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## DAILY LESSON PLAN Teacher CHRISTOPHER CONTRERAS Learning Area MATHS

Teaching Dates and Time January 23, 2019, 1:00-1:50 AM Quarter 4 (Week 2)

(ANNOTATIONS)
I. OBJECTIVES -PPST INDICATORS/ KRA OBJECTIVES/RUBRIC INDICATORS TO
BE OBSERVED DURING THE CLASSROOM OBSERVATION
A. Content Standards Demonstrates understanding of volume of solid figures
B. Performance Standards The learner should be able to apply knowledge of volume of solid
figures in mathematical problems and real-life situations
C. Learning Competencies/ Objectives Knowledge: PPST MODULE 7
Write the LC code for each. Find the volume of cylinders (M6ME-IVb-97) KRA 3, OBJ. # 7
Skill: COT INDICATOR #5
Perform the given tasks individually, by pair and by group -Plans, manages and implements developmentally sequenced
following the given house rules/standards/guidelines. teaching and learning processes to meet curriculum
Attitude: requirements through various contexts.
Show awareness of the importance of conserving water. Annotation--- Knowledge, skill and attitude or KSA is applied in
lesson planning objectives in order to meet curriculum
requirements based on the Curriculum Guide/CG. Parts of the
DLP are based on the PPST Modules.
II. CONTENT/TOPIC Finding the volume of a cylinder
II. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages Mathematics CG for Grade 6 page 163
2. Learner’s Materials pages 21st Century Mathletes 6, p. 272-285
3. Textbook pages Lesson Guide in Elem. Math Gr. 6 p.394, 398
Resource (LR) portal
B. Other Learning Resources Pictures PPST MODULE 9
Smart TV, laptop, power point presentation, activity cards, KRA 3, OBJ. # 9
cellphone,meta cards, cartolina, realia, video clip COT Indicator #8
-Selects, develops, organizes and uses appropriate teaching and
Video clip- Finding the volume of cylinder learning resources, including ICT, to address learning goals.
Annotation---
-----The teacher lesson plan have an appropriate instructional
materials appended using appropriate teaching resources
including ICT example and utilization; worksheets/activity sheets,
powerpoint presentations, video clips and cellphone
----The teacher developed a video presentation for the learners
to be able to understood the concept and to clearly explain the
topic, lessons were presented through power point presentation
and learners were also given task to utilize ICT.
-----Realia, and printed materials like activity sheets and tarpapel
were printed on clear sheets of bond paper for the pupils to see
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Motivation or review of pre-requisite skill PPST MODULE 5
new lesson *Giving of Classroom Rules ( tacked on the board) KRA 2, OBJ. # 5
* The 5 P’s: COT, INDICATOR #5
1. Be Positive -Manages learner behaviour constructively by applying positive
- Always smile, participate actively and non-violent discipline to ensure learning-focused
2. Be Productive environment.
-Work hard and always do your best Annotation---
2. Be Polite The teacher lesson plans/modified DLLs highlighting various
- Be kind, polite and courteous to others. classroom management strategies that engage learners in
4. Be Prepared activities/tasks in different physical learning environments and to
-Come prepared with supplies and completed assignments. avoid and prevent misbehaviour, house rules/
5. Be ResPectful standards/guidelines are set before the class starts or before
-Be respectful to your classmates, teachers and property. doing an activity.
-Raise your hand when you would like to speak in class or if
you need to leave the classroom for any reason. PPST MODULE 2
KRA 1, OBJ. #1
*Review: Play the game FACT or BLUFF COT INDICATOR # 2
Drill: Pi x a number. -Applies a range of teaching strategies that enhance learner
1. 2 achievement in literacy and numeracy skills.
2. 5 Annotation--Activities and Instructional materials for review
3. 10 highlighting learner-centered strategies that both promotes both
4. 62 literacy and/or numeracy skills
5. 32
B. Establishing a purpose for the A. Watch a video presentation PPST MODULE 9
lesson/Motivation/Motive Questions KRA 3, OBJ. # 9
B. Present a situation leading to the lesson. COT Indicator #8
*Ask: Who wants to play a game? -Selects, develops, organizes and uses appropriate teaching and
Today let’s play the game “Photo Math” learning resources, including ICT, to address learning goals.
1. Let me first group you into three Annotation---Used of software application such as
2. Go with your group and assign stations. Powtoon in addressing learning goals while learners
where given task to utilized ICT.
3.1 Choose one cellphone in a group
3.2 Open the Photo Math application in your cellphone PPST Module1
3.3 Read and understand the problem posted in your station KRA 1, OBJ. # 1
3.4 Identify the following; COT INDICATOR # 1
A. Pi B. radius C. height -Applies knowledge of content within and across curriculum
3.5 Write the formula about the problem teaching areas.
V= pi x radius x height Annotation----
3.6 Use the photomath to find the answer to the problem. Contextualization,localization and gender fair video presentation
Ask: How do you find the activity? areas like EPP which is about utilization of ICT is
What is the activity all about? Observable.
Were you able to find the correct answer to the problem? How?
Why is it important to concentrate or focus on what you are
doing? PPST MODULE 3
Who will give me the step by step procedure to be able to KRA 1, OBJ. # 3
answer the problem correctly? COT INDICATOR #2
-Applies a range of teaching strategies to develop critical and
creative thinking, as well as higher-order thinking skills.
Annotation---The questions presented are arranged from lower
level to higher level thinking skills. Pupils are challenge to think
creatively.

## C. Presenting examples/instances of the new *Present a story problem. PPST Module1

lesson Water is indispensable because of its many uses. However, KRA 1, OBJ. # 1
Create situation where pupils visualize instances some places like in Tayabas City do not have enough supply of water. COT INDICATOR #1
of the new lesson using concrete objects (direct People need to store water using plastic containers, drums and water -Applies knowledge of content within and across curriculum
teaching) tanks to ensure that they have enough supply of water .Just like Carlo, teaching areas.
Perform activities with the supervision of the to make sure that their family have good supply of water, his father Annotation--- Contextualization, localization, gender fair and
teacher ( Group works/cooperative learning) installed anew cylindrical water tank behind their house. The water integrations across learning areas like in English and within
tank, which is 12 dm high with a radius of 6dm, assures Carlo’s family learning area are observable.
that they have enough water for their daily consumption. How much ----Values like awareness on the imporatnce of conserving water
water can the cylindrical tank hold? are observable
1. Why is water important?
* Integration:What are the possible effects of lack of PPST Module 6
water? KRA 3, OBJ. # 7
(EN6RC-IVb-3.2.6 Distinguish text types according to COT INDICATOR #7
purpose and language features-cause and effect ) -Plan, manage and implement developmentally sequenced
2. Do you only need to conserve if your place do not have enough teaching and learning process to meet curriculum requirements
supply of water? Why or why not? and varied teaching contexts.
3. How can we conserve water? Annotation---One of the requirement to implement
4. What did Carlo’s father install in their house? What is its shape? developmentally sequenced teaching and learning process to
5. What are the dimensions of the tank? meet curriculum requirements and varied teaching contexts is to
6. What are we ask to find? plan, design and manage learning processes through the use of
7. Do you know how to find its volume? contextualization. The activities used were tailor-made for the
Discussion; context situation in Tayabas and used available material such as
1. Let the pupils illustrate the tank. Let them write /put the given data pictures and realia for the teaching/learning contexts.
correctly.
2. What specific formula do we use in finding the volumes of
cylinders?
Tell the class that the volume of a cylinder is the amount of
space inside the cylinder. Finding the volume of cylinder is similar to
finding the volume of any prism.
Given the radius and h, the volume of cylinders can be found by using
the formula: V= pixr 2 xh
D. Discussing new concepts and practicing new Let the class play the pick a hole chart. PPST Module1
skills #1 Tell: I have hear a pick a hole chart. Please choose a quizmaster to KRA 4, OBJ. # 10
stand in front of the class and hold the chart. Group yourselves into COT INDICATOR # 9
three and choose from a member who will pick the hole for the -Designs, selects, organizes and uses diagnostic, formative and
correct answer. summative assessment strategies consistent with the curriculum
Question #1 requirements
Which of these cylinder has the least volume? Annotation--- Prepared activities in the lesson plans/DLL
3in 4in highlighting appropriate use of formative assessment strategies

7cm 4cm

## A. A B. B C. A & B D. none of the above

Question #2 PPST MODULE 3
Mam Lory will fill the cylindrical glass from the water dispenser below. How KRA 1, OBJ. # 3
many cylindrical glass could be filled from the dispenser? COT INDICATOR #2
6cm -Applies a range of teaching strategies to develop critical and
This glass has a creative thinking, as well as higher-order thinking skills.
radius of 3cm Annotation---The questions presented to check pupils’
comprehension are arranged from lower level to higher level
120cm and a height of
thinking skills.
6m.
A. 8 B. 80 c. 800 D. 8,000
Question #3
Air summit infinity swimming pool is cylindrical in shape with a
radius of 12 feet and a height of 8 feet. How much water will the pool
hold?

## A. 36, 1728 B. 36.1728 C. 316.728 D. 3,617.28

* Question #1 :the correct answer is letter A
*Question #2 :the correct answer is letter B
* Question #3 :the correct answer is letter A

E. Discussing new concepts and practicing new Group Activity: Group the pupils into four. PPST Module1
skills #2 1) Each group will look around and find one example of object with KRA 1, OBJ. # 2
the shape of a cylinder. COT INDICATOR #2
2)Let them draw the chosen cylinder -Uses a range of teaching strategies that enhance learner
3) Give the measurement of the cylinder( the height and the radius of achievement in literacy and numeracy skills.
the cylinder in cm). Annotation---Teaching strategies such as structured inquiry and
4)Let them solve for the volume of their cylinder using the formula. direct instructions are both observable after the carries out
5)Group sharing follows afterwards. demonstration and asks learners to write down what they do
observe also learners are encourage to demonstrate their
learning and understanding of the concept.
F. Developing mastery (leads to Formative Guided Practice: PPST Module1
Assessment 3) Pair-share: KRA 4, OBJ. # 10
Find the volume of the ff. COT INDICATOR # 9
-Designs, selects, organizes and uses diagnostic, formative and
summative assessment strategies consistent with the curriculum
requirements
Annotation---The use of formative assessment
consistent with curriculum requirements is followed
in order to interpret the result of the learners’
progress.

G. Finding practical applications of concepts and *Differentiated Activity in four groups with 6 to 7 members, each PPST MODULE 5
skills in daily living group will have a leader. KRA 2, OBJ. # 5
COT INDICATOR 4
House Rules/Standards/Guidelines: -Manages learner behaviour constructively by applying positive
(Follow the mnemonic/memory device.) and non-violent discipline to ensure learning-focused
G- Give thoughtful feedback environment.
R- Respect others & their thoughts Annotation---To minimize and prevent misbehaviour, house
O- On task all the time rules/ standards/guidelines are set before doing the activity.
U- Use soft voices ----Learners are given positive feedback after each
P- Participate actively group sharing.

## Rubrics in Participation/Group Activities: PPST MODULE 6

POINTS INDICATORS KRA 2, OBJ. # 6
5 -Shows eagerness and cooperation to do the -Uses differentiated, developmentally appropriate learning
task, participate actively, do great help to the experiences to address learners’ gender, needs, strengths,
group interests and experiences.
4 -Shows eagerness and cooperation to do the Annotation---The learners are given differentiated activities
task, good followers only according to their strengths and interests.
3 -Participated but late, with teacher’s supervision Annotation---By applying differentiated activities with rubrics,
2 -Activity was done but does not show eagerness learners are ensured of their active participation.
to participate or cooperate
1 -No interest in participating the activities

## Special Reminders to pupils before doing the activity:

1. Be polite by listening attentively with each other during group
activity.
2. Group planning and sharing is 10 minutes only while group
presentation is 2 minutes or less.

## Group 1- Read, analyze and solve.

Assume the bottles below have the same volume of 785cm 3 . Shade
the number of bottles that the given volume of perfume would fill.
A.1,570 cm 3

B. 2,355 cm 3

Group 2
Dramatize this.
The cylindrical bottle A sells for Php54.00,the cylindrical bottle B sells
for Php20.00 and the cylindrical bottle C for Php.35.00. Describe
which is the best buy per cubic centimeter? Show your work or

Group 3
The cylindrical tank below fills 10 pail with a radius of 5in. and a
height of 10in.What is the volume of cylindrical tank?Show
Group 4- Choose at least ten realia with cylindrical shape and take a
photo of this objects.Then create a photovideo presentation of
different objects with cylindrical shape and then publish.

## Rubrics in Participation/Group Activities:

POINTS INDICATORS
5 -Shows eagerness and cooperation to do the
task, participate actively, do great help to the
group
4 -Shows eagerness and cooperation to do the
3 -Participated but late, with teacher’s supervision
2 -Activity was done but does not show eagerness
to participate or cooperate
1 -No interest in participating the activities

Group Presentations
- not to exceed 2 minutes for each group presentation

## (Learners are given utmost recognition in the task they are

presented.)

the lesson How can you find the volume of a cylinder? KRA 4, OBJ. 9
COT Indicator #9
Calculate the area of the base (which is a circle) by using the Designs, selects, organizes and uses diagnostic, formative and
equation πr² where r is the radius of the circle. Then, multiply the summative assessment strategies consistent with curriculum
area of the base by the height of the cylinder to find the volume. requirements.
MOV—Formative questions are raised to learners to diagnose
how far they have learned or if the objectives of the lesson are
carried.
I. Evaluating learning Direction: Find the exact volume of each cylinder: PPST MODULE 10
4mm 1. 2. KRA 4, OBJ. 10
COT Indicator #9
6cm -Designs, selects, organizes and uses diagnostic, formative and
10mm summative assessment strategies consistent with curriculum
3cm requirements.
A.169.56 cm 3 A. 50.24mm 3 MOV---The use of formative assessment consistent with
curriculum requirements is followed in order to interpret the
B.16.956 cm 3 B. 502.40mm 3 result of the learners’ progress.
A. 1.6956 cm 3 C. 50,240mm
PPST MODULE 11
3. KRA 4, OBJ. 11
A. 2,034.72m 3 Monitors and evaluates learners’ progress and achievement
using learners’ attainment data.
B. 20.3472m 3 MOV—Results of evaluation are monitored and reflected on the
Learners’ Data in order to support and assess learners’ progress
C. 203.472m 2
and achievement.

4) r = 2 cm.
h = 9 cm

height= 10 dm

## *Checking of answer sheets, monitoring the scores and submission

of papers for recording is done right away after the test to interpret
the result of the learners’ progress.
J. Additional activities for application or Assignment: KRA 1, OBJ. # 3
remediation COT INDICATOR # 3
-Applied a range of teaching strategies to develop critical and
creative thinking, as well as other higher- order thinking skills.
Annotations----
Range of teaching strategies was observable such as structured
inquiry and problem solving task with complexity that requires
creativity, analysis, exploration and explanation.

## B. Read, analyze and solve.

1. A can of Sprite is four inches tall and has a radius of 1.5
inches. How much soda does the can hold?

## 2. The company will fill their bottles from the container

pictured. How many bottles could they fill at a time?

V. REMARKS

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

Prepared by:

CHRISTOPHER CONTRERAS
Teacher I