7

Lesson Quarter 2
Lesson

Exemplar for 6
Mathematics
IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM
Lesson Exemplar for Mathematics Grade 7
Quarter 2: Lesson 6 (Week 6)
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum during the
School Year 2024- 2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized
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Writers:
 Kemmons S. Kilat (Silliman University)
 Rener D. Daya (University of Mindanao)

Validator:
 Clemente M. Aguinaldo Jr. (Philippine Normal University – North Luzon)

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MATATAG School: SAN JOSE NATIONAL HIGH SCHOOL Grade Level: Grade 7
K to 10 Curriculum
Name of Teacher: APRIL AQUINO-ROMAN Learning Area: Mathematics
Weekly Lesson Log
Teaching Dates and Time: NOVEMBER 04-08, 2024
7 – Mabini (8:10 - 8:50)
7 – Jacinto (9:05 – 9:45)
7 – Luna (10:25-11:05) Quarter: 2

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learners should have knowledge and understanding of volume of square and rectangular pyramids, and cylinders.
B. Performance By the end of the quarter, the learners are able to find the volume of square and rectangular pyramids, and the volume of
Standards cylinders. (MG)
C. Learning Learning Competency
Competencies By the end of the lesson, the learners are able to …
and Objectives 1. explain inductively the volume of a square and rectangular pyramid, leading to the identification of the formula.
2. find the volume of a square and rectangular pyramid.
3. solve problems involving the volumes of square and rectangular pyramids.
Learning Objectives
At the end of this lesson, the learner should be able to:
1. accurately determine the properties of square and rectangular pyramids;
2. accurately determine the relationship between a cube, rectangular prism and a pyramid;
3. correctly determine the volumes of square and rectangular pyramids; and
4. correctly solve word problems involving the volumes of square and rectangular pyramids.
D. Content Deriving the Formula of the Volume of the Square Pyramid Estimate
Volume of a Square Pyramid
Solve Problems involving the Volume of Square Pyramids

E. Integration Optional

II. LEARNING RESOURCES

Big Ideas Math. (n.d.). Volumes of Pyramids. https://www.bigideasmath.com/protected/content/ipe/grade%207/07/g7_07_03.pdf CueMath. (2023).

Square Pyramid. https://www.cuemath.com/geometry/square-pyramid/
Math is Fun. (2017). Pyramids. https://www.mathsisfun.com/geometry/pyramids.html
Math Worksheets 4 Kids. (2023). Volume of Rectangular Pyramid. https://www.mathworksheets4kids.com/volume/rectangular- pyramid-
all.pdf
Nagwa. (2024). Volume of Rectangular Pyramid. https://www.nagwa.com/en/presentations/576124795725/
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 SplashLearn. (n.d.). Rectangular Prism – Definition, Types, Properties, Examples, FAQs. https://www.splashlearn.com/math-
vocabulary/geometry/rectangular-prism
Testbook. (2023). Rectangular Pyramid: Types, Formula, Properties, and Examples.
https://testbook.com/maths/rectangular-pyramid
Third Space Learning. (2023). Square Pyramid. https://thirdspacelearning.com/us/math-
resources/topic- guides/geometry/square-pyramid/

III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

A. Activating Prior DAY 1 The teacher will unlock the

Knowledge 1. Short Review main topic by activating the
Let the learners answer the short activity by doing the following steps. prior knowledge of learners.
 Draw the solid figure with measurements. This lesson leads them to relate
 Answer the guide questions in complete sentences. their prior knowledge to learn
 Show solutions in the space provided. the new lesson.

1. A rectangular pyramid has a length of 9 inches, a width of 6 inches, and a The teacher may also add more
height of 4 inches. Find the volume of the pyramid. activities when it is necessary.
 What is asked in the problem?
 What is the unit used in the problem?
 What is the volume of the rectangular pyramid?

2. A rectangular pyramid has a width of 2 ft, a length of 6 ft, and a height of 10

ft. Find the volume of the pyramid.
 What is asked in the problem?
 What is the unit used in the problem?
 What is the volume of the rectangular pyramid?

3. A rectangular pyramid has a base area of 90 ft2 and a height of 12 ft. Find
the volume of the pyramid.
 What is asked in the problem?
 What is the unit used in the problem?
 What is the volume of the rectangular pyramid?

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 4. The base area of a rectangular pyramid is 180 square feet. If its height is 9
feet, what is its volume?
● What is asked in the problem?
● What is the unit used in the problem?
● What is the volume of the rectangular pyramid?

2. Feedback (Optional) The teacher should give

To explain the answer to the activity, let the learners give their thoughts on feedback after the learner
how to solve the volume of the given solid figures. The learner should also explain answers the short activity.
how the properties of solid figures are useful in determining the dimensions of
solid figures for them to apply the formula in solving their volumes. With this, Students can do this on a
the learner in this stage of the lesson can relate the short activity to the new separate worksheet provided.
lesson.
Ask the following essential questions for further discussion:
1. How do you differentiate a rectangular prism from a rectangular
pyramid?
2. How did you compute the volumes of the pyramids?
3. How is the volume of a rectangular pyramid related to the volume of a
rectangular prism?

B. Establishing 1. Lesson Purpose In this part, the teacher should

Lesson Purpose Now that you are comfortable finding the volume of a rectangular pyramid, explain the importance of the
finding the volume of a square pyramid should not be a problem since a lesson to the students. Giving
square is a rectangle. real-world examples of square
pyramids is helpful in engaging
2. Unlocking Content Area Vocabulary them to learn the lesson.
Pyramids are three-dimensional geometric
shapes where the base is a polygon, and all other
sides are triangles that meet at the apex or vertex.
A rectangular pyramid is a solid figure that has
a rectangular base and four triangular faces
joined at the top by a vertex. The bottom
rectangles are called the base of the pyramid.
Since a square is a rectangle with four equal
sides, then a square pyramid is a rectangular
pyramid with a square base, and four triangular
faces joined at the top by a vertex.

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 The height of the square pyramid is the perpendicular height, which is the
distance from the apex or vertex to its base. The slant height is the perpendicular
distance measured along a lateral face from the apex to the base edge.

C. Developing and SUB-TOPIC: VOLUME OF SQUARE PYRAMID

Deepening 1. Explicitation
Understanding Recall that a rectangular pyramid is a solid figure that has a rectangular Make sure that students
base and four triangular faces joined at the top by a vertex. The bottom rectangles already learned volumes of
are called the base of the pyramid. cubes and rectangular prisms
Since a square is a rectangle with four equal sides, that is, its length and (Area of base times height or
width are equal, it follows that the volume of a square pyramid where l = s units V

= (𝐴 𝑥 ℎ)
1
𝑉
and w = s units is = Abase x h).
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 13 𝑏𝑎𝑠𝑒
𝑉 = (𝑙 𝑥 𝑤 𝑥 ℎ) Note that by a “square
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 13
𝑉 = (𝑠 𝑥 𝑠 𝑥 ℎ)
pyramid”, we only consider a
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3
right square pyramid.

= (𝑠2 𝑥 ℎ)
1
𝑉
Thus, the volume of a square pyramid can be written in this form:
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3

DAY 2
2. Worked Example
Example 1. Find the volume of a square pyramid if its base edge is 9 meters
and its height is 14 meters.
Solution:
 What is being asked in the problem?
The volume of a square pyramid is asked. The teacher asks the questions
 What is the unit used in the problem? while the students supply the
The unit used in the problem is meters (m). answers.
 What is the volume of the square pyramid?

= (𝑠2 × ℎ)
1
𝑉
Using the formula of the volume of a square pyramid, we have
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3

((9 𝑚)2 × 14 𝑚)
1
𝑉 =
Then,
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 13
𝑉 = (81 𝑚2 × 14 𝑚)
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3
𝑉𝑝𝑦𝑟𝑎𝑚𝑖𝑑 = 378 𝑚3 In this part, the teacher will
employ interactive discussion.
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 Therefore, the volume of the square pyramid is 378 𝑚3.

Example 2. Find the volume of a square pyramid if its height is 12 inches and
its base edge is 7 inches.
Solution:
 What is being asked in the problem?
The volume of a square pyramid is asked.
 What is the unit used in the problem?
The unit used in the problem is inches (in).
 What is the volume of the square pyramid?

= (𝑠2 × ℎ)
1
𝑉
Using the formula of the volume of a square pyramid, we get
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3

((7 𝑓𝑡)2 × 12 𝑖𝑛)

1
𝑉 =
Then,
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 13
𝑉 = (49 𝑓𝑡2 × 12 𝑖𝑛)
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3
𝑉𝑝𝑦𝑟𝑎𝑚𝑖𝑑= 196 𝑖𝑛3
Thus, the volume of the square pyramid is 196 𝑖𝑛3.
Example 3. The roof of a house is in the form of a square pyramid. If its base
edge is 6 feet and the volume is 120 cubic feet, how high is the roof?
Solution:
 What is being asked in the problem?
The height of the roof is asked.
 What is the unit used in the problem?
The unit used in the problem is feet (ft).
 What is the volume of the square pyramid?

= (𝑠2 × ℎ)
1
𝑉
Using the formula of the volume of a square pyramid, we get
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3

((6 𝑓𝑡)2 × ℎ)
1
120 𝑓𝑡3 =
Then,
31
(36 𝑓𝑡 × ℎ)
The teacher may use Think,
120 𝑓𝑡 =
3 2 Pair, Share (TPS) and other
3
Multiplying 120 by 3, we have 360 𝑓𝑡3 = 36 𝑓𝑡2 × ℎ
strategies to engage learners in
To get the height, we divide 360 by 36. This results to ℎ = 10 𝑓𝑡
deepening the lesson.
Thus, the height of the roof is 10 feet.

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3. Lesson Activity The teacher should use
Activity No. 1 collaborative and individual
Find the volume of the solid figures described by doing the following steps. implementation of the activity
 Draw the solid figure with measurements. to assess and evaluate the
 Answer the guide questions in complete sentences. learning of students in two
 Show solutions in the space provided. aspects of learning styles.

1. A square pyramid has a base edge of 7 inches and height of 5 inches. Find Students can do this on a
the volume of the square pyramid. separate worksheet provided.
 What is asked in the problem?
 What is the unit used in the problem?
 What is the volume of the square pyramid?

2. A square pyramid has a height of 20 ft and a base width of 5 ft. What is the
volume of the pyramid?
 What is asked in the problem?
 What is the unit used in the problem?
 What is the volume of the square pyramid?

3. A square pyramid has a base area of 121 ft2 and a height of 9 ft. Determine
the volume of the pyramid.
 What is asked in the problem?
 What is the unit used in the problem?
 What is the volume of the square pyramid?

4. The Louvre Pyramid in Paris, France has a height of 71 ft. Its square base
has sides of 34 meters. Find the volume of the pyramid.
 What is asked in the problem?
 What is the unit used in the problem?
 What is the volume of the Louvre Pyramid?

5. The roof of a house is in the form of a square pyramid. If its volume is 256
cubic feet and the base edge is 8 feet, how high is the roof?
• What is asked in the problem?
• What is the unit used in the problem?
• What is the height of the roof?

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DAY 3
Example 4. Find the volume of the composite solid shown.
Solution: To further the discussion, the
The composite solid is composed of a rectangular prism teacher may add more learning
and a rectangular pyramid on top. To find its volume, we activities.
need to add the volumes of the prism and the pyramid.

= (𝑠2 × ℎ)
1
𝑉 =𝐴 × ℎ 𝑉
Thus,
𝑝𝑟𝑖𝑠𝑚 𝑏𝑎𝑠𝑒 𝑝𝑦𝑟𝑎𝑚𝑖𝑑 31
and
𝑉 =𝑙×𝑤×ℎ 𝑉 = ((4 𝑖𝑛)2 × 6 𝑖𝑛)
𝑝𝑟𝑖𝑠𝑚 𝑝𝑦𝑟𝑎𝑚𝑖𝑑 31
𝑉 = 4 𝑖𝑛 × 4 𝑖𝑛 × 5 𝑖𝑛 𝑉 = (16 𝑖𝑛 × 6 𝑖𝑛)
𝑝𝑟𝑖𝑠𝑚 𝑝𝑦𝑟𝑎𝑚𝑖𝑑 31
𝑉 = 80 𝑖𝑛3 𝑉 = ( 96 𝑖𝑛3) = 32 𝑖𝑛3
𝑝𝑟𝑖𝑠𝑚 𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3

Therefore, the volume of the composite solid Vtotal = 80 in3 + 32 in3 = 112 in3.

Example 5. Find the volume of the composite solid shown.

Solution:
The composite solid is composed of a rectangular
prism and a rectangular pyramid on top. To find its
volume, we need to add the volumes of the prism and the
pyramid.

= (𝐴 × ℎ)
1
𝑉 =𝐴 × ℎ 𝑉
Thus,
𝑝𝑟𝑖𝑠𝑚 𝑏𝑎𝑠𝑒 𝑝𝑦𝑟𝑎𝑚𝑖𝑑 31 𝑏𝑎𝑠𝑒
and
𝑉 =𝑙×𝑤×ℎ 𝑉 = (𝑙 × 𝑤 × ℎ)
𝑝𝑟𝑖𝑠𝑚 𝑝𝑦𝑟𝑎𝑚𝑖𝑑 31
𝑉 = 4 𝑐𝑚 × 3 𝑐𝑚 × 5 𝑐𝑚 𝑉 = (4 𝑐𝑚 × 3 𝑐𝑚 × 2 𝑐𝑚)
𝑝𝑟𝑖𝑠𝑚 𝑝𝑦𝑟𝑎𝑚𝑖𝑑 31
𝑉 = 60 𝑐𝑚3 𝑉 = (24 𝑐𝑚3) = 8 𝑐𝑚3
𝑝𝑟𝑖𝑠𝑚 𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3

Thus, the volume of the composite solid Vtotal = 60 cm3 + 8 cm3 = 68 cm3.

Exercise No. 2
Solve the following problems completely by following the steps below.
 Draw the solid figure (except for number 1) with measurements.
 Show solutions in the space provided.
 Write the final answers in sentence form.

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 Be guided by the rubric.
Criteria Points Accumulated Points
Accuracy of solution 5
Correct diagram 3
Proper use of mathematics 2
symbols
Correct final answer 5
Total 15

1. Lina received a gift from her parents. The package of the gift is in the form
of a square pyramid. The base edge of the pyramid is 20 cm while its
height is 8 cm. Find the volume of the package of the gift.

2. Bitoy is constructing a container in the shape of a square pyramid for a

project. He wants the base of the pyramid to measure 6 inches by 6 inches
and the height of the pyramid to be 15 inches. How many cubic inches
could the pyramid hold?

3. On a trip to Egypt, Kiray bought a small stone in the shape of a square

pyramid as a souvenir. This has a height of 2 in and a base area of 2.25
in2. Determine the volume of the stone.

4. Find the volume of the composite solid shown.

D. Making 1. Learners’ Takeaways

Generalizations A. Generalization Questions
1. How do you determine the volume of a square pyramid? The teacher may ask questions
2. How are the volumes of a cube and a square pyramid related? that lead to abstractions of the
3. Why do you think pyramid shapes are usually used for roofs of most lesson.
houses instead of a simple slope or single slant?

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 B. General Statements The teacher may ask students
The Square Pyramid is a three-dimensional geometric shape to give a generalization
consisting of four triangular sides connected at a vertex and a square base. statement.
A square foundation and four triangles joined to a vertex make up a square
pyramid. Its side faces are triangles with a shared vertex, while its base is

= (𝑠2 × ℎ) = 𝑠2ℎ
1
is 1
𝑉
square. The volume of a square pyramid
𝑝𝑦𝑟𝑎𝑚𝑖𝑑 3 3
A square is a rectangle with four equal sides.
A rectangular pyramid is a three-dimensional figure that has
triangles as surfaces and a rectangle as its base.
Three rectangular pyramids fill one rectangular prism with the same
base and height.

C. Generalization Activity
Carlo is constructing a container in the shape of a square pyramid The teacher may give this
for a project to be presented in class. His teacher also said that every generalization activity as
pyramid should represent a real-life example to make the project homework.
meaningful. He wants the base of the pyramid to measure 5 inches by 5
inches and the height of the pyramid to be 8 inches. How many cubic inches
could the pyramid hold? What steps should Julio use to determine the
volume of the constructed square pyramid? In this part, students may write
a reflection about the
2. Reflection on Learning importance of the lesson in
Let students share their reflections. real-life representation.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating DAY 4 The teacher should assess

Learning 1. Formative Assessment learners collaboratively and
A. Multiple Choice individually on the last three
Directions: Read each problem carefully. Encircle the letter of the correct days of this lessons.
answer.
1. Find the volume of a pyramid with a base area of 24 square centimeters Students can do this in the
and a height of 12 centimeters. separate worksheet provided.
a. 36 cm3 b. 56 cm3 c. 96 cm3 d. 288 cm3

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 2. Given the figure below, solve for the volume. Answer Key:
1. 96 cm3
2. 64/3 m3
3. 15 ft
4. 484 cm3

a. 64/3 m3 b. 32/3 m3 c. 64/3 m2 d. 32/3 m2

3. Find the volume of a square pyramid that has a side length of 3ft, a
width of 2ft, and a height of 5ft.
a. 60 ft3 b. 45 ft3 c. 20 ft d. 15 ft

4. Given the pyramid below, what is its volume?

a. 626 cm3 b. 484 cm3 c. 131 cm3 d. 121 cm3

B. Problem-solving. Solve the following problems completely.

 Draw the solid figure with measurements.
 Show solutions in the space provided.
 Write the final answers in sentence form.

1. A planter in the shape of a square pyramid is being filled with soil. The
pyramid has a base length of 10 inches and a height of 12 inches. Soil costs Answer Key:
Php 1.50 per cubic inch. What is the volume of the planter? How much (in 1. V = 400 ft3, Cost = 600 Php
Php) is the cost of the soil in the planter? 2. Glass = V x 200 = 12 x 200 =
2. A paperweight made of glass is sold as a souvenir at a tourist center. The 2,400 cubic inches
height of the pyramid paperweight is 4 inches, and its base area is 9 square
inches. How much glass, in cubic inches, is needed to manufacture 200 3. V = V of the cube + V of the
paperweights? square pyramid = 512 + 192 =
704 cubic centimeters

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 3. Find the volume of the composite solid shown in cubic The teacher may give
centimeters. homework to students who still
have difficulty understanding
the lesson and mastery.

2. Homework (Optional)

B. Teacher’s Note observations on any The teacher may take note of

Effective Practices Problems Encountered
Remarks of the following areas: some observations related to
the effective practices and
strategies explored problems encountered after
utilizing the different strategies,
materials used, learner
materials used engagement, and other related
stuff.

learner engagement/ Teachers may also suggest

interaction ways to improve the different
activities explored/lesson
others exemplar.

C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every

Reflection ▪ principles behind the teaching lesson conducted/facilitated is
What principles and beliefs informed my lesson? essential and necessary to
improve practice. You may
also consider this as an input
Why did I teach the lesson the way I did? for the LAC/Collab sessions.

▪ students
What roles did my students play in my lesson?

What did my students learn? How did they learn?

▪ ways forward
What could I have done differently?

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 What can I explore in the next lesson?

CHECKED AND VERIFIED BY: NOTED BY:

APRIL AQUINO-ROMAN VICTORIA B. VILLANUEVA JESUS B. BORJA
TEACHER I HEAD TEACHER I SCHOOL HEAD

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