GRADE VI STO. DOMINGO ELEM.

Grade VI
Name
SCHOOL Level
Teacher FERLHYN P. SORETA Subject MATHEMATICS
LESSON PLAN
Date and
Time Quarter THIRD

I. OBJECTIVES
Demonstrates understanding of surface area of solid/space
figures.
A. Content Standard
Able to apply knowledge of surface area of solid/space figures
in mathematical problems and real-life situations.
B. Performance Standard

Visualizes and describes surface area and names the unit of

C. Learning measure used for measuring the surface area of solid/space
Competency/Objectives figures

Write the LC code for each. M6ME-IIIi-91

II. CONTENT
Visualizing and Describing Surface Area and their units of measure
III. LEARNING RESOURCES

A. References:
a. Teacher’s Guide: Prototype Daily Lesson Plan in Math 6 page 235 - 239
b. Textbooks: 21st Century MATHletes page 272 – 287
c. Materials: Visual Aids, Blackboard, Chalk, cartolina, pictures
B. Other Learning Resource: www.lrdms.com

IV. PROCEDURE
A. Reviewing previous lesson
I. Giving of Classroom Rules
1. Be kind, polite and courteous to others.
2. Be respectful to your classmate and teachers.
3. Listen to your teachers and follow directions.
4. Listen when somebody is talking.
5. Raise your hand if you like to speak in class.

II. Review
Let’s give the formula for finding the area of the following plane figures:

1. A=LxW

2.
1
A = 2 bh
 3.
A = s2

4.
A = π r2

5.
1
A = 2 π r2

III. Pre-Test
Direction: Write the letter of the correct answer. Write your answers on your answer
sheet.

1. The sum of areas of all faces of a solid figure is called___________

A. circumference C. surface area
B. perimeter D. volume
2. The unit for surface area is __________________.
A. cubic unit C. square unit
B. linear unit D. weight unit
3. Which of the following visualizes the surface area of a solid figure?
A. lengths C. vertices
B. nets D. vertices
4. Which one of the following shows the surface area of a cylinder?
A. C.

B. D.

5. You want to measure the surface area of a classroom. Which is the best unit of measure for it?
A. mm2 C. m 2
B. cm2 D. km 2

B. Establishing a purpose for the lesson

 Motivation

1. The teacher will show the pictures to the class and ask them to describe it.
2. The teacher will ask the following questions to the class.
a. What is in the picture?
b. Can you give the solid figure present in the picture?
c. How can you compare this solid figure from a plane figure?

C. Presenting examples/ instances of the new lesson

A. Teacher and learners will read a situation.
Connie wanted to surprise her mother on her birthday by giving her a special gift. She found the
perfect rectangular-shaped gift box but was having trouble figuring out how much wrapping paper she
needed to wrap it. She didn't want to use too much and waste paper, but she also didn't want to use too
little and leave the box exposed.
She asked her father for help, and he suggested measuring the length, width, and height of the gift
box to calculate the amount of wrapping paper needed. Together, they measured the dimensions of the
box and calculated the total surface area of the box. Then, they added a few extra inches for overlap and
cutting, and they had the perfect amount of wrapping paper needed.
Connie was relieved to have solved the problem and excited to wrap the gift box for her mother. She
carefully cut the wrapping paper to size, folded the corners neatly, and secured the paper with tape. She
added a beautiful bow and tag to the gift box, and it looked perfect. Her mother was thrilled with the gift
and proud of her daughter's thoughtful and resourceful efforts.
B. Let’s answer the following questions.
1. Who is the main character of the story?
2. What is the problem of Connie at the first part of the story?
3. How her dad did helped her with her problem?
4. Does it help her solve the problem?

A. Discussion/Giving Set of Standards

(The teacher will use visual aids)

Surface Area (S.A.) – is the sum of areas of all lateral faces and bases of a solid figure.

Nets – is a flat pattern that you can fold to form a solid figure.
1. Surface are of a cube – the sum of the area of the six faces.

2. Surface area of Pyramid – the sum of the four (4) areas of triangle and the area of the base.

3. Surface area of a Cone – is the sum of the area of the circular base and the area of the slanted
curved surface.

4. Surface area of Cylinder – is the sum of the two parallel and congruent circular faces and the
area of the curved surface.

5. Surface area of a Sphere – is the measure of the region covered by the surface of a sphere.
Units of Measure for the Surface Area
To measure surface area, we use also square units. We use square millimeter (𝑚𝑚2), square
centimeter (𝑐𝑚2 ), square decimeter (𝑑𝑚2 ), square meter (𝑚2 ), square kilometer (𝑘𝑚2 ), square inch (𝑖𝑛2
), square foot (𝑓𝑡2 ), square yard (𝑦𝑑2 ), or square mile (𝑚𝑖2 ).

D. Discussing new concepts and practicing new skills #1

GROUP ACTIVITY

GUIDELINES:
1. The teacher will give the rules and provide rubrics before starting the group activity.
2. The teacher will provide the probllem to each group
3. They will be given 5 to 7 minutes to perform the activities.

Setting of Standards
G – give thoughtful feedback
R – respect others and their thoughts
O – on task all the time
U – use soft voices
P – participate actively
S – stay with your group

Rubrics
Criteria 5 4 3 total

Accuracy The team exhibits There are clear There are unclear
very clear ideas on ideas on the ideas on the task
the task context of the task

Teamwork All members are Most of the Very few members

cooperative and members show take part in the
took each part to involvement activity.
contributed to their
success

Presentation They clearly and They explained They were not able
fully explained new some things to explain important
understanding learned in the new understanding
gained in the activity but not gained in the
activity entirely clear activity.

 GROUP 1:
Anna was asked, what her favorite puzzle game is. And she show this:
 1. What solid figure was formed by a rubics?
2. Can you show/draw the sample net of the solid figure represented by it?
3. What plane figure does a rubik face represents?

 GROUP II:
The teacher show a picture of one of the structure we can visit if we will have a chance to
visit the country of Egpyt.

1. What is the name of the solid figure represented by the pyramid??

2. What do you think the units we will use in pyramids?
3. Can you show the formulas for areas of the pyramid?

 GROUP III:

The Grade 6 – Aquarius was given a project by their teacher to make a replica/model of
the Philippine’s Mount Mayonas their project in their Science subject.

1. What solid figure does a Mount Mayon represents?

2. Can youdraw the net of it?
3. Describe the surface area of the represented solid figure?

E. Discussing new concepts and practicing new skills #2

INDIVIDUAL ACTIVITY

Choose the net of the solid figure given in Column A to Column B.

Column A Column B

1.

2.
 3.

4.

5.

F. Developing mastery (leads to Formative Assessment 3)

The teacher will ask the students to draw the net of the 3 given solid figures. Then write the
formulas of areas inside each shape of the net.

1.

2.

3.

G. Finding practical application of concepts and skills in daily living

What is the importance of surface area in our everyday lives?
H. Making generalizations and abstractions about the lesson
How can we describe a surface area of solid figure?

I. Evaluating learning
Directions: Visualize and describe the surface areas of solid figures by completing the table below.
Do it on your answer sheet.

Description of the
Solid Figure Name Net
Surface Area
 1. The sum of the areas of
the two circular bases
and the rectangular
lateral area.

Cube

The sum of the area of

the circular base and the
area of the slanted
curved surface.

pyramid

sphere The measure of the

region covered by the
surface of a sphere.

J. Assignment

Study on how to find the surface area of a given solid figure.

V. REMARKS

VI. REFLECTION
1. No. of learners who earned 80% in the
Evaluation
2. No. of learners who require additional
activities for remediation who scored
below 80%
3. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
4. No. of learners who continue to require
Remediation
5. Which of my teaching strategies Strategies used that work well:
____ Group collaboration
 worked well? Why did these work? ____ Games
____ Solving Puzzles/Jigsaw
____ Answering preliminary activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
6. What difficulties did I encounter which __ Bullying among pupils
my principal or supervisor can help me __ Pupils’ behavior/attitude
solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/Internet Lab
__ Additional Clerical works
7. What innovation or localized materials Planned Innovations:
did I use/discover which I wish to share __ Localized Videos
with other teachers? __ Making big books from views of the locality
__ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition

Prepared by:

FERLHYN P. SORETA
Teacher I

Checked by:

ERIC D. VALLE
Master Teacher I/Mentor

Observed by:

RODERICK P. BERMEJO
Master Teacher II

FILIP P. CAÑAS
School Principal II