7

Quarter 2

Lesson Lesson 5
Exemplar for
Mathematics
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Lesson Exemplar for Mathematics Grade 7
Quarter 2: Lesson 5 (Week 5)
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 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
Standards volume 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 square and rectangular pyramid, leading to the identification of the
formula. 2. find the volume of a square and rectangular pyramid.
3. solve problems involving the volumes of square and rectangular pyramids.
Learning Objectives
At the end of this lesson, the learner should be able to:
1. accurately determine the properties of square and rectangular pyramids;
2. accurately determine the relationship between a cube, rectangular prism and a
pyramid; 3. correctly determine the volumes of square and rectangular pyramids; and
4. correctly solve word problems involving the volumes of square and rectangular pyramids.

D. Content Deriving the Formula of the Volume of the Rectangular Pyramid

Estimate Volume of a Rectangular Pyramid
Solve Problems involving the Volume of Rectangular Pyramid

E. Integration Optional

II. LEARNING RESOURCES

Big Ideas Math. (n.d.). Volumes of Pyramids.

https://www.bigideasmath.com/protected/content/ipe/grade%207/07/g7_07_03.pdf CueMath. (2023). Square Pyramid.
https://www.cuemath.com/geometry/square-pyramid/
Math is Fun. (2017). Pyramids. https://www.mathsisfun.com/geometry/pyramids.html
Math Worksheets 4 Kids. (2023). Volume of Rectangular Pyramid.
https://www.mathworksheets4kids.com/volume/rectangular pyramid-all.pdf
Nagwa. (2024). Volume of Rectangular Pyramid. https://www.nagwa.com/en/presentations/576124795725/
SplashLearn. (n.d.). Rectangular Prism – Definition, Types, Properties, Examples, FAQs.
https://www.splashlearn.com/math-

1
 vocabulary/geometry/rectangular-prism
Testbook. (2023). Rectangular Pyramid: Types, Formula, Properties, and Examples.
https://testbook.com/maths/rectangular-pyramid
Third Space Learning. (2023). Square Pyramid. https://thirdspacelearning.com/us/math-resources/topic-
guides/geometry/square pyramid/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating DAY 1 The teacher will unlock the

Prior 1. Short Review main topic by activating the
Knowledge Let the learners answer the short activity. prior knowledge of learners.
This lesson leads them to
2. Feedback (Optional) relate their prior knowledge
To explain the answer to the activity, let the learners give their thoughts to learn the new lesson.
on how to solve the volume of the given solid figures. The learner should
also explain how the properties of solid figures are useful in determining The teacher may also add
the dimensions of solid figures for them to apply the formula in solving more activities when it is
their volumes. With this, the learner in this stage of the lesson can relate necessary.
the short activity to the new lesson.

Ask the following essential questions for further The teacher should give
discussion: 1. How many correct answers did you get? feedback after the learner
2. What type of figures did you encounter in the activity? answers the short activity.
3. How do you differentiate a solid figure from a plane figure?
4. How did you determine the number of faces, edges, and vertices of Students can do this on a
the different solids? separate worksheet provided.
5. How did you compute the volumes of the different solids?
6. What similarities and differences among rectangular prisms, The teacher should
triangular prisms, and cubes did you identify? provide feedback on
every activity.

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

Lesson Purpose Did you know that one of the oldest pyramid structures known to man is should explain the
the “Great Pyramid of Giza?” It was constructed around 2550 BC in Egypt, importance of the lesson to
and they are considered one of the seven wonders of the world. the students. Giving real-
world examples is helpful in
engaging them to learn the
lesson.
 2
2. Unlocking Content Area Vocabulary The teacher should deliver
Pyramids are three-dimensional geometric shapes where the base is a this lesson for two weeks.
polygon, and all other sides are triangles that meet at the apex or vertex
(See Figure 1).

Figure 1 Figure 2
Figure 3

The height of the pyramid is the perpendicular height, which is the

distance from the apex or vertex to the base of the pyramid. (See Figure
2.)

The slant height is the distance measured along a lateral face from the
apex to the base edge. It is the height of the triangle, which is the lateral
face of the pyramid. (See Figures 2 and 3.)
 C. Developing DAY 2 Make sure that students
and Deepening SUB-TOPIC: VOLUME OF RECTANGULAR PYRAMID already learned volumes of
Understanding 1. Explicitation cubes and rectangular prisms
A Rectangular Pyramid is a three-dimensional geometric shape that has (Area of base times height or
a rectangular base and four triangular faces (lateral faces) that are joined V = Abase x h).
at the top by a vertex or apex. Figures 1, 2, and 3 above are examples of
rectangular pyramids. The bottom rectangles are called the base of the
pyramid.
Imagine that we can fill a rectangular pyramid fully with water. If we
pour this water into a rectangular prism of the same base and height as
Note that by “pyramid”, we
the rectangular pyramid, we would observe that the level of water is
only consider a right
exactly one third of the height of the rectangular prism. This is always the rectangular pyramid.
case for any pyramid.

3
 The teacher asks the
questions. Students supply
the answers.

In this part, the teacher will

employ interactive discussion.

Figure 4

That is, the volume of a pyramid is one-third of the volume of a prism of

the same base and perpendicular height. Particularly, the volume of a
rectangular pyramid is one-third of the volume of a rectangular prism of the
same base and perpendicular height. Recall,
������������ = ���������� �� ℎ������ℎ�� ������
�������������������� = �� �� ��.
1
���������������� = 3(������������)
1
���������������� = 3(���������� �� ℎ)
1
���������������� = 3(�� �� �� �� ℎ)
2. Worked Example
Example 1. Find the volume of a rectangular
pyramid whose base is 6 x 7 inches and a height of
10 inches.
Solution:
● What is asked in the problem?
The volume of a rectangular pyramid.
● What is the unit used in the problem?
The unit used is inches.
● What is the volume of the pyramid?
The volume of the rectangular pyramid is 140 ����3.

4
Using the formula for the volume of a rectangular pyramid, we
1
have ���������������� = 3(�� �� �� �� ℎ)
1
���������������� = 3(6 ���� �� 7 ���� �� 10 ����)
���������������� = 140 ����3

Therefore, the volume of the rectangular pyramid is 140 ����3.

Example 2. Find the volume of a rectangular pyramid if its base length is

10 meters, its base width is 6 meters, and its height is 14 meters.
Solution:
● What is being asked in the problem?
The volume of a rectangular pyramid is asked.
● What is the unit used in the problem?
The unit used in the problem is meters (m).
● What is the volume of the rectangular pyramid?
The volume of the rectangular pyramid is 280 ��3.
.
Using the formula for the volume of a rectangular
pyramid, we have
1
���������������� = 3(�� �� �� �� ℎ)
1
���������������� = 3(10 �� �� 6 �� �� 14 ��)
���������������� = 280 ��3

Therefore, the volume of the rectangular pyramid is 280 ��3.

Example 3. Suppose that the government of the City of

Manila is planning to build a pyramidal water reservoir. The
base area of the reservoir has to be 12,545 square feet (ft 2).
Given that its height is 51 feet (ft), find the volume of the
reservoir.
Solution:
● What is being asked in the problem?
The volume of the pyramidal water reservoir is asked.

5
 ● What is the unit used in the problem? The teacher may use Think,
The unit used in the problem is feet (ft). Pair, Share (TPS) and other
● What is the volume of the reservoir? strategies to engage learners
The volume of the reservoir is 213,265 ���������� in deepening the lesson.
�������� (����3).
The teacher should use
Using the formula of the volume of a rectangular pyramid, we have collaborative and individual
���������������� =13(���������� �� ℎ), where the area of implementation of the activity
to assess and evaluate the
base is 12,545 square feet. Then, ���������������� =13(12,545
learning of students in two
����2 �� 51 ����)
aspects of learning styles.
���������������� = 213,265 ����. ����
Therefore, the volume of the pyramidal water reservoir is 213,265 Students can do this on a
����3. separate worksheet provided.

DAY 3 To further the discussion, the

3. Lesson Activity teacher may add more
Exercise No. 1 learning activities.
Find the volume of the solid figures described by doing the following
steps. • Draw the solid figure with measurements.

• Answer the guide questions in complete sentences.

• Show solutions in the space provided.

1. A rectangular pyramid with a length of 9 inches, width of 7 inches, and

height of 5 inches. Find the volume of the pyramid.
● What is asked in the problem?
● What is the unit used in the problem?
● What is the volume of the rectangular pyramid?

2. A rectangular pyramid with a width of 1 ft, length of 5 ft, and height of

20 ft. Find the volume of the pyramid.
● What is asked in the problem?
● What is the unit used in the problem?
● What is the volume of the rectangular pyramid?

3. A rectangular pyramid whose base area is 120 ft 2 and height of 9 ft. Find
the volume of the pyramid.
● What is asked in the problem?
● What is the unit used in the problem?
 ● What is the volume of the rectangular pyramid?

6
4. The width and length of the base of a rectangular pyramid are 12 feet
and 15 feet, respectively. If its height is 9 feet, what is its volume?
● What is asked in the problem?
● What is the unit used in the problem?
● What is the volume of the rectangular pyramid?
 D. Making 1. Learners’ Takeaways The teacher may ask
Generalizations A. Generalization Questions questions that lead to
• How do you determine the volume of a rectangular pyramid? • How abstractions of the lesson.
are the volumes of a rectangular prism and a pyramid related? • Why
do you think pyramid shapes are usually used for roofs of most houses
instead of a simple slope or single slant?
• Why do you think the known structures in Egypt were built in
pyramid shape?

B. Generalization Activities Teacher may give activities

Julio is constructing a container in the shape of a rectangular to emphasize generalization
pyramid for a project to be presented in class. His teacher also said of the lesson.
that every pyramid should represent a real-life example to make the
project meaningful. He wants the base of the pyramid to measure 5 Recall the lesson activity
inches by 8 inches and the height of the pyramid to be 12 inches. How for them to answer the
many cubic inches could the pyramid hold? What steps should Julio use problem based on their
to determine the volume of the constructed rectangular pyramid? capacity.

C. General Statements
A Rectangular Pyramid is a three-dimensional geometric shape The teacher may ask students
that has a rectangular base and four triangular faces (lateral faces) to give a generalization
that are joined at the top by a vertex or apex. The bottom rectangles statement.
are called the base of the pyramid. The volume of rectangular pyramid
is
1 1
���������������� = 3(�� × �� × ℎ) = 3����ℎ
A rectangular pyramid is a three-dimensional figure that has
triangles as surfaces and a rectangle as its base. Three rectangular
pyramids fill one rectangular prism with the same base and height.
In this part, students may
write a reflection about the
2. Reflection on Learning
importance of the lesson in
Let students share their reflections.
real-life
representation.

7
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS
A. Evaluating DAY 4 The teacher should assess
Learning 1. Formative Assessment learners collaboratively
A. Multiple Choice and individually on the
Directions: Read each problem carefully. Encircle the letter of the last three days of this
correct answer. lessons.
1. Find the volume of a pyramid with a base area of 24 square
centimeters and a height of 12 centimeters. Students can do this in the
a. 96 cm3 b. 36 cm3 c. 288 cm3 d. 56 cm3 separate worksheet provided.

2. Given the figure below, solve for the volume. Answer Key:
1. 96 cm3
2. 160 in3
3. 10 cm3
4. 9 m
5. 210 dm3

a. 480 in3 b. 160 in3 c. 80 in3 d. 48 cm3

3. Find the volume of a rectangular pyramid that has a side length of

3 cm, a width of 2 cm, and a height of 5 cm.
a. 30 cm3 b. 25 cm3 c. 1.5 cm3 d. 10 cm3

4. Given the pyramid with a volume of 120 cubic meters below, what
is its height?

?
a. 3 m b. 40 m2 c. 9 m d. 40 m

8
 5. A pyramid has a rectangular base. The length of the base is 9 dm The teacher may give
and its width is 5 dm. If the height of the pyramid is 140 cm, homework to students who
what is its volume? still have
a. 2,100 dm3 b. 210 dm3 c. 244 dm3 d. 323 dm3 difficulty understanding
the lesson and for
mastery.
B. Problem-solving.
Solve the following problems completely.
• Draw the solid figure with measurements.
• Show solutions in the space provided.
• Write the final answers in sentence form.

1. Ren constructed a model of a rectangular pyramid. The

dimensions of the model are shown in the diagram.
What is the volume of Ren’s model in cubic feet?
2. A paperweight made of glass is sold as a souvenir at a tourist
center. The height of the pyramid paperweight is 4 inches, and
its base area is 9 square inches. How much glass, in cubic
inches, is needed to manufacture 200 paperweights?

2. Homework (Optional)

B. Teacher’s Note observations on Effective Practices Problems The teacher may take note of
Remarks any of the following Encountered some observations related to
areas: the effective practices and
problems encountered after
strategies explored utilizing the different
strategies, materials used,
learner engagement, and
materials used other related stuff.

Teachers may also suggest

ways to improve the different
learner activities explored/lesson
engagement/ exemplar.
interaction

others

9
C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every
Reflection lesson conducted/facilitated
• principles behind the teaching is essential and necessary to
What principles and beliefs informed my lesson? improve practice. You may
Why did I teach the lesson the way I did? also consider this as an input
for the LAC/Collab sessions
• students
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?

10