Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Brgy. Rizal, Santa Rosa 3101, Nueva Ecija
Santa Rosa North District
SAN GREGORIO ELEMENTARY SCHOOL

LESSON PLAN IN MATHEMATICS VI

I. LEARNING OBJECTIVES
Cognitive: Simplify factors by cancellation method before multiplying
Psychomotor: Cancel the numerator and denominator before multiplying
Affective: Love your country

II. LEARNING CONTENT

Skills: Simplifying Factors by Cancellation Method before Multiplying

Reference: Lesson Guide in Elementary Mathematics 6, pp 244-249
Math Connections 6, pp 213-217
Materials: powerpoint presentation,charts, activity cards, Show- Me - Board

III. LEARNING EXPERIENCES

A.Preparatory Activities
1. Energizer- Math Dance Challenge
2.Drill

Give the simplest form of the following fractions to find the hidden message.Write in the blanks the
letters that correspond to the answer.

What is hello in the Hawaiian language?

_____ _____ _____ _____ _____

1 2 3 4 5

1. 9 Code:
15 A = 1/2

2. 16 O = 1/4
24
H = 1/3
3. 2 L = 2/3
8
A = 3/5
4. 12
36

5. 5
10

3.Review
a. Checking of assignment
b. Give the Greatest Common Factor (GCF) of the following
1. 3 and 15 4. 12 and 60
2.4 and 10 5. 50 and 75
3. 6 and 12
4.Motivation
When do we celebrate Philippine Independence Day?
How can you show your love to our country?

B.Developmental Activities

1.Presentation
a.Activity 1- Story Problem

On June 12 every year, we remember the occasion when the Philippine flag first hoisted in
Kawit, Cavite in the year 1898.Metro Manila residents join the nation in celebrating the Philippine
Independence Day at the Luneta or Rizal Park. Conrado, a vendor, who lives 6/8 km from the park,
got up early to join the celebration and to peddle his goods using his tricycle. He was very sad
because he was only 1/3 of the way to the park when he had a flat tire.

Discussion
1. What do we celebrate every 12th of June?
2. What happened to Conrado?
3.How far had he traveled when his tricycle had a flat tire?
( Guide the pupils to solve the problem.)
4.Do you think he was able to reach the park and sell his goods? Why?

*When the numerator or the denominator is a factor of the other or have a common factor,
cancel them before multiplying.

Examples
a. 4 x 8 b. 5 x 2
6 10 8 15

* When the numerator and denominator of two fractions are the same cancel them first
before multiplying.

Examples
a. 4 x 8 b. 5 x 2
8 9 7 5

c. Activity 2- Working with Partner

Mr. Go is supposed to paint 3/5 of one side of a fence. Dan, his son painted 1/3 of this.
What part of the fence did Dan paint?

2.Fixing Skills

Cancel first before finding the product.

a. 2 x 5
5 6

b. 4 x 12
9 24

c. 3 x 15
5 18

3.Generalization

When do we simplify the factors before multiplying?

C. Application – Group Activity

ACTIVITY CARD

Solve the multiplication problems using cancellation method. Match each answer to a letter in the

Key. Then write the letter in the space above its problem to find the answer to the riddle. Present your
answer through acting, singing or dancing.

1. 2 x 2 Key
4 6
S = 3/28
2. 3 x 3
4 21 E = 3/20
3. 2 x 3
5 8 O = 1/6
4. 4 x 4
A = 8/21
7 6
5. 2 x 5 C = 5/48
16 6

Riddle Answer

A B ____ X O F Q U _____ ____ K _____ R ______

1 4 5 3 2

IV. EVALUATION

Read, analyze and solve.

1. Junjun found ¾ of a pie in the refrigerator. He ate 1/3 of it. What fraction of the whole pie
did he eat?
2. Clarissa has 5/6 of cake left after her party. If she gives ¾ of the remaining cake to her
cousins, what part of the whole cake will she give away?

Cancel and find the product.

1. 10 x 12
15 16

2. 8 x 14
14 20

3. 20 x 18
25 36
V. ASSIGNMENT
Solve the problems.
1. Mang Teban can plow his 4/5 hectare farm in an hour. If he would be able to plow for only
½ hour, what part of the farm would be able to plow?
2. Consuelo had 5/9 of the box of red candles. She sold 3/5 of the candles last Sunday. What
part of the entire box of candles did she sell?
3. Jude mowed a lawn in ¾ of an hour. Noel takes 2/3 as much time as Jude to mow the same
lawn. How long does it take to Noel to mow the lawn?

Prepared by:
EMELIA F. AGANOS
Observed by: T-III
DIGNA L. ROA
School Principal III
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Brgy. Rizal, Santa Rosa 3101, Nueva Ecija
Santa Rosa North District
SAN GREGORIO ELEMENTARY SCHOOL

LESSON PLAN IN MATHEMATICS VI

I. LEARNING OBJECTIVES
 Add similar fractions in simple forms using Butterfly Method (M6NS Ia- 86)
 Solve word problems involving addition of dissimilar fractions

II. LEARNING CONTENT

Skills: Adding Dissimilar Fractions

Reference: Lesson Guide in Elementary Mathematics 6, pp 206 - 209
Math Adventures 6, pp.127-131
Math for All 6, pp 23-31
Materials: Strategic Intervention Materials (SIM)

III. LEARNING EXPERIENCES

A.Preparatory Activities
1. Drill
Get the total amount of nectar does Bee Family collected.

1/8 cup 5/8 cup 4/8 cup

2. Motivation
Do you want to help the butterfly to complete its life cycle?
Let’s help her by answering the question in each stage.

B. Developmental Activities

1. Present the steps on adding dissimilar fractions using Butterfly Technique

Step 1:
Write the fractions side – by – side and draw 3 1
to wings along the diagonals made by the numerator
of one fraction and the denominator of the other
4 3
fraction and draw an antenna on each wings.

Step 2:
As suggested by the wings, that look like a
multiplication, multiply the numbers in each wing and 3 1
put the product in the antenna for the wing.
4 3
Step 3:
Think or say, “ This poor butterfly needs a
body.” To give it a body, connect the bottom parts
of the wings with a bodylike loop. Multiply the two
denominators it connects, putting the product inside
3 1
the body. 4 3
 Step 4:
Add or subtract the numbers in the antennae 9 + 4
in keeping with what is being done to the fractions 12
and put the result over the number in the body.

Step 5:
If necessary , reduce or simplify the result. 13 1
12 or 1 12
2.Fixing Skills

ACTIVITY 1

Mother Butterfly takes care of her eggs very seriously. In fact, “ egg laying” is really the
main objective of her short and sweet life.
Each egg has instruction inside. Let us protect the eggs by following the instruction strictly.
(Let the pupil do the activity on the SIM.)

ACTIVITY 2

The caterpillar eats leaves to grow big and strong. Can you help us add the part of the leaves
eaten by caterpillar every day?
(Let the pupil do the activity on the SIM.)

3.Generalization

How do you add dissimilar fractions using Butterfly Method?

4.Application

ACTIVITY 3

The caterpillar sleeps inside the cocoon for a couple of days. Find out when it gets out of its
cocoon by solving each problem. Use the code to reveal the answer.
(Let the pupil do the activity on the SIM.)

IV. EVALUATION

Bees are the best – known pollinators because they carry pollen over their bodies as they fly
from flower to another. However, butterflies do the fair share of pollinating, too.
Now, it is time for them to play. Do you want to play the MAGIC SUM with them? Write
each set of fractions on the petals of the flower. The fractions on each straight dotted line must
add up to the indicated sum
(Let the pupil do the activity on the SIM.)

V. ENRICHMENT ACTIVITY

A group of butterfly is known as flutter.

Think of two dissimilar fractions. Write each on the white board, then set a flutter
and post it on the blackboard to represent each fraction. Finally, add the dissimilar fractions
using Butterfly Technique.
(Let the pupil do the activity on the SIM.)
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Brgy. Rizal, Santa Rosa 3101, Nueva Ecija
Santa Rosa North District
SAN GREGORIO ELEMENTARY SCHOOL

LESSON PLAN IN MATHEMATICS VI

I. LEARNING OBJECTIVES
 Solve word problems involving addition, subtraction, multiplication or division of decimals
 Write the correct number sentence and solution for the word problems
 Keeping oneself physically fit

II. LEARNING CONTENT

Skills: Solving Word Problems Involving Addition,Subtraction,Multiplication or Division

of Decimals
Reference: Lesson Guide in Elementary Mathematics 6, pp 68-70

Materials: flash cards,powerpoint presentation, charts, IMs (DECI- Race)

III. LEARNING EXPERIENCES

A. Preparatory Activities
1. Mental Computation/Drill
a. Divide the class into 4 groups
b. Call on one student from each group to stay in between the aisle at the back of the
classroom.
c. Teacher flashes an addition, subtraction, multiplication or division equation on decimals
d. The students at the back solve mentally for the answer. The first to say the correct answer
makes one-step forward.
e. Repeat c and d.
f. The first to reach the platform in front gets 5 points for his group.
g. Repeat for another round of student contestants.

2. Review
a. Identify the Operation Involved in a Problem
b. Recall the steps in solving word problems.

3. Motivation
Who among you wants to be a soldier someday?
What are the duties of a soldier?
Do you know what did the soldiers do maintain their body physically fit and strong?

B. Developmental Activities
1.Presentation
a. Present a story problem.

Danny, a soldier runs each morning to maintain his body physically fit and strong to protect
our country. On Monday, he ran 1.34 miles. On Tuesday, he ran 2.456 miles. On Wednesday, he
ran 2.5 miles. On Thursday, he ran 0.375 miles and on Friday he ran 0.25 miles. His goal for the
week was to run 10 miles. Did Joseph meet his running goal for the week? Why?

b. Ask the following questions:

1. What is being asked?
2. What are given?
3. What operation is needed to solve the problem?
4. What is the number sentence needed to solve the problem?
c. Call on a volunteer to solve the number sentence on the board.
 d. Teacher discusses the step -by -step solution on the board.
e. Discuss the importance of keeping oneself physically fit.

2. Give another set of examples.

a. Dan bought 13.6 liters and 51.51 liters of gas in each of 2 consecutive weeks for their
military truck. Their total consumption of gas in 3 weeks is 145.27 liters. How much gas did
they consume on the 3rd week?
b. How much did Dan spend for the gas if 1 liter cost P28.50?

3. Generalization
What are the important steps in problem solving?

C. Application
Group Activity: DECI – Race
1. Divide the class into four groups
2. Give each group a soldier number.
3. Each group shall answer the same problem written on each flaglet installed in the different
land forms.
4. Each group shall answer the written problem on the flaglet regarding decimals.
5. The soldier of each group shall step to the next station every time they have finished the
problem.
6. The answering of questions shall start from Station 1 to Station 6.
7. The time spent by each group as they answer the same questions shall be recorded, and the
group with the shortest time shall be the winner in the DECI-Race.
8. After they have reached the finish point, the group shall shout their group yell.

IV. EVALUATION
Use the 4-step plan to solve the following problems.
1. The longest vehicle tunnel in the world is the Laerdal Tunnel in Norway with a length of
15.2 miles. How may vehicles could fit in the tunnel bumper to bumper , in one lane, if the
average vehicle length is 0.004 mile?
2. A giraffe can run up to 46.93 feet per second. How far could a giraffe run in 1.8 seconds?
3. The average length of a humpback whale is 13.7 meters.The average length of a killer whale
is 6.85 meters.. How much longer is the humpback whale than the killer whale?

V. ASSIGNMENT
Read, analyze and solve.
1. Distance in space can be measured in astronomical units or AU. Jupiter is 5.2AU from the
Sun.Pluto is 39.223 AU from the Sun. How much closer to the Sun is Jupiter than Pluto?
2. An apple costs P11.50 each. How many apples can you buy if you have P200?
3. A kilo of grapes costs P223.50. How much will you pay if you buy 3 kilos?

Prepared by:
EMELIA F. AGANOS
Teacher III

Noted:
DIGNA L. ROA
School Principal II
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Brgy. Rizal, Santa Rosa 3101, Nueva Ecija
Santa Rosa North District
SAN GREGORIO ELEMENTARY SCHOOL

LESSON PLAN IN MATHEMATICS VI

I. LEARNING OBJECTIVES
 Add similar fractions in simple forms using Butterfly Method (M6NS Ia- 86)
 Solve word problems involving addition of dissimilar fractions

II. LEARNING CONTENT

Skills: Adding Dissimilar Fractions

Reference: Lesson Guide in Elementary Mathematics 6, pp 206 - 209
Math Adventures 6, pp.127-131
Math for All 6, pp 23-31
Materials: Strategic Intervention Materials (SIM)

III. LEARNING EXPERIENCES

A.Preparatory Activities

1. Motivation
Do you want to help the butterfly to complete its life cycle?
Let’s help her by answering the question in each stage.

B. Developmental Activities

1. Present the steps on adding dissimilar fractions using Butterfly Technique.

2. Answering different activities.

ACTIVITY 1

Mother Butterfly takes care of her eggs very seriously. In fact, “ egg laying” is really the
main objective of her short and sweet life.
Each egg has instruction inside. Let us protect the eggs by following the instruction strictly.
(Let the pupil do the activity on the SIM.)

ACTIVITY 2

The caterpillar eats leaves to grow big and strong. Can you help us add the part of the leaves
eaten by caterpillar every day?
(Let the pupil do the activity on the SIM.)

ACTIVITY 3

The caterpillar sleeps inside the cocoon for a couple of days. Find out when it gets out of its
cocoon by solving each problem. Use the code to reveal the answer.
(Let the pupil do the activity on the SIM.)
 IV. ASSESSMENT

Bees are the best – known pollinators because they carry pollen over their bodies as they fly
from flower to another. However, butterflies do the fair share of pollinating, too.
Now, it is time for them to play. Do you want to play the MAGIC SUM with them? Write
each set of fractions on the petals of the flower. The fractions on each straight dotted line must
add up to the indicated sum
(Let the pupil do the activity on the SIM.)

V. ENRICHMENT ACTIVITY

A group of butterfly is known as flutter.

Think of two dissimilar fractions. Write each on the white board, then set a flutter
and post it on the blackboard to represent each fraction. Finally, add the dissimilar fractions
using Butterfly Technique.
(Let the pupil do the activity on the SIM.)

Prepared by:
EMELIA F. AGANOS
Teacher III

Noted:
DIGNA L. ROA
School Principal II
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Brgy. Rizal, Santa Rosa 3101, Nueva Ecija
Santa Rosa North District
SAN GREGORIO ELEMENTARY SCHOOL

I. LEARNING COMPETENCIES
 Add similar fractions in simple forms using Butterfly Technique
 Solve word problems involving addition of dissimilar fractions

II. NAME OF MATERIAL

STRATEGIC INTERVENTION MATERIAL
(Addition of Dissimilar Fractions)

III. DESCRIPTION
This Strategic Intervention Material (SIM) on Addition of Dissimilar Fractions is a
book-like medium sized SIM which has the following parts:

1. Guide Card -Where the Main Task and Sub- Tasks are written
2. Activity 1,2,3 -Are the activities intended for the child to answer and think of.
3. Assessment Card - This is where a game is written known as the MAGIC SUM.
4. Enrichment Card - This is the card where butterflies are seen where the pupil will set a
flutter .
5. Reference Card - This is where the different references like guides and books used by
the teacher are written.
6. Answer Card - This is where the answers for the questions given by the Lady
Butterfly and Busy Bee are written.

This SIM will bea great help to the teacher for she may use it in her Remedial Period in
Math for her slow learners or those pupils who needs remediation of the lesson.

IV. PROCEDURE
1. Open carefully the book-like Strategic Intervention Material and let the pupil to be
remediated to become familiarize with the pages of the book and cards with directions
and activities.
2. The teacher will open the Guide Card to show to the pupil the Main Task and Sub-
Tasks written on it. Let the pupil become familiarize of what Busy Bee is telling the
pupil to do.
3. Let the pupils see the steps 1-5 to be followed to make everything easier for him as
introduced by Busy Bee.
4. Let the pupil read Activity 1 and answer.
5. Let the pupil read Activity 2 and answer.
6. Let the pupil read Activity 3 and answer.
7. Let the pupil play the MAGIC SUM on the Assessment Card
8. Let the pupil do the Flutter on the Enrichment Card
9. Have the pupils see the correct answers on the Answer Card and compare it with his
answers and the teacher check the answers of the pupils for the recording of scores.

V. ACTIVITIES
1. The pupil being remediated used the Strategic Intervention Material to have a correct
understanding of the competency to be enhanced that is how to solve problems
involving addition of dissimilar fractions.
2. The teacher and the pupil used the SIM with enjoyment and success, which made it
easier for the teacher to remediate a pupil with difficulty in addition of dissimilar
fractions.
Prepared by:
Noted: EMELIA F. AGANOS
DIGNA L.ROA Teacher III
School Principal II
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Brgy. Rizal, Santa Rosa 3101, Nueva Ecija
Santa Rosa North District
SAN GREGORIO ELEMENTARY SCHOOL

I. LEARNING COMPETENCY
Solve Word Problems Involving Addition, Subtraction, Multiplication or Division of
Decimals using DECI- Race

II. NAME OF MATERIAL

DECI- Race

III. DESCRIPTION
DECI – Race is a diagram containing the different Landforms, wherein there is a flaglet in
each landform containing the problem to be solved by each group of the class during their
activity period in Math. DECI comes from the word decimal and RACE means that they
have to solve the problem in the flaglet installed in the Landforms before they can be called
Winners.

IV. PROCEDURES
1. Before using the DECI –Race diagram, containing the different Landforms and
problems to be solved by each group, the whole class shall be given time to be
familiarized with the Instructional Material.
2. In any activity about solving problems involving Addition, Subtraction,, Multiplication
or Division of Decimals. DECI- Race can help the pupils. The teacher shall group the
class into four groups.
3. Give each group a soldier number.
4. Each group shall answer the same problem written on each flaglet installed in the
different landforms.
5. Each group shall answer the written problem on the flaglet regarding decimals.
6. The soldier of each group shall step to the next station every time they have finished the
problem
7. The answering of questions shall start from Station 1 to Station 6.
8. The time spent by each group as they answer the questions shall be recorded and the
group with the shortest recorded time shall be declared the winner in the DECI-Race.
9. After they have reached the finish point, the group shall shout their group yell so that it
will be the time for the next groups to solve the problem.

V. ACTIVITIES
DECI- Race has been used by the Grade Six pupils in their Mathematics class.
They have activities wherein they have used the DECI – Race which helped them
understand how to solve problems cooperatively and with correct time management.
Such activities are:
1. Solving problems involving addition of decimals
2. Solving problems involving subtraction of decimals
3. Solving problems involving multiplication of decimals
4. Solving problems involving division of decimals

Prepared by:
Noted: EMELIA F. AGANOS
DIGNA L.ROA Teacher III
School Principal II
PLAIN
In the 100 meter – dash category, soldier A ran 9.889 seconds while a soldier B ran 9.890 seconds. Who
ran faster? By how many seconds less? (Soldier A ,by 0.001 second less)

MOUNTAIN
The highest mountain in the world, Mount Everest, has a height of 8.85km.The deepest part of the world’s
oceans,the Mariana Trench, has known depth of 10.994km. What would be the vertical distance from the
top of Mount Everest to the bottom of the MarianaTrench? (19.844km)

BRIDGE
A four-soldier relay team completed a race on a bridge in 72.4 seconds. On the average, what was each
runner’s time? (18.1 seconds)

PLATEAU
The largest and highest plateau in the world is the Tibetan Plateau where the soldiers take a rest and drink
water. They have 3.75 liters of water. The soldier A drinks 0.32liters of water, soldier B drinks 0.29 liters
of water, soldier C drinks 0.41 liters of water and soldier D drinks 0.33 liters of water. How many liters of
water are left? (2.4liters)

HILLS
Chocolate Hills is one of the famous attractions in the Philippines. The first hill is 120.8m. The second
hill is 2.9m shorter. The third hill is 7.3m taller than the first hill. What is the difference in height between
the second hill and third hill?

ISLAND

The distance between the island and the mountain is 14.8km, and the distance between the island and the
volcano is 18.4km.Is the island closer to mountain or the volcano? (The lake is closer to mountain)
 ;

MOTIVATION

Who among you wants to be a soldier someday?

Why
1. A soldier runs each morning to maintain h. On Monday he ran 1.34 miles. On Tuesday he ran 2.456 miles.
On Wednesday he ran 2.5 miles. On Thursday he ran 0.375 miles. On Friday he ran 0.25 miles. His goal for
the week was to run 10 miles. Did Joseph meet his running goal for the week? Why
2.
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Brgy. Rizal, Santa Rosa 3101, Nueva Ecija
Santa Rosa North District
SAN GREGORIO ELEMENTARY SCHOOL

LESSON PLAN IN MATHEMATICS VI

I. Learning Objectives:
At the end of the lesson, the pupils should be able:
 Derive a formula for finding the volume of rectangular prisms (M6ME- IIIi-92)
 Find the volume of rectangular prism.
 Show kindness to everyone
II. Learning Content:
Skill: Finding the Volume of Rectangular Prisms
Reference: Mathematics for Everyday Use 6, p.226-227
Materials: transparent rectangular container, Rubik’s cube, show me board, ruler
Value: Cooperation
III. Learning Experiences:
A. Drill: Game

S D B R J
O F Y H X

E V I H A
L H G T B

W D I O P
S T B H A
 H E G J T
F N O A L

T R N A E
A E C G L

B. Math Vocabulary

box height length width rectangle

C. Review
Strategy: Visual Clues
a.Identify the figure below.

D. Motivation
1. The teacher shows a Rubik’s cube
Ask:
 What do you call this object?
 Who among you play Rubik’s cube?
E. Presentation
Strategy: STORY TELLING
1.Present a story problem

Dwayne loves to collect toys especially Rubik’s cubes. During weekends, he plays Rubik’s cube with
his cousins. One day, he saw a little boy looking at them. He went over the boy and asked him to play with
them. The little boy gave him a big smile. Dwayne was very happy. He lent his Rubik’s cube to their new
playmates.

After an hour of playing, Dwayne kept his Rubik’s cube in a rectangular container.
 2.Discussion

a. What was the story all about?

b. Why was the little boy looking at them?
c. What did Dwayne do?
d. Why was Dwayne very happy?
e. If you were Dwayne, would you have done the same thing? Why?
f. What kind of solid figure is the container of Rubiks’ cube?
g. If the container has a length of 6inches,a width of 2 inches and a height of 2 inches, how many Rubiks’
cube with side of 2 inches fill the container?

3.Strategy: HANDS ON

Materials: Transparent rectangular container, Rubik’s cubes

Procedure
1. Fill the rectangular container with Rubik’s cubes.
Ask:
a. How many cubes fill up the rectangular container?
b. How many cubes fit the length?
c. How many cubes fit the width?
d. What other dimension does the rectangular container have?
e. How many cubes fit the height?”
f. Can you give the volume of the rectangular prism by just using the dimensions?
g. How do we find the volume of a rectangular prism?
F. Deepening
Strategy: BUILD YOUR MODEL
Materials: cardboard, scissors, glue and ruler
 Let the pupils construct a rectangular prism using cardboard
 Measure the length, width and height.
 Solve the volume of your rectangular prism
 Present your output

G. Generalization
 How do you solve for the volume of the rectangular prism?
 What are the formula used?

H. Application
Strategy: MATH STATIONS
GROUP ACTIVITY- Do the activities in each station.

STATION 1- Write It!

Write the formula to find the volume of a rectangular prism.
STATION 2- Organize It!
Arrange the cutouts then identify what kind of solid figure is in the puzzle.
STATION 3- Asses It!
A rectangular tank 45cm by 15cm by 20cm is full of water. How much water
is needed to make the tank 2/3 full?
STATION 4 – Illustrate It!
Draw a rectangular prism with a length of 3inches, width of 2inches and a
height of 5 inches. Find its volume
IV. EVALUATION

Read , analyze and solve.

1. What is the volume of a box with a height of 8 inches, a length of 12inches and a width of 6?
2. A rectangular prism has a width of of 10cm, a height of 3cm and adepth of 7cm. What is the volume of the
prism?
3. What is the volume of a figure that is 6 inches wide, 4 inches tall and 5 inches long?

Create a problem using these dimensions of rectangular prism

Length = 15dm
Width = 10dm
Height = 25 dm

V. ASSIGNMENT

Find the volume of the following rectangular prism.

1)

2)

12in 5dm

5dm
28dm
8dm

9dm

3)

28cm

17cm

34cm

Prepared by:
EMELIA F. AGANOS
Teacher III

Observed by:
DIGNA L. ROA
School Principal II
STATION 1- Write It!

STATION 2- Organize It!

STATION 3- Asses It!

STATION 4 – Illustrate It!

Write the formula to find the volume of a
rectangular prism.

Arrange the cutouts then identify what kind of

solid figure is in the puzzle.

A rectangular tank 45cm by 15cm by 20cm is

full of water. How much water is needed to
make the tank 2/3 full?

Draw a rectangular prism with a length of

3inches, width of 2inches and a height of 5
inches. Find its volume
 Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OF NUEVA ECIJA
Brgy. Rizal, Santa Rosa 3101, Nueva Ecija
Santa Rosa North District
SAN GREGORIO ELEMENTARY SCHOOL

LESSON PLAN IN MATHEMATICS VI

I. Learning Objectives:
At the end of the lesson, the pupils should be able:
 Derive a formula for finding the volume of cones
 Find the volume of cones
 Show kindness to everyone
II. Learning Content:
Skill: Deriving the Formula and Solving for the Volume of Cones
Reference: Mathematics for Everyday Use 6, p.
Materials: different sizes of cans, sand, show me board, ruler
Value: Kindness

III. Learning Experiences:

A.Drill: Memory Card Game
Mechanics:
1.Mix up the cards
2. Lay them in rows, face down
3.Turn over any two cards.
4.If the two cards match, keep them.
5.If they don’t match, turn them back over.
6.Remember what was on each card and where it was.
7.Watch and remember during the other players turn.
8.The game is over when all the cards have been matched.

B.Review
What is the formula to find the volume of cylinder?

C.Motivation
Let the pupils give examples of objects that are conical in shape. Have them describe a cone.
D.Presentation

Strategy: STORY TELLING

1.Present a story problem

Marie attended a birthday party where all children were given party hats and ice cream in cones.
One little girl accidentally dropped her ice cream, so she started crying. Marie saw the incident. She went over the girl
and gave her ice cream. The little girl gave her a big smile and said “ Thank you”. Marie was very happy.

2.Discussion

a. What was the story all about?

b. Why was the little girl crying?
c. What did Marie do?
d. Why was Marie very happy?
e. If you were Dwayne, would you have done the same thing? Why?
 f. What kind of solid figure is the container of the ice cream?
g. If the cone has a height of 10cm and a diameter of 5cm, what is its volume?

3.Strategy: HANDS ON

Materials: a cylinder which is open at one end and a cone that is open at the base (note: the cylinder and
cone must have congruent bases and height) sand
Procedure

Let the children fill the cone with sand then ask them to guess how many “conefuls” of sand it would
take to completely fill the cylinder.

Questions:
a. How many “conefuls” of sand did you put to fill up the cylinder?
b. Was you guess correct?
c. What mathematical formula can you derive for the volume of cone?
d. What is the formula used to find the volume of a cylinder?
V = ∏ r2 h

e. How do we write the formula for the volume of a cone?

V = 1 ∏ r2 h or V = ∏ r2 h
3 3
f. From the given word problem, can you find the volume of the ice cream cone?
*Let them draw the cone with its dimensions.
*Find the radius of the cone.
*Write the formula for the volume.
*Label the answer correctly.

I. Deepening
Strategy: Let’s build, build, build
Materials: cardboard, scissors, glue and ruler
 Let the pupils construct a cone using cardboard
 Measure the diameter and height.
 Solve the volume of your cone
 Present your output through song, rap, dance, poem or role playing

J. Generalization
 How do you solve for the volume of a cone?
 What are the formula used?

K. Application
Strategy: MATH BOX
GROUP ACTIVITY- Get all the cones with different sizes inside the box then do all activities in each cone.

Cone 1- Name 3 objects in conical shape

Cone 2- Write the formula to find the volume of a cone
Cone 3- Draw a cone with radius of 3 inches and height of 5 inches..
Cone 4 – A conical tent of radius 3m and height of 4.2m was assembled by the boy scouts. How much
air does it enclosed?

IV.Evaluation

Read , analyze and solve.

1. What is the volume of a cone with radius of 4.8cm and height of 12cm?
2. How many cubic meter of water will fill a conical tank 12dm high and has a radius of 4dm?
 3. In Elen’s Geometric Park, different solid figures can be found. Ruby went to the conical building. It has a
height of 67dm and radius of 45dm. What is its volume?

Solve for the volume of each cone.

4. 5.2in 5.

12.7 dm
15in

3.5 dm

V.Assignment

Find the missing dimension.

1. r = _________ 2. r = 5cm 3. B = 5.3066m2

h = 8m h = ________ h =________
V = 301.44 m3 V = 235.5 m3 V = 2.6533m3

Prepared by:
EMELIA F. AGANOS
Teacher III

Observed by:
DIGNA L. ROA
School Principal II