Mathematics

Grade 6
Solid Figures their Features

In this lesson, we will study and learn about geometrical concepts and describe
the things around us. We will visualize and describe illustrations of different
figures and discover the geometry in some objects. Furthermore, we will also
discuss the concepts of different solid figures and its common characteristics.
Let us differentiate plane figures and solid figures.

Plane Figures Solid Figures

• two-dimensional shape • three dimensional shape
• flat surface • thickness and depth
• has length and width • has length, width and height

The pictures in the right column are often referred to as solid figures.
They have three dimensions: length, width and height or thickness. The flat
surfaces of a solid figure are its faces. Remember that solid figures have
polygons as faces. The base is the face on which the figure rests. The edge of
a solid figure is the line segment where two faces meet. A vertex (plural:
vertices) is the corner that is formed where the ends of the line segments of
two or more faces meet. Specifically, you can observe the numbers of
faces, edges, and vertices, as well as the shapes. Study the table below:

1 PIVOT 4A CALABARZON Math G6

 Number Number
Solid Number of
Faces
of of Definition
Figure Edges Vertices
A sphere has a curved surface on
which every point is
0 0 0 equidistant from the center

Sphere
A rectangular prism has six
rectangles for its outside
6 faces 12 8
surface. Each pair of faces
Rectangular Prism intersects outside in an edge.
1 curved A cone has a circle for the base
surface 1 and a curved surface that
circular 0 1 comes to a point.
base
Cone
A cylinder has 2 equal and
2 circular
bases 1 lat- parallel circles as bases and a
0 0 lateral curved surface.
eral curved
surface
Cylinder
Square Pyramid A pyramid has a base of any
4 polygon and triangular faces
triangular that meet in a common vertex. A
faces 1 8 5 square pyramid has a square
square
for its base.
base

A cube or a square prism has

6 square six squares for its faces. All
12 8
faces the edges are equal in length. It
has 8 vertices and 12 edges.
Cube
2 triangular A triangular prism has 3
bases 3 rectangular and 2 triangular
rectangular 9 6 faces
faces
Triangular Prism

Learning Task 1: Tell whether the following object is a plane figure or a solid
figure. Write your answer on a separate sheet of paper.

PIVOT 4A CALABARZON Math G6 2

 3.
3.
3.
3.
3.
3.
1. ____________ 2. ___________ 3. ___________ 3.
3.
3.
3.
3.
3.
3.
3.
4. ___________ 5. ___________ 6. ___________ 3.
3.
3.
3.
3.
Learning Task 2: Identify the solid figure being described in the following 3.
sentences. Write your answer on a separate sheet of paper. 3.
3.
1. A ___________________ has 2 equal and parallel circles as bases and a 3.
lateral curved surface. 3.
2. A ____________________has a base of any polygon and triangular faces 3.
that meet in a common vertex. 3.
3.
3.
3.
It is a solid figure that has a curved surface in which every point is at the same
distance from the center. ______________
4. A _______________ or a square prism has six square faces. All of the 12 edges are
equal in length and it has 8 vertices.
5. A ______________ has 3 rectangular faces and 2 triangular bases.
6. A _____________ has six rectangles as its faces surface. Each pair of parallel faces
contains congruent rectangles.
7. A ______________ has a circular base and a curved surface that comes to a point.
8. A pyramid with a pentagonal base is called _____________.
9. A prism having two hexagonal bases is called _______________.
10. It is perfectly round. It has no edges and no vertices. What three-
dimensional figure is it?_______________
.

3 PIVOT 4A CALABARZON Math G6

 WEEK 2

Number Sequences and Patterns

Everyday we can see many patterns. Patterns are repetitive sequences and can be
found in nature, shapes, events, sets of numbers examples of patterns:
Another pattern in number sequence is called arithmetic sequence. It is a
sequence of numbers where the difference between the consecutive numbers is
constant. The behavior of the arithmetic progression depends on the common
difference (d).

To find the rule for the nth term in an arithmetic sequence, you may consider these
steps:
a. Make a table with 5 columns and write the position of the terms 1st
2nd 3rd 4th and so on in the first column
b. Put the terms in the second column according to their order in the sequence.
c. Find the common difference and write it on the third column.
d. Multiply the common difference with the numbers in the first column, then indicate
the product on the 4th column.
e. Write the difference of the term subtracted by the n number in the fifth column.
Example 1:
Find the rule for the nth term of the following sequence:
5, 8, 11, 14, 17…
n term (d) (n) x (d) term - [(n) x (d)]
1 5 3 3 2
2 8 3 6 2
3 11 3 9 2
4 14 3 12 2
5 17 3 15 2
The rule for finding the nth term of the given sequence is nth = 3n + 2

General formula for finding the nth term for a Geometric Sequence

PIVOT 4A CALABARZON Math G6 4

 nth term (missing term)

first term

common ratio

ordinal number of the missing

term in the sequence
3 , 6, 12, 24, 48,

= 6th term
= 3
= 2
= 6

Learning Task 1: Complete the table below by supplying the missing

term, common difference and rule for each number sequence. Write your
answer on a separate sheet of paper.
Supply the missing term Common Difference Rule for the nth term

1) 6 , 10, 14, 18, ___, 26

2) 12 , 21, ____, 39, 48, 57

3) ____ , 27, 34, 41, 48

Learning Task 2: Find the next three terms in each sequence then write
the rule for finding the nth term. Write your answer on a separate sheet of
paper.
1) 2 , 6, 18, , , 3) 1 , 4, 16, , ,
Rule: Rule:

2) , , , 4) 3 , 9, 27, , ,
Rule:
Rule:

Translating Expressions and Equations into Letters

and Symbols

5 PIVOT 4A CALABARZON Math G6

WEEK In the previous lesson, you have studied about the difference between
expressions and equations. You have learned that expressions and equations
involve numbers, variables, or a combination of both. This week you are
3 about to learn how to write verbal expressions and equations from
algebraic forms and vice versa.

To translate word phrases into algebraic expressions, it is important for you to be

familiar with the words and phrases associated with symbols or operations. Below are
the things for you to remember.
Term is the name given to a number, a variable, or a number and a variable
combined by multiplication or division.
Variable is a letter or symbol that represents an unknown value.
Coefficient is the number multiplied by the variable in an algebraic expression.
Constant is the number that stands alone.

Example 1: Example 2:
Algebraic Expression Algebraic Equation

8r + 7m + 4 3a + 2 = 4b
Term 8r, 7m, 4 Term 3a, 2, 4b
Variable r, m a, b
Variable
Coefficient 8, 7 3, 4
Coefficient

Constant 4 Constant 2
Important keywords and phrases
• For addition, such as “more than” or “increased by”
• For subtraction, such as “less than” or “decreased by”
• For multiplying or dividing, such as “product of” or “quotient”
• For powers of numbers, like “squared” or “cubed”
• For where the equal sign goes, like “is” or “is equal to” or “is the same as”
• Any letter of the English Alphabet may be used to represent a variable.
Example 3:
Write 4n + 3 as a verbal expression Answer:
Three added to four times a number.
This can also be written as:

PIVOT 4A CALABARZON Math G6 6

 Given Variable(s) Coefficient(s) Constant(s)
j, k, m 3, 20, 1 5
1. 3j + 20k = m + 5

2. 16x

3. z - 7 = 87

4. 3b + c

5. 16 + 7 = c

6. 5a - 8b = 0

Example 4:
Translate the algebraic equation 4s - 3 = 108 into words.
Answer:
Three less than four times a number is one hundred eight.
This can also be written as:
Four times a number decreased by three is equal to one
hundred eight.
Example 5: Write three less than a number cubed in symbols.
Answer:

*Note: Any letter of the English Alphabet may be used to represent

a variable.
Example 6:
Translate the following words into an algebraic equation.
Eleven added to one half of a number is equal to 84.
Answer:

. 7 PIVOT 4A CALABARZON Math G6

 Learning Task 1: Translate the following word phrases and statements into
algebraic expressions and equations. Write your answers on a separate sheet of
paper.

1. eight multiplied to the sum of thirteen and six

2. twice y added to forty five
3. The quotient of a number and fifty two is seven.
4. Thirty is equal to twice a number decreased by four
5. If four times of a number is added to seven, the result is ninety two.

Learning Task 2: Translate the following algebraic expressions and

equations into word phrases and statements. Write your answers on a
separate sheet of paper.

1. 3 k + 8 = 39
2. 6 y - 9
3. 4 a - 3 = 108
4. 9( x - 6)
5. t - 1

PIVOT 4A CALABARZON Math G6 8

 Solving Word Problems Involving Algebraic WEEK
Expressions and Equations 4
Lesson
I
The knowledge that you acquired in mathematics is very important to help you develop
your critical and analytical thinking skills. Among the many areas in Math 6, Algebra is
one of the most useful, especially in solving word problems.
In this lesson you will learn how to solve routine and non-routine problems involving
different types of algebraic expressions and equations. These skills will enable you to
develop your abilities in problem solving which you can apply in real life situations.

In solving word problems, always remember to follow these steps. Understand, Plan,
Solve, and Check to ensure that you can successfully arrive at the correct answer. Let
us try to apply these steps through these examples:

Example 1:

April saved ₱300.00 this month from her allowance. This amount is ₱50.00 more than
twice as much as she saved last month, how much does April keep for her savings in
the previous month?

Understand
What is asked?
• The amount of money that April saved last month.
What are the given facts?
• April saved ₱300.00 this month
• ₱50.00 more than twice as much as she saved last month
Plan
Select your own strategy in creating a mathematical sentence. Use
representations if necessary.
• Let x be the amount of money April saved last month.
• 2x + 50 = 300 Solve
Show your computation
2x + 50 = 300
2x = 300 - 50
2x = 250
2 2
x = 125

Answer : April saved ₱125.00 last month.

Check
To check your answer, you may go back to the original equation and replace x with
125 as shown:
2x + 50 = 300 2(125) + 50 = 300
250 +50 = 300

9 PIVOT 4A CALABARZON Math G6

 300 = 300 →True
Example 2:
The sum of three consecutive odd numbers is 195. What are the numbers?
Understand
What is asked?
• The three consecutive odd numbers.
What are the given facts?
• Sum total of the three numbers is 195
• The three numbers are consecutive odd numbers
Plan
Select your own strategy in creating a mathematical sentence. Use representations
if necessary.
Let x = the first odd number
(x + 2) = the second odd number
(x + 4) = the third odd number
Equation: x + (x + 2) + (x + 4) = 195
Solve
Show your computation
x + (x + 2) + (x + 4) = 195 combine similar terms x + x + x + 2 + 4 = 195
apply subtraction property of equality
3x + 6 = 195 subtract 6 on both sides of the equation
3x = 189 divide both sides by 3
3 3 x=
63
Therefore, the first odd number is 63 Second odd number
= (x + 2)
thus, 63 +2 = 65 therefore the 2nd odd number is 65 Third odd number = (x
+ 4)
thus, 63 +4 = 67 therefore the 3rd odd number is 67
Final answer : The numbers are 63, 65 and 67
Check
To check your answer, you may go back to the original equation and replace x
with 63 as shown: x + (x + 2) + (x + 4) = 195 63 + (63 + 2) + (63 + 4) = 195
63 + 65 + 67 =195

195 = 195 → True

In solving word problems, it is very important to first understand the problem and
then follow the succeeding steps stated in the earlier part of this lesson. By
completely understanding the problem, you will be able to represent quantities in
real-life situations using algebraic expressions and equations, formulate the correct
mathematical sentence, and guarantee the accuracy of your answers.
To help you achieve this, below are some additional examples:
Example 3: Translate into an algebraic equation:

PIVOT 4A CALABARZON Math G6 10

 The sum of a number and seven is eighteen.
Let x be the number. Therefore we have:

x + 7 = 18
Example 4: Mr. and Mrs. Mendoza owns a coffee shop. They had 143 customers
today, 24 fewer than yesterday. Write an algebraic equation for the number of
customers they had yesterday.
Let a be the number of customers they had yesterday.

a - 24 = 143
Example 5: When Mang Ambo was asked about his age, he replied, “I am six years
older than twice the age of my youngest son.” Write an algebraic equation for the
age of his youngest son if Mang Ambo is sixty-six years old now.
Let y be the age of Mang Ambo’s youngest son.

2y+6= 66

D
Learning Task 1: Create an algebraic equation for the following statements. Write your
answers on a separate sheet of paper.
1. Twice the sum of a number and two is thirty-six.

as its opponent.
3. Ivan’s weight is four kilograms more than Ethan’s weight. Cael’s weight is
five kilograms less than Ivan’s weight. Write an algebraic equation to
represent the weight of the three boys having an average weight of 45
kilograms.

E
Learning Task 2: Solve each of the following problems. Write your answers
and solutions on a separate sheet of paper.
1. Aiah is y years old now. Find her current age if she will be
celebrating her eighteenth birthday five years from now.
2. Markee is fourteen centimeters taller than Prince. If11 PIVOT 4A CALABARZON Math G6
the sum of their
heights is 249 centimeters, find the height of each boy.
3. Three consecutive even numbers has an average of 86. What are the
 2. T
h
as its opponent.
e
3. Ivan’s weight is four kilograms more than Ethan’s weight. Cael’s weight is
five kilograms less than Ivan’s weight. Write an algebraic equation to
represent the weight of the three boys having an average weight of 45
kilograms.

E
Learning Task 2: Solve each of the following problems. Write your answers
and solutions on a separate sheet of paper.
1. Aiah is y years old now. Find her current age if she will be
celebrating her eighteenth birthday five years from now.
2. Markee is fourteen centimeters taller than Prince. If the sum of their
heights is 249 centimeters, find the height of each boy.
3. Three consecutive even numbers has an average of 86. What are the
numbers?

A
Grade 6 volleyball team scored five more than twice as many points

PIVOT 4A CALABARZON Math G6 12

 WEEK
Test your skills. Analyze the following word problem. Write your answer and
solution on a separate sheet of paper.
5

Your parents treat you to a shopping mall to buy some clothes. As you were
waiting for your turn to pay at the cashier, you checked the prices of the two shirts and
three pairs of pants clothes that you have chosen. The cashier told you that the total
amount you need to pay is ₱3,262.00. If the two shirts cost a total of ₱358.00 in total,
how much is the price of each pair of pants?

Speed Distance and Time

Lesson I
Have you ever wondered how fast time is moving? It was just like yesterday when you
were in Grade 4, back when there were still face to face classes. Now you're in the new
normal set-up and just a few months away from finishing your elementary schooling.

Have you ever imagined yourself driving your own car in the future?
Pause for a while and think of how fast and how far you can drive.
In this lesson, you are going to study how to calculate speed, distance and time and
apply such knowledge in everyday situations.

The relationship among speed, distance and time can be expressed in the following
equations:

Speed, Distance and Time Formula

D Distance = speed x time

S T Speed = distancetime Time = distancespeed

Example 1:
Arnold bought a new car. He drove his car from Manila to Mabini, Batangas at an
average speed of 65 kilometers per hour for a total of two and a half hours. How far
did he travel?

In this problem, we are given a speed of 65 kilometers per hour

and a time of 2.5hours. To visualize, ?
we can make an illustration as total distance
Manila Lobo shown on the right. To find the
total distance travelled, we can simply
multiply the given speed and time. Distance = 65km/hr x 2.5hr

Distance = speed x time

13 PIVOT 4A CALABARZON Math G6

 65 x 2.5 325
Answer: Arnold travelled 162.5 kilometers.
To further understand the relationship of speed, distance and time in the
formula, let us analyze the definition of each term.
Speed is a scalar quantity that refers to “how fast an object is moving.” Speed can
be thought of as the rate by which an object covers distance. Distance is the total
length between two points. Time is the quantity measured or the measurable period
during which an action, process, or condition exists or continues. In addition,
average speed is a measure of the distance travelled at a given period of time. It is
sometimes referred to as the ratio of distance and time.

distance
Average Speed =
time
Why is the term average speed
used? Think about the situation in example 1. When driving a car, you will start from
being at rest, accelerate and speed up. Then, your car will run at almost the
same speed throughout and finally slowing down as you prepare to stop on your
destination.
In everyday life, we can observe different speeds. A fast moving object has a high
speed and covers a relatively long distance in a short amount of time. In contrary, a
slow-moving object has a low speed and covers a relatively small amount of distance
in the same amount of time.
An object with no movement at all has a zero speed.
The table below shows the most commonly used units for speed alongside with their
abbreviations.
Distance Time Speed Abbreviation

miles hours miles per second mph or mi/h

kilometers hours kilometers per second kph or km/h

meters seconds meters per second mps or m/s

feet seconds feet per second fps or ft/sec

centimeters seconds centimeters per second cm/s

The equation for speed can be remembered from the unit itself: m/s m is
meters (distance), s is seconds (time)

distance m/s can

also be written as Speed = time

and Distance = speed x time

Example 2
If a car travels 150 kilometers in 2 hours, find the average speed.

PIVOT 4A CALABARZON Math G6 14

 Solution:

Using
distance 150km = 75km/h
=
2hrs
the average
time
speed
formula:
Answer: The average speed of the car is 75km/h
Take note that the car does not travel at a constant speed of 75km/h.
Its speed varies during the journey.

A world record holder ran 800 meters in 86 seconds. What was the
average speed of the athlete when rounded to the nearest tenth?

Using the average speed formula:

distance 800 m = 9.3m/s
=
time 86 s

Answer: The average speed of the athlete was 9.3m/s.

Jacob’s average driving speed on a motorcycle ride is 55km/h. If he

drives for 4 hours, how far can he travel?

Average Speed =

Example 3

Solution:

Average Speed =

15 PIVOT 4A CALABARZON Math G6

Example 4

Solution:
Using the formula to find the distance:

Distance = speed x time

= 55 x4

220

Distance = 220kilometers

Answer: Jacob can travel a distance of 220 kilometers.

Example 5
Aira can type 840 words in 20 minutes. Calculate her typing speed in:
a. words per minute b. words per hour Solution:
Her typing speed can be calculated as :

840
a. Typing speed = = 42 words per minute
20

Answer: Aira’s typing speed is 42 words per minute.

In 1 hour we have 60 minutes so:

b. Typing speed = 42 x 60 = 2520 words per hour

Answer: Aira’s typing speed is 2520 words per hour.

Example 6
Cardo has to travel a total of 476 kilometers. He travelled 224 kilometers for
the first four hours.
a. Calculate his average speed for the first part of the journey.
b. If his average speed remains, calculate the total time for him to complete the
journey.
Solution:
To calculate the average speed :

distance
a. Average Speed =
time
PIVOT 4A CALABARZON Math G6 16
 224km
= 4hrs = 56km/h

Answer: Cardo’s average speed is 56km/h.

It follows that the time:

b. Time = distance speed

456km
= = 8.5 hours
56km/hr

Answer: Cardo travelled 476 kilometers in 8.5 hours.

D
Learning Task 1: Calculate the distance that you will travel if you will drive for the
following situations. Write your answers on a separate sheet of paper.

1. 3 hours at 40km/h 4. 45 minutes at 80km/h

2. 6 hours at 55km/h 5. 3 hours at 78km/h
3. 1.5 hours at 46km/h

E
Learning Task 2: Calculate how long you will travel on the following conditions. Write
your answers on a separate sheet of paper.

1. 120 kilometers at 20km/h 4. 280 kilometers at 70km/h

2. 180 kilometers at 45km/h 5. 320 kilometers at 80 km/h
3. 300 kilometers at 75km/h

Learning Task 3: Analyze and solve each problem. Write your answers on a separate
sheet of paper.
1. Cathy took a 5-hour bicycle trip. She travelled 90 kilometers. What is her average
rate of speed?
2. JM travels from Lipa City to Manila every Saturday to visit his mother. The trip takes
2.5 hours and he usually travel at an average speed of 65km/h. How many
kilometers does JM travel from Lipa City to Manila?
3. Jennie and Justin leave their respective houses at the same time. Jennie has 180
kilometers to travel and drives at 80km/h. Justin has 200 kilometers to travel and
also drives at 80km/h.
a. How long will it take Jennie to arrive to her destination?
b. How much longer is Justin’s journey than Jennie?
17 PIVOT 4A CALABARZON Math G6
WEEK
A
Test yourself on the key ideas that you have learned from this lesson. Fill in
6 the blanks with the appropriate words or phrases to make each statement
correct. Write your answers on a separate sheet of paper.
1. The rate of the distance travelled in a given period of time is called
______________.
2. __________ is the amount of space between two objects.
3. A measurable period during which an action, process or condition exists or
continues is defined as___________.
4. ___________ is referred to as the ratio of distance and time.
5. ___________ is the rate at which an object covers a distance.
Area of Composite Figures
Lesson
I
In your previous grade levels, you have studied about areas of plane figures such as
triangles, quadrilaterals and circles. This lesson will provide you a review of those
concepts and will improve your skills even more through understanding how to find
the areas of composite figures.
You will also learn how solve routine and non-routine problems involving areas of
composite figures formed by any two or more of the
following: triangle, square, rectangle, circle and semi-circle.

D
A polygon and its interior form a plane region. Area is the number of square
units needed to cover the surface of a plane figure. We can find area of a plane
region by filling it in with square units. The illustration below shows how to
calculate the area of a rectangle using square units.

Example 1: What is the area of this region?

We have a rectangular array.
Since the region is filled with
4cm 20 square centimeters, its area is 20
square centimeters. (20sq.cm) The
number of square units is 5 x 4 = 20.

5cm

The area of the rectangle is the product of the length and the width.
A=lxw
w
l
PIVOT 4A CALABARZON Math G6 18
Example 2: Find the area of the figure below.

Solution:
4m
A=lxw

7m
= 7m x 4m
A = 28 sq.m
Example 3: Find the area of the given square.
Solution:
12 dm A=sxs

= 12 dm x 12 dm

A = 144 sq.dm
12 dm

The area of a square is the square of its side.

A=s•s or s 2 s

Example 4: Find the area of the triangle at the right.

Solution:
1
A= •b•h
2
1 5 ft
= •12ft • 5ft
2
12 •5 2
ft
=
2 12 ft

A = 30 ft 2

The area of a triangle is one half the product of its base and height.

1
A= •b•h h
2

b
22
Example 5: Find the area of the circle below. Use = .
Solution: 7

A= r 2
22 •7 m •7 m
7m =
7
22
= •49 m 2
7
2
A = 154 m

19 PIVOT 4A CALABARZON Math G6

 The area of a circle is the square of the radius multiplied by .

r
A=r2 = 3.14 or 22
Example 6: Find the area of the shaded region.

We can separate the figure into two: a triangle

and a square, then find the area of each figure.

Solution:
Area of the triangle Area of the square

1 A = s•s
A = 2 •b•h
= 7cm•7cm
1 2
= •7cm•6cm A = 49cm
2
1 2
= •42 cm
2
2
A = 21 cm
We can see that
area of area of

+ =

2
21 + 49 =70, therefore, the area of the composite figure is 70cm.

Example 7: Find the area of the shaded region.

Two rectangles can be identified from

the figure. The smaller one which is 3feet by
4 feet and the larger rectangle that is 10 feet by
6 feet.
Solution: Areas of the two rectangles
Smaller rectangle Larger rectangle
A=lxw A=lxw
3ft
= 4ft • 3ft = 10 ft • 6ft
2 4ft 2
A = 12 ft A = 60 ft

To get the area of the shaded region, subtract the area of the smaller rectangle
from the area of the larger rectangle.

Area of shaded region = A (larger) - A (smaller)

2 2
= 60ft - 12ft

PIVOT 4A CALABARZON Math G6 20

 Area of shaded region 2 A
= 48ft
Example 7: Find the area of the shaded region. Use = 3.14

Solution:
Area of the triangle

1
A = 2 •b•h

1
= •14m•12
2
1 2
= •168 m
2
2
A = 84 m

Area of the circle

2
A= r

= (3.14)(4m)(4m) Area of shaded region = A (triangle - A (circle)

2 2
= (3.14)(16) m 2 = 84 m - 50.24 m
2 2
A = 50.24 m Area of shaded region A = 33.76 m

E
Learning Task 1: Find the area of each shaded region. Write your
solutions and answers on a separate sheet of paper.

1.
2.

3.

21 PIVOT 4A CALABARZON Math G6

 4.
5.

6.

A
The figure below is made up of a semi -circle and a quadrant. Find
the perimeter and area of the shaded part, rounding off your answers to

the nearest whole number. Use = 3.14. Write your answer and complete

solution on a separate sheet of paper.

Surface Area
Lesson

I
In the previous week’s lesson, you studied how to calculate the area of a
composite figure. As you have learned, composite figures are made up of two or
more geometric figures. You can sometimes separate those figures into smaller
PIVOT 4A CALABARZON Math G6 22
ones, with areas you know how to find, to easily calculate for the total area of a
particular region.
WEEKS
In this lesson, you are going to study about surface area, which is the sum of 7-8
all the areas of the bases and lateral faces of a solid figure. Work on the given
examples to train yourself and be familiar with the mathematical formulas that
will be useful not only for the topics in Mathematics 6 but as well in higher level
Math which you will be encountering in the near future.

The surface area of a prism can be calculated by finding the sum total of all areas of
its faces.

Example 1: Find the surface area of the rectangular prism below.

2

3cm Area of left side: 2cm x 1cm = 2cm

2 Area of right
side: 2cm x 1cm = 2cm
2cm 2
Area of top: 3cm x 2cm = 6cm
2 Area of
bottom: 3cm x 2cm = 6 cm
1cm 2
Area of front: 3cm x 1cm = 3 cm
2
Area of back: 3cm x 1cm = 3 cm
2 SA = (2 + 2
+ 6 + 6 + 3 + 3) cm
2
SA = 22 cm
Another way to find the surface area of a prism is to use the lateral and base
areas. The lateral area (L.A.) of a prism is the sum of the areas of the lateral faces.
Before you calculate the surface area of a prism, it is a good idea to find the lateral
area first. You can find the lateral area by multiplying the perimeter of the base by
the height of the prism. On the other hand, the surface area of the prism is the
sum of the lateral area and the areas of the two bases.

*Perimeter of the base *Lateral Area *Surface Area p = a+b+c+d LA = ph

LA = ph
We can find joy in calculating surface area of solid figures most specially when we
apply it. Try to compute for the surface area of the things that we usually see around
us.

Example 2: A camping tent is in the shape of a triangular prism. Find its

23 PIVOT 4A CALABARZON Math G6

1.5m Step 2: Find the surface area.

SA = LA+2B
2m 1
2
=
2m 4m
1
= 24 + 2 (2)(1.5) m
2
Solution:
Step 1: Find the lateral area. = (24 + 3) m

LA = ph 2
SA = 27 m
2
= (2+4+2+4)(2) m
2
LA = 24 m

Example 3: Find the surface area of the candle that is 4 inches long and
having a radius of 1.5inches. Use = 3.14.

1.5 in
Step 2: Find the surface area.

SA = LA+2B
4 in.

2
= 37.68 + 2(3.14)(1.5in )
Solution:
Step 1: Find the lateral area. = 37.68 +14.13 (in )

LA = 2 rh 2
SA = 51.81 in

= (2)(3.14)(1.5)(4)in 2

LA = 37.68 in 2
LA + 2 •b•h

2
= LA + 2 r
PIVOT 4A CALABARZON Math G6 24
 2

Note that for cylinders: 2

A =r
LA = 2 rh and area of the base is

Example 4: Find the surface area of the pyramid.

Step 2: Find the surface area.

SA = LA+B
2
= LA + s
2
= (1600) + (25m)
25 m 2
= (1600) + (25m)
tion: = (1600) + (625m )
Step 1: Find the lateral area.
1 2
LA = 4 2•b•h SA = 2225 m
1 2
= 4 2•25•32 m
2
LA = 1600 m
1
lateral faces of a pyramid are triangles, and the formula is A= 2 (b •h) .

given is a square pyramid which has a square base and the formula
2
A= s •s or A= s
ple 5: Find the surface area of the party hat.

Step 2: Find the surface area.

2 in
SA = LA+B
2
= rs + r
2
= (37.68) + (3.14)(2in)
tion:
Step 1: Find the lateral area. 2
SA = 50.24 in
LA = rs
25 PIVOT 4A CALABARZON Math G6
 SA = LA+B
2
= LA + s
2
= (1600) + (25m)
25 m 2
= (1600) + (25m)
tion: = (1600) + (625m )
Step 1: Find the lateral area.
1 2
LA = 4 2•b•h SA = 2225 m
1 2
= 4 2•25•32 m
2
LA = 1600 m
1
lateral faces of a pyramid are triangles, and the formula is A= 2 (b •h) .

given is a square pyramid which has a square base and the formula
2
A= s •s or A= s
ple 5: Find the surface area of the party hat.

Step 2: Find the surface area.

2 in
SA = LA+B
2
= rs + r
2
= (37.68) + (3.14)(2in)
tion:
Step 1: Find the lateral area. 2
SA = 50.24 in
LA = rs
25m

is

PIVOT 4A CALABARZON Math G6 26

 2
= (3.14)(2)(6)in
2
LA = 37.68m

The surface area of a cone is the sum of the lateral area and the area of its base SA=
2
rs + r .
Example 5: Find the surface area of the billiard ball below with a radius of 4.89
centimeters. Round the answer to the nearest tenths.

Solution:
2
Use the formula SA = 4 r to find the surface area.
2
SA = 4 r
2
= 4(3.14)(4.89cm)

= 300.335976 cm2
2
SA = 300.3cm

Surface Area of Spheres

The area of the circle that contains the center of the sphere is r.
It would take exactly 4 of these circles to wrap the sphere completely.
Therefore, formula to find surface area of a sphere with a radius of (r) is
SA = 4 r.2

Example 6: Kathrine works in a company that makes figurines. Her boss

assigned her to create a design for sports event giveaways. She
needs to know the total surface
area of each figurine to be able
to calculate the amount of
coating materials that will be
used. Help Kathrine find the
surface area. The design of the
figurine is shown below. Each of
the 12 edges measures 10
centimeters.
Understand: 2

a. What is asked?
The total surface area of the figurine. b. What
are the given facts?
The illustration shows a cube with an edge of 10 centimeters.
27 PIVOT 4A CALABARZON Math G6
 Plan: Which formula(s) shall we use to solve the problem?
Let us use the formula below to find the surface area of the cube. SA = 6A,
since a cube has 6 congruent square faces, we can simply find the area of one face
and multiply it by 6 to calculate the total surface area of the figurine.
Solve: Show your computation.
Area of square = s x s SA = 6A
2
= 10cm x 10cm = 6(100cm )
2 2
A = 100cm SA = 600cm

2
Answer: The surface area of the figurine is 600cm.

One way to check your answer is to go back to your computation.

Check if the given dimensions are properly substituted to the
formula. Check also the flow of the computation, as well as the unit
in the final answer.

g Task 1: Calculate the surface area of the solid figures

nted by the following images. Write your complete solution and
on a separate sheet of paper.

5m
2.
20 dm
3m

4m 12 dm

diameter: 20 centimeters

4.

20 cm

6 cm

3 cm 5 cm

PIVOT 4A CALABARZON Math G6 28

4 cm
 E
Learning Task 2: Analyze and solve each problem. Write your complete solution and
answer on a separate sheet of paper.

1. Tim is wrapping a present. The box he is using is a rectangular prism with a length
of 15 inches, a width of 9 inches, and a height of 4 inches. Find how many
square inches of paper he needs to wrap the entire box.
2. A certain music box has the shape of a cube. Each side of music box is 15
centimeters long. What is the surface area of the box?
3. A salt container has shape of a cylinder. The radius of the container is 1.5 inches
and the height is 6 inches. Find the surface area of the container. Use =3.14.

A
Test your skills. Tell whether each statement is TRUE or FALSE. Write your answer on
a separate sheet of paper.
___________1. Surface area is the product of the area of the base and the lateral face.
___________2. It would take exactly four circles to wrap a sphere completely.
___________3. The surface area of a cone is the sum of its lateral area and area of its
base.
___________4. To calculate the surface area of a cube, just find the area of one face and
multiply it by 6.
___________5. The lateral area of a prism is the product of the base and the height.

29 PIVOT 4A CALABARZON Math G6

PIVOT 4A CALABARZON Math G6 30
 Personal Assessment on Learner’s Level of Performance

Using the symbols below, choose one which best

describes your experience in working on each given task.
Draw it in the column for Level of Performance (LP). Be
guided by the descriptions below.

- I was able to do/perform the task without any difficulty. The task helped me in
understanding the target content/lesson.
- I was able to do/perform the task. It was quite challenging but it still helped me in
understanding the target content/lesson.
- I was not able to do/perform the task. It was extremely difficult. I need additional
enrichment activities to be able to do/perform this task.

Distribution of Learning Tasks Per Week for Quarter 2

Week 1 LP Week 2 LP Week 3 LP Week 4 LP
Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7

Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Week 5 LP Week 6 LP Week 7 LP Week 8 LP

Learning Task 1 Learning Task 1 Learning Task 1 Learning Task 1

Learning Task 2 Learning Task 2 Learning Task 2 Learning Task 2

Learning Task 3 Learning Task 3 Learning Task 3 Learning Task 3

Learning Task 4 Learning Task 4 Learning Task 4 Learning Task 4

Learning Task 5 Learning Task 5 Learning Task 5 Learning Task 5

Learning Task 6 Learning Task 6 Learning Task 6 Learning Task 6

Learning Task 7 Learning Task 7 Learning Task 7 Learning Task 7

Learning Task 8 Learning Task 8 Learning Task 8 Learning Task 8

Note: If the lesson is designed for two or more weeks as shown in the eartag, just copy your personal
evaluation indicated in the first Level of Performance found in the second column up to the succeeding
columns, i.e. if the lesson is designed for weeks 4-6, just copy your personal evaluation indicated in the
LP column for week 4, week 5 and week 6. Thank you.

References
31 PIVOT 4A CALABARZON Math G6
Department of Education. (2020). K to 12 Most Essential Learning Competencies with

Department of Education Region 4A CALABARZON. (2020). PIVOT 4A

Budget of Work in all Learning Areas in Key Stages 1 -4: Version 2.0.
Cainta, Rizal: Department of Education Region 4A CALABARZON.

Perez, M.J. & Burgos, J.R. (2016). 21st Century MATHletes Texbook for

Riñon, A.J. L. (2020). Learners’ Packet Quarter 3 Week 1

Corresponding CG Codes. Pasig City: Department of Education Curriculum and

Instruction Strand.

Grade 6.

PIVOT 4A CALABARZON Math G6 32

For inquiries or feedback, please write or call:

Department of Education Region 4A CALABARZON

Office Address: Gate 2, Karangalan Village, Cainta, Rizal

Landline: 02 -8682-5773, locals 420/421

https://tinyurl.com/Concerns -on-PIVOT4A -SLMs