University of Pangasinan – PHINMA

College of Social Sciences

Education Department

A Detailed Lesson Plan

in Grade 7 Mathematics
July 8, 2016

I. OBJECTIVES

At the end of a 30-minute discussion, 100% of the students will attain 85% mastery
on how to:

a. solve the volume of a given square pyramid;

b. determine the existing properties of a square pyramid;
c. analyze the formula in finding the volume of a square pyramid by following the
process of derivation of formula;
d. relate real life situations and examples showing the figure of a square pyramid;
and
e. exhibit teamwork, mental alertness and accuracy in solving the volume of a
square pyramid.

II. SUBJECT MATTER:

A. Chapter 8
Perimeter, Area, and Volume
B. Topic
Volume of a Square Pyramid
C. References
Benigno, Gloria D., Basic Mathematics for College Students, REX Book Store,
Inc., page 218 – 223

Dilao, Soledad Jose, Bernabe, Julieta G., Geometry, SD Publications, Inc. page
24 – 25

http://www.mathworksheets4kids.com/volume/
D. Materials:

Teacher’s Materials:
Laptop, powerpoint presentation on the volume of a square pyramid
LED Projector, marker/chalk

Students’ Materials:
Model of a Square Pyramid
Marker/Chalk

E. Skills:
• Solving the volume of a square pyramid properly.
• Develop logical thinking in determining all the properties of a square
pyramid.
• Deriving the formula in finding the volume of a square pyramid.

F. Pre-requisite Skills:
 • Knowledge in solving the area of a square/pyramid.
• Illustrate understanding on PEMDAS in simplifying the final answer.
• Differentiating two dimensional figures from three dimensional
figures.

G. Values Integration:
• Cite real life situations and examples that represent a square pyramid.
• Show teamwork, mental alertness, and accuracy in solving the volume
of a square pyramid.

H. Strategies:

Guided Discovery, Open Discussion, Collaborative Learning and Indirect Approach

III. PROCEDURE
TEACHER STUDENT
A. DAILY ROUTINE

A.1. Greetings
“Good morning class.” “Good morning Sir.”

A.2. Prayer

“Let us pray first. Ken, kindly lead the “Heavenly Father, we thank thee for this
prayer.” day… Amen.”

A.3. Setting the classroom

“Before taking your seats, kindly arrange the (The students will arrange their chairs and
alignment of your chairs and pick-up the pick up the pieces of paper and candy
pieces of paper under your chair.” wrappers from the floor.)

A.4. Checking of Attendance

“You may now take your seat. Secretary, is (the secretary will check the attendance)
there any absentee?”
Sir, I am happy to tell the class that we do
not have any absentee today.

B. REVIEW

“Since, everybody is present; can we now “Sir, a cone is a solid and a non-polyhedra
have a short recall on our topic yesterday? figure bounded by a conical surface.”
Anyone, who can give the definition of a
cone?”

“Since, cone belongs to the family of solid “Sir, a cone is a geometrical figure with one
and non-polyhedra figures, what properties curved surface.”
can we observe from it? Yes Marj.”

“That’s one, thank you Marj. Give me “Sir, a cone has one circular surface at the
another property, yes Klinton” bottom.”
 “Very good! Thank you, Klinton.” “It has an apex at the top of the curved
surface.”

“And the last property, yes Jhay.” “A cone has a curved edge that joins the
curved surface with the circular surface.”

“Okay class, given all the properties you “Sir, volume of a cone is equal to one third of
have stated and presented. What formula the area of the base times its height,
are we going to derive and use, in order to 1
V = 3x Ab x h.”
get the volume of a cone? Yes, Patricia.”

“Thank you Patricia! The volume of a cone is

equal to the area of the base which is a circle
and we multiply it by its height.”

“Very good class! You’ve really understood

our lesson yesterday and this gives me an
idea that you are now ready with our first
activity for today.”

C. MOTIVATION

“We are going to call this one as…

TRAVEL, EXPLORE, AND LEARN!”

“Is everyone ready?” “Yes Sir!”

“So, from the title itself, we are going to

travel and go to different places around the
world. How will we do that?
Let us all find out.”

(the teacher will use a presentation with

some animations as they travel to the
different destinations they have to visit)

“Right now, we are here in the Philippines;

in Dagupan, Pangasinan to be particular and
our first destination is in Asia; the land of
the rising sun, Japan.”

“What you are seeing right now is the

underwater pyramid here in Japan. Don’t
you know that Yonaguni pyramid was
discovered by divers in Japan in 1980s. The
pyramid has staircase-like terraces with flat
sides and sharp corner. Based on research, it
is indeed a man-made monolith caused from
a natural formation.

“What do you call this pyramid again?” “Sir, that pyramid is called Yonaguni
pyramid.”
“From Japan, our next stop is in Egypt, still
in Asia, right?”
 “This is the famous Pyramid of Giza here in
Egypt and this was built thousands of years
ago. Can you imagine how strong the
foundation of this pyramid to survive that
long period of time. It is being considered as
the oldest of the seven wonders of the
ancient world and the only one to remain
intact.”

“From Asia, we travel to another continent,

the North America.

“Okay. We proceed with our next

destination, Mexico. This is the Mayan
Pyramid of Kukulkan. Don’t you know that
this pyramid was a large pre-columbian city
built by the Mayan people of the terminal
classic period. ”

“From the continent of America, what other “Sir, I want to go in Europe.”

continent do you want to visit class?”

“Then, let us go to Europe. Presenting the

pyramid of Cestius in Rome. This pyramid is
known for its burial chamber located in the
structure’s interior.”

“After we visited Rome, we will now go to

the city of love, Paris in France. And
presenting the famous Louvre pyramid, take
a look at it. Isn’t it majestic? This pyramid
has large glasses and metals as its major
materials. It is located in the main courtyard
of the Louvre Palace in Paris.”

“’With all the landmarks we have visited, “Sir, some of them are considered to be
what do you notice from each of them?” ancient structures just like the pyramid of
Giza.”

Very good! Aside from that, what distinct “Sir, one evident characteristic present in all
characteristic do they have? Or what do they the landmarks you have presented to us is
have in common?” that they are all pyramids in figure and in
structure.”

“Very good observation, all the landmarks

have the figure of a pyramid and pyramids
have something to do with our new lesson
for today. But today, we will be dealing with
one unique kind of pyramid and it is called
SQUARE PYRAMID.”
“Sir, how can we say if a pyramid is a square
pyramid?”

“Very good question.”

 “But before, I give my answer to your
question. I want to know first what is on
your mind class. Anyone in the class who
has an idea why is it called square
pyramid?” “Sir, a pyramid can be considered to be a
square pyramid if its base is square.”
Very good!

“A square pyramid has a square base.”

“The landmarks we have explored today “Sir, I think it has something to do with how
withstood the test of time and other natural these structures were built.”
occurrences. Class, what do you think these
landmarks have to last for a very long time,
any idea?”

“Very good and one factor that affects their

overall structure is their volume. And today
we are going to learn how to compute the
volume of a certain square pyramid.”

D. LESSON PROPER

“After we have explored famous landmarks

around the globe, we will also be doing
R-E-A-D in our lesson for today.”

What is R-E-A-D?

R- Relate. What to relate?

Relate square pyramids in real life situations.
E- Examine. What to examine?
Examine how to solve the volume of a square
pyramid.
A- Analyze. What to analyze?
Analyze the formula in getting the volume of
a square pyramid.
D-Determine. What to determine?
Determine the properties present in a square
pyramid.

“Are you ready, class?”

“Let us define first what a square pyramid

is?”

“Like all pyramids, square pyramids share

the property of being a polyhedron with a
polygonal base and triangular sides reaching
up towards a point, called an apex.
A polyhedron is a three-dimensional figure
with flat polygons as sides, and a polygon is
a flat, enclosed, plane shape with at least
three sides and angles.”
 (using a manipulative square pyramid the
teacher will ask the students to determine the
properties of a square pyramid)

“Just like the other 3D- figures we know,

square pyramid is being governed by
several properties also. And we are going to
identify them one by one.”
“I have here a model of a square pyramid to
help you identify its properties.”

“Class, can you help me identify its

properties?” “Sir, it has four triangular sides.”
“Sir, it has five vertices.”
“Sir, it also has eight edges.”
“Sir, the base of this pyramid is a square,
and the top point is the apex.”

“Aside from the properties we have

identified, one important thing to consider
in solving the volume of a square pyramid is
the formula to be used.”

“Take a look at this…

The height of the pyramid of Giza is 481 ft.

and its base is 756 ft. giving as its volume
which is equal to 91,227,778 cubic feet. We
have said a while back that the volume of a
square pyramid affects its overall structure,
for it to become strong as the time passed
by. And Pyramid of Giza is a perfect example
for having a strong foundation because of
the accurate computation of its base and its
height; we can do that in solving its volume.”

“Now, we will know the formula to be used

in solving the volume of a square pyramid.”

“But how do we do that?”

(analysis of the square pyramid’s formula)

 “One prism can be filled with three
pyramids provided that their bases are of
the same shape and are congruent. In short,
the volume of a pyramid is one-third the
volume of the prism. Thus, we can state the
following:
The volume of a pyramid whose area of the
base is B and height is h is
1
V = 3Bh.”

“And since we are dealing with square

“Sir, the area of a square is equal to the
pyramids, we need to consider its base
square of its side.”
which is a square.”
A= s2
“Now, what is the formula being used in
getting the area of a square, anyone from the
group?”

“Very good!”
“Now, we replace B to be s2
in the original formula, then it becomes
1
V = 3s2h.”

“We are going to use this formula in finding

the volume of a square pyramid. Let us have
some examples.”

Example 1
Given:
s=5m
h=12m
V=?
Solution:
1
V=3s2h

We substitute all the given in the formula.

1
V= 3(5m)2 (12m)

V= 100m3

Example 2
Given:
s= 20cm
h= 25cm
V=?
Solution:
1
V=3s2h

We substitute all the given in the formula.

 1
V= (20cm)2 (25cm)
3

V= 3333.33cm3

Example 3
The student will show the solution on board.
s=25 feet
Given:
h=12 feet
s=25 feet
V=?
h=12 feet
V=?
Solution:
1
V=3s2h

We substitute all the given in the formula.

1
V= 3(25 feet)2 (12 feet)

V= 2500 feet3

Solution:
Example 4 1
Given: V = 3Ab x h
Area of the base = 250cm2
1
Height = 16 cm V = = 3(250cm2)(16 cm)
V =?
V= 1333.33cm3

“Always remember class to put the

appropriate units in your final answer.”

“Class, let us do another activity and we call (The students will count off…)
this activity as, “UNITED BY VOLUME”
Before we proceed, I will divide first the
class into 4 groups. Count off from 1-4, begin
here.”

“I want you to go with your group now and

form a circle. I have five questions here
concerning square pyramids. This is like a
quiz bee. You will work as a team to arrive
at the correct answer. I’ll read the question
twice and when I said go, you may start
solving. In all five questions, you have 30
seconds to answer. You write your answer
on the board that I have provided. So, listen
carefully and attentively.
When I say time is up, every group must
raise their final answer. Did I make myself
clear?”
 (The teacher will facilitate the activity.)

Question 1
“A pyramid with a base that is square has a
side that is equal to 40cm and has a height
which is 12 cm, what is the volume of the
square pyramid. Go!”

Question 2
Here are the given,
s = 7.8m
h = 122.4m
V=?

Question 3
Here are the given,
s = 155m
h = 169m
V=?

Question 4
s= 11cm
h = 20m
V=?
The final answer should be written in
meters.

Question 5
“The area of the base of a pyramid measures
600 cm2 and a height of 25cm. Find its
volume.”

(After the reading the 5 questions, the

teacher will check which team got the highest
score.)
E. GENERALIZATION

“Let’s have a short recap of what we’ve

tackled in today’s session by the 4, 3, 2, 1
chart.”
4- Properties of a square pyramid.
3- Examples of square pyramid in real
life.
2- Formulas in getting the volume of a
square pyramid.
1- Definition of square pyramid

“Give the 4 properties of a square pyramid? “Sir, a square pyramid has four triangular
Yes Josh?” sides; it also has five vertices, eight edges.
Lastly, it has a top point which is called
apex.”
“Very good Josh!

“Next, give the 3 kinds of pyramid. Yes Del?”

“Sir, we have the pyramid of Giza in Egypt,
 the Louvre pyramid in Paris, France and the
underwater pyramid in Japan.”

“Sir, if the area of the base is given, then we

“Very good Del! Next, what are the two 1
formulas used in getting the volume of used the formula, V = 3Ab x h. But when the
square pyramid? Yes, Erin?” side of the base is given and the height, then
1
we used the formula, V=3s2h.”

“Sir, square pyramid is a pyramid with a

“Very good! Lastly, give the definition of
square base.”
square pyramid. Yes, John?”
“None, Sir.”

Anymore questions?

“Since you have no more questions and as

what you have shown in our discussion
today, I can say that you have really
understood our lesson. You are now ready
to answer the worksheet.”

F. APPLICATION

“But before that, let us try to analyze and

solve this word problem first.”
1. A man is planning to build a pyramid
house in his land; if the land where
the pyramid house will be erecting
measures 400 sq. m. and he wants
the pyramid to be 15 meters in
height. What do you think is the
volume of the pyramid house the
man wants to build?

G. EVALUATION

WORKSHEET

I. Direction: Find the volume of each square pyramid below. Round off your answer into
two decimal places.

1. 2. 3.
II. Solve what is being required.

1. Given: 2. Given: 3. Given:

s= 123in s= 458ft s= 53m
h=123in h= 524ft h= 52m
V=? V=? V=?

4. Given: 5. Given:

s= 651cm S= 90.2m
h=32.5cm h=60.1cm
V=? V=?

H. ASSIGNMENT

“Before you go, kindly copy your assignment on the board. Put your answer and your
solution on a one-whole sheet of paper. We are going to check your assignment next
meeting.”

Direction: Solve what is being required in each problem. Show your solution.

1. The volume of a square pyramid is 60dm3. If the pyramid has a side of 10dm, how high is
it?

2. Find the volume of a pyramid whose triangular base is 880m and altitude 100.5m; the
height of the pyramid is 150m.

“That’s all for today class. Good day “Good day and Thank you Sir.”
everyone!”

Prepared by:

RAYMART M. ROSARIO
Student-Teacher
Checked by:

DR. CHERRY B. CALAUNAN

Adviser, Practice Teaching