7

Lesson Exemplar Quarter 2

Lesson

for Mathematics 4

IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 7
Quarter 2: Lesson 4 (Week 4)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-
2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or
utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writers:
• Kemmons S. Kilat (Silliman University)
• Rener D.Daya (University of Mindanao)

Validator:
• Clemente M. Aguinaldo Jr. (Philippine Normal University – North Luzon)

Management Team
Philippine Normal University
Research Institute for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].
MATHEMATICS / QUARTER 2 / GRADE 7

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of the volume of square and rectangular pyramids, and
Standards cylinders.

B. Performance By the end of the quarter, the learners are able to find the volume of square and rectangular pyramids, and the volume
Standards of cylinders. (MG)

C. Learning Learning Competency

Competencies By the end of the lesson, the learners are able to …
and Objectives 1. explain inductively the volume of a cylinder using the area of a circle, leading to the identification of the formula.
a. correctly determine the dimension of a cylinder;
b. correctly determine the relationship between the cylinder and the area of a circle; and
c. correctly derive the formula for finding the volume of a cylinder.
2. find the volume of a cylinder.
3. solve problems involving the volumes of cylinders.

D. Content Derive the Formula of the Volume of the Cylinder using the Area of the Circle
Calculate Volume of a Cylinder
Solve Word Problems involving Volume of Cylinder

E. Integration

II. LEARNING RESOURCES

Bernabe, J. G., & Dilao, S. J. (2009). Geometry. Philippines: SD Publications, Inc.

Carasco, J. (2021). Volume of Solids. Basic Mathematics.com. https://www.basic-mathematics.com/volume-of-solids.html
CueMath. (n.d.). Volume of a Cylinder. https://www.cuemath.com/measurement/volume-of-cylinder/
Math Worksheets 4 Kids. (2023). Volume of a Cylinder Worksheet. https://www.mathworksheets4kids.com/volume-cylinders.php
Orines, F. B., Mercado, J. P., & Suzara, J. L. (2008) Geometry. Philippines: Phoenix Publishing House, Inc.

1
III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 If the teacher is not satisfied

Knowledge 1. Short Review with the response of the learners
Let the learners answer the short activity worksheet. to the short review activity, the
Teachers in this part will recall prior knowledge of learners to assess their teacher may add activities to
understanding about the area of the circle and its concept before engaging cultivate the necessary
them to the new lesson. knowledge.

2. Feedback (Optional) Students can do this in a

Review volume of Cube and Rectangular Prisms if needed. separate worksheet provided.

B. Establishing 1. Lesson Purpose In this part, the teacher will

Lesson Purpose Consider the following scenario: The owner of a newly constructed house plans explain the importance of
to install a cylindrical water tank with exactly 4 feet in diameter that can hold learning the specific topic that
at least 50 cubic feet of water. At least how long/high should the tank be? involves the volume of a cylinder.

Essential Questions: The teacher may also use the

1. How do we solve for an area of a circle, given its radius or diameter, to be essential questions to engage
the parallel base of the cylindrical tank? students on why it is important
2. How does the relationship between the cylinder and the area of the circle to learn the lesson.
help us in determining the formula for the volume of the cylinder?
3. How do you know how much water a cylindrical water tank can occupy?
To answer this problem, we need to learn the concept of volume and familiarize
ourselves with the appropriate formulas.

2. Unlocking Content Area Vocabulary

Volume is the amount of space taken up or occupied by an object or that is
enclosed within a container. The volume measures how much space an object
occupies or the capacity of a container.

C. Developing and DAY 2 Make sure that students already

Deepening SUB-TOPIC 1: VOLUME OF CYLINDER mastered volumes of cubes and
Understanding 1. Explicitation rectangular prisms. (Area of base
A cylinder is a 3-dimensional figure having parallel circular bases as shown in times height or V = Abase x h).
the figure below. In our discussion, the bases of a cylinder are circles, and its
height forms a right angle with the bases.

2
 Similar to that of cubes and rectangular prisms, the formula for Note that by “cylinder”, we only
finding the volume of a cylinder is consider a right circular
Vcylinder = Abase · h (area of the base times height). cylinder.
Since the base is a circle (𝑅𝑒: 𝐴𝑐𝑖𝑟𝑐𝑙𝑒 = 𝜋𝑟 2 ), the formula for the
volume of cylinder is
𝑉𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟 = 𝐴𝑐𝑖𝑟𝑐𝑙𝑒 ∙ ℎ
𝑉𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟 = 𝜋𝑟 2 ∙ ℎ.

2. Worked Example
Example 1. Find the volume of a cylinder with radius measuring 2 meters (2 m)
and height 4 meters (4 m). The teacher asks the questions.
Solution: Students supply the answer.
• What is asked in the problem?
The volume of a cylinder.
• What is the unit used in the problem?
The unit used is meters.
• What is the volume of the cylinder?
The volume of the cylinder is 50.24 𝑚3

Using 𝜋 = 3.14 (approximate value) and the formula for the volume of cylinder,
we have The teacher may use other ways
𝑉𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟 = 𝜋𝑟 2 ∙ ℎ of solving the problem in which
𝑉 = (3.14)(2 𝑚)2 · (4 𝑚) he/she can distinguish what
𝑉 = (3.14)(4 𝑚2 ) · (4 𝑚) solving strategy worked best.
𝑉 = 12.56 𝑚2 · (4 𝑚)
𝑉 = 50.24 𝑚3
Therefore, the volume of the cylinder is 𝑉 = 50.24 𝑚3 .

Example 2. The diameter of a can of sardines is 5 cm, and

the height is 8.5 cm. What is the volume of the tin can?
Solution:
• What is being asked in the problem?
The volume of the tin can is asked.
• What is the unit used in the problem?
After Example 2, the teacher may
The unit used in the problem is centimeter (cm).
proceed to Practice/Drill 1 in the
• What is the volume of the tin can?
worksheet.
The volume of the tin can of sardines is 166.81 𝑐𝑚3 .
3
 By definition, the radius of a circle is just half of its diameter. Since the
diameter is 5 cm, then the radius denoted as r is 2.5 cm. (r = 2.5 cm.). Note
that 3.14 is the approximate value of 𝜋. Using the formula for finding the
volume of a cylinder, we have
𝑉𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟 = 𝜋𝑟 2 ∙ ℎ
𝑉 = (3.14)(2.5 𝑐𝑚)2 · (8.5 𝑐𝑚)
𝑉 = (3.14)(6.25 𝑐𝑚2 ) · (8.5 𝑐𝑚)
𝑉 = 19.625 𝑐𝑚2 · (8.5 𝑐𝑚)
𝑉 = 166.8125 𝑐𝑚3 ≈ 166.81 𝑐𝑚3
Therefore, the volume of the canned sardines is 166.81 𝑐𝑚3 .

Example 3: What is the height of a cylinder whose radius is 5

dm and has a volume of 471 dm3?

Solution:
Step 1: Analyze the given information.
The volume of a cylinder is expressed as 𝑉 = 𝜋 × 𝑟2 × ℎ. Since
the volume of the given figure is 471 dm 3, it follows that
𝜋 × 𝑟2 × ℎ = 471 dm3.

The radius of the circle base of the cylinder is 5 dm.

Step 2: Solve for the height of the cylinder.

Since 𝑟 = 5 𝑑𝑚, we can substitute this value to 𝑟 in the formula. Let us also
substitute 𝜋 with 3.14. We have
𝜋 × (5 𝑑𝑚)2 × ℎ = 471 𝑑𝑚3
3.14 × 25 𝑑𝑚2 × ℎ = 471 𝑑𝑚3
78.5 𝑑𝑚2 × ℎ = 471 𝑑𝑚3

This equation tells us that the product of the measure of the height and
78.5 𝑑𝑚2 is 471 𝑑𝑚3 . To determine the height of the figure, we can divide 471 𝑑𝑚3
by 78.5 𝑑𝑚2 . That is
471 𝑑𝑚3
ℎ= = 6 𝑑𝑚
78.5 𝑑𝑚2 After Example 3, students may
Hence, the height of the cylinder is 6 dm. proceed to Practice/Drill 2 in the
worksheet provided.

4
 Example 4. What is the radius of the cylinder whose height is 4 ft and volume
of 50.24 ft3?

Solution:
Step 1: Analyze the given information.
The volume of a cylinder is expressed as 𝑉 = 𝜋 × 𝑟2 × ℎ.
Since the volume of the given figure is 50.24 ft3, it follows that
𝜋 × 𝑟2 × ℎ = 50.24 ft3.
The height h of the cylinder is 4 ft.

Step 2: Solve for the radius of the cylinder.

Since ℎ = 4 𝑓𝑡, we can substitute this value to ℎ in the formula. Let us also
substitute 𝜋 with 3.14. We have
𝜋 × 𝑟 2 × ℎ = 50.24 𝑓𝑡 3
3.14 × 𝑟 2 × (4 𝑓𝑡) = 50.24 𝑓𝑡 3
12.56 𝑓𝑡 2 × 𝑟 2 = 50.24 𝑓𝑡 3

This equation tells us that the product of the measure of the r2 and 12.56 𝑓𝑡 2
is 50.24 𝑓𝑡 3 . To determine the radius of the cylinder, we can divide 50.24 𝑓𝑡 3 by
12.56 𝑓𝑡 2 That is
50.24 𝑓𝑡 3
𝑟2 =
12.56 𝑓𝑡 2
𝑟 = 4 𝑓𝑡 2
2

𝑟 = 2 𝑓𝑡

By taking the positive square root, the radius of the cylinder is 2 ft.

DAY 3
3. Lesson Activity
Practice/Drill 1. The teacher may use Think, Pair,
Find the volume of the solid figure with the following measurements: Share and other strategies.
(Draw the solid figure with measurements)
Students will do this in a separate
1) A cylinder with diameter measuring 24 in and height 24 in. worksheet provided.
• What is asked in the problem?
• What is the unit used in the problem?
• What is the volume of the cylinder?
5
 2) A cylinder whose radius measures 40 cm and height 30 cm.
• What is asked in the problem?
• What is the unit used in the problem?
• What is the volume of the cylinder?

3) A can of paint whose diameter is 6.5 in and height of 8 in.

• What is asked in the problem?
• What is the unit used in the problem?
• What is the volume of the can of paint?

Practice/Drill 2.
1) Find the height of a cylinder with volume 10,851.84 in3 and radius of 12 in. The teacher may use Think, Pair,
• What is asked in the problem? Share and other strategies.
• What is the unit used in the problem?
Students will do this in a separate
• What is the height of the cylinder?
worksheet provided.
2) Find the radius of a cylinder whose volume is 150,720 cm 3 and height 30
cm.
• What is asked in the problem?
• What is the unit used in the problem?
• What is the radius of the cylinder?

3) Find the area of the base of a can of paint whose volume is 265.33 m 3 and
height of 8 m.
• What is asked in the problem?
• What is the unit used in the problem?
• What is the area of the base of the can of paint?

D. Making 1. Learners’ Takeaways

Generalizations A. Generalization Questions
1) How do you determine the volume of a cylinder? The teacher may ask questions
2) Why do you think cylinders are usually used for water containers that lead to abstractions of the
instead of prisms? lesson.
3) Why do you think cylinders are usually used for packing canned goods
instead of prisms?

6
 B. Generalization Activities The teacher may give activities to
Solve the following problems with accuracy. emphasize generalization of the
1) If a cylindrical can has a volume of 342.16 cm3 and a radius of 5 cm, lesson.
what is the measure of its height?
2) Working alone, it takes Dina eight hours to dig a 10 ft by 10 ft hole. Kiray Recall the lesson activity for
can dig the same hole in nine hours. How long would it take them if they them to answer the problems
worked together? based on their understanding of
3) Which is the “better buy” for you? Please explain your answer. the lesson activity.
a) To buy 1 pizza with 10 inches in diameter (worth P400)? Or
b) To buy 2 pizzas with 5 inches in diameter (worth P400)?
(Pizzas are of the same thickness)

C. Generalization Statements
Volume is the measure of space taken up by a solid figure or an object. The teacher may ask students to
The volume of a solid measures how much space an object takes up. give a generalization statement.
The capacity of a container is basically equal to its volume.
The volume of a cylinder is equal to the area of the base (circle) times its
height.
𝑉𝑐𝑦𝑙𝑖𝑛𝑑𝑒𝑟 = 𝜋𝑟 2 ∙ ℎ
In this part, students may write
2. Reflection on Learning a reflection about the importance
Are there any challenges and misconceptions you encountered while studying of the lesson in real-life
the lesson? What are those? representation.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 Collaborative activity

Learning 1. Formative Assessment
Solve the following problems. Use 𝜋 = 3.14. Students can do this in a
1. Find the volume of a cylinder having a radius of 7 inches and a height of 10 separate Worksheet 4 provided.
inches.
2. What is the radius of a cylinder having a height of 5 meters and a volume of
141.3 cubic meters?
3. What is the height of a cylinder having a volume of 549.5 square feet and a
radius of 5 feet?

7
 4. How many liters of water are needed to fill a circular swimming pool of a
diameter of 21 feet and a depth of 8 feet? (1 cu. ft. ≈ 28.32 liters)
5. The owner of a newly constructed house plans to install a cylindrical water
tank with exactly 4 feet in diameter that can hold at least 50 cubic feet of
water. At least how long/high should the tank be?

2. Homework (Optional)
The teacher may give homework for mastery

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to the
effective practices and problems
strategies explored encountered after utilizing the
different strategies, materials
materials used used, learner engagement, and
other related stuff.
learner engagement/
interaction
Teachers may also suggest ways
others to improve the different activities
explored/lesson exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection • principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
Why did I teach the lesson the way I did? improve practice. You may also
consider this as an input for the
• students LAC/Collab sessions.
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?