School Grade Grade 6

Teacher Learning Area MATH 6

Daily Lesson Log Week/Teaching Date Quarter Quarter 3 – Week 8
Time

WEEK 8 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates understanding Demonstrates understanding Demonstrates understanding Demonstrates understanding Catch Up Friday
of solid figures. of solid figures. of solid figures. of solid figures.
B. Performance is able to construct and is able to construct and is able to construct and is able to construct and
Standards describe the different describe the different describe the different describe the different
solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism, solid figures: cube, prism,
pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and pyramid, cylinder, cone, and
sphere. sphere. sphere. sphere.
C. Learning finds the surface area of cubes, finds the surface area of cubes, finds the surface area of cubes, finds the surface area of cubes,
Competencies prisms, pyramids, cylinders, prisms, pyramids, cylinders, prisms, pyramids, cylinders, prisms, pyramids, cylinders,
cones, and spheres. cones, and spheres. cones, and spheres. cones, and spheres.
M6ME-IIIi-93 M6ME-IIIi-93 M6ME-IIIi-93 M6ME-IIIi-93

D. Learning Objectives finds the surface area of cubes, finds the surface area of cubes, finds the surface area of cubes, finds the surface area of cubes,
prisms, pyramids, cylinders, prisms, pyramids, cylinders, prisms, pyramids, cylinders, prisms, pyramids, cylinders,
cones, and spheres. cones, and spheres. cones, and spheres. cones, and spheres.
M6ME-IIIi-93 M6ME-IIIi-93 M6ME-IIIi-93 M6ME-IIIi-93

Surface Area Of Cubes, Surface Area Of Cubes, Surface Area Of Cubes, Surface Area Of Cubes,
II. CONTENT Prisms, Prisms, Prisms, Prisms,
( Subject Matter) Pyramids, Cylinders, Cones, Pyramids, Cylinders, Cones, Pyramids, Cylinders, Cones, Pyramids, Cylinders, Cones,
And Spheres. And Spheres. And Spheres. And Spheres.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material
pages
3. Textbook pages Riel, Teodora Alturas, Number Riel, Teodora Alturas, Number Riel, Teodora Alturas, Number Riel, Teodora Alturas, Number
Smart Worktext in Mathematics, Smart Worktext in Mathematics, Smart Worktext in Mathematics, Smart Worktext in Mathematics,
REX Education (Page 325) REX Education (Page 325) REX Education (Page 325) REX Education (Page 325)
4. Additional Materials SLM/ADM SLM/ADM SLM/ADM SLM/ADM
from Learning Resource
LR portal
B. Other Learning Laptop, Audio-visual, Laptop, Audio-visual, Laptop, Audio-visual, Laptop, Audio-visual, Catch Up Friday
Resources Presentation Presentation Presentation Presentation
IV. PROCEDURE
A. Drill/Reviewing previous The teacher will let his students Instruction: Identify the prism in Review the previous lesson. Review the previous lesson
 Lesson or presenting to go outside and find an object the following pictures:
new lesson with the shape of rectangular and
triangle

B. Establishing a purpose What are the example of How will you define the Where do you think these Prism, How will you use these lesson in
for the lesson rectangular shape and triangle rectangular prism and triangular pyramid, cone, cylinder, and real life situation?
shape? prism? sphere can be use in real life?
C. Presenting examples/ How many sides do rectangular Aside from the pictures, what are Do you think architect and Read and solve the problem.
instances of the new has? the sample of rectangular prism engineers could use these? How? Write your solution on your
lesson and triangular prism? answer sheets.
Now it’s your turn to build your
own building using the solid 3. A rectangular prism is 8m by
figures. 3 m by 2 m. Find its surface
How does side do triangle has? area.
4. A hatbox is in a shape of a
Goal – Your goal is to be able to cylinder that has a diameter of
differentiate plane and space 12cm and a height of 11 cm.
figures, recognize the different How much paper is needed to
space figures that will help you I cover the box?
preparing materials to be applied
in real-life situation’ solve
simple problems involving
geometry; and count the edges,
vertices, and faces of space
figures in creating models of
chair, tables, cabinets, and
school building.

Situation: The architect engineer,

foreme, carpenter, and laborers
will convene to plan on the
construction process. They will
discuss the measurements, the
kind of structure preferred in
terms of the style or model,
considering the shape of the
structure, whether it is
rectangular in shape, cylindrical
in shape.

Performance: You are expected

to do the following:

D. Discussing new concepts Geometry began with a practical
and practicing new need to measure shapes. The
skills.#1 word geometry means to
“measure the earth,” and it is the
science of shape and size of
things.
To find the surface area of solid
figures such as cubes, prisms,
pyramids,
cylinders, cones and spheres,
you may use the following
formula:
A. Surface Area of Prism
[Rectangular Prism]
1. Make a list of the different
kinds of shapes from the model
they made.
2. Compare the different kinds of
shapes and space figures used un
the construction of buildings.
3. use nets to make the model of
chair, tables, cabinets, building
of house, and other household
materials.
Compute the area of plane
figures and surface of solid
figures used in the task.
Standard: - Your work will be
evaluated based on the
following:
1. Completeness and accuracy
of information – There should be
correct measurements and
presentation of the model of the
materials proposed by the
engineer.
2. Understanding/Reasoning –
There was thoughtful
consideration of each member’s
role/performance Task.
3. Clarity and correctness – The
performance carried and correct
explanation for its purpose.
4. Level of responsibility,
creativity, resourcefulness, and
collaboration while doing the
activity.
Performance task Direction: Find the surface area
of each solid figure. Write your
answer on your answer sheet.
 Three Dimensions: These
compose the edge of a 3D FORMULA:
geometric shape. A cube, Surface Area=2(length x width)
rectangular, prism, sphere, cone, +2(length x height)+2(width x
and cylinder are the basic three- height)
dimensional shapes. The objects
around you – the ones you can Or SA=2(lw) + 2(lh) + 2(wh)
pick up, touch, and move around Example:
– are three dimensional. These
shapes have a third dimension:
depth. Cubes, prisms, and
pyramid are all examples of
three dimensional objects.

Solution:
SA=6xSxS
SA=6x2cmx2cm
SA=6x4cm²
SA=24cm²

E. Discussing new concepts What is a Three-dimensional Surface Area of a Pyramid Performance task Find the surface area of each
and practicing new skills Figure? FORMULA: solid figure.
#2. Surface Area=area of Base +
Three dimensional figures are 4(area of face)
solids and space figures that are
measure in three dimension;
length, width, and height or Or 𝑆𝐴 = 4(1/2 -𝑏ℎ)
depth. They include prisms,
pyramids, as well as figures with
curved surfaces.

A prism is a three-dimensional
figure with two parallel and 20 cm
congruent baes. The bases,
which are also two of the faces,
can be any polygon. The other
faces are triangles. A prism is
named according to the shape of
 its base.
A pyramid is the three-
dimensional figure with only one
base. The base can be any
polygon.
F. Developing Mastery Analyze the statement below.
(Lead to Formative Draw  in the blank if the
Assessment 3) statement is true or a  if is
false.
______1. A cube is prism.
______2. A sphere has no face.
______3. The edges of a cube
are equal.
______4. All faces of a pyramid
are rectangular.
______5. A cone has two bases.
______6. A cylinder may have a
base f a cylinder are made up of
than a circle.
______7. The bases of a cylinder
are made up two circles.
______8. Two cubes make up a
rectangular prism.
______9. A cube has seven
congruent faces.
______10. A shoebox is an
example of a rectangular prism.
G. Finding practical Draw a sample object of each
application of concepts solid figure.
and skills in daily living
Rectangular Prism
Triangular Prism
Cone
Cylinder
Sphere
Solution:
SA = (Area of the Base) +
4(1/2-𝑏ℎ)
SA=10cm x 10cm + 4 (1/2
10cm x 20cm)
SA=100cm² + 4 (1/2x200cm² )
SA=100cm² + 4(100cm²)
SA=100cm² + 400cm²
SA= 500cm²
Solve the word problem:
Read and solve. Write your
solution with label on your
answer sheet.
MJ saw a toy plastic ice cream
cone while digging a pit of
garbage. The slant
height of the cone measured 3
cm and its radius is 2cm. Find
the needed amount
of paint to cover the entire
surface of the cone.
Find the surface area of each Performance task 4th Summative Assessment
solid figure. Write your answer
on your answer sheet.
10 m
4m
 4m
2m
12 m

H. Making Generalizations Remember: Remember: Presentation of their work 4th Summative Assessment
and Abstraction about A Prism is a polyhedron with To find the surface area of cubes,
the Lesson. two parallel and congruent bases. prisms, pyramids, cylinders,
cones and spheres, you may use
Prism and pyramids are the following formula:
examples of polyhedrons and
polyhedral.

I. Evaluating Learning Instruction: Answer each the
following:
A prism has seven faces.
Describe its bases and then
illustrate.
Solve the word problem Presentation of their work 4th Summative Assessment
Instruction:
JM is making a birthday gift for
his father’s birthday. The box for
the gift he

is using is a rectangular prism

with a length of 4m, a width of
2m and a height of 3m. How
many square meters of paper
does he need to wrap the entire
box?

J. Additional Activities for
Application or
Remediation
V. REMARKS
VI. REFLECTION
A.No. of learners who earned
80% in the evaluation
B.No. of learners who require
additional activities for
remediation who scored below
80%
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
Assignment:
Search for the formula of prism
and pyramid.
___ of Learners who earned 80%
above
___ of Learners who require
additional activities for
remediation
___Yes ___No
____ of Learners who caught up
the lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
__Group collaboration
QUESTIONS:
1. What is asked in the problem?
2. What are the given facts that
will help you solve the problem?
3. What is the formula that can
be used to solve the problem?
4. What is the number sentence?
5. What is the answer to the
problem?
Read and solve the problem. What have you learned from this 4th Summative Assessment
Write your solution on your lesson?
answer sheets.
1. The surface area of a cube is How can you relate it in real
486 cm². What is the length of life?
each edge?
2. Each edge of a cube is 6cm
long. Find the surface area of the
cube.
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
___ of Learners who earned above above above
80% above
___ of Learners who require ___ of Learners who require ___ of Learners who require ___ of Learners who require
additional activities for additional activities for additional activities for additional activities for
remediation remediation remediation remediation
___Yes ___No ___Yes ___No ___Yes ___No ___Yes ___No
____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up ____ of Learners who caught up
the lesson the lesson the lesson the lesson
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
require remediation require remediation require remediation require remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
__Group collaboration __Group collaboration __Group collaboration __Group collaboration
these work? __Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share
__Games
__Power Point Presentation
__Answering preliminary
__activities/exercises
__Discussion
__Think-Pair-Share

F.What difficulties did I __Comprehension __Comprehension __Comprehension __Comprehension __Comprehension

encounter which my principal or __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils __Lack of Interest of pupils
supervisor can help me solve?

G.What innovation or localized Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
materials did I use/discover __Fashcards __Fashcards __Fashcards __Fashcards __Fashcards
which I wish to share with other __Pictures __Pictures __Pictures __Pictures __Pictures
__Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets __Learning Activity Sheets
teachers?
__Math Module __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel __Tarpapel
__Drill Cards __Drill Cards __Drill Cards __Drill Cards __Drill Cards
__Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation __Powerpoint Presentation

Prepared by: Checked & Noted:

TEACHER’S NAME
Position Master Teacher 2

Approved:

Principal IV