6E Lesson Plan in Mathematics Solid Figures

  

LESSON PLAN IN MATHEMATICS 6

 

I. OBJECTIVES

Content Standards:                Demonstrates understanding of solid figures

Performance Standards:         Is able to construct and describe the different solid figures: cube, prism, pyramid, cylinder, cone, and sphere

Most Essential Learning

Competencies:                        Visualizes and describes the different solid figures: 

                                                cube, prism, pyramid, cylinder, cone, and sphere using concrete and pictorial models

                                                Differentiate solid figures from plane figures (M6GE-IIIa-28)

 

Specific Objectives:                 a. Identify different solid figures

                                                b. Describe the characteristics of different solid figures

                                                c. Differentiate solid figures from plane figures

                                                d. Work cooperatively in groups

 

 

II. SUBJECT MATTER

A. Solid Figures

B. K to 12 MELC, M6GE-IIIa-28, p. 224; 21^st Century Mathletes, pp. 186-199

C. TV, pictures, slides presentation, models, graphic organizers

D. Cooperation

 

III. PROCEDURE

A. ELICIT

Physical Response Task: Who Am I?

·       Review the different plane figures using the following riddles. Let learners respond using the sign language for A (     ), B (    ) and C (      ).

 

1. I am a three-sided figure. I can be equilateral, isosceles, or scalene. 

Who am I?

A. Rectangle             B. Triangle                C. Square

2. I am a four-sided figure. My sides are all congruent. I have four right angles.

Who am I?

A. Trapezoid             B. Triangle                C. Square

3. I am a quadrilateral. I have opposite sides parallel and of equal length. I also have four right angles 

Who am I?

A. Circle                     B. Square                  C. Rectangle

4. I am a quadrilateral with two parallel sides but not equal in length. 

Who am I?

A. Trapezoid             B. Triangle                C. Square

5. I am a plane figure with no edges or vertices. I am formed by tracing a curve that is always the same distance from the center. 

Who am I?

A. Circle                     B. Square                  C. Rectangle

 

 

 

 

B. ENGAGE

Film Showing 

·       Show a videoclip of 2-Dimensional (2D) and 3-Dimensional (3D) animation.

·       Ask: What do you think are differences between the two animations?

·       Present a semantic web to gather ideas.

 

                    

 

·       Relate that in geometry, there are 2-dimensional figures called plane figures and 3-dimensional figures called solid figures.

·       Compare and contrast plane and solid figures using Venn Diagram.

 

 

C. EXPLORE

Cooperative Work/Group Activity

·       Divide the class in groups of 4-5 members. Remind them of proper decorum during group activity. Emphasize cooperation to successfully accomplish the given task.

·       Each group will be assigned to explore a solid figure. Let them accomplish the following data retrieval chart to guide with their observation and presentation. Let them create their own definition about the solid figure.

 

Name of Solid Figure	Shape of the Base	Number of Faces	Number of Edges	Number of Vertices	Real-Life Examples

 

 

Unlocking of Difficulties: Vocabulary Development

·       Provide the definition of the following words to avoid confusion among groups.

a)    BASE-the face on which the figure rests

b)    FACE-the flat surfaces of a solid figure

c)     EDGE- the line segment where two faces meet

d)    VERTEX- the corner formed when two or more edges meet in a point

·       Monitor and facilitate the discussion within groups.

 

D. EXPLAIN

Class Reporting/Presentation

·       Allow each group representative to present their answers to the class. Remind them of proper decorum during group reporting/presentation.

·       Facilitate discussion and sharing of ideas. 

·       After presentation of each group, present the chart with complete answers.

 

Name of Solid Figure	Shape of the Base	Number of Faces	Number of Edges	Number of Vertices	Real-Life Examples
Rectangular Prism	Rectangle	6	12	8	aquarium wood block
Triangular Prism	Triangle	9	9	6	roof, tent
Cube	Square	6	12	8	Rubik’s cube, ice cube
Cylinder	Circle	2	0	0	can, glass, etc
Triangular Pyramid	Triangle	4	6	4	Pyramids of Giza, roof
Cone	Circle	1	1	1	ice cream cone, hat
Sphere	None	0	0	0	ball, globe

·       Raise the following questions for critical thinking:

                        Why does cylinder have 0 vertex? Why does sphere have 0 face?

 

D. ELABORATE

Travel Time with Solid Figures

·       Using slide presentation, show different landmarks locally and around the world. Let them identify what solid figures resemble these landmarks.

a. Pison Chimney in Mandurriao, Iloilo City 

b. Foremost Milling in Lapuz, Iloilo City

b. Mayon Volcano in Legazpi, Albay

c. Mall of Asia Globe in Pasay, Metro Manila

d. Leaning Tower of Pisa in Pisa, Italy

e. Louvre Museum in Paris, France

 

 

E. EVALUATE

Formative Assessment

·       Direction: Answer the following questions. Choose the letter of the correct answer.

 

1. Which is not a solid figure?

a) Pyramid

b) Triangle

c) Cone

d) Prism

 

2. Why are solid figures different from plane figures?

a) Solid figures are hard objects.

b) Solid figures have height, thickness, or depth.

c) Solid figures have length and width.

d. Solid figures are difficult to draw.

 

3. This solid figure has no base, no face, no vertices, and no edges.

a) Sphere

b) Cylinder

c) Cone 

d) Pyramid

 

4. Which best describes a cube?

a) It has triangular base.

b) It has 8 edges.

c) It has 6 faces.

d) It has 12 vertices.

 

5. Which of the following best illustrates a cylinder?

a) A slice of cake

b) A drum

c) A block of soap

d) A mountain

 

F. EXTEND

Assignment

·       Direction: Draw or take a photo of objects or landmarks within your community that resemble any of the solid figures. Put your photo/drawing in a short-sized bond paper.

 

 

 

 

Prepared by:

 

JAYLORD S. LOSABIA

    Master Teacher I                                                                            

4As LESSON PLAN IN MATH VI Integrated with SCIENCE and ESP TYPHOON ODETTE

 

I. Objectives

Content Standards:               Demonstrates understanding of the four fundamental operations involving fractions and decimals.

Performance Standards:      Is able to apply the four fundamental operations involving

fractions and decimals in mathematical problems and real-life situations.

Most Essential Learning        Multiplies simple fractions and mixed fractions

Competencies:                     Solves routine or non-routine problems involving

multiplication without or with addition or subtraction of fractions and mixed fractions using appropriate problem solving strategies and tools

Specific Objectives              A. Multiply fractions with whole numbers

B. Solve word problems involving multiplication of fractions and whole numbers

C. Extend help to those in need

 

II. Subject Matter

A. Multiplication of fractions with whole numbers

B. M6NS-Ib-90.2; M6NS-Ib-92.2; Enjoying Mathematics Workbook p. 88; Soaring 21st Century Mathematics pp 85-88

C. pictures, chart, video clip

D. Helpfulness/Charity

 

III. Procedure

A. Preparatory Activities

1. Review (Fast-Talk)

·        Give the products of the following:

a. 1/2 x 1/3   b. 3/4 x 1/5   c. 6/8 x 2/3   d. 3/4 x 1/6   e. 5/6 x 1/3

 

2. Motivation (Video Presentaion)

·        Show a short video clip about Typhoon Odette.

·        Ask:

What is the video all about?

What do you know about typhoons? Integrate/Remind learners of their lesson in Science.

What did you do when Typhoon Odette passed by Panay Island? What should we do if there is a typhoon?

 

 

B. Developmental Activities

1. ACTIVITY

·        Let learners watch another video clip on the aftermath and relief operations in areas affected by Odette.

·        Ask: What can we do to help the typhoon victims? Integrate ESP to the learners by emphasizing the value of charity and helpfulness.

 

·        Present the following problem:

15 learners of Grade VI- Aquino plan to donate relief goods to help those who were affected by typhoon Odette. 2/5 of these learners will donate noodles while the rest will give canned goods. How many pupils will donate noodles?

How many will give canned goods?

 

2. ANALYSIS

·        Analyse the problem using STAR Strategy

 Search the Problem:

What is asked in the problem? What are the given facts? What operations should be used?

 Translate the Problem:

What is the mathematical sentence/equation?

 Answer the Problem:

What is the answer/solution to the problem?

 Review the Solution:

Does the answer make sense? Does it answer the problem?

 

3. ABSTRACTION AND COMPARISON

·        Discuss the solution using pictorial (block model) and abstract (algorithm) approach.

15 learners

a. Pictorial Approach

 

 

 

3

3

3

3

3

(noodles)

(canned goods)

 

 

 

 

b. Abstract Approach

 

1. noodles                                                      2. canned goods

 

15 x   =   x   =   = 6                       15 x   =   x   =   = 9

 

Therefore, 6 learners will donate noodles while 9 learners will give canned goods.

 

·        Review if the answers are correct:

6 learners + 9 learners = 15 learners in all

 

·        Discuss another problem.
 

36 sacks of rice will be delivered to the affected towns of Typhoon Odette. 1/6 of these will be delivered to Negros Occidental. How many sacks of rice will be delivered to Negros Occidental?

 

4. APPLICATION (PAIR-SHARE ACTIVITY)

·        Work together to solve the following problems:

a. There are 45 volunteers in relief operations. If 7/9 of them are boys, how many volunteers are boys?

b. Shelly has an allowance of P50. She gave 2/5 of it as her contribution to typhoon victims. How much was Shelly’s contribution?

c. A school has 32 teachers. 3/4 of them donated in cash while the remaining teachers donated in kind. How many teachers donated in cash? In kind?

 

GENERALIZATION:

How do we multiply fraction with a whole number?

 

IV. Evaluation

Solve independently.

1. 1/3  x 27

2. 2/8 x 16

3. 1/12 x 48

4. Anjo donated 50 cans of sardines and tuna. If 4/10 of these are cans of tuna, how many cans of tuna did Anjo donate?

5. 1/4 of the volunteers are women. If there are a total of 20 volunteers, how many women volunteers are there? Men volunteers?

 

V. Assignment

a. Create a poster campaigning for help in relief operations to the victims of Typhoon Odette.

b. Bring relief goods (e.g. noodles, canned goods, rice, etc) to be donated to the typhoon victims.

 

 

 

 

Prepared by:

 

 

JAYLORD S. LOSABIA

Master Teacher I

A. Bonifacio Integrated School