Republic of the Philippines

Department of Education
Regional Office IX, Zamboanga Peninsula

6 Zest for Progress

Z Peal of artnership

4th QUARTER – Module 2:

VOLUME OF SOLID FIGURES

Name of Learner: ___________________________

Grade & Section: ___________________________
Name of School: ___________________________
Mathematics – Grade 6
Alternative Delivery Mode
Quarter 4 - Module 2: Volume of Solid Figures
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for a profit.
Such agency or office may, among other things, impose as a condition the payment of royalty.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Marilyn V. Concepcion
Editors: Clementina C. Villa
Alhidri A. Hairal
Illustrator: Alhidri A. Hairal
Layout Artist: Abdurauf J. Baldomero
Reviewers: EPS Mathematics Dr. Vilma A. Brown
School Head Raponzel B. Manalo
Management Team: SDS Roy C. Tuballa, JD, CESO VI
ASDS Jay S. Montealto, CESO VI
ASDS Norma T. Francisco, DM, CESE
EPS Mathematics Vilma A. Brown, Ed. D.
EPS LRMS Aida F. Coyme, Ed. D

Printed in the Philippines

Department of Education – Region IX, Zamboanga Peninsula
Office Address: Tiguma, Airport Road, Pagadian City
Telefax: (062) – 215 – 3751; 991 – 5975
E-mail Address: [email protected]

1
Introductory Message
This Self – Learning Module (SLM) is prepared so that you, our dear learners, can continue
your studies and learn while at home. Activities, questions, directions, exercises, and
discussions are carefully stated for you to understand each lesson.
Each SLM is composed of different parts. Each part shall guide you step-by-step as you
discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge of lessons in each SLM. This will tell
you if you can proceed on completing this module or if you need to ask your facilitator or your
teacher's assistance for a better understanding of the lesson. At the end of each module, you
need to answer the post-test to self-check your learning. Answer keys are provided for each
activity and test. We trust that you will be honest in using these.
In addition to the material in the main text, notes to the Teacher are also provided to our
facilitators and parents for strategies and reminders on how they can best help you with your
home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of this SLM. Use
a separate sheet of paper in answering the exercises and tests. Read the instructions carefully
before performing each task.
If you have any questions using this SLM or any difficulty in answering the tasks in this module,
do not hesitate to consult your teacher or facilitator.
Thank you.

What I Need to Know

This module was written to find and solve the volume of solid figures lesson of
the fourth quarter of grade 6 Mathematics. The module follows a step–by–step
approach to find and solve the word problem, follow the different solid figures' formula,
and examples and exercises support it. It covers the key concepts of finding and
solving routine and non-routine problems involving volume of solid figures.
This module was designed to cater to diverse learners' academic needs to
achieve and improve the twin goals of mathematics in basic education levels, which
are critical thinking and problem-solving. The language used recognizes the
vocabulary level of grade 6 pupils/learners. The lessons followed developmentally
sequenced teaching and learning processes to meet the curriculum requirement.
After going through the module, you are expected to:
⚫ find the volume of cylinders, pyramids, cones, and spheres.
(M6ME-IVb-97); and
⚫ solve routine and non-routine problems involving volumes of solids.
(M6ME-IVc-98).
Believe that learning can continue amidst the health crisis. Good luck, stay
safe, and God bless.

2
 What I Know
Directions: Read and understand each question. Choose the letter of the best answer
and write on your answer sheet.
1. Find the volume of the pyramid in the picture below in a cubic meter.
A. 960 m3
B. 320 m3
C. 120 m3
D. 96 m3

2. A cylindrical can of Evaporated Milk has a diameter of 4 inches and a height of 6

inches. What is the volume of the can?
A. 301.44 in3 B. 145.2 in3 C. 75.36 in3 D. 50.24 in3
3. A clay model of a volcano is in the shape of a cone. The model has a circular base
with a diameter of 36 centimeters and a height of 6 centimeters. Find the volume
of the model volcano. 𝑈𝑠𝑒 3.14 𝑓𝑜𝑟 𝜋.
A. 678.24 cm3 B. 2 034.72 cm3 C. 4 069.44 cm3 D. 6 104.16 cm3
4. Which unit would NOT be appropriate for volume?
A. cm3 B. cubic feet C. square miles D. cubed
5. There are 30 balls in a box. Each ball has the same size. If one ball has a diameter
of 25 cm, what is the volume of each ball?
A. 8 177.08 cm3 B. 1 953.12 cm3 C. 6 132.81 cm3 D. 24 531.25 cm3

What's In
ACTIVITY MATCHING TYPE
Directions: Write True on the blank if the statement is correct and False if the
statement is incorrect.

1. Circle is the shape of the horizontal cross-section of a sphere.

1
2. The formula in finding the volume of Rectangular Prism is V = 3 (s x s x s).
3. Volume is the number of cubic units needed to fill the space occupied by a
solid.
4. A cylindrical container has a diameter of 5 inches and a height of 25 inches. The
equation used to find the volume of the container is 𝑉 = 𝜋(2.5)2 (25).
4
5. 𝑉 = 3 𝜋𝑟 3 is the formula for finding the volume of a pyramid.

3
 What's New
Directions: Based on the figures below, which container occupies the greatest
amount of space? Why?

5cm
10 cm
10 cm 10 cm r = 5 cm

5 cm

A B C D

What is It

A FINDING THE VOLUME OF SOLID FIGURES

The volume of a solid figure is the amount of space inside it. Volume is
measured in cubic units, which means it tells you how many cubes of a given size it
takes to fill the solid figure.
The volume of solid figures consists of different formulas:
NAME OF FIGURES FORMULA
1
Rectangular Pyramid 𝑉= ( 𝑙 𝑥 𝑤 𝑥 ℎ)
3
1
Cone 𝑉= (𝜋𝑟 2 ℎ)
3
Cylinder 𝑉 = 𝜋𝑟 2 ℎ
4
Sphere 𝑉= 𝜋𝑟 3
3

EXAMPLES:

EXAMPLE 1: SOLUTION:
1
RECTANGULAR PYRAMID 𝑉 = (𝑙 × 𝑤 × ℎ)
3
A rectangular pyramid, 1
𝑉= × 62𝑚 × 40𝑚 × 50𝑚
which has a height of 50m, 3
1
𝑉= × 124 000
a width of 40m and a length 3
𝑽 = 𝟒𝟏 𝟑𝟑𝟑. 𝟑𝟑𝒎𝟑
of 62m. What is the volume
of a rectangular pyramid?

4
EXAMPLE 2: CONE AND CYLINDER
3 cm

Samira puts a cone inside the cylindrical mug,

9 cm
which has a height of (9cm) and a radius of 3cm.
a. What is the volume of a cone?
b. What is the volume of a cylinder?

SOLUTION 1: Volume of the Cone SOLUTION 2: Volume of the Cylinder

1
𝑉 = × (𝜋𝑟 2 ℎ) 𝑉 = 𝜋𝑟 2 ℎ
3
1 𝑉 = 3.14 × 3𝑐𝑚 × 3𝑐𝑚 × 9𝑐𝑚
𝑉= × (3.14 × 3𝑐𝑚 × 3𝑐𝑚 × 9𝑐𝑚) 𝑽 = 𝟐𝟓𝟒. 𝟑𝟒 𝒄𝒎𝟑
3
1
𝑉= × (254.34𝑐𝑚3 )
3
𝑽 = 𝟖𝟒. 𝟕𝟖 𝒄𝒎𝟑

EXAMPLE 3: SPHERE SOLUTION:

4
𝑉 = 𝜋𝑟 3
3
Find the volume of a 10 cm 𝑉=
4
× (3.14 × 10𝑐𝑚 × 10𝑐𝑚 × 10𝑐𝑚)
sphere which has a 3
4
radius of 10cm. 𝑉= × (3140𝑐𝑚3 )
3
𝑽 = 𝟒 𝟏𝟖𝟔. 𝟔𝟕𝒄𝒎𝟑

B PROBLEM SOLVING INVOLVING

VOLUME OF SOLID FIGURES
In solving word problems involving volume of solid figures, we need
to follow the following steps:

Understand Plan Solve Check

1. UNDERSTAND THE PROBLEM. Read and understand the problem in order

to know the following:
• What is asked in the problem?
• What are the given facts in the problem?
2. MAKE A PLAN. Use strategies to find solution to the problem. Determine the
following:
• What operation or operations to use in the problem?
• What is the number sentence?
3. SOLVE. Solve for the answer. Don’t forget to label your answer.
4. CHECK. To check your answer, you may use other strategies or go back and
check if your solution is correct. Check also if your answer is reasonable.

5
 EXAMPLE 1

James and Dave pitched a tent that had a shape of a pyramid. The rectangular
base is a rectangle that is 3.5 meters wide, 3.8 meters long, and 3 meters high.
What is the volume of the tent?

FOUR – STEP PLAN ILLUSTRATIVE EXAMPLE

UNDERSTAND
• Know what is asked What is the volume of the tent?
• Know what are the given facts The length of the rectangular base is 3.8m, the
width of the rectangular base is 3.5 m and the
height of the tent is 3 m
PLAN
• Which formula(s) shall we use to The tent is a rectangular pyramid. Let us use
solve the problem? the formula below to find the volume of the tent.
1
𝑉 = × ( 𝑙 × 𝑤 × ℎ)
3
SOLVE
• Show how the solution is done 𝟏
𝑽 = × (𝒍 × 𝒘 × 𝒉)
𝟑
𝟏
𝑉 = × (3.8𝑚 × 3.5𝑚 × 3𝑚)
𝟑
1
𝑉 = × 39.9𝑚3
3
𝑉 = 13.3 𝑚3
• Answer The volume of the tent is 13.3𝑚3
CHECK AND LOOK BACK
• Verify using check and balance 𝑽 =
𝟏
× (𝒍 × 𝒘 × 𝒉)
𝟑
(𝒍×𝒘×𝒉)
𝑉 =
𝟑
3.8𝑚×3.5𝑚×3𝑚
𝑉 =
3
𝑉 = 13.3𝑚3 .
Therefore, the answer is reasonable.

EXAMPLE 2

Nena is experimenting on the volumes of a cylinder and a cone. The cylindrical

container has a base radius of 5 dm and a height of 12 dm while the conical
container has a base radius of 5dm and a height of 6 dm. If the cylindrical
container is to be filled with water using the conical container, about how many
times the conical container must be filles with water to fill the cylindrical
container?

6
 FOUR – STEP PLAN ILLUSTRATIVE EXAMPLE
UNDERSTAND
• Know what is asked How many times the container must be filled
with water to fill the cylindrical container?
• Know what are the given facts Cylindrical container: r= 5 dm, h= 12 dm
Conical container: r= 5 dm, h= 6 dm
PLAN
• Which formula(s) shall we use to 𝟏 𝟐
𝑽𝒄𝒚𝒍𝒊𝒏𝒅𝒆𝒓 = 𝝅𝒓𝟐 𝒉 𝑽𝒄𝒚𝒍𝒊𝒏𝒅𝒆𝒓 = 𝝅𝒓 𝒉
solve the problem? 𝟑
SOLVE
• Show how the solution is done Vcylinder = πr 2 h
= 3.14 × 5 dm × 5d m × 12 dm
= 942 dm3
1
Vcone = πr 2 h
3
1
= 3 × (3.14 × 5dm × 5dm × 6dm)
= 157 dm3

942 dm3 ÷ 157 dm3 = 6

• Answer The conical container must be filled with water
6 times to fill the cylinder container .
CHECK AND LOOK BACK
• Verify using check and balance 1
942 dm3 = 6 ×( 3 × 3.14 × 5dm × 5dm × 6dm)
942 dm3 = 942 dm3
Therefore, the answer is reasonable.

What's More
Directions: Find the volume of solid figures. Write your answer on a separate sheet.

1. Find the volume of a cylinder with dimensions ℎ = 10𝑚, 𝑟 = 9.

2. A boy scout's tent is 10 meters high, 8 meters long, and 5

10 m

meters wide. Find its volume.

8m

3. Find the volume of a cone-shaped toy with a height of 9cm

and a base radius of 7 cm.

7
 What I Have Learned
A. Directions Base from the activities, identify the formula of the solid figures below.
1. Sphere = ______________ 3. Pyramid = ______________
2. Cone = ______________ 4. Cylinder = ______________

B. Directions: Name the 4 steps in solving word problems.

Step 1: Step 3:
Step 2: Step 4:

What I Can Do

A. 904.32cm3 B. 1 728cm3 C. 399.12cm3 D. 140cm3 E. 549.5cm3

1. Mark has a chocolate box whose sides are 12 centimeters each. Find its volume.
2. A cylindrical glass container with a radius of 5 cm and a height of 7cm. What is the
volume of a cylindrical glass container?
3. Calculate the volume of a conic-shaped birthday hat with a base radius of 6 cm
and a height of 9cm.
4. Calculate the volume of a tent with a rectangular base of 6 meters wide, 7 meters
long, and 10 meters high. What is the volume of the tent?
5. A soccer ball has a radius of 6 centimeters. Find its volume.

Assessment
A. Directions: Read and solve each problem, then choose only the letter of the correct
answer.

1. Daniel wants to put water in a cylindrical metal tank, 12 meters high and a base
radius of 8 meters. How many cubic meters of water is needed for the tank?
A. 2 411.52m3 B. 1 607.68m3 C. 301.44m3 D. 200.96m3

2. Arnaldo is setting up his tent. His tent is in the shape of a pyramid with a
rectangular base of 4 meters wide, 8 meters long, and 10 meters high. What is
the volume of the tent?
A. 106.67 m3 B. 125.67 m3 C. 174.67 m3 D. 129 m3

3. Kathryn plays a jackstone, which has a 2-inch radius. What is its volume?
A. 15.26 inches3 B. 25.32 inches3 C. 33.49 inches3 D.50.24 inches3

8
 4. Aniza bought ice cream at an ice cream parlor. The ice cream is served in a
cone with a base radius of 4.3 centimeters and 5.4 centimeters high. What is its
volume?
A. 126.34cm3 B. 65.5 cm3 C. 96.4 cm3 D. 104.5 cm3

5. Carl and Mike bought a coffee drink and was served in a cylindrical coffee mug
with a base radius of 4 inches and a height of 7 inches. How much coffee drink
can fill in a coffee mug?
A. 788.4 inches3 B. 351.68 inches3 C. 80.30 inches3 D. 235.54 inches3

B. Find the volume of the following figures and choose the correct answer.

1. Find the Volume of the cylinder. 2. Find the volume of the cone.
8 in 20 cm
A. 523.33 in3
B. 1 570 in3
C. 2 616.67 in3
20 in D. 4 166.67 in3
A. 502.4 in3 C. 1 280 in3 25 cm
B. 1 004.8 in3 D. 4 019.2 in3

3. Find the volume of this sphere. 4. Find the volume of the pyramid.
𝑙 = 5𝑚, 𝑤 = 3𝑚, ℎ = 6𝑚
A. 20.9 m3 A. 90 m3
5m B. 62.8 m3 B. 30 m3
C. 63.5 m3 C. 18 m3
D. 65.4 m3 D. 15 m3

2
 3
Quezon City Philippines:2016, 35-40, 70-78.
Textbook, ed. Mercurio T. Elenzano and Chin Uy Vibal Group, Inc. Quezon City,
Jaime R. Burgos, Marjoseph H. Perez, and Donnel P.Placer, Century 21st Mathletes
References:
Assessment: What I Can Do:
A. 1. A 2. A 3. C 4. D 5. B 1. B 2. E 3. C 4. D 5. A
B 1. D 2. C 3. D 4. B
What I Have Learned:
1
A. 1. Sphere: V= 4 πr3 3. Pyramid: V= (l × w × h)
3 3
1 4. Cylinder: V= πr2h
2. Cone: V= (πr2h)
3
B.
1. Understand 2. Plan 3. Solve 4. Check
What’s More:
1. V = π x r2x h 1
2. V = × (l × w × h)
3
= 3.14 × 9m × 9m × 10 m 1
= 2 543.4m3 V= × (8m × 5m × 10m)
3
V = 133.33m3
1
3. V = (πr2 ×h)
3
1
= × (3.14 × 7 cm ×7 cm × 9cm)
3
V = 461.58 cm3
What’s New:
Answer: Figure A occupies the greatest space since it has the greatest volume.
What’s In: What I Know:
1. True 3. True 5. False 1. B 2. C 3. B 4. C 5. A
2. False 4. True
Answer Key
 I AM A FILIPINO
by Carlos P. Romulo
I am a Filipino – inheritor of a glorious past, hostage to the It is the mark of my manhood, the symbol of my dignity as
uncertain future. As such, I must prove equal to a two-fold a human being. Like the seeds that were once buried in the
task – the task of meeting my responsibility to the past, and tomb of Tutankhamen many thousands of years ago, it shall
the task of performing my obligation to the future. grow and flower and bear fruit again. It is the insigne of my
I am sprung from a hardy race – child many generations race, and my generation is but a stage in the unending
removed of ancient Malayan pioneers. Across the centuries, search of my people for freedom and happiness.
the memory comes rushing back to me: of brown-skinned I am a Filipino, child of the marriage of the East and the
men putting out to sea in ships that were as frail as their hearts West. The East, with its languor and mysticism, its passivity
were stout. Over the sea I see them come, borne upon the and endurance, was my mother, and my sire was the West
billowing wave and the whistling wind, carried upon the that came thundering across the seas with the Cross and
mighty swell of hope – hope in the free abundance of the new Sword and the Machine. I am of the East, an eager
land that was to be their home and their children’s forever. participant in its struggles for liberation from the imperialist
This is the land they sought and found. Every inch of shore yoke. But I know also that the East must awake from its
that their eyes first set upon, every hill and mountain that centuried sleep, shake off the lethargy that has bound its
beckoned to them with a green and purple invitation, every limbs, and start moving where destiny awaits.
mile of rolling plain that their view encompassed, every river For I, too, am of the West, and the vigorous peoples of the
and lake that promised a plentiful living and the fruitfulness West have destroyed forever the peace and quiet that once
of commerce, is a hollowed spot to me. were ours. I can no longer live, a being apart from those
By the strength of their hearts and hands, by every right of whose world now trembles to the roar of bomb and cannon
law, human and divine, this land and all the appurtenances shot. For no man and no nation is an island, but a part of the
thereof – the black and fertile soil, the seas and lakes and main, and there is no longer any East and West – only
rivers teeming with fish, the forests with their inexhaustible individuals and nations making those momentous choices
wealth in wild and timber, the mountains with their bowels that are the hinges upon which history revolves. At the
swollen with minerals – the whole of this rich and happy land vanguard of progress in this part of the world I stand – a
has been for centuries without number, the land of my forlorn figure in the eyes of some, but not one defeated and
fathers. This land I received in trust from them, and in trust lost. For through the thick, interlacing branches of habit and
will pass it to my children, and so on until the world is no custom above me I have seen the light of the sun, and I
more. know that it is good. I have seen the light of justice and
I am a Filipino. In my blood runs the immortal seed of heroes equality and freedom, my heart has been lifted by the vision
– seed that flowered down the centuries in deeds of courage of democracy, and I shall not rest until my land and my
and defiance. In my veins yet pulses the same hot blood that people shall have been blessed by these, beyond the power
sent Lapulapu to battle against the alien foe, that drove Diego of any man or nation to subvert or destroy.
Silang and Dagohoy into rebellion against the foreign I am a Filipino, and this is my inheritance. What pledge
oppressor. shall I give that I may prove worthy of my inheritance? I
That seed is immortal. It is the self-same seed that flowered shall give the pledge that has come ringing down the
in the heart of Jose Rizal that morning in Bagumbayan when corridors of the centuries, and it shall be compounded of the
a volley of shots put an end to all that was mortal of him and joyous cries of my Malayan forebears when first they saw
made his spirit deathless forever; the same that flowered in the contours of this land loom before their eyes, of the battle
the hearts of Bonifacio in Balintawak, of Gregorio del Pilar cries that have resounded in every field of combat from
at Tirad Pass, of Antonio Luna at Calumpit, that bloomed in Mactan to Tirad Pass, of the voices of my people when they
flowers of frustration in the sad heart of Emilio Aguinaldo at sing:
Palanan, and yet burst forth royally again in the proud heart “I am a Filipino born to freedom, and I shall not rest until
of Manuel L. Quezon when he stood at last on the threshold freedom shall have been added unto my inheritance—for
of ancient Malacanang Palace, in the symbolic act of myself and my children and my children’s children—
possession and racial vindication. The seed I bear within me forever.”
is an immortal seed.