School: CABADIANGAN ELEM.

SCHOOL Grade Level: VI

GRADES 1 to 12 Teacher: DIONESIO A. MAGTOLIS III Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: APRIL 1-5, 2024 (WEEK 1) Quarter: 4TH QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES The learner………..
A. Content Standard demonstrates understanding of volume of solid figures and meter reading.
B. Performance Standard is able to apply knowledge of volume of solid figures and meter reading in mathematical problems and real-life situations.
C. Learning Competencies / determines the relationship of the derives the formula for finding derives the formula for finding derives the formula for finding CATCH-UP FRIDAY
Objectives volume between 70.2 a cylinder and the volume of cylinders the volume of cone the volume of spheres.
a cone. M6ME-IVa-96 M6ME-IVa-96 M6ME-IVa-96
M6ME-IVa-95
Measurement Measurement Measurement Measurement Measurement
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 21ST Century Mathletes 21ST Century Mathletes 21ST Century Mathletes, 21ST Century Mathletes

2. Learner’s Materials pages 21st Century Mathletes 6, 21st Century Mathletes 6 21st Century Mathletes 6, p. 272- 21st Century Mathletes 6
285
3. Textbook pages 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6 21st Century Mathletes 6
4. Additional Materials from Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58 Math 6 DLP Mod. 58
Learning Resource (LR) Portal
B. Other Learning Resources Mathletes 6 textbook, power point Mathletes 6 textbook, power Mathletes 6 textbook, power Mathletes 6 textbook, power
presentation point presentation point presentation point presentation
IV. PROCEDURES
A.Reviewing previous lesson or Drill: Find the surface area of the ff. 1. Mental Computation 1. Mental Computation Drill by group: Name each
presenting the new lesson Drill: Solving for Volumes of Drill: Multiplying Whole Numbers figure. Then write the formula
Prisms in finding the
a) Teacher divides the class Multiply the following mentally: volume of the given figure.
into 6 groups (per column). Each (use flash cards or use power Choose your answer from the
group is provided with an point presentation) box.
1 a. 15 x 4
illustration board ( 4 ), chalk, and
eraser. d. 3 x 4 x 4
b) Teacher flashes a card
with the dimensions of a prism. 2. Review: Finding the
For ex.: l = 8 cm w = 5 cm Volumes of Cylinders
h = 10 cm
B = 18 m2 h = 3 m Prepare different sizes of cans (as
Review: 1 1
many as the number of groups).
Volume of the pyramid= ______x l= 2 m w= 5 m
Each group will get one can and
volume of rectangular prism. 1
h= 4 m do the following:
 For a rectangular prism, V=lxwxh c)The first student from each measure its height and its radius Review:
So for pyramid, V= _____ lxwxh= group solves mentally for the in cm
lxwxh/? volume of the prism and writes find its volume
the answer on the illustration share the solution and answer to
board provided. the class
d)When teacher say “boards up,”
they raise their boards up.
e)Whoever gives the correct
answer, with the proper label,
gets 2 points for his/her group.
f)Teacher flashes another card
and the next student in each
group solves mentally for the
volume and so on.
g)The group with the highest
number of points wins.
Review:

B.Establishing a purpose for the Show the pupils a cylinder and a Present a story problem: Let pupils give examples of Let pupils give examples of
lesson cone. Let the pupils say something Water is indispensable because of objects that are conical in shape. objects that are round like a
about the figures. its many uses. However, some Have them define or describe a ball. Have them define or
places do not have enough supply cone. describe a sphere.
of water. People need to store
water using jars, plastic
containers, drums, and water
tanks.
Carlo lives in a barangay with a
low supply of water. They need
to store water to ensure that they
have enough water to use for
their daily needs. To make sure
that they have a good supply of
water, his father installed a new
 cylindrical water tank behind
their house.
The water tank, which is 18 dm
high with radius of 6 dm, assures
Carlo’s family that they have
enough water for their daily
consumption. How much water
can the cylindrical tank hold?
C.Presenting Examples/Instances Group activity: a. Let each group/pair Present a Story Problem: Volume is measured in cubic
of new lesson Materials: a cylinder which is discuss the following questions Marie attended a birthday party units. A circle on the sphere
open at one end and a cone that is and record their answers or where all children were given with the same center as the
open ideas. Afterwards, they can share party hats and ice cream in sphere has an area of r2.
at the base (note: the cylinder and them to the class. cones. One little girl accidentally Imagine this same circle as the
the cone must have 1) Why is water important? dropped her ice cream, so she base of a cylinder that exactly
congruent bases and altitude), sand, What are its uses? started crying. Marie saw the contains the sphere.
worksheet 2) Do you only need to incident. She went over to the
Procedure: conserve if your place do not girl and gave her ice cream. The
Let the children fill the cone with have enough supply of water? little girl gave her a big smile and
sand then ask them to guess how Why or why not? said “thank you.” Marie was very
many “conefuls” of sand it would 3) How can we conserve happy.
take to completely fill the cylinder. water? Discussion:
Let them check their guesses by 4) What did Carlo’s father a) What was the story all
filling the cylinder with sand from install in their house? What is its about?
the cone. shape? b) Why was the little girl
Questions: 5) What are the crying?
1) How many “conefuls” of dimensions of the tank? c) What did Marie do? The volume of this cylinder
sand did you put to fill up the 6) What are we asked to d) Why was Marie very would be the area of its
cylinder? find? happy? height, which is r2x2r, or 2r3.
2) Was your guess correct? 7) Do you know how to find e) If you were Marie, would The sphere does not fill the
Why? its volume? you have done the same thing? whole cylinder. In fact, its
3) What mathematical Why or why not? volume is 2/3 of the volume of
formula can you derive for the f) What kind of solid figure the cylinder.
volume of a cone? was the container of the ice 2/3(2r3)=4/3 r3
Note: Volume of the cylinder is cream?
three times the volume of the cone g) If the cone has a height Therefore , the volume of the
1 of 10 cm and a diameter of 5 cm, sphere is 4/3 r3
or the volume of the cone is 3that what is its volume?
of the cylinder. Do you know how to solve the
4) What is the formula used problem? How?
to find the volume of a cylinder?
V=Bxh where
B = area of the base
22
B = r2,  = 3.14 or 7
 5) How do we write the
formula for the volume of a cone?
1
Vcone = 3 Bh where
B = are of the base
22
B = r2,  = 3.14 or 7

h = height of cone
Bh r 2 h
Vcone = 3 or 3
1
or 3 r2h
D.Discussing new concepts and 6) From the given word Discussion: Comparing the Volume of a 1.Let the pupils find the
practicing new skills #1 problem, can you now find the Let the pupils illustrate the tank. Cone and Volume of a Cylinder volume of the sphere at the
volume of the ice cream cone? Let them write/put the given data Materials:worksheet, 10 oz can, right.
a) Let them draw the cone correctly. 1
with its dimensions.
4 cartolina, pair of scissors,
b) Find the radius of the cone. mongo beans, tape
c) Write the formula for Procedure:
volume. a) Give each group a 10 oz
1
d) Solve for the answer.
(milk) can and 4 cartolina. (Or
e) Label the answer correctly.
pupils can bring out the materials
r = 2.5 cm
if these are pre-assigned.)
1 1
V= 3 Bh or 3 r2h 2) Review then write the b) Have the pupils
1 formula for finding the volume of construct a cone from the
V= 3 (3.14 x 2.5 cm x 2.5 cm x 10 rectangular prisms: cartolina by cutting out a
cm) V=Bxh semicircle, and taping the sides.
Discuss the answer on page
1
V=lxwxh Have the pupils form a
V= 3 (3.14 x 6.25 cm2 x 10 cm) 293.
where B = area of base cone whose base has the same
1
h = height of prism circumference as that of the base
V= 3 (3.14 x 62.5 cm3)
1 3) Do you think that solving of the can.
V = 3 (196.25 cm3) for the volume of a cylinder is c) Have the pupils
V = 65.42 cm3 (the answer is somewhat similar to that of a completely fill the cone with
rounded off to the prism? Do we use the same beans and pour them into the
nearest hundredths) formula V = Bh? can. Repeat until the can is full.
4) What specific formula do d) Have the pupils describe
d = 5 cm we use in finding volumes of the volume of the can in relation
cylinders? Elicit formula: V = r2 x to that of the cone.
h e) Questions:
h = 10 cm
5) What is the base area of 1) How many “conefuls” of
the cylinder? How can we find beans did you pour in the can?
the area of the base or the circle? 2) What can you say about
(Let them write the formula.) the volume of the can compared
area of circle = r2. to the volume of the cone?
6) Let the pupils solve for Volume of the can = 3 times the
the area of the circle in the given volume of the cone
cylinder. Let them understand 1

that the area of the circle Volume of the cone = 3 volume

represents the base of the of the can
cylinder. 3)What solid figure is
7) Afterwards, let the represented by the can?
pupils solve for the volume of the Therefore, we can say, that,
1
given cylinder. Volume of the cone = 3 volume
of the cylinder
4) What mathematical
formula can you derive for the
volume of a cone?
Vcylinder = Bh where B = area of the
base = r2;
22
 = 3.14 or 7
h = height of the cylinder
1
Vcone = 3 Bh where
B = area of the base = r2;
22
 = 3.14 or 7
h = height of the cone
5) Going back to our word
problem, can you now solve for
the volume of the ice cream
cone?

a) Draw/illustrate the cone.

Write the dimensions.
b) Find the radius of the
cone.
c) Write the formula for
the volume.
d) Solve for the volume.
Label the answer correctly.
r = 2.5 cm
1 1
V= 3 Bh or 3 r2h
1
V= 3 (3.14 x 2.5 cm x 2.5 cm x 10
cm)
 1
V= 3 (3.14 x 6.25 cm2 x 10 cm)
1
V= 3 (3.14 x 62.5 cm3)
1
V = 3 (196.25 cm3)
V = 65.42 cm3 (Answer was
rounded off to
the nearest hundredths)

d = 5 cm

h = 10 cm

E.Discussing new concepts and Let the pupils watch the video of Group Activity: Group activity: Let the pupils watch the video
practicing new skills #2 relationship between cylinder and 1) Let each group construct Answer the ff. of Volume of Sphere, How to
cone. cylinders of various sizes using 1.A cone has a height of 20 cm get the Formula.
cardboard and glue. and a radius of 12 cm. Compute
2) Let them measure the its volume.
height and the radius of each 2. Find the volume of cone with
cylinder in cm. height 7cm and radius of base 3
3) Let them solve for the cm.
volume of their cylinders using 3. What is the volume of cone
the formula. with radius 4.5 and height 13cm?
4)Group sharing follows
afterwards.
F.Developing mastery Group Activity: Find the volume of each of the Let the pupils work by pairs, and Pair-share:
(Leads to Formative 1.Let each group of pupils construct following cylinders. answer the following: 1.A spherical tank for natural
Assessment) a cone and a cylinder with the same Use  = 3.14 Find the volume of each cone, gas has a radius of 7meters.
diameter and height. use  = 3.14: About how many cubic meters
2. provide rice or mongo seeds of natural gas can it hold? Use
3. Let the pupils fill the cylinder with =22/7. Round your answer to
rice or mongo seeds using the cone. the nearest hundredth.
4. how many cones of rice or mongo
seeds can fit inside the cylinder? Discuss the answer on page
5. how do we find the volume of a 295-296.
cone?

Find the missing dimension. Fill

 in the blanks:
d) radius = 8 m, height =
_____; Volume = 602.88 m3
e) diameter = 14 cm, radius
= _____, height = 5.1 cm, Volume
= _____
f) r = _____, h = 2.1 m, V =
19.782 m3

G.Finding practical applications of Find the volume of the cylinder. Solve for the missing value to
concepts and skills in daily living Use  = 3.14. complete the table. Use  =
1. r = 2 cm 3.14.
h = 9 cm
V=
2. d = 10 mm
h = 16 mm
V=
3. d = 20 dm
r=
h=
V = 4710 dm3
4. r =
h = 1.6 m
V = 1.256 m3
5. B =
h = 24 cm
V = 10 851.84 cm3
H.Making generalizations and The Volume of a Cylinder is given How can you find the volume of a How do you find the volume of a How do you find the volume of
abstractions about the lesson by the formula V = πr² h while the cylinder? cone? What is the formula used? a sphere? What is the formula
Volume of a Cone is Volume of a Cylinder used?
V = 1/3 πr² h V = πr² h
I.Evaluating Learning Evaluate item number 5, 8 and 9 on Give the volume of the given A. Solve for the volume of A. Solve for the volume
page 297. cylinder: each cone: of each sphere.

Find the volume of the ff.:

J.Additional activities for

application and remediation
V. Remarks
VI. REFLECTIONS
A. No. of learners who earned
80% on the formative
assessment
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 this work?

F. What difficulties did I

encountered 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?