CO Lesson Plan Math (Volume)

Grades 6 School Gen.
Luna Elementary Grade Level VI

DAILY LESSON LOG Teacher Kimberly E. Hermoso Learning Area Math
Teaching Dates and Feb. 24, 2020 Quarter 4
Time
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of volume of solid figures.
B. Performance Standards The learner is able to apply knowledge of volume of solid figures in
mathematical problems and real-life situations.
C. Learning Competencies/ Objectives Finds the volume of a given cube and rectangular prism.
Write the LC code for each
M6ME-IVa-95
II. CONTENT Finding the volume of a given cube and rectangular prism.
Measurement
II. LEARNING RESOURCES
A. References K-12 Curriculum Guide pg. 163

1. Teacher’s Guide pages p. 289
2. Learner’s Materials pages 21st Century Mathletes Grade 6 p. 289
3. Textbook pages
4. Additional Materials from Learning Metacards, pictures, activity sheets,
Resource (LR) portal
B. Other Learning Resources The learner demonstrates understanding of volume of solid figures.
IV. PROCEDURES
A. Reviewing previous lesson or Drill
presenting the new lesson Find the area of the rectangle using the following measurements: T
1. length = 5 cm, width = 3 cm
3. length = 23 m, width = 12 m
5. length = 8 m, width = 6 m
Review
Find the area of the square if one side measures: T
1.) 5 cm
2.) 30 m
3.) 15 m
4.) 24 cm
5.) 16 cm
B. Establishing a purpose for the Motivation
lesson/Motivation/Motive Questions *Shows pictures. T
*Shows a Rubik’s cube to the pupils.
Ask them how many squares of the same color are there in a Rubik’s cube.
C. Presenting examples/instances of the Presentation
new lesson Show a box filled with marbles. Ask pupils to guess the number of marbles inside
the box. Let a volunteer count the marbles to find out the answer. Elicit from
them how they can make a good guess of the total number of balls. Relate this
to the concept of volume.
A science teacher handed each of her pupils a rectangular flowerpot 6 in by 5 in.

The entire class was brought to the school garden and the pupils were asked to
fill up their flowerpot with soil until it reaches a height of 8 in. How much soil will
be needed by each pupil?
Ask the pupils the following questions:
How many cubic units is the length/ the width? the height?
Define these situations as finding the volume of solids. Define volume as the
number of cubic units used to fill up a space. Use correct unit of measure.
Using this definition, ask the pupils the volume of rectangular prism.
Let them state the formula for the volume of a rectangular prism as
V=lxwxh. Let them state the formula for the volume of cube as V=S^3
D. Discussing new concepts and practicing The volume of prism is the amount of space inside the prism. Volume is
new skills #1 measured in cubic units, which means it tells you how many cubes of a given size
it takes to fill the prism. We can use the diagram on page 288 to show why the
formula of any prism works.
To find the volume (V) of a prism, multiply the number of cubic units needed to
cover the base (B) by the number of layers.
Volume of prism= is the product of the base area (B) and the height (h).
V=Bxh,
Since B=lxw, then V=lxwxh
E. Discussing new concepts and practicing Solve for the volume of these rectangular prisms and cubes, given their
new skills #2 measurements.
1.l=9m 3. s=12cm
w=4m
h=3m
2.l= 10cm 5. s=6m

w=7cm
h=15cm
4.l=14 m
w=10m
h=9m
F. Developing mastery (leads to Group Activity
Formative Assessment 3)
Let the pupil’s group into four (4). Give them boxes to measure using a ruler.
Once they got the estimated measurement of the sides of the boxes, let them
solve for the volume.
G. Finding practical applications of A box has a volume of 80 cm, a length of 4 cm and width of 10 cm. What is the
concepts and skills in daily living height of the box?
H. Making generalizations and How do you get the volume of a rectangular prism? Cube?
abstractions about the lesson What is the difference between area and volume?
I. Evaluating learning Direction: Find the volume of the following cubes and rectangular prism.
1.)
18 cm
2.)
15 cm
10 cm
20 cm
3.) L = 28m, W = 15m, H = 12m

4.) S = 32m
5.) L = 8.2 cm, W = 5.4cm, H = 10cm
J. Additional activities for application or Complete the table of values for the dimensions and volume of a given
remediation rectangular prism.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the

evaluation
B. No. of learners who require additional
activities for remediation
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 these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
PREPARED & SUBMITTED BY:
KIMBERLY E. HERMOSO
T-I
Gen. Luna ES
MacArthur 1 District

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Grades 6 School Gen.

Luna Elementary Grade Level VI

A. References K-12 Curriculum Guide pg. 163

A science teacher handed each of her pupils a rectangular flowerpot 6 in by 5 in.

2.l= 10cm 5. s=6m

3.) L = 28m, W = 15m, H = 12m

A. No. of learners who earned 80% in the

PREPARED & SUBMITTED BY:

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