School VI

Grades 6 Grade Level

COT Teacher Learning Area Math

Date & Time Week 3 Quarter 4th Quarter

I.OBJECTIVES

A. Content Standard The learner demonstrates understanding of volume of solid figures and
meter reading.
B. Performance The learner is able to apply knowledge of volume of solid figures and meter
Standard
reading in mathematical problems and real-life situations.
C. Learning Reads and interprets water meter readings. M6ME-IVd-100
Competencies
A. Knowledge:
Identify the steps in reading water meters
B. Skill:
calculate and read water consumption for a given period of
time following problem-solving strategies; and.
C. Attitude:
demonstrate an understanding in water conservation practices.
II. Subject Reading and Interpreting Water Meter Readings
Matter:

III. LEARNING RESOURCES

A. References Elmer M. Apistar, Jose L. Caberte, Genesis G. Camrista, Esther Jane Y. Uy,

Marlene Ortiz, Elenita T. Boo, Soaring 21st Century Mathematics Grade 6

(Quezon City, Phils.: Phoenix Publishing House, Inc., 2016), 28-33 ISBN 978-

971-06-3903-8
B. Other Learning Materials: Pictures, Graphic Organizer , Laptop, internet, Model of electric
Resources
meter, and drawing of water meter, LED TV for power point presentation

Integration : Arts (using pictures of Faucet)

ESP (saving water)/ICT(Using Interactive
Powerpoint)/Science(using Real objects)

Strategies: Explicit Teaching, Differentiated Instruction, Collaborative

Group Activity , Visualization, Games, Hands-On Learning
Values: Saving water
IV. ACTIVITIES ANNOTATION
PROCEDURES S

A) Reviewing previous Review Observable #4:

lesson or presenting the Use a range of
new lesson teaching
strategies that
enhance learner
Greeting/Setting of Class Rules
 achievement in
literacy and
numeracy skills
Hello class, today we're going to learn about how to read
and interpret water meter readings, and also learn about
water conservation practices. But before that, let us review By giving students
first our previous lesson. problems that
make them think
and use formulas
to find answers,
Review on Finding the volume of cylinders, pyramids, cones, the teacher is
promoting critical
and spheres. thinking skills.

In your previous lesson you learned about Finding the

volume of cylinders, pyramids, cones, and spheres.

Directions: Read each item carefully. Click the letter of the

correct answer.

An ice cream cone has a radius of 3 cm and a height of 8

cm. What is its volume?

1. What is asked in the problem?

A. The area of the cone
B. The volume of the cone
C. The perimeter of the cone
D. The surface area of the cone

2. What are the given facts ?

A. The height of the cone
B. The radius of the cone
C. The volume of the cone
D. The height and radius of the cone

3. Which of the following formula will be used to solve the

problem?

4. What is the answer to the problem?

 A. 75.36 cm3
B. 76.36 cm3
C. 77.36cm3
D. 78.36cm3

5. A 20-cm high pyramid has a base of 3 cm by 5 cm . What

is the volume of the pyramid ?
A. 20 cm3 B. 60 cm3 C. 100 cm3 D.
300 cm3
B) Establishing the Motivation In this area,
purpose for the lesson indicator #1 was
observed, “Apply
knowledge of
content within
Are you ready for our and across
new lesson this day? curriculum
Study the picture. teaching areas.

The integration of
Look at the picture and
ESP, specifically
let us answer some
the importance of
questions regarding this.
saving water,
within a math
lesson about
reading water
meters
demonstrates
how educators
can bridge
different subject
areas to provide
a holistic learning
experience. By
discussing the
significance of
water
conservation
To start, can anyone tell me what is in the picture? alongside
teaching the
practical skill of
● Do you also have faucets in your home? reading water
meters, the
● Do you think water is important? Explain. lesson connects
mathematical
● Can you save water? How? Why is it necessary for us concepts with
real-world issues
to save water? and ethical
considerations.
● What things do we need in order for us to know if we
save electricity and water
Also in this
• Why it is important to monitor our water consumption? picture, indicator
#3 was observed,
(Pause for responses) “Ensure the
positive use of
ICT to facilitate
• That's right! Monitoring our water consumption is
the teaching and
important because it helps us to conserve water and protect learning
our environment. process.”

So, let's start with the first objective of this lesson, which is
to identify the steps involved in reading water meters.
 In this area,
indicator #5 was
observed, “Use
• Can anyone tell me what a water meter is? (Pause for effective verbal
responses and non-verbal
classroom
communication
strategies to
support learner
understanding,
participation,
engagement and
achievement. “

C) Presenting Show the whole class the model of an actual water meter (If
examples/instances of
the new lesson available)/ model of a water meter.

Question:

*Can you identify its part?

*Do you know how water meter works?

*Do you want to learn how to read and interpret water meter
reading?

D) Discussing new Water is the most important liquid. All animals, plants, and In this area,
concepts and practicing indicator #1 was
new skills #1 humans need water to survive. In the present time when El observed, “Apply
Nino is experienced, water begins to decline. Hence, people knowledge of
content within
must learn to conserve water.
and across
curriculum
The amount of water that we use at home is teaching areas.
measured using water meter. It measures the amount of
water consumed in cubic meters (m3). The reading shown in
water meters determine the amount to be paid every
month. It is important to check and verify the amount in the This observable is
water bill to monitor water use, and to check for suspected demonstrated in
the lesson by
leaks. integrating
knowledge from
multiple
curriculum areas,
How to Read a Water Meter? particularly
science. The
lesson begins
with a basic
Present the lesson with Video about “Water Meter understanding of
water as the
Reading” most important
liquid necessary
for the survival of
all living
organisms, which
is a fundamental
https://www.youtube.com/watch?v=7I5b3IEi1ZY concept in
science. The
mention of El
Brainstorm questions based on the topic.)
Niño and its
 impact on water
availability adds
a scientific
*Did you understand about the video? context to the
discussion.

*How do you read the water meter?

(Pupils will give varied answer)

Let us review and read again the procedure on how to

read and interpret water meter reading.
(Teacher will call pupils to read the statement one by
one)

To read water meters:

1. Start reading from right to left (clockwise). Read the

number by the pointer of the
dial. When the pointer is between two numbers, the lower
number is recorded.
2. If the pointer appears to be exactly on a number, check
the next lower dial to the
right to find out the correct reading.

• If the dial on the right has passed zero, then use the
number the pointer is pointing
• If the dial has not passed zero, then make use of the
smaller on the dial you’re reading.
3. Record the numbers from right to left.
Water consumption is measured by cubic meter (m3).
Example:

Mrs. Otacan made a three-month record for their water

consumption. This are as follows:
Initial Reading: 0113
February: 0254
March: 0458
April: 0648

a. On what month did they used most water?

b. How many cubic meters of water did they used for 3
months?
c. Solve for the average monthly consumption in cubic
meters.
1. Understand.
a. What are asked?
• The month which they used most amount of water.
• The total amount of water (in cubic meters) consumed
for 3 months.
• The average monthly consumption in cubic meters.

b. What are the given facts?

• Initial Reading: 0113

• February Reading: 0254
• March Reading: 0458
 • April Reading: 0648
2. Plan.
What operations shall we used to solve the problem?
a. Find the amount of water they consumed every month by
subtracting the initial reading from first month’s reading,
then the previous month’s reading from the current month’s
reading, and so on to identify the month which they used
more water.

In this area,
b. To get the total amount of water consumed, add all the
indicator #4 was
water consumption for three months. observed, “Use a
range of teaching
c. To get the average monthly consumption, divide the total strategies that
(from b) by 3, the number of months covered. enhance learner
achievement in
literacy and
numeracy skills. “

1. Solve. Show your solution. The lesson

involves
mathematical
calculations
a. Total of water consumption every month related to water
consumption.
Students are
tasked with
interpreting
water meter
readings,
subtracting initial
readings from
subsequent
readings,
calculating total
water
consumption over
several months,
and finding the
average monthly
consumption.
In this area,
indicator #9 was
observed, “Plan
and deliver
teaching
strategies that
are responsive to
the special
educational
needs of learners
in difficult
circumstances,
including:
geographic
isolation; chronic
illness;
displacement due
to armed conflict,
urban
resettlement or
disasters; child
abuse and child
labor practices.”
Answer:
a. They consumed 141m3 in February, 204 m3 in March and
190 m3 in April.

b. The total water consumption for three months is 535 m3.

c. The average water consumption for three months is about

178.33 m3.

4. Check.
Check your answer. See to it that the values are properly
placed and used. Don’t forget to indicate the unit.

So, again… Can anyone tell me how we can calculate water

consumption?
(Pause for responses)

Correct! We can calculate water consumption by finding the

 difference between two-meter readings taken at different
times.
The last objective of this lesson is to demonstrate an
understanding of water conservation practices.
Can anyone tell me what water conservation means?
(Pause for responses)

Correct! Water conservation means using water wisely and

efficiently to avoid wasting it. It is important because it helps
us to conserve water and protect our environment.

Now, let's discuss some water conservation practices. I'll

present examples of water conservation practices, such as
fixing leaks, taking shorter showers, using efficient
appliances, and watering plants wisely.

Engage in a class discussion about other water conservation

practices the students are aware of or have implemented at
home. Encourage them to share their ideas and brainstorm
additional ways to conserve water.

(Allow time for discussion)

Now, let’s talk about how different cultures and places save
water. We want everyone to feel included and interested.
Let's begin by talking about how indigenous groups have
saved water for a long time. Does anyone want to share an
example with us?
 Sample: In my community, we have traditional
methods of collecting rainwater and storing it in
underground tanks for use during dry seasons.
observable 7
 In other tribe, they’ve been practicing sustainable
water management for generations by using natural
filtration methods and planting water-absorbing
vegetation near water sources. Observable 8
E. Discussing new Group Activity:
concepts and practicing
new skills #2

Now, Let's practice our water meter reading and calculation

In this area
skills, and I'll provide feedback to help you improve. After indicator #6 was
completing each task we'll review the answers together and observed,
discuss any areas where you may need additional support. “Maintain
supportive
Let's get started! Observable 9 learning
environments
that nurture and
inspire learners
You are going to have group work in ten minutes but before to participate,
cooperate and
that, let's find out about group work standards. Please read collaborate in
in the (screen) continued
learning.”

(Teacher will show the standards in groupings)

1. Work with your team.

2. Respect each other's ideas.
3. Focus on your team.
4. Use a soft voice while speaking.
5. Participate actively.

(Group I) Complete the table

(Group II)
 Ste Observation Reading
p
1 pointer has just passed 1, and is between
1 & 2. Record as ____.
2 The pointer is directly on number 4.
3 The pointer has just passed 8, and is
between 8 &9. Record the smaller
number which is ___.
4 The pointer is between 0 and 1. So, you
would record as ____.
Thus, the electric meter reading is ______________

Group III
Directions> Study the water meter. Then, use the meter
readings to answer the questions below. Express your
readings in cubic meter. Write your answer on the blank.

1. What is the meter reading on February 5?

2. How much water was consumed from February 5 to March
5?
3. What month has the greatest water consumption?
4. Why is it important to use electricity and water wisely?

F) Developing Mastery Group Activity:

(Leads to Formative
Assessment) In this area,
Direction: indicator #6 was
observed,
Arrange the steps in reading electric and water meter “Maintain
readings by writing 1, 2, 3, 4 in the appropriate lines supportive
learning
according to their order environments
that nurture and
 inspire learners
to participate,
cooperate and
____1. Read the number by the pointer of the dial. When the collaborate in
pointer is between two numbers, the lower number is continued
recorded. But if the pointer is between 0 and 1, record 0 learning.”
and if it is between 0 and 0 record 9.

_____2. Subtract the previous reading from the present

reading and you will have the amount of electric and water
consumed.

_____3. Always read the dials of a water meter from right to

left and for an electric meter from left to right.

_____4. Record the numbers from right to left for water

meter and left to right for electric meter.

Practical Applications on Reading and Interpreting Water

G) Finding practical Meter Readings" in daily living is essential for efficient water
application of concepts management and understanding utility bills. Here are some
and skills in daily living
practical applications:

Monitoring Water Usage: Understanding how to read and

interpret water meter readings allows individuals to monitor
their water consumption regularly. By keeping track of
usage patterns, they can identify any sudden increases in
consumption, which may indicate leaks or wastage.

Detecting Water Leaks: With the ability to read water

meter readings accurately, individuals can detect water
leaks early on. If the meter continues to register water
usage even when no water is being actively used in the
household, it could signal a leak in the plumbing system.
Prompt identification and repair of leaks can help conserve
water and reduce utility bills.

Budgeting and Financial Planning: Interpreting water

meter readings enables individuals to anticipate their water
bills accurately. By understanding how much water is being
consumed and the corresponding charges, they can budget
their expenses effectively and plan for utility payments
accordingly.
 Conservation Efforts: Being able to read water meter
readings empowers individuals to take proactive steps in
conserving water. By understanding the impact of their
water usage on the environment and their wallet, they may
be more inclined to adopt water-saving habits such as fixing
dripping faucets, using water-efficient appliances, and
practicing mindful consumption.

Resolving Billing Discrepancies: In cases of

discrepancies or disputes in water bills, the ability to
interpret water meter readings allows individuals to verify
the accuracy of the charges. By comparing the readings on
their meter with those recorded on the bill, they can identify
any discrepancies and take appropriate action, such as
contacting the utility provider for clarification or resolution.

Educating Others: Sharing knowledge about reading and

interpreting water meter readings with family, friends, and
neighbors can promote awareness and encourage
responsible water management practices within the
community. This collective effort can contribute to water
conservation efforts on a larger scale.

By applying the concepts and skills related to reading and

interpreting water meter readings in daily life, individuals
can actively contribute to efficient water management, cost
savings, and environmental sustainability.

H) Making generalization
and abstractions about
the lesson In this area,
What you have learned today? indicator #5 was
observed, “Use
effective verbal
and non-verbal
We learned about the steps involved in reading water classroom
meters, how to calculate and interpret water consumption, communication
strategies to
and water conservation practices. Remember, it is important support learner
to monitor our water consumption and use water wisely and understanding,
participation,
efficiently to conserve it and protect our environment. engagement and
achievement.”

How do you read a water meter?

To read a water meter:

 a. Express the reading in cubic meters (m³)
b. The last three digits at the right show the fractions of
cubic meters of water consumed.
c. To find the water consumption, subtract the previous
reading from the present reading

I) Evaluating Learning

In this area,
indicator #4
was observed,
“Use a range of
teaching
strategies that
enhance
learner
achievement in
literacy and
numeracy
skills.”

Also, in this
area, indicator
METER READING WATER #7 was
observed, “7.
CONSUMPTION
Apply a range
PREVIOUS PRESENT of successful
strategies that
3.) 0000253 0000406 maintain
learning
4.)0006548 00007051 environments
that motivate
5.) 0243150 0391265 learners to
work
productively by
assuming
responsibility
for their own
learning.”

J) Additional activities for In this area,

application or
indicator #8
remediation
For homework, please analyze your own water usage over was
the next few days, and come up with three water observed,
conservation practices that you can implement at home. “Design,
adapt and
implement
teaching
Make a commitment on how you can help save water at
strategies
home and in school. that are
responsive to
learners with
disabilities,
giftedness
and talents.”
 V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to
VI. REFLECTIONS be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can
ask them relevant questions.

Prepared:
_____________________________
Teacher-III
Checked & Reviewed:

Master Teacher II

Approved:

Principal IV

ANNOTATION:
NCOI – Indicator #2
In this lesson, I utilized three different resources to enhance the teaching and learning
process: a Daily Lesson Plan , a PowerPoint presentation , and a worksheet . Here's how
each resource contributes to the lesson:
1. Daily Lesson Plan:
- This is a clear blueprint of the goals, content, strategies for teaching, materials, and
activities to be covered in the day. It helps ensure that the lesson is properly structured and
planned and makes it easy for the teacher and students to keep pace. The plan most probably
consists of a schedule for every activity and indicates how long each part will last, which
makes it easier to manage classroom time.
2. PowerPoint Presentation:
- The PowerPoint lecture is an in-class visual aid. It has the capability to show concepts,
examples, diagrams, photos, and video to make material easier to learn. PowerPoint also
excels at keeping the class interactive and interested by being able to add animation or
transitions. It's effective for condensing information and getting ideas across simply and
concisely.
3. Worksheet:
- The worksheet is an applied tool that enables learners to practice what they have learned. It
may include exercises, questions, or activities that are meant to reinforce the lesson
concepts. Worksheets offer independent practice opportunities, making it possible for learners
to work independently on the material. They also enable the instructor to gauge student
comprehension and determine where students require additional explanation.
These three resources combined make a complete, interactive, and engaging lesson plan. The
Daily Lesson Plan maintains the structure, the PowerPoint supports visual and auditory
learning, and the worksheet is a hands-on method for students to reinforce their learning.