Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula
__________________________________________________________

Grade Level : MATHEMATICS GRADE VI

Content : Measurement (3rd Quarter)

Learning Objectives:
Solves word problems involving measurement of surface area. (M6ME-IIIj-94)

Concepts:

- Surface Area of Prism

The lateral area of Prism is the product of the perimeter of the base
and height. L.A. = ph
The surface area of a prism is the sum of the lateral and the area of
the two bases. S.A. = LA. + 2B
The base of a triangle B = ½ bh

- Surface Area of a Cylinder

The lateral area of a cylinder is the product of the circumference of the
base and the height of the cylinder. L.A. = 2╥rh
The surface area of a cylinder is the sum of the lateral area and the
areas of the S.A. = L.A. + 2B

- Surface Area of the Pyramid

The surface area of a Pyramid is the sum of the lateral area and the
area of the base S.A. = L.A. + B

- Surface Area of a Cone

The surface area of a Cone is the sum of the lateral area and the area
of its base S.A. = ╥rs + 𝜋𝑟 2

- Surface area of a Sphere

The surface area of a Sphere with radius (r) is S.A. = 4𝜋𝑟 2
Pedagogy / Strategy : Open-ended Approach in Problem Solving

Open-ended Approach in problem solving is more focus on “Posing Phase “

using “Open-ended Problems” with small group working and whole class discussion to
promote active learning in Mathematics. It is an instructional activities involving
students in doing things and thinking about what they are doing in a group.

Open-ended problem is a problem that has several solutions to get the correct
answers, and several ways to the correct answer(s). ... The Open-Ended Approach provides
students with "experience in finding something new in the process" (Shimada 1997).
The Open-Ended Approach started in 1970s.

Open
Approach

Provide the
opportunities

Teacher Students

Facilitator of learning Think of

Themselves

Active
Learning
Using POLYA’s Problem Solving Techniques

George Polya was a European-born scholar and mathematician

who moved to the U.S in 1940, to work at Stanford University. When
considering his classroom experience of teaching mathematics, he
noticed that students were not presented with a view of mathemati cs
that excited and energized them.

Polya suggested that math should be presented in the light of

being able to solve problems. His 1944 book, How to Solve It contains
his famous four-step problem solving heuristic. Polya suggests that by
presenting mathematical thinking as a way to find “unknowns,” it
becomes more engaging for students. It sold over one million copies and
has been translated into 17 languages. In this book he identifies four basic
principles of problem solving which is used all over to aid people in problem
solving:

Step 1: Understand the problem - (Read, Underline, Cross Out)

Step 2: Devise a plan (translate) - (Choose)
Step 3: Carry out the plan - (Solve, Answer)
Step 4: Look back - (Check)
Learning Activities:

A. Understand the Problem – (Read, Underline, Cross-out)

Posing Problem Situation
- The class will be divided into smaller groups with a maximum of 5 members
in a group. The teacher will distribute a task card (Word Problem) for each
group.
- Note: No inputs of learning from the teacher to the class on this stage.

Mang Jaworki’s Basketball Factory want to produce basketballs with 4.89

decimeter radius. What is the least amount of rubber they need if they want to
produce 20 basketballs? Use 𝜋 = 3.14

B. Device the Plan (Choose, Solve, Answer)

Student’s Self-Learning Problem
- Each group will work cooperatively on how to solve the task card (word
problem).
- The groups are expected to come up with varied solutions to solve the
problem.
1. What is asked?
(The amount of rubber needed to produce 20 basketballs)

2. What are given facts?

(Radius of 4.89 decimeters)

3. Which formula(s) shall we use to solve the problem?

(The ball is Sphere. Let us use S.A. = 4𝜋𝑟 2 to find the surface area of the
ball.

C. Carry-out the Plan

Whole Class Discussion
- Teacher asks the group to take turn in presenting their respective outputs.
- A representative from the group will present and discuss their solutions to
the problem.

Presentation:
S.A. = 4𝜋𝑟 2
= 4 (3.14) (4.89dm)
= 4 (3.14) (23.9121 dm )
= (12.56) (23.9121 dm )
S.A. = 300.335976 dm
 They need to produce 20 basketballs, so we need to multiply S.A. by 20

= 300.335976 dm x 20 = 6006.71952 or 6006.7 dm

Answer: They need at least 6006.7 square decimeters of rubber for 20 balls.

D. Look Back (Check)

Summarization through Connection
- Teacher will give summarize the answers of the group.
- Make connections to the answers of the groups.
(Similarities and other way of showing solutions to the problem)
- Teacher will give inputs to the lesson.

Go back to your computation. Check if the given dimension is properly

substituted to the formula. Check also the flow of the computation.

- Pose another problems for exercises and fixing skills.

Assessment:

- Solve the following word problems:

1. Jason is wrapping a present. The box he is using is a rectangular prism

with a length of 18 inches, a width 10 inches, and a length of 4 inches.
Find how many square inches of paper he needs to wrap the entire box.

2. A cylinder shaped water pitcher has a radius of 5 cm and a height of 24

cm. Find the surface area of the pitcher.

3. A certain music box has the shape of a cube. Each side of the music box is
15 cm long. What is the surface area of the box?

NOTE:

Assessment should be in a multiple choice type of test…

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