School: Calumpang Elementary School Grade Level: VI

GRADE 6
Name of Teacher Glyceline P. Asuncion Learning Area: ENGLISH
DAILY LESSON LOG
Teaching Dates and December 9-13, 2024 (WEEK 1) Quarter: 3rd Quarter
Time:
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I.OBJECTIVES The Learner…………..
A.Content Standards demonstrates understanding of solid figures.
B.Performance Standards is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere.
C.Learning 49. visualizes the different solid figures: cube, 49. describes the different solid figures: cube, 50. differentiates solid figures from plane figures.
prism, pyramid, cylinder, cone, and sphere. prism, pyramid, cylinder, cone, and sphere. M6GE-IIIa-28
Competencies/Objectives
M6GE-IIIa-27 M6GE-IIIa-27
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages  Lesson Guide in Elem. Math Gr. 6 p.360, 363 21st Century Mathletes 6, pp. 56-59 21st Century Mathletes 6, pp. 56-59
2.Learners’s Materials pages
3.Textbook pages 21st Century Mathletes 6, pp166-199 21st Century Mathletes 6, pp. 166-199 21st Century Mathletes 6, pp. 166-199
4.Additional materials from DLP 6 Mod 69
learning resource (LR) portal
B.Other Learning Resource Mathletes 6 textbook, video clip, power point Mathletes 6 textbook, video clip, power point Mathletes 6 textbook, video clip, power point
presentation presentation presentation
IV.PROCEDURES
A.Reviewing previous lesson Mental Computation: Solving for Perimeter and Before you begin this lesson, facilitate an activity Drill: Group Activity:
or presenting the new lesson Area that creates
Game 1 cooperative groups of 2-4. One piece of paper
a) Divide the class into 6 groups. (per column) will be given to each
b) Teacher provides an illustration board for cooperative group. Pupils will be instructed that
each group. they will have only two
c) Teacher flashes a picture of a plane figure minutes to write down as many geometric shapes
with given measurements of sides. as they can. Each pupil will write the name of only
14 cm one geometric shape and then pass the paper to
Ex.5 m 6 cm the next pupil. The game ends when the time
expires.
Let the representative of each group discuss to
d) The first student from each group solves for the class all the geometric shapes they have
the perimeter and area of the given figure. collected from the game. If the groups have
He/she writes his/her answer on the illustration shared all their answers in the class, ask them
board provided for each group. what did they notice among their answers?
e) The first to give the correct answers (with the Once the pupils’ figures that their answers have
proper labels) and raises his/her board first, gets all in
2 points. common which is flat and 2-dimensional,
f) Continue the game until everyone in the have a review on geometric
column has participated. figures especially the plane figures. That is, they are
g) The group with the most number of points figures that contain a
wins. portion of a plane. That portion of the plane will
2.Review the previous lesson. Give 2 examples. play a big part of the lesson for today.
 Review:

B.Establishing a purpose for the Imagine that we have an aquarium and a wooden Guessing Game:
lesson box. If we will fill up both of them with water until 1. I have 0 sides. I have 0 vertices. I
they become entirely full, which of them will take am round
more amount of water? Explain. 2. I have 4 sides. My sides are equal. I
have 4 vertices.
3. I have 3 sides. My sides are not
always the same. I have 3 vertices.
4. I am a solid figure. I have no faces
or edges. I am round.
5. I am a solid figure. I have 6 faces. 8
Show these pictures to the pupils. vertices and 12 edges, all equal.
What do these objects have in common? I am a solid figure. I am round and have
1 round face. I have a point and 1 round edge.

Based on the illustration, the aquarium will take a

greater amount of water as compared to the
wooden box because it has more space to hold
more amount of water. These objects are examples
of solid figures.
(Show the video of the song “3D shapes I know”)

C.Presenting Examples/ instances The big box below is another example of a solid The given objects are solid figures. Solid figures Present this problem:
of the new lesson figure. What kind of solid figure is this? are three-dimensional figures. Explain and
describe the common solid figures.
 Look at the illustration of the box and try to answer
the ff. question.

A boy visited a toy store and he found the ff.:

What is the shape of the bottom part of box? Is it From the items that he found, identify which of
the same with the shape of the top part? them are plane figures and which of them are
What is the right side of the box? Does it have same solid figures.
shape with the one on the left side? Use the four-step plan to solve the problem. Hint:
Do the back and front sides of the box have the (Recall the definition of plane figures.) (See txbook
same shape? page 197 for the answer to this problem.)
Objects in the real world are called three-
dimensional if they have length, width and height.
In Mathematics, the three-dimensional objects are
known as solid figures.

D.Discussing new concepts Discuss the content on pages 189-193 of their Group Activity: Given the description, identify Discuss how to compare plane figures with solid
and practicing new skills #1 Mathletes Textbook the solid figure that is being referred to. figures to the class.
1. A solid figure with a circular base, a vertex (You can also show a video on differentiating plane
that is not on the base, and bounded by a and solid figures.)
curved surface. Ans. Cone
2. A special type of prism that has six
congruent faces. Ans. Cube
3. A solid figure with a polygonal base and
triangular faces that meets at a common
point called apex. Ans. Pyramid
4. A solid figure with two parallel congruent
circles as bases and bounded by curved
surface. Ans.cylinder
5. A solid figure made up of all points that
are equidistant to a fixed point called

center. Ans. sphere

E.Discussing new concepts and Discuss the solid figures: Group Activity: Ask the ff. questions:
practicing new skills #2 1. Divide yourselves into six groups. What is a plane figure?
2. Each group will make a model of the solid A plane figure is two dimensional figure which
figure that the teacher will assign to them. possesses an area but the volume of this figure is
3. Use your creativity in making the models. zero. The examples of plane figures are square,
4. You can use any materials available in the circle, rectangle, triangle etc. Plane figures can be
classroom. drawn on a paper. The unit of area of a plane
5. Display your works in the classroom figure is square of unit of length. The study of
6. The leader of each group will describe the plane figures is called plane geometry.
solid figure assigned to them. 2. What is a solid figure?
The three dimensional figures are called solid
figures. These figures have an surface area as well
as a volume. These figures cannot be drawn on a
paper. The examples of solid figures are cuboid,
parallelepiped, football, solid sphere etc. The unit of
area of a solid figure is square of unit of length.
Similarly, the volume of three dimensional figure is
cube of unit of length

F.Developing Mastery Identify the spatial figure represented by the Identify: Group Activity:
following: 1. A solid with bases are congruent circles. 1. Divide the class into cooperative groups of
1. ball 2. A solid whose base is a polygon and whose five.
2. globe lateral faces are triangles. 2. Each group is assigned a solid figure and
3. funnel 3. A solid bounded by flat surfaces that form given their shape to examine .
4. test tube polygons 3. They draw a picture of their shape, and
5. tent 4. A prism made up of six congruent faces. list its characteristics, including: the plane figure
6. dice 5. A right prism bounded by parallelograms. that creates its faces.
The leader of the group will report the work of the
group.
G.Finding Practical application If you would like to place a basket ball in a Discuss where in real life the pupils have seen Can you think of real objects that illustrate the
 geometrical shapes. The same shape takes on extra
dimension by adding additional points and lines to
give the shape height, width and depth.

I.Evaluating learning A. B. C. Draw in your notebook objects that A. Describe the ff. solid figures. Sort-out the figures into their corresponding
resemble the following space figures. columns.
1) 2) 3) 4)

5)

D. Name the spatial figures that

resemble the following objects below:
B. B.True or False.
1) box
1. A cabinet is an example of a
2) ball
pyramid.
3) dice
2. A cube is a simplest kind of prism.
4) ice cream cone
3. All pyramids are solids.
5) globe
4. All prisms are solids.
5. All solids are prisms.
6. All solids are pyramids.
7. A triangle is a possible base of a
prism.
8. A cylinder is a prism.
9. The bases and faces of a prism is a
parallelogram.
10. A pyramid can have a circular base.

J.additional activities for Name as many as you can of real- objects that Cut out pictures of objects from newspapers or Draw 2D shapes from the 3D shapes. Copy from
application or remediation represent the ff. solid figures: magazines that are models of spatial figures different angles, and
1.cone 2.cylinder describe each write the names of the 2D shapes.
3.cube 4.prism
5. sphere

I. REMARKS
II. REFLECTION
A. No. of learners who earned ___ of Learners who earned 80% above ___ of Learners who earned 80% above ___ of Learners who earned 80% above
80% of the formative
assessment
B. No. of learners who ___ of Learners who require additional activities ___ of Learners who require additional ___ of Learners who require additional
require additional for remediation activities for remediation activities for remediation
activities for
remediation
C. Did the remedial lessons work? ___Yes ___No ___Yes ___No ___Yes ___No
 ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson ____ of Learners who caught up the lesson
No. of learners who have ___ of Learners who continue to require ___ of Learners who continue to require ___ of Learners who continue to require
caught up with the lesson. remediation remediation remediation
D. No. of learners who continue to Strategies used that work well: Strategies used that work well: Strategies used that work well:
require remediation. ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why?
___ Complete Ims ___ Complete Ims ___ Complete Ims
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing ___ Group member’s Cooperation in doing ___ Group member’s Cooperation in doing
their tasks their tasks their tasks
E. Which of my teaching __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
strategies worked well? Why __ Colorful IMs __ Colorful IMs __ Colorful IMs
did these work? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
F. What difficulties did I encounter Planned Innovations: Planned Innovations: Planned Innovations:
which my principal or __ Localized Videos __ Localized Videos __ Localized Videos
supervisor can help me solve? __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
Instructional Materials Instructional Materials Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition

Prepared by: Checked by:

GLYCELINE P. ASUNCION ELAINE DJ. DELA CRUZ
Teacher I Principal I