MELC/s:

Performance
Standards:
DAY OBJECTIVES TOPIC/S CLASSROOM-BASED ACTIVITIES
MELCs: The learner is able to solves word problems involving measurement of surface area. M6ME-IIIi-94
Performance
The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
Standards:
1 Solves word problems involving Solves word problems Begin with classroom routine:
measurement of surface area. involving measurement of a. Prayer
surface area of a cube and b. Reminder of classroom health and safety protocols
a rectangular prism. c. Checking of attendance
A. DRILL/ RECALL:
Match column A with column B

B. MOTIVATION
Show the video of finding the surface area of a cube and a rectangular prism.
C. DISCUSSION OF CONCEPT (EXPLORE)
1. Present the ff. problem in the class:
How many square decimeters of cardboard will be needed if the box measures 3 dm long, 2 dm wide, and 0.5
dm high? Answer the following questions:

1. What is asked?
2. What are given?
3. What operation will be used?
4. What is the number sentence?
5. What is the solution?
6. What is the answer?

2. nalyze the problem and study the answer to the questions. Find the surface area of a cube having a side or edge of 3 cm.
Know:
• What is asked? The surface area of a cube. • What are given? 3 cm – measure of the side of a cube.
Plan:
• What operation will be used? multiplication • What is the number sentence? S² x 6 = n
Solve:
• What is the solution? S² x 6 = n
(3 cm) ² x 6 = n 9 cm² x 6 = n
54 cm² = n
• What is the answer? The surface area of a cube is 54 cm².
Check:
• How do you check your answer? You can change the order of factors.
Check:
6 x 5² = n 6 x (3) ² = n 6 x 9 cm² = n
54 cm² = n
 D. DEVELOPING MASTERY (EXPLAIN)
Read and analyze the ff. problems:
1.Find how many square decimeter of cardboard is needed to make a cubical soda cracker box measuring 2.5 dm on each edge.
1. What is asked?
2. What are given?
3. What operation will be used?
4. What is the number sentence?
5. What is the solution?
6. What is the answer?
2.A wooden box measures 8 dm long, 6 dm wide and 4 dm high. What is the surface area of the box?
3. A company is deciding which box to use for their merchandise. The first box measures 8 inches by 6.25 inches by 10.5 inches. The second box measures 9 inches by 5.5
inches by 11.75 inches. Which box required more material to make?
4. Find the number of square centimeters of wrapping paper needed to cover a shoe box 25cm by 15cm by 20cm.
5. A room measures 5m by 4m by 3.5m. How many square meters of wallpaper are needed to cover the four walk?
E. APPLICATION AND GENERALIZATION (ELABORATE)
Read and complete the statements below.
1. A building is a rectangular prism that is 205m tall. Its base is 90m by 35m. What is the surface area of the building?
a. The problem asked for ____
b. The given are _____
c. The number sentence is _____
d. The solution and answer are _____
2. Chloe wants to wrap a present in a box for Sarah. The top and bottom of the box is 8 in. by 3 in., the sides are both 3 in. by 2 in. and the front and back are 8 in. by 2 in.
How much wrapping paper will Chloe need to wrap the present?
3.Tara made a rectangular fence around her rose so it would not get hurt by her dog. She put a fence around the rose that was 4 ft long, 2 ft wide, and 3 ft high. How much
material did she use to make her fence?

The following are the steps in solving word problems involving measurement of surface area:
A. Know and understand the problem. 1. What is asked?
2. What are given?
3. What is the word clue and what operation to be used?
B. Plan for the solution.
1. What is the number sentence?
C. Carry out the number sentence?
1. Solve the number sentence
2. What is the answer?
D. Look back and check.
1. Find out if you answered the problem correctly. Here are the formulas for the surface area of:
1. Rectangular prism SA = 2LW + 2LH + 2WH
2. Cube SA = 6e² or 5² x 6
F. EVALUATION
Read and analyze the problem. Answer the questions below.
1.) The edge of a crate measures 10 meters long, 12 meters wide, and 15 meters high. What is the surface area of the crate?
2.) Trey and Matt each have a rectangular prism. The base of Trey’s prism is 4 cm by 7 cm and has a height of 12 cm. The base of Matt’s prism is 6 cm by 10 cm and has a
height of 3 cm. Whose rectangular prism will require more material to construct?
3.) A library has an aquarium in the shape of a rectangular prism. The base is 6 ft by 2.5 ft. The height is 4 ft. How many square feet of glass was used to build the aquarium?
4.) Marley bakes a rectangular cake that is 9 inches wide, 13 inches long and 2 inches high. She removes the cake from the pan to frost it. How many square inches of
frosting does she need?
5. A cube has a side of 10cm. What is its surface area?
MELCs: The learner is able to solves word problems involving measurement of surface area. M6ME-IIIi-94
Performance The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
Standards:
2 Solves word problems involving
measurement of surface area.
Solves word problems Begin with classroom routine:
involving measurement a. Prayer
of surface area of a b. Reminder of classroom health and safety protocols
cylinder and a pyramid. c. Checking of attendance
A. REVIEW:
1.The surface area of this cube is 96 square units. What is its edge length?
2.A rectangular subdivision water tank, 7 m by 5 m by 4 m, is to be painted al over. How much surface is to be painted?
3.Find the total surface area of a cube with 35 cm edges.
4. Find the surface area of a rectangular prism which is 45 cm long, 36 cm wide, and 2.24 cm high.
5. One side of a cube measures 43.6 cm. Solve for its surface area.
B. MOTIVATION
Show the video of finding the surface area of a cylinder and a pyramid
C. DISCUSSION OF CONCEPT (EXPLORE)
Present the ff. problem in the class:
1.John works in a company that makes tents. His boss assigned him to design tents for mountaineers. He need to keep them light. To decide what fabrics are acceptable to
mountaineers, he needs to know the amount of fabric it takes to construct tent like the one at the right. How much fabric is required to construct this tent?
1.Understand:
a. What is asked? The measure of fabric required to construct the tent.
b. What are the given facts?
2. Plan:
a. which formula(s) shall we use to solve the problem?
3. Solve:
a. Show your computation
4. Check:
(Discuss the answer to the problem on page279-280)
2. Solve the following problems together. They write the formula, solve for the answer and label on a piece of paper.
1. A cylindrical milk can has a diameter of 14 cm and a height of 22 cm. What is the area of the material of which it is made?
2. A pyramid has a square base of side 24 cm and the height of each triangular face is 16 cm. Find the surface area of the pyramid.
3. Find the surface area of the square pyramid whose base side is 4 cm and the slant height of the pyramid is 6 cm.
D. DEVELOPING MASTERY (EXPLAIN)
Answer the ff. problems:
A cosmetics company that makes small cylindrical bars of soap wraps the bars in plastic prior to shipping. Find the surface area of a bar of soap if the diameter is 5 cm and
the height is 2 cm. Use 3.14 for π. The lateral area of a cylinder is 94.2 cm2. The height is 6 cm. What is the radius? Find the surface area of the square pyramid whose base
side is 5 m and the slant height of the pyramid is 8 m.
E. APPLICATION AND GENERALIZATION (ELABORATE)
A. Analyze the problem by answering the given question.
1. How much aluminum is needed to make a cylindrical can if the radius of the base is 8 cm and the height is 12cm?
1. What is asked?
2. What are given?
3. What operation will be used?
4. What is the number sentence?
5. What is the solution?
6. What is the answer?
2. A cylindrical building has a reading of 24 meters and a height of 40 meters. Find its surface area.
3. How much aluminum is needed to make a cylindrical can if radius of the base is 5cm and the height is 15cm?
B. The following are the steps in solving word problems involving measurement of surface area:
A. Know and understand the problem. 1. What is asked?
 2. What are given?
3. What is the word clue and what operation to be used?
B. Plan for the solution.
1. What is the number sentence?
C. Carry out the number sentence?
1. Solve the number sentence
2. What is the answer?
D. Look back and check.
1. Find out if you answered the problem correctly. Here are the formulas for the surface area of:
1. Cylinder: SA = 2πr2 + 2πrh
2. Pyramid: SA= S2 + 4sh/2 cm2
F. EVALUATION
Read and analyze the problem. Answer the questions below.
1. Diana wants to make several cans with a diameter of 6 inches and a height of 8 inches. She is going to cut the cans from a sheet of metal that has an area of 2,675 in 2.
How many can she make?
2. Mrs. Quinay made a cylindrical pencil holder. It has a height of 5 in and a diameter of 3 in. How much material does she need to make her pencil holder?
3. Find the surface area of the square pyramid whose base side is 6m and the slant height of the pyramid is 8m.
4.Tommy and Ethan each have a cylinder. Tommy’s cylinder has a diameter of 6 inches and a height of 8 inches. Ethan’s cylinder has a diameter of 8 inches and a height of
6 inches. Whose cylinder has a larger surface area? Use 3.14 for π.
5. Clayton wants to make a cylindrical case that will fit a bass drum with a height of 14 in. and a diameter of 24 in. What is the surface area of the case? Use 3.14 for π..
MELCs: The learner is able to solves word problems involving measurement of surface area. M6ME-IIIi-94
Performance
The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations
Standards:
3 Solves word problems involving Solves word problems Begin with classroom routine:
measurement of surface area. involving measurement a. Prayer
of surface area of a b. Reminder of classroom health and safety protocols
sphere and a cone. c. Checking of attendance
A. DRILL:
Write the formula or equation then solve the surface area of the following space figures.

REVIEW:
1. A pyramid has a square base of side 15 cm and a height of 14 cm. Find the surface area of the pyramid.
2. Find the surface area of a square pyramid if the length of one side of the base is 2.4 m and the height of the triangular face is 4.9 m.
3.The radius of the circular base of a cylindrical tank is 0.7 m and its height is 5 m. Find its surface area.
B. MOTIVATION
Show the video of finding the surface area of sphere and a cone.
C. DISCUSSION OF CONCEPT (EXPLORE)
1. Present the ff. problem in the class:
A closed cone model made of tin, has a radius of 6cm and a slant height of 10cm. find the amount of material used in making the cone.
1.Understand:
a. What is asked? What are the given facts?
2. Plan:
a. which formula(s) shall we use to solve the problem?
3. Solve:
a. Show your computation
4. Check
Let the group answer the problem.
Solution:
r=6cm, s=10cm
S.A. = πr2 + πrs
= 3.14(62) + 3.14(6)(10) cm2
113.04 + 188.4 cm2
=301.44 cm2
The material used in making the model cone is 301.44 cm2
2. Suppose you want to produce basketballs with 4.89 dm. radius. What is the least amount of rubber you would need if you want to produce 20 basketballs? Use π= 3.14
a. Understand:
a.1. What is asked?
a.2. What are the given facts?
b. Plan:
b.1. which formula(s) shall we use to solve the problem?
c. Solve:
c.1Show your computation
d. Check:
(Discuss the answer to the problem on page 280)
D. DEVELOPING MASTERY (EXPLAIN)
Read and analyze the ff. problems:
1.A milk can has a radius of 4 cm 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. Find the amount of material used in making the cone?
E. APPLICATION AND GENERALIZATION (ELABORATE)
A. Read each word problem carefully.
1.The surface area of a square pyramid is 340 cm2 and each side of its base is 10cm. what is the height of each triangular face?
2.What is the area of a sphere whose radius is 24cm?
3.Find the surface areas of the ff.
a. A softball with a radius of 4cm
b. A volleyball w/ a radius of 8cm
c. A basketball with a radius of 10.8cm.
B. The following are the steps in solving word problems involving measurement of surface area:
A. Know and understand the problem. 1. What is asked?
2. What are given?
3. What is the word clue and what operation to be used?
B. Plan for the solution.
1. What is the number sentence?
C. Carry out the number sentence?
1. Solve the number sentence
2. What is the answer?
D. Look back and check.
1. Find out if you answered the problem correctly. Here are the formulas for the surface area of:
1. Sphere: SA=4πr2
2.Cone: SA= 2πr2 + 2πrh
F. EVALUATION
Read and analyze the problem. Answer the questions below.
1. A conical tent has a radius of 6m and the slant height is 5 cm. find the area of the canvas used for making it.
2. The base of the cone has a diameter of 18 inches. Its slant side is 12cm. what is its surface area?
3. A ball has a radius of 16cm. what is its surface area?
4. What is the surface area of a cone with a diameter of 16cm and a height of 22cm?
5. Find the surface area of a cone with height 8cm and
 The learner is able to:
MELCs: 1. Visualize and describe surface area of a solid figures. M6ME-IIIi-92
2. solves word problems involving measurement of surface area. M6ME-IIIi-94
Performance
Standards: The learner is able to apply knowledge of speed, area, and surface area of plane and solid/space figures in mathematical problems and real-life situations

Begin with classroom routine:

a. Evaluate learners’ learnings for the
week’s lessons through a Summative
4 involving measurement of
Test.
b. Review the lessons discussed
throughout the week.
5 HOLIDAY
Solves word problems
surface area of a solid
figures.
a. Prayer
b. Reminder of classroom health and safety protocols
c. Checking of attendance
A. The teacher will conduct a 30-item summative test on the lessons discussed for the last two weeks about visualize and describe surface area and solve word problems
involving measurement of surface area of a solid figures.
B. After the allotted time for answering, the teacher will facilitate the checking of learners’ answer sheets.
C. After getting the scores, the teacher will facilitate the review and reflection of learners on the items missed by the learners.
D. The teacher will collect the test papers and answer sheets from the learners.