Lesson Guide

In
Elementary Mathematics
Grade 6

Chapter III
Geometry

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010

Reformatted for distribution via

DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics
Grade VI

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 6

Region 3 Ateneo de Manila University

Dolores A. Umbina – Olongapo City Girlie N. Salvador

Zenaida P. Gomez – Pampanga
Teresita T. Tungol – Pampanga Support Staff

Region 4-A Ferdinand S. Bergado

Margarita Rosales – Lucena City Ma. Cristina C. Capellan
Segundina B. Gualberto – Batangas Emilene Judith S. Sison
Estelita Araullo – Rizal Julius Peter M. Samulde
Henry P. Contemplacion – San Pablo City Roy L. Concepcion
Marcelino C. Bataller
National Capital Region (NCR) Myrna D. Latoza
Teresita L. Licardo – Quezon City Eric S. de Guia – Illustrator
Lilia T. Santos – Quezon City
Eleanor Interia – Quezon City Consultants
Elfrida V. Marquez – Manila
Victoria C. Tafalla – Valenzuela Fr. Bienvenido F. Nebres, SJ – President,
Ateneo de Manila University
Bureau of Elementary Education (BEE) Carmela C. Oracion – Ateneo de Manila
University
Rogelio O. Doñes Pacita E. Hosaka – Ateneo de Manila
Robesa Hilario University

Project Management

Yolanda S. Quijano – Director IV

Angelita M. Esdicul – Director III
Simeona T. Ebol– Chief, Curriculum Development Division
Irene C. de Robles – OIC-Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education

Jesus G. Galvan – Undersecretary for Finance and Administration
Vilma L. Labrador – OIC, Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By:

ISBN – 971-92775-5-6
TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

III. GEOMETRY

Visualizing Spatial Figures ............................................................................................. 1

Describing Spatial Figures ............................................................................................. 3

iii
I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.

iv
MATRIX IN ELEMENTARY MATHEMATICS
Grade VI

MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES

III. GEOMETRY

A. Comprehension of Spatial
Figures

1. Draw different spatial

figures
1.1 Visualize the different Appreciation of various Modeling, Real objects, Cooperative groups
spatial figures, cube, spatial figures in the List/chart/tables, Games Real world connections
rectangular prism, environment
cylinder, sphere, pyramid,
cone, etc. Love for beauty Imagery, Writing an Group work, Individual work
equation
1.2 Describe the different Resourcefulness Use of tables Games, Group work
spatial figures

v
Visualizing Spatial Figures

I. Learning Objectives

Cognitive: Visualize the different spatial figures

Psychomotor: Draw different spatial figures
Affective: Appreciate the various spatial figures in the environment

II. Learning Content

Skill: Visualizing spatial figures

Reference: BEC PELC III.A.1.1
Materials: paper robot, ball, funnel, art paper, scissors, real objects
Value: Appreciation of various spatial figures in the environment

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation: Solving for Perimeter and Area

Game 1
a) Divide the class into 6 groups. (per column)
b) Teacher provides an illustration board for each group.
c) Teacher flashes a picture of a plane figure with given measurements of sides.
14 cm
Ex. 5m 6 cm

d) The first student from each group solves for the perimeter and area of the given figure.
He/she writes his/her answer on the illustration board provided for each group.
e) The first to give the correct answers (with the proper labels) and raises his/her board first,
gets 2 points.
f) Continue the game until everyone in the column has participated.
g) The group with the most number of points wins.

2. Review

Review the previous lesson. Give 2 examples.

3. Motivation
Play the “Concentration Game.”
a) Teacher prepares 12 cards consecutively numbered.
At the back of each number card are the following:

1. cube 2. 3. rectangular prism

4. 5. cylinder 6. pyramid

7. sphere 8. 9.

10. cone

11. 12.

1
b) Teacher divides the class into 2 groups.
c) A student from a group chooses 2 numbers, say 1 and 9.
d) Teacher opens the number cards and finds out if the drawing and word match. If they
match, another student from the same group chooses another pair of numbers and so on.
e) If the contents of the numbers don’t match, the teacher flips the cards again to show the
numbers (not the word or drawing). Then a player from another group chooses the next
pair of numbers, and so on.
f) The group with the most number of correctly matched pairs wins.

B. Developmental Activities

1. Presentation
a. Activity 1
1) Introduce the different spatial figures.
Let the students describe the characteristics of each figure.
2) Ask what is common among all the spatial figures?
3) Present a paper robot whose parts are made up of spatial figures.
4) Ask the students to identify the spatial figures represented by each part by
completing the chart below.
Parts of the Robot Spatial Figures Represented
Head Ex.: cube
Body Rectangular prism
Arms
Legs
Feet
Hands
Mouth
Nose
Eyes
Ears

b. Activity 2 – Use of Real Situation Problem

1) Bring the students outside the classroom.

2) Let them observe their surroundings and jot down the different spatial figures they
see.

3) Let them tabulate the answers.

Ex.
Object Spatial Figure Represented
Basketball Sphere
Water jug Cylinder
4) Afterwards they go back to the classroom and share what they have listed on paper.
5) Discuss the importance of being aware of different spatial figures as seen and
experienced through the environment.
2. Fixing Skills
Identify the spatial figure represented by the following:
1) ball _____ 3) funnel _____ 5) tent _____
2) globe _____ 4) test tube _____ 6) dice _____

3. Generalization
What are the different spatial figures. Describe each one.
What are their common characteristics?
Give examples of real life objects that represent each spatial figure.

2
C. Application
Give 5 objects that are models of the following spatial figures:
1) cone 3) cube 5) sphere
2) cylinder 4) prism

IV. Evaluation

A. Draw in your notebook objects that resemble the following space figures.
1) 2) 3) 4)

5)

B. Name the spatial figures that resemble the following objects below:
1) box 6) tin can
2) ball 7) camping tent
3) dice 8) funnel
4) ice cream cone 9) water pipe
5) globe 10) glass

V. Assignment

Construct each spatial figure using art paper.

1) blue pyramid 4) green rectangular prism
2) black cone 5) red cylinder
3) yellow cube 6) violet sphere

Describing Spatial Figures

I. Learning Objectives

Cognitive: Describe the different spatial figures

Psychomotor: Create spatial figures out of used folders
Affective: Use one’s resourcefulness in creating new things

II. Learning Content

Skill: Describing spatial figures

Reference: PELC III A.1.2
Materials: cartolina, pair of scissors, paste, flash cards, spatial figures, handkerchief
Value: Resourcefulness

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation Drill: Solving for Perimeter/Area of Plane Figures

Traveling Game
1) Teacher shows a picture of a plane figure with given dimensions.

3
Ex.: 18 cm
12 cm P=? 8m A=?

2) The first two students from the 1st column solve mentally what is being asked. The first
to give the correct answer with the proper label is challenged by the next student in the
column.
3) Continue the game until everyone in class has participated.
4) The student who has beaten most of his/her classmates is the winner.

2. Review: Identifying Spatial Figures

What are the different spatial figures?

Give examples of real objects that are models of spatial figures.

3. Motivation

1) Group the pupils into Learning Barkadas.

2) Provide each group pieces of used folders, pair of scissors, and paste.
3) Let them make some spatial figures out of these materials.
4) The first to make 3 will be declared winner.

B. Developmental Activities

1. Presentation
Present the lesson through this activity:
a. Call the winners.
1) Let them show their finished products to the class.
2) Have them describe each and identify its parts.
b. Call the 2nd placer.
1) Let them show the spatial figures they made that are different from the first group.
2) Have them describe each and identify its parts.
c. Do the same with the other group.
*Valuing: Did you make use of your materials wisely? How?
What are the things you have that can still be recycled? Why? In what
way can you recycle them?
d. Matching Game
1) Divide the class into 2 groups.
2) The first group will be given activity cards with the name of spatial figures.
3) The second group will be given activity cards with descriptions of particular spatial
figures.
4) Let the activity card holders raise the activity cards they are holding.
5) Each of them will try to find their partner.
6) The first to match their cards correctly wins.
7) Let each pair stand in front and read their activity cards.

e. Matching Game
1) Blindfold a volunteer pupil.
2) Let him/her hold a spatial figure.
3) Let him/her identify and describe it.

2. Fixing Skill

Identify the following nets as cube, rectangular prism, cylinder, or a pyramid.

4
Example: = rectangular prism

1. = _______________

2. = _______________

3. = _______________

4. = _______________

5. = _______________

3. Generalization
What is a prism? What are the kinds of prisms? Describe each.
What is a pyramid? What are the kinds of pyramids? Describe each.

5
C. Application
Match Column A with Column B.
A B
______ 1) The base is a polygon and its faces are triangles. a) rectangular prism

______ 2) A spatial figure with a polygonal base whose b) cone

edges meet at a common vertex.
______ 3) A spatial figure having a circular base and one c) pyramid
vertex.
______ 4) A spatial figure with 2 parallel congruent faces d) cylinder
called bases and the other faces are
parallelograms.
______ 5) A spatial figure with 2 circular bases, no edge, e) triangular prism
and no vertex.

IV. Evaluation

Complete the table.

Spatial Figure No. of Faces No. of Edges No. of Vertices
1. cube
2. rectangular prism
3. sphere
4. cylinder
5. triangular pyramid
6. rectangular pyramid
7. cone

V. Assignment

Cut out pictures of objects from newspapers or magazines that are models of spatial figures.
Describe each.