School Diatagon Barangay Elementary Grade Level 6 – Jade

GRADE 6 School
DAILY LESSON Teacher Lannie Michelle P. Mermida Learning Mathematic
PLAN Area s
Date & February 12, 2025 Quarter 3rd
Time

I. OBJECTIVES

A. Content The learners demonstrate understanding of rate and speed, and of area and surface
Standards area of plane and solid/space figures.

B. Performance The learners are able to apply knowledge of speed, area, and surface area of plane
Standards and solid/space figures in mathematical problems and real-life situations

C. Learning M6ME-IIIi-91 Visualizes and describes surface area and names the unit of measure
Competencie used for measuring the surface area of solid/space figures.
s

D. Objectives In this lesson, the learners are expected to:

K: describe surface area;
S: solve word problems involving measurement of surface areas of prism, cylinder,
cone, pyramid, and sphere; and
A: appreciate the importance of identifying the surface area by applying this
concept to solve real-world problems using nets and given measurements.
II. CONTENT Surface Area
(Subject Matter)
III. LEARNING RESOURCES

A. References Mathematics Grade 6-MELCS

1. Teacher’s Guide
Pages
2. Learner’s 21st Century MATHletes 6
Material Pages
3. Textbook Pages p.272 -285
B. Additional https://www.youtube.com/watch?v=dCD02kuobnY
Material from
Learning
Resource
Portal
IV.
Teacher’s Activity Student’s Activity
PROCEDURES

Before/Pre-Lesson  PRAYER
Proper “Let us all stand for an opening prayer. In “In the name of the father… Amen”
the name of the father… Amen”
A. Preliminaries
 GREETINGS
“Good morning, class!” “Good morning, Teacher Michelle!”
“How are you today?” “We’re good ma’am.”

 ENERGIZER
“Everybody is requested to stand for our (The students will dance “The Math
energizer.” Dance”)

 CHECKING OF ATTENDANCE
“Kindly take a look at your seatmates, is “None so far ma’am.”
there any absent today class?”

 READING OF CLASSROOM
 AGREEMENTS
“Before we proceed to our lesson, please be
reminded of our classroom agreements for us (The students will read the
to ensure a peaceful and effective learning classroom agreements.)
environment. Class, everybody read.”

 PRESENTATION OF BEHAVIORAL
CHART

“Since we already made an agreement, I

“Yes, Teacher Michelle”
have also here a Behavioral Chart. This chart
“There are 10 candies in each team,
will be the reflection of your behavior while
teacher!”
our class is ongoing. See these candies on
the board? How many candies did you see in
every team?

So, once you misbehave or break our

classroom agreements, I will remove the
candies from your team. But if you will be
good all throughout our discussion, the
“Yes, Teacher Michelle”
candies will remain. The group that has the
greatest number of candies will be rewarded
afterwards. “

Are we all clear?

 REVIEW
Rectangle, square, triangle and
“Class, look at the shapes flashed in the TV
circle, Teacher!
screen. What shapes do you see?”

A= l • w

Okay, very good! In order to get the area of A= s • s, or A= s²

the rectangle, what formula do we need to
use? A= ½ • b • h

How about the formula of the square? A= π • r • r, or A= π • r²

What is the formula of the triangle?

And the formula of a circle is?

In order to check your understanding with

our previous lesson, I have here an example. A= l • w
 I need four (4) students to solve the problem = 32 m • 20 m
in the board and the rest of you will solve on = 640 m²
your notebook.

1. A= π • r²
= 3.14 • (7.4)² cm
= 3.14 • 54.76cm
= 171.9464 cm² or 171.95 cm²
2.

A= ½ • b • h
= ½ • 12 ft. • 4 ft.
= 12 • 4 ft.
2
3. = 24 ft.²

A= s • s
= 10 cm • 10 cm
= 100 cm²

4.
1, 2, 3, Pak na Pak
1, 2, 3, Bet na Bet
1, 2, 3 Pak! Bet!

“Wow! I am
B. Presenting glad that you have still recall our topic last
examples/Instances meeting. Let’s give ourselves Pinakbet Clap!”
of the new lesson

(2 minutes)  ACTIVITY: “Jumble Bee”

“Do you want an activity class? Our activity is

called “Jumble Bee”

Directions: Kindly look under your armchair,

there is a name pasted on it. Then, look at
the picture pasted in the wall, proceed to
your designated areas.

I will now give you the activity sheet. All you

need to do is to arrange the letters into Answer Key:
words. The group must have one 1. RECTANGLE
representative to present the output in front. 2. CUBE
The first group to finish will receive 5 stars in 3. LATERAL
their scoreboard. You are only given two (2) 4. PRISM
minutes to finish the task. 5. SURFACE
6. TRIANGLE
1. NATREECLG
2. UEBC
3. TARLLAE
4. SPIRM
5. EUSCARF
6. AITRLENG

(The teacher will check the student’s output.)

 ANALYSIS
 1. Did you enjoy the activity? (Student’s answer may vary)
2. How many words did you form? What (Student’s answer may vary)
are they?
3. How are these words related to (Student’s answer may vary)
mathematics?

C. Establishing a (Presentation of Learning Objectives)

purpose for the This morning, we will have a new lesson but
lesson before we proceed to the next step, I will
show you our learning objectives for you to
know what are you going to achieve at the
end of the discussion.

In this lesson, the learners are expected to:

K: describe surface area;
S: solve word problems involving
measurement of surface areas of prism,
cylinder, cone, pyramid, and sphere; and
A: appreciate the importance of identifying
the surface area by applying this concept to
solve real-world problems using nets and
given measurements.
D. Discussing new  ABSTRACTION
concepts and
practicing new Surface area (S.A) is the sum of the areas
skills (20 mins) of the base(s) and the lateral faces of a solid
figure. One way to find the surface area of a
During/Lesson solid figure is to find the area of its net. You
proper measure area in square units such as cm²,
ft², m², and other units.
Another way to find the surface area of a
prism is to use the lateral area of the base
area. Lateral Area (L.A) of a prism is a sum
of the areas of lateral faces.
The lateral area of a prism is the product of
the perimeter of the base and height.
Formula: L.A. = ph
The surface area of a prism is the sum of the
lateral area of the two bases.
Formula: S.A = L.A. + 2B

Surface Area of a Cylinder

The lateral area of a cylinder is the product of
the circumference of the base and the height
of a cylinder.
 Formula: L.A = 2πrh
The surface area of a cylinder is the sum of
lateral area and the areas of the two bases.
Formula: S.A = L.A + 2B

Surface Area of a Pyramid

The surface area of a pyramid is the sum of
the areas of all the faces, including the base.
We can use the net to find aa general
formula that will help us find the surface area
of any pyramid.
Formula: S.A = L.A + B

Surface Area of a Cone

The surface area of a cone is the sum of the
lateral area and the area of its base.
Formula: S.A = πrs + πr²
 Surface Area of a Sphere
The area of the circle that contains the
center of the sphere is πr². It would take
exactly 4 of these circles to wrap the sphere
completely.
The surface area of a sphere with radius (r) is

Formula: S.A = 4 πr²

E. Developing Formative Assessment:

Mastery (leads to  The teacher will give a quiz about the
Formative lesson.
Assessment) (3-
5mins)

1. What is the shape of the bases?

2. What is the name of this solid figure?
3. What is the perimeter of the base?
4. What is the height of the prism?
5. Lateral area= ______ base x _____ of the
prism.
6. What is the area of the base?
7. For any prism, Surface area= _____ area +
___.
8. For any prism, the surface area is _______
m².
F. Finding practical  APPLICATION
application of
concepts and skills Differentiated Activities
in daily living (5
mins.)  The teacher will provide different
activities for the learners.
 The teacher will remind the learners
with the set standards before the start
of the activity and read the general
guidelines to the learners.

General Guidelines:
 The class will be divided into 3
 groups and each group must assign a
leader and a secretary.
 Each group will be given a different
instruction in order to do the activity.
 The activity will be performed within 5
minutes only.

Math Ninja:
 Directions: Find the surface area of
each prism.

The Pi rates:
 Directions: Find the surface area of
the cylinders.

MATHletes:
 Directions: Find the surface area of
the spheres.

G. Making The surface area measures the area of the

Generalizations outside of a three-dimensional shape. It
After the lesson can be described as the space covering the
outside of a solid figure. Understanding
surface area is crucial in real life because
it allows us to calculate the total exposed
area of an object, which is vital for various
applications like determining the amount of
material needed for construction, packaging
design, calculating heat transfer,
understanding chemical reactions in biology,
and even optimizing the efficiency of certain
systems in the human body, all by
considering how much surface area is
available for interaction with the
environment. It helps us to get optimal
material usage, make structures efficient,
and others.
V. EVALUATION Okay class, kindly get your paper and pen.
Read the situation and identify what is asked
in the problem. Answer carefully and show
your solution.

(EVALUATION) Gerald owns an antique shop. He is

refinishing a rectangular jewelry box shown
below. The can of varnish he is using has
enough liquid left in it to cover 30 cm². Is
there enough varnish leftt in the can to
refinish the jewelry box?

VI. ADDITIONAL ASSIGNMENT: In your mathematics book

ACTIVITIES FOR page 285, solve each problem and draw an
APPLICATION AND illustration if necessary. Write it in your
REMEDIATION assignment notebook.

VII. REMARKS

VIII. REFLECTION

Prepared by:
LANNIE MICHELLE P. MERMIDA
Practice Teacher

Checked by:

MRS. MAUREEN EVA A. GONTINIAS

Cooperating Teacher