Lesson Plan in Mathematics
Grade 6
Name of Teacher/Instructor:
Date of Demonstration:
Name of Demonstrator: Mikyla J. Claveria
I. Objectives: At the end of 50-minute lesson the learners are able to:
a. Explain the relationship of the volumes of a prism and pyramid, a cylinder and cone,
and a cylinder and sphere with the help of demonstrations and activities.
b. Solve at least 4 out of 5 problems on finding the volume of these solid figures
correctly.
c. Show responsibility and teamwork during group activities and accuracy when doing
computations.
II. Subject Matter
Topic: Measurement – Volume of Solid Figures and Meter Reading
Reference:
Matatag Curriculum
[Link]
grademeasurement
Learning Materials:
Containers shaped like a prism, pyramid, cone, cylinder, and sphere; rice or water; picture
of a water meter; activity sheets
Strategies: Experiential learning, inquiry-based learning, cooperative learning, discussion,
problem-solving, real-life connection
Values Focus: Accuracy, responsibility
III. Procedure Preliminary Activity Prayer Greeting Songs/Rhymes Establishing Classroom Rules
Teacher’s Activity Learner’s
A. Review Who remembers what we did yesterday? Activity
Can someone solve this for me: 368 + 120 = We added big numbers!.
?
Now, we will have a new topic. Are you all 488!
excited?
Yes, teacher.
(Shows a water meter picture) Who has
B. Motivation
seen this before?
Correct! This measures how much water We have! That’s a water
our family uses at home. Last month, meter.
our bill said 12 cubic meters. My little
brother asked me, “What is a cubic
meter?” If we don’t understand volume,
we won’t know how much water we
really used.
Have you ever been reminded by your
parents not to waste water? ,
Exactly! Today, we will do activities to Yes teacher!
discover how solids like boxes, cones,
and balls are related in volume — and ₱400!
why it matters in real life.
₱100!
C. Presentation Activity 1 – Prism and Pyramid
Form groups of 5. Each group has a
prism and a pyramid with the same base
and height. Fill the pyramid with rice and Students fill, pour, and count:
pour it into the prism. Count together “One… two… three!
how many times it takes.
Three!
How many pyramids filled one prism?
Very good. That means the pyramid is
only 1/3 of the prism.
Very good. That means the pyramid is
only 1/3 of the prism.
(Writes on the board:) Prism: V = B × h
Pyramid: V = 1/3 B × h
Explanation: V means volume (the
space inside). B is the base area (length
× width if it’s a rectangle). h is the
height. For the prism, we multiply base ×
height. For the pyramid, we divide by 3
because it only takes up one-third of the
prism.
Analogy: “Think of a big rectangular
cake (prism). If you cut it into 3 equal
slices, each slice is the size of a
pyramid.
Activity 2 – Cylinder and Cone
Now let’s try with a cone and a cylinder.
Fill the cone with rice and pour it into the Three!
cylinder. Keep counting until the cylinder
is full.
How many cones filled the cylinder?
That’s right. The cone is 1/3 of the
cylinder.
(Writes on the board:) Cylinder: V = πr²h
Cone: V = 1/3 πr²h
Explanation: π (pi) is about 3.14. r is the
radius (distance from the center to the
edge of the circle). r² means radius ×
radius, which gives the circle’s area. h is
the height. The cone’s formula is the
same as the cylinder’s but divided by 3,
because 3 cones = 1 cylinder.
Analogy: “Three ice cream cones can fill
one juice glass (cylinder) No, Teacher!
Activity 3 – Cylinder and Sphere
Look at this ball (sphere) and a cylinder
with the same size. Do you think the ball
fills the whole cylinder?
Correct! The ball only fills about 2/3 of
the cylinder.
(Writes on the board:) Sphere: V = 4/3
πr³ = 2/3 of cylinder
No, Teacher!
Explanation: r³ means radius × radius ×
radius (this shows how “big” the ball is in
all directions). π is the circle number
again. The 4/3 is the fraction that makes
the formula work. This matches what we
saw — the ball takes up only two-thirds
of the cylinder.
Analogy: “Imagine putting a basketball
inside a box. The ball never fills the box
completely — there’s space left. That’s
why it’s only 2/3.
D. Discussion Let’s summarize. What is the
relationship between prism and
pyramid? Pyramid is 1/3 of prism.
Cylinder and cone?
Cone is 1/3 of cylinder.
Cylinder and sphere?
Sphere is 2/3 of cylinder.
Excellent! Why do we need to know
this? To measure containers,
design objects, and
understand water use.
Correct. Imagine we have a cone-
shaped cup, a ball-shaped tank, or a
box-shaped container — without these
formulas, we won’t know how much they
can hold. And remember, the water
meter also uses cubic meters to
measure our water use.
E. Exercises Let’s have a fun group activity!
Work in groups of 5. Solve these
problems on manila paper. Show
complete solutions. You have 10
minutes. One member will explain your
work.
Problems:
1. A prism has volume 120 cm³.
What’s the pyramid’s volume?
2. A cone has volume 40 cm³.
What’s the cylinder’s volume?
3. A sphere has volume 200 cm³.
What’s the cylinder’s volume?
4. A water meter reads 0125 last
month and 0138 this month. How
much water was used? Convert
to liters.
F. Generalization Let’s review!
We tried filling a prism with pyramids, a The pyramid is 1/3 of a prism,
cylinder with cones, and a cylinder with the cone is 1/3 of a cylinder,
a sphere. What did we learn from those and the sphere is 2/3 of a
activities? cylinder.
Very good. Now, aside from solving In measuring containers, in
math problems, where do you think this construction, in designing
knowledge is useful in real life? objects, and in checking water
use at home
Volume helps us measure
Excellent answers. So, what important space and use math in real
lesson can we keep in mind about life.
volume?
Yes! Let’s all say it together: “Volume is
useful in solving problems, designing,
and saving resources like water.”
G. Application Solve these problems in your
notebooks. Show solutions clearly.
Instructions: Write your complete
solutions neatly in your Mathematics
notebook.
1. A prism has volume 150 cm³.
Find the pyramid’s volume.
2. A cylinder has volume 240
cm³. Find the cone’s volume.
3. A cylinder has volume 180
cm³. Find the sphere’s
volume.
4. A family used 25 m³ of water.
How many liters is that?
IV. Evaluation
Let’s answer these final questions together. I’ll read the choices, and you choose the
correct one.
1. If a prism has volume 300 cm³, what is the pyramid’s volume?
a. 50 cm³
b. 100 cm³
c. 200 cm³
d. 300 cm³
2. Which is true?
a. A cone is 2/3 of a cylinder.
b. A sphere is 2/3 of a cylinder.
c. A pyramid is 2/3 of a prism.
d. A sphere is equal to a cone.
3. If a cylinder has a volume of 90 cm³, what is the volume of its cone with the same
base and height?
a. 30 cm³
b. 60 cm³
c. 90 cm³
d. 120 cm³
4. A sphere has a volume of 400 cm³. What is the volume of the cylinder with the
same size?
a. 200 cm³
b. 300 cm³
c. 600 cm³
d. 800 cm³
5. Why is knowing how to compute volume important in reading a water meter at
home?
a. To know how much water was used
b. To know the color of the water
c. To decorate the meter
d. To make water bills more expensive
V. Assignment
For homework. Write a short reflection: “What I learned about volume today and how
I can use it in real life.”