ___ of Learners who require additional ___ of Learners who require additional ___ of Learners who ___ of Learners who require additional
activities for remediation activities for remediation activities for remediation require additional activities activities for remediation
for remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work Strategies used that work well:
___ Group collaboration ___ Games ___ Group collaboration ___ Games ___ Group collaboration ___ Games well: ___ Group collaboration ___ Games
___ Power PointPresentation ___ ___ Power PointPresentation ___ ___ Power PointPresentation ___ ___ Group collaboration ___ Power PointPresentation ___
Answering preliminary Answering preliminary Answering preliminary ___ Games Answering preliminary
activities/exercises activities/exercises activities/exercises ___ Power activities/exercises
___ Discussion ___ Case ___ Discussion ___ Case ___ Discussion ___ Case Method PointPresentation ___ ___ Discussion ___ Case
Method Method ___ Think-Pair-Share (TPS) ___ Answering preliminary Method
___ Think-Pair-Share (TPS) ___ ___ Think-Pair-Share (TPS) ___ Rereading of Paragraphs/Poems/Stories activities/exercises ___ Think-Pair-Share (TPS) ___
Rereading of Paragraphs/Poems/Stories Rereading of Paragraphs/Poems/Stories ___ Differentiated Instruction ___ Role ___ Discussion Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Role ___ Differentiated Instruction ___ Role Playing/Drama ___ Discovery Method ___ Case Method ___ Differentiated Instruction ___ Role
Playing/Drama ___ Discovery Method Playing/Drama ___ Discovery Method ___ Lecture Method ___ Think-Pair-Share (TPS) Playing/Drama ___ Discovery Method
___ Lecture Method ___ Lecture Method Why? ___ Rereading of ___ Lecture Method
Why? Why? ___ Complete Ims Paragraphs/Poems/Stories Why?
___ Complete Ims ___ Complete Ims ___ Availability of Materials ___ Pupils’ ___ Differentiated ___ Complete Ims
___ Availability of Materials ___ Pupils’ ___ Availability of Materials ___ Pupils’ eagerness to learn ___ Group member’s Instruction ___ Role ___ Availability of Materials ___ Pupils’
eagerness to learn ___ Group member’s eagerness to learn ___ Group Cooperation in doing their tasks Playing/Drama ___ eagerness to learn ___ Group
 Cooperation in doing their tasks member’s Cooperation in doing their Discovery Method ___ member’s Cooperation in doing their
tasks Lecture Method tasks
Why?
___ Complete Ims
___ Availability of
Materials ___ Pupils’
eagerness to learn ___
Group member’s
Cooperation in doing their
tasks
F. What difficulties did I encounter which __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
my principal or supervisor can help me __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ __ Pupils’ behavior/attitude
solve? __ Colorful Ims __ Colorful Ims __ Colorful Ims behavior/attitude __ Colorful Ims
__ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Unavailable Technology Equipment __ Colorful Ims __ Unavailable Technology Equipment
(AVR/LCD) (AVR/LCD) (AVR/LCD) __ Unavailable Technology (AVR/LCD)
__ Science/ Computer Internet Lab __ Science/ Computer Internet Lab __ Science/ Computer Internet Lab Equipment (AVR/LCD) __ Science/ Computer Internet Lab
__ Additional Clerical works __Reading __ Additional Clerical works __ Additional Clerical works __Reading __ Science/ Computer __ Additional Clerical works
Readiness __Lack of Interest of pupils __Reading Readiness __Lack of Readiness __Lack of Interest of pupils Internet Lab __Reading Readiness __Lack of
Interest of pupils __ Additional Clerical Interest of pupils
works __Reading
Readiness __Lack of
Interest of pupils
G. What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover which I wish __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
to share with other teachers? __ Making use big books from views of the __ Making use big books from views of __ Making use big books from views of the __ Making use big books __ Making use big books from views of
locality the locality locality from views of the locality the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials be used as Instructional Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition Materials __ local poetical composition
__Flashcards __Flashcards __Flashcards __ local poetical __Flashcards
composition
__Flashcards
Prepared:

AI KATHLEEN C. SAGARIO
Mathematics 6 Teacher

Checked:

AMELITA S. ASHCRAFT
Master Teacher1