School Tacul Elementary School Grade Level GRADE SIX

Grades 1 to 12
DAILY LESSON LOG
Teacher VIVIEN S. SALDIVAR Learning Area MATH
Date & Time 8:45 am - 9:30 am Quarter THIRD QUARTER W-4
I.OBJECTIVES

A. Content Standard
The learner demonstrates understanding of solid figures.
B. Performance Standard
The learner is able to construct and describe the different solid figures: cube, prism, pyramid,
cylinder, cone, and sphere.
C. Learning Competencies
Identify the faces of a solid figure. M6GE-IIIb-30
D. D. Learning Outcomes
Define a solid figure and a face.
Draw the faces of a solid figure .
State the importance of a solid figure in everyday life.
II. Subject Matter: Demonstrate understanding of solid figures.
A. References (Sanggunian )

1. Teacher’s Guide Pages

(Mga pahinasa
21st Century Mathletes 6, pp. 56-59
GabayngGuro)

2. Learner’s Materials Pages

(Mga Pahina sa Kagamitang
Pang-Mag-aaral)

3. Textbook Pages (Mga

pahina sa Teksbuk)
21st Century Mathletes 6, pp. 166-199

4. Additional Materials from

Learning Resources (LR)
Portal (Karagdagang
Kagamitan mula sa portal ng
Learning Resource)

B. Other Learning Resources

(Iba pang Kagamitang
Mathletes 6 textbook, video clip, powerpoint presentation, geometric shapes and real objects
Panturo)

C. Focus Skills

III. LEARNING RESOURCES

A. Preliminaries Prayer
Greetings Attendance check
Recalling House Rules
Collecting Assignment
Classroom Rules This illustrates
observable # 5:
1.Listen when the teacher is talking. Managed learner
2. Cooperate in the class and group activities. behavior constructively
3. Raise your hand if you have a question. by applying positive
4. Listen to your classmate talking in front. and non-violent
discipline to ensure
5. Wait for your turn. learning- focused
6. Keep your space tidy. environments

A. Reviewing the Take a look at each drawing and try to identify what spatial figures are being
previous lesson
shown.
B. Motivation and Presentation
of the new lesson
C.Lesson Proper
A. ACTIVITY
(Cooperative Learning
Strategy: Students learn
effectively when they work
together.) (Learning by
Doing-John Dewey)
Present the ff. figures. Figure 1 Figure 2
Guide questions: use the figures above.
• How many parallel faces are there in figure 1? Name them.
• Are all faces of figure 1 congruent?
• How many vertex/vertices can you count in figure 1?
• Give at least 2 edges of figure 1
• What kind of polygon are the faces of the second figure?
• How many faces do we have in the second figure?
(Presentation of the new lesson and objective)
Group Activity:
This illustrates
observable #4.
Group the Learners into 4 groups. Managed classroom
The teacher will give each group an envelope containing instructions on the suggested structure to engage
activity. learners, individually or
in groups, in
Each Group will choose the following role so that each member will participate. meaningful exploration,
Leader - One who leads the group discovery and hands-on
Secretary - One who writes the answer for the group activities within a range
Reporter - One who reports the output of the group of physical learning
environments.
Time Keeper - one who records the time
When the groups are done with the tasking, the teacher will introduce Norms in making
an activity and introduce rubrics to be guided in doing the tasks. These rubrics will be
used in assessing their outputs and group performance.
Group Norms
1. Respect each other. Observable #6: Used
2. Try not to show aggression or hostility. differentiated,
3. Participate actively in work. developmentally
4. Share responsibilities. appropriate learning
experiences to address
5. Be a good listener, responding to other’s contributions. learners’ gender, needs,
6. Give thoughtful feedback. strengths, interests and
7. Stay in your group experiences.
Observable #7:
 Planned, managed and
implemented
developmentally
sequenced teaching g
and learning processes
to meet curriculum
requirements and
varied teaching.
Note: The Lesson plan
itself.

Group 1
Draw a cube and rectangular prism then complete the table.

Solid Figures Illustration No. of Faces Real life

representation of
object
Cube
Rectangular Prism

Group II
Name the solid figures that resemble the following objects and then describe its faces. 1.
box 2. Glass

Group III.
Draw the following solid figures and describe its faces: 1. Triangular Prism 2. Square
Pyramid

Group IV
Give the meaning of solid figure and face. Give examples.
B. ANALYSIS The teacher will ask the following questions to the class: This illustrates
(Developing Critical observable # 5:
They should answer through Wheel of Spin.
thinking skills approach Managed learner
behavior constructively
through Q and A activity)
by applying positive
and non-violent
discipline to ensure
learning- focused
environments.

This illustrates
observable #.8
Selected, developed,
organized and used
appropriate teaching
and learning resources,
including ICT, to
address learning goals.

1. How did you find the activity? What did you feel when you were listing your
answers? This illustrates
observable #.3
2. Did each cooperate within the group to arrive at the answer? What did you realize Applied a range of
teaching strategies to
about yourself while doing the activity? develop critical and
3. Is a cube and rectangular prism a solid figure? Can you give me their number of creative thinking, as
well as other higher-
faces? How many faces do they have? order thinking skills.

4. What solid figure does a box resemble? How about a glass?

5. Who can draw on the board a triangular prism? Describes its faces. A square pyramid,
describes its faces.
6. Who can give the meaning of a solid figure? How about a face

C. ABSTRACTION A solid figure is a three -dimensional figure that has length, width and height.
A face is one of the flat surfaces on a solid 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.
When a three -dimensional figure is laid out flat and the faces are all shown, we can see
a pattern and that is the net of the solid figure. The net can be folded to form a solid
shape.
Remember that solid figures have polygons as faces, and when these faces come
together, they form a line segment called the edges, then the point where the edges meet
is the vertex.
Developing Mastery (Let the pupils watch the video of faces, edges & vertices of solid figures) This illustrates
observable #.8
Selected, developed,
https://www.youtube.com/watch?v=CYVmmTaqIPU organized and used
appropriate teaching
and learning resources,
including ICT, to
address learning goals.

D. APPLICATION Guessing Game. By group the greatest number of correct answers is the winner. This illustrates
observable #.3
Applied a range of
1. I have 4 sides. My sides are equal. I have 4 vertices. teaching strategies to
2. I am a solid figure. I have no faces or edges. I am round. develop critical and
3. I have 3 sides. My sides are not always the same. I have 3 vertices. creative thinking, as
well as other higher-
4. I am a solid figure. I have 6 faces, 8 vertices and 12 edges, all equal. order thinking skills.
5. I am one of the flat surfaces in a solid figure.
6. I am a three-dimensional figure, I have length, width and height.

Show a picture of The Great Pyramid of Giza

The Great Pyramid of Giza (also called the Khufu’s Pyramid) became remarkable in
world history. It was considered one of the oldest and the largest of the three pyramids
in Giza. This great pyramid was regarded as the tallest man-made structure in the world
for over 3800 years. It was constructed around 2560 BC.

Guide Questions:
1. How many dimensions does the pyramid have? A solid figure or not?
2. What kind of solid figure is the Pyramid of Egypt?
3. How many faces does the Pyramid of Egypt have? Geometry is used in our everyday
life for building and construction, home decorating, cooking, cleaning and others. Now,
take a minute to think and imagine the things you use before going to school. Can you
name a particular solid figure you use? What are those? What do you think will happen
if those solid figures do not exist? Why is it important in our life?

This illustrates
observable #.3
Applied a range of
teaching strategies to
develop critical and
creative thinking, as
well as other higher-
order thinking skills.
V-EVALUATION Complete the table: This illustrates
Observable #9
Designed, selected,
Look around the classroom. Identify 5 things that resemble a solid figure. Then, answer organized and used
the table below diagnostic, formative,
and summative
assessment strategies
consistent with
Draw The Figure No. of Faces curriculum
requirements.

ASSIGNMENT
Construct each spatial figure using art paper.
1. Blue pyramid
2. Black cone
3. Yellow cube.
4. Red cylinder

V. REMARKS

VI. REFLECTIONS

Prepared By: Noted By:

VIVIEN S. SALDIVAR RUENA T. GANAD, EdD, PhD

Teacher III Master Teacher III
Annotation:
The lesson about identifying faces of a solid figure may incorporate the following philosophies of education:

1. Constructivism: The group activity involves hands-on activities such as drawing solid figures and describing their
faces. This approach encourages students to actively construct their own knowledge by engaging with the material.
2. Social constructivism: The group activity involves working collaboratively, sharing responsibilities, and giving
feedback to one another. This approach emphasizes the importance of social interaction in learning and the role of
culture and society in shaping knowledge.
3. Behaviorism: The use of norms and rubrics in assessing group performance may incorporate the behaviorist
approach, which emphasizes the use of reinforcement and rewards to encourage desired behaviors.
4. Pragmatism: The group activity and the use of rubrics to guide and assess learning may incorporate the
pragmatist approach, which emphasizes the practical application of knowledge in real-life situations.

Overall, the incorporation of group activities, collaboration, and assessment aligns with the student-centered approach,

which emphasizes the importance of meeting the individual needs and interests of students in the learning process.

or pwede din po

The lesson on identifying the faces of a solid figure does not explicitly align with any particular philosophy of education.

However, the group activity and norms suggested in the lesson seem to reflect principles of constructivism and social

learning.

Constructivism emphasizes the role of the learner in constructing their own understanding of knowledge through active

engagement with the material. The group activity in this lesson encourages learners to work together to identify and

describe solid figures, which involves active engagement and collaboration. The group norms also emphasize

participation, active listening, and sharing of responsibilities, which are important aspects of constructivist learning.
Social learning theory emphasizes the importance of social interaction and collaboration in the learning process. The

group activity and norms in this lesson encourage learners to work together, share ideas, and provide feedback to each

other, which aligns with the principles of social learning.

Overall, while the lesson does not explicitly align with any particular philosophy of education, the group activity and

norms reflect principles of constructivism and social learning.