Mathematics 6 LAS Quarter 3

6
Mathematics
Third Quarter
LEARNING ACTIVITY SHEETS

COPYRIGHT PAGE
Learning Activity Sheet in English

(Grade 6)
Copyright © 2020
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Writers : NIKKI S. JIMENEZ, EMERSON C. AYUMAN,
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Note: Practice Personal Hygiene protocols at all times. 2

TABLE OF CONTENTS
Visualizing and Describing Different Solid Figures

(M6GE-IIIa27 )/ ( M6GE-IIIa28 )…………………………………… 1- 8
Identifies the Faces of a Solid Figure

(M6GE-IIIb-30)………………………………………………………… 9 - 18
Formulating the Rule in Finding the nth Term Using Different Strategies (Looking for a Pattern,
Guessing and Checking, Working Backwards)
(M6AL-IIId-7)/ (M6AL-IIId-15)……………………………………… 19 - 25
Differentiating Expression from Equation

(M6AL-IIId-15)………………………………………………………… 26 - 31
Algebraic Expressions
(M6AL-IIIe-16-17)……………………………………………………… 32 - 37
Solve Routine and Non-routine Problems Involving Different

Types of Numerical Expressions and Equations
(M6AL-IIIf-19)…………………………………………………………… 38 - 54
Calculates speed, distance, and time

(M6ME-IIIg-17)………………………………………………………… 55 - 60
Area of Composite Figures

(M6ME-IIIh-89)………………………………………………………… 61 - 71
Visualizing Surface Area of Solid Figure

(M6ME-IIIi-91) ………………………………………………………… 72 - 78
Finds the Surface Area of Cubes, Prisms, Cylinders, Cones and Spheres.
(M6ME-IIIi-93) ………………………………………………………… 79 - 85
World Problems Involving Surface Area

(M6ME-IIIj-94) …………………………………………………… 86 - 99
MATHEMATICS 6
Name: Cabauatan,
_____________________
Alexis Josef B. Grade Level: 6________
Igneous
Date: ______________________ Score: ______________
LEARNING ACTIVITY SHEET

Visualizing and Describing Different Solid Figures
Background Information for Learners
This activity sheet serves as a self-learning guide for the learners. It

facilitates lesson comprehension as it specifically aims for learners to visualize and
describe solid figure and differentiate solid figures from plane figures.
Solid Figures are three dimensional objects having length, width and height.
Polyhedron is a solid figure whose sides are all polygons. Each side is
called face. Two faces that intersect in a line segment is called edge. Two edges
that intersect in a point is called a vertex.
Prism is a polyhedron that has two congruent parallel faces called bases.
Different Kinds of Prisms

Number Number Number
Name Definition of of of Example
Faces Edges Vertices
A cube is a prism
The image part with relationship ID rId18 was not found
in the file.
Cube with a square 6 12 8

base. All its faces
are square.
Composed of two
The image part with relationship ID rId18 was not found in the file.
Triangular triangular bases 5 9 6

Prism and three
rectangular lateral
faces.
Composed of two
Rectangular rectangular bases 6 12 8

Prism and four
rectangular lateral
faces.
Has two
Pentagonal pentagonal bases 7 15 10

Prism and five
rectangular lateral
faces.
Composed of two
Hexagonal hexagonal bases 8 18 12

Prism and six
rectangular sides.

Pyramid is a polyhedron whose base is a polygon and the lateral faces are
triangles.
Different Kinds of Pyramid

Triangular Is a pyramid having 4 6 4

Pyramid a triangular base
Is a three-
Rectangular dimensional object 5 8 5

Pyramid with a rectangle base
and a triangular face
corresponding to
each side of base
Square Is a pyramid having 5 8 5

Pyramid a square base.
Examples of solid figures with curved surfaces.

Has two circular bases

The image part with relationship ID rId18 was not found in the
file.
Cylinder that are congruent and 3 2 0

parallel.
The image part with relationship ID rId18 was not found in

the file.
Cone Has one circular base 2 0 0
Is a curved surface of
Sphere points that are all of the 0 0 0

same distance from the
center

Plane Figures are close figures whose points lie on the same surface.
They are flat and have only two dimensions.
Examples of Plane Figures
Name Definition Example
A plane figure with four equal straight sides

Square and four right angles.
A plane figure with four straight sides and four

Rectangle right angles, especially one w/ unequal
adjacent sides in contrast to a square.
The set of all points in a plane that are of the

Circle same distance from the center.
A plane figure with three straight sides and

Triangle three angles.
A plane figure with eight staright sides and

Octagon eight angles.
Learning Competency:
Ø visualizes and describes the different solid figures: cube, prism, pyramid,
cylinder, cone, and sphere using various concrete and pictorial models.
(M6GE-IIIa27 )
Ø differentiates solid figures from plane figures. (M6GE-IIIa28 )
Activity
Exercise 1
Write S if the figure is solid and P if it is plane. Write your answer on the blank.
_______1) Rectangular Prism _______6) Cylinder

_______2) Circle _______7) Rectangle
_______3) Cone _______8) Cube
_______4) Triangular Pyramid _______9) Triangle
_______5) Square _______10) Pentagonal Prism

Exercise 2
Write the best solid or plane figure characterized by each object on the line before
each number.
____________1) an ice cream cone ____________6) a globe

____________2) an ice cube ____________7) a water tank
____________3) a ring ____________8) a driving cone
____________4) a soccer ball ____________9) a dice
____________5) a can of milk ____________10) a birthday hat
Exercise 3
Match Column A with Column B by writing the letter of the correct answer on the
space provided.
Column A Column B
_______1) Cylinder a. has one circular base
_______2) Square b. a pyramid having a triangular base

_______3) Pentagonal Prism c. three straight sides and three angles
_______4) Triangular Pyramid d. four equal straight sides and four
right angles
_______5) Cube e. a pyramid having a square base
_______6) Triangle f. two pentagonal bases and five
rectangular lateral faces
_______7) Sphere g. prism with a square base and all its
faces are square.
_______8) Cone h. has two circular bases that are
congruent and parallel
_______9) Rectangular Prism i. composed of two rectangular bases
and four rectangular lateral faces
_______10) Square Pyramid j. is a curved surface of points that are
all the same distance from the
center

Exercise 4: Identify each solid and plane figure. Write your answer on the blank
provided.
The image part with relationship ID rId18 was not

found in the file.
The image part with relationship ID rId18 was not The image part with relationship ID rId18 was not found in the file. The image part with relationship ID rId18 was not
found in the file. found in the file.
1._________ 2.__________ 3._________ 4.__________ 5._________
The image part with relationship ID rId18 was not found in the file. The image part with relationship ID rId18 was not The image part with relationship ID rId18 was not found in
found in the file. the file.
The image part with relationship ID rId18 was not found in the
file.
6.__________ 7.__________ 8.________

9._________ 10._______
Exercise 5: Complete the table

Solid Figure Illustration of of of
(Draw the figure) vertices faces edges
1. Cube
2. Triangular
Pyramid
3. Rectangular
Prism
4. Cone

5. Square
Pyramid
6. Hexagonal
Prism
7. Cylinder
8. Pentagonal
Prism
9. Rectangular
Pyramid
10. Triangular
Prism
Reflection
1. What did you learn in this activity, do you think you could use/need it in the
future? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. How did you feel about this activity? Which part of the activity is difficult or easy
for you? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

7 Note: Practice Personal Hygiene protocols at all times.
Exercise 4 Exercise 3
1. Hexagonal Prism 6. Sphere 1. h 6. c
2. Triangular Prism 7. Circle 2. d 7. j
3. Triangular Pyramid 8. Cube 3. f 8. a
4. Triangle 9. Pentagonal Prism 4. b 9. i
5. Cylinder 10. Square Pyramid
5. g 10. e
1. Cone 6. Sphere 1. S 6. S
2. Cube 7. Cylinder 2. P 7. P
3. Circle 8. Cone 3. S 8. S
4. Sphere 9. Cube 4. S 9. P
5. Cylinder 10. Cone 5. P 10. S
Answer key
Writer
NIKKI S. JIMENEZ
Prepared by:
21st Century Matheletes 6, pages 186-1993 (TG), EASE Module F
References
Exercise 5
Illustration Number Number Number of
Solid Figure (Draw the figure) of of faces edges
vertices
12 8 18
6. Hexagonal
Prism
0 3 2
7. Cylinder
10 7 15
8. Pentagonal
Prism
5 5 8
9. Rectangular
Pyramid
6 5 9
10. Triangular
Prism
Exercise 5
Illustration Number Number Number
Solid Figure (Draw the figure) of of faces of edges
vertices
8 6 12
1. Cube
4 4 6
2. Triangular
Pyramid
8 6 12
3. Rectangular
Prism
0 2 0
4. Cone
5 5 8
5. Square
Pyramid
MATHEMATICS 6
Name: ____________________________________ Grade Level: __________
Date: ______________________ Score: _______________

Identifies the Faces of a Solid Figure

facilitates lesson comprehension as it specifically aims for pupils’ mastery on
identifying the faces of a solid figure.
What is a solid figure? What are its faces? What are the real-life representations of
solid figures?
The following shows the descriptions, illustrations and other characteristics of a

solid-figure.
Solid figures are three-dimensional figures that have length, width and height
A polyhedron is a solid-figure whose sides are all polygons. Each side is called face.
Two faces that intersect in a line segment is called an edge. Two edges that intersect
in a point is called a vertex.
A prism is a polyhedron with exactly two faces that are congruent and parallel.
These faces are called bases. Other faces are called lateral faces. Some examples
of prisms are rectangular prisms, triangular prisms, pentagonal prisms, hexagonal
prisms, etc....
The lateral faces are the faces that join the bases of a solid figure. Each face is a
polygon.
Solid Figures Illustration Description Shape No. of Real life

of the Lateral representat
(prism) ion of
Base Faces object
1.Cube A cube is a prism square 4 Rubik's

with a square cube,
base. All its faces dice, and
are square. ice cubes

2. Triangular Composed of Triangl 3 Toblerone
Prism triangular bases e
and three
rectangular lateral
faces.
3.Rectangular Composed of Rectan 4 stick of

Prism rectangular bases gle butter,
and four refrigerato
rectangular lateral rs, and
faces. cereal
boxes
4.Pentagonal Has two Pentag 5 Pentagon

Prism pentagonal bases on laboratori
and five es , booth
rectangular lateral or rooms
faces
Pyramid is a polyhedron whose base is a polygon and the lateral faces are triangle.
They are also named according to the shape of its base just like prisms.
Solid Figures Illustration Description Shape No. of Real life

of the Lateral representat
(pyramids) ion of
Base Faces object
5.Rectangular Has one rectangular rectan 4 Egyptian

pyramid base and four gle pyramids
triangular lateral faces
6.Triangular Has one triangular triangle 3 Egyptian

pyramid base and 3 triangular pyramids
lateral faces
7.Square Has one square base square 4 Egyptian

pyramid and 4 triangular lateral pyramids
faces
Other solid figures have curved surfaces.
Solid Figures Illustration Description Shape Surface Real life

of the representat
(pyramids) ion of
Base object

8.Sphere Is a curved surface Curved Earth,
of points that are surface marbles,
all of the same balls, and
distance from the soccer
center balls
9.Cone Has one circular circle Curved Ice cream

base. surface cones,
traffic
cones,
Mayon
Volcano
and
carrots
10.Cylinder Has two circular circle Curved Soda

bases that are surface cans,
congruent and canned
parallel goods,
candles,
and paint
cans
Learning Competency: Identify the faces of solid figure (M6GE-IIIb-30)
Exercise 1
Direction: Match the following solid figures to their corresponding description.

No. COLUMN A COLUMN B
___1. Cube a. Has one triangular base and
3 triangular lateral faces
___2. Triangular Prism b. Has one rectangular base
and four rectangular lateral
faces
___3. Rectangular Prism c. Has one square base and 4
___4. Pentagonal Prism d. a prism with a square base.
All its faces are square.
___5. Rectangular pyramid e. Is a curved surface of points
that are all of the same distance
from the center.
___6. Triangular pyramid f. Has one circular base.
___7. Square pyramid g. Has two circular bases that
are congruent and parallel
___8. Sphere h. Has one rectangular base
and four triangular lateral faces
___9. Cone i. Has two pentagonal bases
and five rectangular lateral faces
___10. Cylinder j. Has one square base and 4
Exercise 2
A. Directions: Identify the solid figure that is represented by each real object
below. Write the name of the solid figure on the blank before each number.
______________1. A die ______________6. A can of sardines
______________2. An orange ______________7. An Egyptian pyramid
______________3. A shoe box ______________8. A toblerone chocolate
______________4. A carrot ______________9. A pentagon booth
______________5. A soccer ball ______________10. A wristwatch box
B. Direction: Read the following sentences. Circle the letter of the correct
answer.
1. They are three-dimensional figures that have length, width and height.
a. Solid-figures c. polyhedron
b. prisms d. polygons

2. What do you call a polyhedron with exactly two faces that are congruent and
parallel.
a. polygon c. prism
b. lateral faces d. pyramid
3. They are the faces that join the bases of a solid figure. Each face is a polygon.
a. curved surface c. flat surface
b. lateral faces d. bases
4. This is a polyhedron whose base is a polygon and the lateral faces are triangles.
a. polygon c. prism
b. lateral faces d. pyramid
5. Similar to prisms, pyramids are also named according to the shape of its ______
a. base c. edges
b. lateral faces d. vertex
Exercise 3: Fill Me Up
Directions: Fill in the correct word to make the sentence correct. Choose your
answer from the words in the box below.
1. A cube is a prism with a _________base. All its faces are square.
2. _______________is composed of triangular bases and three rectangular

lateral faces.
3. ____________________is composed of rectangular bases and four rectangular

lateral faces.
4. _________________ has two pentagonal bases and five rectangular lateral

faces.
5. ___________________has one rectangular base and four triangular lateral

faces.
6. ___________________has one triangular base and 3 triangular lateral faces.
7. ____________________has two circular bases that are congruent and parallel
8. _______________is a curved surface of points that are all of the same

distance from the center.
9. Cone has one __________ base.
10. Square pyramid has one square base and 4 ____________ lateral faces

a. Circular b. triangular c. Sphere d. Cylinder
e. Triangular pyramid f. square g. Triangular prism
h. Pentagonal prism i. Rectangular prism j. Rectangular pyramid
Exercise 4
Directions: Write true before the number if the statement is correct. Write
false if it is incorrect.
________ 1. A square pyramid has 5 faces.
________ 2. A cone is a polyhedron.
________ 3. A pyramid is a polyhedron.
________ 4. A sphere is a solid figure.
________ 5. A cone has two circular base.
________ 6. A pyramid has triangular faces.
________ 7. A cube has 4 triangular lateral faces.
________ 8. A rectangular prism has rectangular bases and four

rectangular lateral faces.
________ 9. A cylinder has two rectangular bases that are

congruent and parallel
________ 10. The lateral faces are the faces that join the bases of
a solid figure.

Exercise 5
Directions: Name the figure below. Match the illustration of solid figures to
their correct names.
No. COLUMN A COLUMN B

___1. a. Triangular Prism
__2. b. Rectangular Prism
___3. c. Pentagonal Prism
___4. d. Cube
___5. e. Rectangular pyramid
___6. f. Triangular pyramid
___7. g. Square pyramid
___8. h. Sphere
___9. i. Cone
___10. j. Cylinder

Rubrics for scoring:
Level 1 Level 2 Level 3 Level 4

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner shows Learner only Learner only Learner shows
no attempt to shows shows complete
Amount of really do any answer. answer but solution and
Work of the showed gives an
problems, no partial work. answer.
answer given.
Learner shows Learner shows Learner Learner shows
no limited shows partial thorough
understanding understanding understandin understanding
on identifying on identifying g on
Understanding on identifying
the faces of a the faces of a identifying the
the faces of a
solid figure. solid figure. faces of a
solid figure.
solid figure.
Reflection
1. What part of the activity do you find difficult? Why?
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. What part of the activity do you find easy? Why?

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

Exercise 5
1) d 6) i
2) a 7) j
3) b 8) e
4) c 9) f
5) h 10) g
6) false 6) true 11)f 6) e
7) false 7) false 12)g 7) d
8) true 8) true 13)i 8) c
9) true 9) false 14)h 9) a
10)false 10) true 15)j 10) b
Exercise 2-B Exercise Exercise 1
2-A
1) cube 6) cylinder 1. d 6.) a
2) sphere 7) pyramid 1) A
3) rectangular 8)triangular 2. c 7.) j
2) c
box prism 3. b 8) e
4) cone 9) pentagon 3) b
prism 4. I 9) f
5) sphere 10) cube 4) d
5. h 10.) g
5) a
Answer key:
References
21st Century Mathletes 6, Teacher’s Manual pages 72-76
21st Century Mathletes 6, Textbook pages 152-157
https://www.mathgoodies.com/lessons/vol5/addition#:~:text=Rule%3A%20The%2
0sum%20of%20any,and%20then%20subtract%20these%20values.
https://www.basic-mathematics.com/solid-figures.html
https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.pinterest.com%2Fpi
n%2F13018286409556792%2F&psig=AOvVaw0ywpf8e7MNf4CMoiVo9S-
P&ust=1595597768316000&source=images&cd=vfe&ved=0CAMQjB1qFwoTCNj
OpYa_4-
oCFQAAAAAdAAAAABAPhttps://www.google.com/url?sa=i&url=https%3A%2F%2
Fwww.pinterest.com%2Fpin%2F13018286409556792%2F&psig=AOvVaw0ywpf8
e7MNf4CMoiVo9S-
P&ust=1595597768316000&source=images&cd=vfe&ved=0CAMQjB1qFwoTCNj
OpYa_4-oCFQAAAAAdAAAAABAP
Trigonometry, Mo, Module 2 (L
Prepared by:
EMERSON C. AYUMAN
Writer

MATHEMATICS 6
Name: _____________________________________ Grade Level: _______
Date: ______________________________________ Score: ____________
Learning Activity Sheet

Formulating the Rule in Finding the nth Term Using Different Strategies (Looking
for a Pattern, Guessing and Checking, Working Backwards)

facilitates lesson comprehension as it specifically aims for students’ mastery on
formulating the rule in finding the nth term using different strategies (looking for a
pattern, guessing and checking, working backwards)
A sequence is a set of numbers written in a special order by the application
of a definite rule. Each number in the sequence is called a term. To look for some
patterns or rules will help us to continue a given sequence of numbers, figures, or
to fill in the missing numbers or symbols.
The examples below show how to formulate the rule in finding the nth term
using different strategies (looking for a pattern, guessing and checking, working
backwards)
Example 1 – For each sequence, look for a pattern and then write the next
three terms.
Sequence Next three terms
a. 2a, 3b, 4c, … 5d, 6e, 7f
b. y, yᶟ, y⁵, … y⁷, y⁹, y
c. a + b, a + 3b, a + 5b, … a + 7b , a + 9b, a + 11b
d. x, 2x, 3x, … 4x, 5x, 6x

Example 2 – By following a certain pattern, the following sequences show the
rules and the next three terms.
Nth Next
Sequence Rule Term Three
Rule Terms
a. 4, 8, 12, 16, … Every term after the first is 4n 20, 24, 28
obtained by adding 4 to the
number preceding it.
(0 + 4), (4 + 4), (8 + 4), (12 + 4), …

or
Multiples of four.
(4 x 1), (4 x 2), (4 x 3), (4 x 4), …
b. 1, 4, 9, 16, … Multiply the counting numbers by n² 25, 36, 49

itself or squaring counting number.
(1 x 1), (2 x 2), (3 x 3), …

c.
!
,
!
,
!
, … The numerator in this sequence is 1 1 1 1
, ,
" $ % 5 6 7
constant, the denominator is 𝑛+1
obtained
!
by adding 1 after the other. !&! ,
! !
,
!&" !&$
,…
d. 3, 1, -1, -3, … Every term after the first is -2 (n-1) -5, -7, -9
obtained by adding (-2) to the +3 or
number preceding it. 3, [3 + (-2)], [1 5 – 2n
+ (-2)], [-1 + (-2)], …
Example 3 – Formulate the rule in finding the nth term for each sequence. Use
the counting numbers to easily find the rule.
!"#$%&$'()#*+,-.((
/0,(.,%("1($#*+,-.(23(43(53(63(7(8&%0"#%(9(:;,-"<(&.(=>??,@(="#$%&$'($#*+,-.A(
a. 2, 3, 4, 5, …
First term = 1 + (1) = 2 Let n represent a counting

Second term = 2 + (1) = 3 number. The nth rule for
Third term = 3 + (1) = 4 this sequence is n + 1.
Fourth term = 4 + (1) = 5
The rule of the sequence is adding 1 to the preceding number to be able to

get the next term(s). So, the nth term rule for this sequence is n + 1.

b. 2, 4, 6, 8, …
First term = 2 x (1) = 2 Let n represent a counting

Second term = 2 x (2) = 4 number. The nth rule for
Third term = 2 x (3) = 6 this sequence is 2 x n or 2n.
Fourth term = 2 x (4) = 8
The pattern is multiplying 2 by every counting number. So, the nth rule for
this sequence is 2 x n or 2n.
c. 2, 5, 8, 11, …
3 3 3
{
{
{
2, 5, 8, 11 …
{
{
{
5-2 8-5 11-8
Working backwards, you will observe a pattern that subtracts 3 to get the
next term on the left. Now, think of a way on how you will get each term having a
common difference of 3.
Let n represent a counting number.
Guess Check
This rule is wrong as we check for
3xn+1 3x1+1=4 the first term. Let’s try another with
lower result.
This is lower than the first term.

3xn-2 3x1-2=1 So, this is wrong. Let’s try another
one.
This rule is exact for the first term.

3xn-1 3x1-1=2 Therefore, this is correct. Let’s try
it with the remaining terms.
3x2-1=5
3x3-1=8 The rule is also exact for the other
3 x 4 - 1 = 11 three terms.
So, the nth rule for this sequence is 3 x n – 1 or 3n – 1.
Learning Competency:
The learner
Ø formulates the rule in finding the nth term using different strategies (looking
for a pattern, guessing and checking, working backwards). (M6AL-IIId-7)
Ø differentiates expression from equation. (M6AL-IIId-15)

Exercise 1
Directions: Write TRUE in each blank if the 4th term in each sequence is correct
and FALSE if it is not.
___________ 1) C, F, I, L
___________ 2) a, f, j, o
___________ 3) 7m, 5m, 3m, m
___________ 4)
' )
___________ 5) (
, 7 , (
, 8
Exercise 2
Directions: Identify the missing letter, figure, symbol, or combination of numbers
in the following series. Encircle the letter of the correct answer.
1) b, e, h, k, n, _____
a. o b. p c. q d. r
2) y, e, w, g, u, i, ____
a. s b. t c. r d. k
3)
_________
a. b. c. d.
4) x + y, 2x + y, 3x + y
a. x + 2y b. 4x + y c. 4x + 2y d. 5x + y
5)
a. b. c. d.

Exercise 3
Directions: Supply the next three letters, figures, symbols, or combination of
numbers and letters in the following patterns.
1)
2) A, E, I, M, …
3) a + b, 2a + b, 3a + b, …
4) e – f, f, e + f, …
" $ %
5) *&! , *&"
, *&$
,…
Exercise 4
Directions: Find the next three terms in each sequence. Then, write the rule for
finding the nth term.
" $ %
1) $
, %
, +
, ______, ______, ______,
Rule: ________________________
2) -2, -4, -6, _____, _____, _____,
Rule: ________________________
3) 10, 15, 20, 25, _____, _____, _____,
Rule: ________________________
4) 1, 3, 9, 27, _____, _____, _____,
Rule: ________________________
5) 1, 8, 27, _____, _____, _____,
Rule: ________________________
Exercise 5
Directions: Solve each problem.
1) What is the sum of the first 10 odd numbers?
2) Complete the pattern: 7, 12, 22, ______, 57, 82, ________.
3) What are the missing numbers in the sequence 6, 11, 9, 14, _____, 17, _____?
4) Given the sequence 8, 5, 2, -1, … at what nth term will the number become -25?

5) Write the first four terms of a sequence in which the first term is 2 and each term
is 4 more than the preceding term.
Rubrics for Scoring:

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Learner Learner only Learner only Learner
Amount of shows no shows shows shows
Work attempt to answer. answer but complete
really do any showed solution and
of the partial work. gives an
problems, no answer.
answer
given.
Learner Learner shows Learner Learner
shows no limited shows partial shows
Understanding understandin understanding understandin thorough
g of of formulating g of understandin
formulating the rule in formulating g of
the rule in finding the nth the rule in formulating
finding the term using finding the the rule in
nth term different nth term finding the
using strategies using nth term
different (looking for a different using
strategies pattern, strategies different
(looking for a guessing and (looking for a strategies
pattern, checking, pattern, (looking for a
guessing working guessing and pattern,
and backwards) checking, guessing
checking, and working and
working differentiating backwards) checking,
backwards) expression and working
and from equation. differentiating backwards)
differentiatin expression and
g expression from differentiatin
from equation. g expression
equation. from
equation
notation.
Reflection
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Answer Key:
5) 64, 125, 216 rule: Nᶟ 5) D

4) 81, 243, 729 rule: 3N 4) B
rule: 5N + 5 3) 30, 35, 40 3) A
rule: -2N 2) -8, -10, -12 2) A
(-&") ' ( )
, , , 𝑟𝑢𝑙𝑒: 1) 1) C
(-&!) + ' (
*&% *&+ *&'
5) 2, 6, 10, 14 , , 5) 5) FALSE
( ' +
4) 12th 4) e + 2f, e + 3f, e + 4f 4) TRUE

3) 12 & 25 3) 4a + b, 5a + b, 6a + b 3) TRUE
2) 37, 112 2) Q, U, Y 2) FALSE
1) 100 1) 1) TRUE
Exercise 5 Exercise 3 Exercise 1
References
21st Century MATHletes 6 pp 212-237
Prepared by:
DIONISIO C. ABRUJENA, JR.

Writer
AUBREY T. LAPUZ
Writer

MATHEMATICS 6
Name: Cabauatan,
_________________________________Grade
Alexi Josef B.
Level: _______________
6 - Igneous
Date: ________________________________
23 April 2021 Score: ____________________

Differentiating Expression from Equation
Background Information for the Learners
What is difference between an expression and an equation in mathematics?

Both use numbers and variables; however, it is all based on the arrangement. So,
let's take a look at both to determine their use and relationship.
EXPRESSION
• An expression is a PHRASE, a sentence fragment.
• One simplifies an expression.
• An expression HAS NO relation symbol.
• An expression is a combination of numbers, variables, and symbols to be
calculated.
• An expression has operation symbols. It also involves variables and
numbers.
Examples:
WORD PHRASES NUMERICAL EXPRESSIONS
Four times ten divided by five (4 x 10) ÷ 5
Six times three added to seven (6 x 3) + 7
Eight added to the product of five and three 8 + (5 x 3)
Three times twenty-five less twenty (3 x 25) - 20
The sum of three and thirty-nine divided by (3 + 39) ÷ 7
seven
EQUATION
• An equation is a SENTENCE.
• One solves an equation.
• An equation HAS a relation symbol. It uses equal sign (=) to show that either
side are equal.
• An equation contains expressions that are separated by an equals sign.
• An equation has variables and numbers. It also includes operations.

Examples:
WORD PHRASES NUMERICAL EXPRESSIONS
The sum of a number and five is twelve a + 5 = 12
Twice a number decreased by six is equal to 2b – 6 = 16
sixteen
The difference of a number and nineteen plus b – 19 + 9 = 90
nine is ninety
Twice the sum of a number and two is twenty- 2(c + 2) = 22
two
The product of five and thirteen less than thrice 5(3d – 13) = 45
a number will result forty-five
Learning Competency: Differentiates expression from equation. M6AL-IIId-

15
Exercise 1
A. Which expression is correct? Choose between A or B. Write your answer on

the box.
b 1. The sum of twelve and nineteen.
a. 12 x 19 b. 12 + 19
a 2. Eight decreased by seven
a. 8 – 7 b. 8 x 7
a 3. Six plus thirty-six
a. 6 + 36 b. 6 x 36
4-7 b** 4. Four less than seven
a. 4 x 7 b. 7 – 4
a 5. Three times the sum of two and five
a. 3 x (2 + 5) b. 3 x (5 – 2)
B. Write the expression for the following:

1. Sixty-five decreased by five
65 -5
___________________
2. Twenty-one divided by the sum of three and four
21/(3+4)
___________________
3. Triple the sum of ten and six
___________________
3 x (10+6)
4. Two more than the product of six and eight

___________________
2 (6x8)
5. Thirty plus five less than eighty

___________________
(30+5) - 80

Exercise 2
A. Complete the equation.

a. 18 - £
7 = 5 + 6
2
4 3 = 8£
b. £
c. 3 + 3 + 3 = 3£
3
d. (2 x 10) (13 + 7) = 20£2

62
e. 3 (4 + 4 + 4) = £
B. Find the value of N that will make the equation TRUE.

n = 20 1.) 2N + 5 = 45
n = 180 2.) N = 10 (7+11)
n = 10 3.) N + 15 = 35 – N
n = 100 4.) N = 20
5
n=5 5.) 2 (N + 6) = 22
Exercise 3
Directions: Tell whether the following is an equation or expression
1. 7(m+n) expression
____________________________
2. a-b=23 equation
____________________________
3. y2+5 expression
____________________________
4. v=2¶rh equation
____________________________
5. xy-2 expression
____________________________
6. (2x+4) = 30 equation
____________________________
expression
7. 2n – 5 ____________________________
8. 2 (n-5) expression
____________________________
9. ab-cd expression
____________________________
10.4 (n-2)2 expression
____________________________
Exercise 4
Directions: Determine if each is an expression or an equation. Check the dark box
if your answer is an expression and the lighter box if it is an equation.
1. 16 – a = 10
2. (4 ⋅ 2) + (14 ⋅ 2 + 1)

3. x ÷ 25x ÷ 25
4. y + 8 = 40
5. 12x + 6 = 2x + 10
Exercise 5
A. Write an expression for each problem/situation.
(2 x 13 ) + 4 1. Vicente is thirteen years old. His father is four years more than twice his
age.
(2 x 140) - 10 2. Richelle is 140 cm tall. Carla’s height is ten cm less than twice Richelle’s
height.
(3 x 25) - 5 3. Grace weighs 25 kg. Her mother weighs five kg less than three times
Grace’s weight.
2 x 10 4. Mylene is ten years old. Maya is twice as old as Mylene.
(3 x 6) + 6 5. Loreto is six years old. I am six years more than thrice his age.
B. Write an equation/expression for each problem/situation.

x + 4 = 18 1. A number increased by four is eighteen.
___________________
40 = 2x - 4 2. Forty is equal to twice a number decreased by four.
___________________
5k - 50 3. Fifty taken from five times K.
___________________
5 x 100
4. Five times a number is one hundred.
___________________
6 x ( 12 + 4 ) 5. Six multiplied to the sum of twelve and four.
___________________

Reflection
1. Using the VENN DIAGRAM below, compare EXPRESSIONs and EQUATIONS.
if it contains an equal to sign (=) it is an equation.

if it does not contain an equal to (=) sign, then it is just an expression.
numbers described as a mathematical statement with two expressions s
A mathematical phrase that groups together numbers, thing variables
An equation is indicated by an equal sign (=)
variables, and operators, to show the value of some operators
The answer of an expression is either an expression or a numerical value.
there is no relation symbol in an expression.
2. Which is easier to determine, an expression or an equation? Why do you think

so?
An expression has different combinations of variables, symbols and numbers for you to calculate.
_________________________________________________________________
_________________________________________________________________
An equation has expressions in it that are separated by an equals sign. So, look for an equals sign to identify an equation easily.
_________________________________________________________________
_________________________________________________________________
References
1. Perez, Marjoseph H. et. al, 21st Century MATHletes 6 Textbook 2016, Vibal
Group, Inc. #1253 G. Araneta Avenue, Quezon City, Philippines
2. Villamayor, Adela C. et. al, Math for Life 6 Textbook 2015, Rex Book Store,
Inc., 856 Nicanor Reyes Sr. St., Sampaloc, Metro Manila
3. Lesson Guide in Elementary Mathematics Grade VI 2003, Bureau
Elementary Education, Department of Education
4. , https://lrmds.deped.gov.ph/
Prepared by:
AUBREY T. LAPUZ
Writer

Answer Key
Exercise 1
A. 1. b B 1. 65 - 5
2. a 2. 21 ÷ (3 + 4)
3. a 3. 3 x (10 + 6)
4. b 4. 2 + (6 x 8) or (6 x 8) + 2
5. a 5. 80 – (30 + 5)
Exercise 2
A. 1. 7 B 1. 20
2. 4 and 2 2. 180
3. 3 3. 10
4. 2 4. 100
5. 6 5. 5
Exercise 3
1. expression 6. equation
2. equation 7. expression
3. expression 8. expression
4. equation 9. expression
5. expression 10. expression
Exercise 4
√
1.
√
2.
3. √
√
4.
√
5.
Exercise 5 Variables may vary.
A. 1. (2 x 13) + 4 B 1. x + 4 = 18
2. (2 x 140) - 10 2. 40 = 2x - 4
3. (3 x 25) - 5 3. 5K - 50
4. 2 x 10 4. 5 x 100
5. (3 x 6) + 6 5. 6 x (12 + 4)

MATHEMATICS 6
Name: _________________________________ Grade Level: ______
Date: ______________________ Score: ___________

Algebraic Expressions

facilitates lesson comprehension as it specifically aims for students’ mastery in
giving translation for real-life verbal expressions into letters or symbols and vice
versa and defining a variable in an algebraic expression.
To translate a word phrase to an algebraic expression, assign a variable to

one unknown quantity. Then write an expression for any other unknown quantities
involved in terms of that variable.
To translate word phrases into algebraic expressions, familiarity with words

and phrases associated with symbols or operations are important. The table below
lists some keywords that are used to describe common mathematical operations.
Symbol Key Words/Phrases
+ addition, plus, the sum of, more than, added to, increase by, the total of
- subtraction, minus, the difference of, less than, decreased by, diminished
by, subtracted from, less
X, ., () Multiplication, times, the product of, twice, multiplied by, of
+, -, / division, divided by, the quotient of, the ratio of
= is equal to, equals, is, is the same as
Study the examples below.
Example 1: Six plus twice a number

Algebraic Expression: 6 + 2a
Example 2: The sum of a number and eight divided by two.

/ &)
Algebraic Expression: (b + 8) ÷ 2 or "
Example 3: Eighteen less than half a number.
! -
Algebraic Expression: " 𝑛 − 18 𝑜𝑟 " − 18

Learning Competency: Give the translation for real-life verbal expressions into
letters or symbols and vice versa. (M6AL-IIIe-16-17)
Exercise 1
Directions: Match the Algebraic Expressions in Column A with the word or verbal
phases in Column B. Write the letter on the space provided.
Column A Column B
_____ 1. n – 12 a. the product of eight and a number
_____ 2. 5 + 2y b. thrice ten
_____ 3. 4x + 7 c. three more than twice a number
_____ 4. 8y d. the product of four and a number divided by three

-0'
_____ 5. $
e. a number minus twelve
_____ 6. 2z f. five plus twice a number
_____ 7. 2a + 3 g. four times a number plus seven
_____8. (m + 12) ÷ 5 h. twice of z
_____9. (4 x a) ÷ 3 i. the difference of a number and six divided by three
_____10. 10$ j. twelve more than a number divided by five
k. the quotient of eight and a number
Exercise 2
Directions: Translate each word phrases into algebraic expression.
1. three more than x
2. the sum of y and ten
3. f less than eight
4. seven less than r
5. one-half more than twice n

6. cube of s increased by nine
7. six times m decreased by twenty
8. four times p more than 1
9. thrice h
10. twice the sum of k and five
Exercise 3
Directions: Translate the following word phrases into algebraic expressions.
1. five more than x
2. eight added to z
3. seven subtracted from k
4. m increased by ten
5. twice y
6. nine less than w
7. p divided by six
8. half of k
9. twenty decrease by p
10. y less than one hundred
Exercise 4
Directions: Translate each algebraic expression into word phrases.
1. x – 7
2. 10 – x
3. y + 9

4. 3n + 5
5. 2 (x + 8)
6. 9a + 6
7. t – 1
8. 8 – 6k
9. 5n + 2
10. 6 – 3w
Exercise 5
Directions: Solve each problem.
1. Migo weighed s kilograms. Express algebraically his weight after he gained 2.7
kilograms.
2. Express algebraically the number of feet in z inches. (1 foot = 12 inches)
3. Samantha is y years old.
a. Represent her age 5 years from now.
b. Represent her age 2 years ago.
4. Aki is g centimeters tall. Pierre’s height is 4 less thrice the height of Aki. How
tall is Pierre algebraically?
5. Romar is twice as old as Mavic. If Mavic is m years old, Jaypee is 2 years older
than Romar.
a. If Mavic is m years old, how old is Marion?
b. Express Jaypees’s age algebraically.
c. Write an expression for the sum of Romar and Mavic’s ages.

Reflection

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________

_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
________________________
References
Marjoseph H. Perez, et. al (2016). 21st Century MATHletes Garde 6 Manual and
Textbook. Vibal group, Inc.
Adela C. Villamayor, et. al (2015). K to 12 Math for Life 6 Textbook. Rex Book
Store, Inc. (RBSI)
LPrepared by:
CZARINA A. PERIDO
JACKIE LOU L. LACASTE
___________________________
Teachers

Exercise 5
1.s + 2.7
2. 12z
3. a. y + 5
b. y - 2
4. 3g - 4
5. a. 2q
b. 2q + 2
c. 2q + q
1. - seven less x 1. x + 3 6. s3 + 9
- x decreased by seven
- the difference of x and seven 2. y + 10 7. 6m – 20
2. - x less than ten 3. 8 – f 8. 1 + 4p
- ten decreased by x
- the difference of seven and x 4. r – 7 9. 3h
3. - nine more than y 5. 2n + ½ 10. 2(k+5)
- y increased by nine
- the sum of y and nine
4. - five more than n
- thrice n increased by five Exercise 3
- the sum of thrice of n and five
1. x + 5 6. w - 9
5. - twice the sum of x and eight !
2. z + 8 7. p ÷ 6 or "
6. - six more than nine times a # %
- nine times a increased by six 3. k - 7 8. $ 𝑜𝑟 $ 𝑘
- the sum of nine times a and six
4. m + 10 9. 20 - p
7. - one less than t
5. 2y 10. 100 - y
- t decreased by one
- the difference of t and one
8. – six times k less than 8
- eight decreased by six k Exercise 1
- the difference of eight and six k
6. e 6. h
9. – two more than five times n 7. f 7. c
- five times n increased by two
- the sum of five times n and two 8. g 8. j
10. – six decreased by thrice w 9. a 9.d
- thrice w less than six
- the difference of six and thrice w 5. i 10.b
Answer key
MATHEMATICS 6
Name: _______________________________ Grade Level: _____
Date: ______________________ Score: __________

Solve Routine and Non-routine Problems Involving Different Types of
Numerical Expressions and Equations.

facilitates lesson comprehension as it specifically aims for learners’ mastery on
solving routine and non-routine problems involving different types of numerical
expressions and equations.
There are four basic properties used to solve equations.
1. Addition Property of Equality: If the same quantity is added to both sides of

an equation, the resulting equation is equivalent to the original equation.
2. Subtraction Property of Equality: If the same quantity is subtracted from

both sides of an equation, the resulting equation is equivalent to the
original equation.
3. Multiplication Property of Equality: If both sides of an equation are

multiplied by the same (nonzero) quantity, the resulting equation is
equivalent to the to the original equation.
4. Division Property of equality: If both sides of an equation are divided by the

same (nonzero) quantity, the resulting equation is equivalent to the original
equation.
Remember these key ideas in solving equation.
• To solve equations for x in the form x + m = n, where m

and n are constants, subtract m for both sides.
• To solve equations for x in the form: x-m=n, where m and n are

constants, add m on both sides
*
• To solve equations for x in the form: 1
= n, where m and n are
constants, multiply both sides by m
• To solve equations for x in the form: m • x = n, where m and n are

constants, divide both sides by m.

Consider the following verbal sentences.
1. A number is increased by 5 is 12.
This sentence can be translated into mathematical equations as:
A number increased by 5 is 12
X + 5 = 12
Let x be the unknown number.
Find the x. Solving the equation, we have;
X+5 = 12
X+5-5 = 12 – 5 Subtract 5 from both sides
X+0 =7
x= 7
To check the solution, substitute 7 for x in the equation.
X + 5 = 12 7 + 5 = 12
12 = 12
2. The sum of two numbers is 8. If the first number is 3, what is the

second number?
This sentence can be translated into mathematical equations as:

Let x be the second number. Since the first number is 3, then the equation
is
3+x=8
Let x be the unknown number.
Find the x. Solving the equation, we have;
3+x=8
3–3+x=8–3 Subtract 3 from both sides
To check the solution, substitute 5 for x in the equation.
3+x=8 3+5=8
8=8

There are different ways to solve equations of the form ax + b = c. Consider
the following example.
Example 1 Solve the equation 2x + 3 = 17

Solution:
METHOD 1: Guess and test – guess values for the variable and substitute
to see if a true equation result.
x 1 4 7
2x + 3 2(1) + 3 = 5 2(4) + 3 = 2(7) + 3 = 17

11
2x + 3 = 17 5 ≠ 17 11 ≠ 17 17 ≠ 17
Therefore, 7 is a solution of the equation.
METHOD 2: Cover Up – we cover up the term with the variable
+ 3 = 17
To make a true equation, the value of must be 14. Thus, 2x = 14,

x must be 7. Since 2 • 7 = 14, x must be 7.
METHOD 3: Work Backwards

The left side of the equation shows that x was
multiplied by 2 and then 3 were added to obtain 17.
Thus, if we subtract 3 from 17 and divide by 2, we can
work backwards to the value of x.
17 – 3 = 14 and 14 ÷ 2 = 7
Therefore, the value of x is 7. The diagram below shows the
process.
X2 +3
7 17
÷2 -3

Example 2. What value for y will make the equation 5y-2 = 18 true?
Strategy: Guess and check
Guess Check True or False

If y = 1 5y – 2 = 18
5(1)- 2 = 18 False
3≠ 18
If y = 2 5y – 2 = 18
5(2)- 2 = 18 False
8 ≠ 18
If y = 3 5y – 2 = 18
5(3)- 2 = 18 False
13 ≠ 18
If y = 3 5y – 2 = 18
5(4)- 2 = 18 False
18 = 18
Only y = 4 makes the equation true. Therefore, the solution to the equation is 4.
Example 3 Solve: c + 18 = 29
Solution:
c + 18 = 29
c + 18 – 18 = 29 – 18 By subtraction Property of Equality,
c + 0 = 11 subtract 18 from both sides
c = 11
To check the answer, we replace 11 for c in the original equation
Check:
c + 18 = 29
11 + 18 = 29
29 = 29 True
Example 4. Solve: -32 = 15 + d

Solution:
-32 = 15 + d
-32 – 15 = 15 + d – 15 Subtract 15 from both sides.
-47 = 0 + d
-47 = d

Check:
-32 = 15 + d
-32 = 15 + (-47)
-32 = 32 True
Example 5 Solve: 3 • f = -12

Solution:
3 • f = -12
3 • f = -12 Division Property of Equality
3 3
f = -4
Check:
3 • f = -12
3 • -4 = -12
-12 = `-12 True
Therefore, the solution is -4
Example 6 Solve: -13 = -5g + 32

Solution:
-13 = -5g + 32
-13 – 32 = 5g + 32 - 32 Addition Property of Equality
3 3
-45 = -5g + 0 Identity Property of Addition

-45 = 5g
-45 = -5g Division Property of Equality
-5 -5
Check:
-13 = -5g + 32
-13 = -5 • 9 + 32
-13 = `-45 + 32
-13 = -13 True
Therefore, the solution is 9

Example 7. Solve: h = 8
5
Solution:
-h=8
5
By Multiplication Property of
h•5=8•5 Equality, multiply both sides by 5
5
h = 40
Check:
h=8
5
40 = 8
5
8=8 True

2
Example 8. Solve: % – 7 = 35
Solution:
2
%
– 7 = 35
2 Add 7 on both sides

%
– 7 + 7 = 35 + 7
2
+ 0 = 42 Adding -7 + 7 on the left side 0
%
2 %" Rewrite 42 as a fraction with

%
= ! denominator
% 2 %" %
!
x%= !
x!
Multiply both sides by 4

Check:
2
%
– 7 = 35
!')
%
– 7 = 35
!')0")
%
= 35
!%3
%
= 35
35 = 35
Application and Problem solving
Example 9. Mang Ambo is an egg dealer. He needs to sell 1 000 dozen of

eggs every 2 weeks for him to meet the quota requirement. On
the first week, he sold 453 dozens of eggs. On the third day of
the second week, he delivered again and sold 364 dozens.
How many more dozens of eggs does Mang Ambo needs to
sell to meet the quota?
Understand.
a. What is asked?
The remaining dozens of eggs Mang Ambo still needs to sell
to meet the quota.
b. What are the given facts?
- Mang ambo needs to sell 1 000 dozen of eggs.
- 453 dozens of eggs were sold on the first week.
- On the third day of the second week, 364 dozens were
sold.
Plan. What equation shall we use to solve the problem? Select your
own strategy in creating the equation.
We let d = the remaining dozens of eggs Mang Ambo still

needs to sell to meet the quota.
Translate the statement to an equation:
The eggs sold on the first week plus eggs sold on the 3rd day
of the second week plus the eggs that he needs to sell equals
two-week’s quota. That is,
453 + 364 + d = 1 000

Two-weeks quota: 1 000 dozens
Eggs sold on the first week Sold on the 3rd day of the second d
453 dozen of eggs week 364 dozens of eggs
Solve. Show your computation.
453 + 364 + d = 1 000
817 + d = 1 000
-817 + 817 + d = 1 000 + (-817)
0 + d = 183
d = 183
Answer: Mang Ambo still needs to sell 183 dozens of eggs

to meet the quota.
Check: To check you may go back to the illustration and

estimate if our answer 183 dozens is reasonable.
Another way to check is to go back to your original
equation and replace d with 183 as shown.
453 + 364 + d = 1 000

453 + 364 + 183 = 1 000
1 000 = 1 000
Example 10. The price of a 32” LED television is PhP 15,500.00 less than
twice the price of an old model. If it costs PhP29, 078.00 to
buy the new 32” LED television, what is the price of the old
model?
Understand.
a. What is asked?
The cost of buying an old model television.
-The price of the 32” LED television is PhP 15,500.00
less than twice amount of the old model.
- It costs Php 29, 078.00 to buy the new 32” LED
television.

Plan. What equation shall we use to solve the problem? Let’s
translate the statement to an equation.
We let p = the price of the old television model
The price of 32” is PhP15, 500.00 less than twice the price
of
LED television an old model
29 078 = 2p – 15 500
Solve. Show your computation.
29 078 = 2p – 15 500
` 29 078 + 15 500 = 2p – 15 500 + 15 500
44 578 = 2p
%% +() "4
"
= "
22 289 = p
Answer: Therefore, the price of the old television model

is PhP 22, 289.00
Check: To check your answer, go back to your original

equation and replace p with 22 289. This is one way
to know if your answer is correct.
29 078 = 2(22 289)- 15 500

29 078 = 44 578 - 15 500
29 078 = 29 078
Learning Competency: Solves Routine and Non-routine Problems Involving

Different Types of Numerical Expressions and Equations such as 7 + 9 = __ + 6.
(M6AL-IIIf-19)

Activity
Exercise 1
Direction: Solve and check. Show your complete solutions
1. n – 4 = 6 2. 3x + 2 = 29
Solution: Solution:
Check: Check:
3. 2x + 7 = 26 4. x – 13 = 5 + 7
Solution: Solution:
Check: Check:
5. 6x + (45) = 10 6. 84 - 6x = -24
Solution: Solution:
Check: Check:

Exercise 2
Direction: Find the value of the unknown in each equation.
1. x + 6 = 3 2. x -10 = 22
3. x - 27 = 8 + 10 4. -11 + x + (-48) = 25
5. x – (-16) = 12 + 13

Exercise 3
Direction: Solve each problem. Show your complete solution.
1. If thrice a number is increased by 11, the result is 35. What is the number?
Solution:
Answer:
2. If twice a number is decreased by 13, the result is 9. What is the number?
Solution:
Answer:
3. Seven less than twice a number is 15. What is the number?
Solution:
Answer:
4. Karen saved PhP200.00 this week from her allowance. If this amount is
Php 50.00 more than twice the amount she saved last week; how much did
she save last week?
Solution:
Answer:

Exercise 4
Direction: Solve each problem. Show your complete solution.
1. Margaret went to the mall to buy some clothes. As she waits for her turn to pay,
she was thinking of how much she needs to pay. The cashier told her that the
total amount she needs to pay was PhP3, 262.00. she chose to buy two blouses
for PhP356.00 each and 3 pairs of pants. How much is the price of each pair of
pants?
Solution:
Answer:
2. A family of three adults and three children visited the circus. They went to
the ticket booth to purchase tickets for all the rides and games. The total
cost of the family’s ticket is Php 1, 560.00. If an adult ticket costs PhP
280.00, how much is the ticket cost for each child?
Solution:
Answer:
3. In Baguio City, a horse ride costs PhP120.00 per person for the first 30
minutes and PhP50.00 for every additional 10 minutes. If you spent
PhP270.00 for a horse ride, for how long did you ride?
Solution:
Answer:
4. Karen saved PhP200.00 this week from her allowance. If this amount is
Php 50.00 more than twice the amount she saved last week, how much
did she save last week?
Solution:
Answer:

Exercise 5
A. Directions: Connect the numerical expression in Column A with its result in

Column B.
Column A Column B
1. x – (-27) = 35 – 12 a. -2
2. 5x + (-55) = 20 b. -4
3. 96 – 4x = -28 c. 50
4. -36 + 3x = -24 – 18 d. 31
5. -45x – 13 = 77 + 90 e. 15
B. Directions: Solve each problem. Show your complete solution
1. Marco and Jerry sold of 24 cupcakes. If Marco sold thrice as much as

Jerry, how many did each of them sell?
2. If a number is tripled and decreased by 8 the result is 31. What is the

number?
3. Notebooks are PhP20 off for today’s sale. If I bought 3 notebooks for 72
pesos, what is the original price of each notebook?
4. The sum of two numbers is 57. If one of them is 3 more than twice the
other, what are the numbers?

Reflection

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References
l21st Century Mathletes 6, page 238-248

Phoenix Math for the 21st Century Learners
r, Module 13 (TG), EASE Module F
Prepared by:
JOVELYN G. ACOB
Writer

6. 84 – 6x = 24 5. 6x + (46) = 10
84 – 84 – 6x = 24 - 84 6x + 46 - 46 = 10 - 46
- 6x = -60 6x = - 36
-6 -6 6 6
X = 10 X = -6
Check: Check:
84- 6(10) = 24 6x + (46) = 10
84 - 60 = 24 6(-6) + 46 = 10
24 = 24 -36 + 46 = 10
10 = 10
4. x - 13 = 5 + 7 3. 2x + 7 = 25
x - 13 + 13 = 12 + 13 2x + 7 - 7 = 25 - 7
x = 25 2x + 0 = 18
2 3
Check: x =9
x-2=5+7 Check:
25 – 13 = 12 2 (9) + 7 = 25
12 = 12 18 + 7 = 25
25 = 25
2. 3x + 2 = 29 1. n – 4 = 6
3x + 2 - 2 = 29 - 2 n–4+4=6+4
3x + 0 = 27 n = 10
3 3
x =9 Check:
Check: n–4=6
3 (9) + 2 = 29 10 – 4 = 6
27 + 2 = 29 6=6
29 = 29
Exercise 1
Answer key:
A B 1. 850
1. c 1. 6 2. 240
2. e 2. 13 3. 60
3. d 3. 44 4. 75
4. a 4. 18 and 39
5. b
6) 8 1. x = -3
7) 11 2. x = 32
8) 11 3. x = 45
9) 75 4. x = 84
5. x = 9
MATHEMATICS 6
Name: _____________________________________ Grade Level: _____
Section: ______________________ Date: ___________

Calculates Speed, Distance, and Time
Quarter 3 Week 5

facilitates lesson comprehension as it specifically aims for students’ mastery on
calculating speed, distance, and time.
A common set of mathematics problems ask students to determine either
the speed, distance, or travel time of something given the other two variables.
These problems are interesting since they describe very basic situations that occur
regularly for many people.
Distance refers to the total length between two positions. Speed is a scalar
quantity that refers to how fast an object is moving. Average speed is a measure
of the distance travelled in a given period of time. It is sometimes referred to as the
ratio of distance and time. Time is the quantity measured or measurable period
during which an action, process, or condition exists or continues.
A fast- moving object has a high speed and covers a relatively long distance
in a short amount of time. Contrary to this is a slow-moving object that 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.
Distance, speed, and time can be calculated using the following formula.
The positions of the words in the triangle show where they need to go in the
equations. To find the speed, distance is over time in the triangle, so speed is
distance divided by time. To find distance, speed is beside time, so distance is
speed multiplied by time. Time is beside speed and below distance, so time is
distance over speed.

The following table lists units use for distance, speed, and time with their
abbreviations.
Distance Time Speed Abbreviation
miles hours miles per hour mi/ph
kilometers hours Kilometers per hour km/h or kph
meters seconds Meters per second m/s
Feet seconds feet per second ft. per sec.
centimeters seconds Centimeters per second cm/sec or cm/s
Example: Finding the Ave. Speed Example: Finding the Distance

Given: Given:
distance = 80 m distance = ?
time = 16 s time = 16 s
Ave. speed = ? Ave. speed = 5 m/s
Answer: Answer:
Ave. speed = distance 80 m Distance = speed x time
time 16 s = 5 m/s x 16 s
Ave. speed = 5 m/s Distance = 80 m
Example: Finding the Time

Given: Answer:
distance = 80 m Time = distance 80 m
time = ? speed 5 m/s
Ave. speed = 5 m/s Time = 16 s
Learning Competency: The learner calculates speed, distance, and time

(M6ME-IIIg-17).

Activity
Exercise 1
Direction: Calculate the average speed to ride a fixed distance in a given time.
Distance Time Ave. Speed Ave. Speed
in km/h in m/sec
1. 2 kilometers 2 hours
2. 2 kilometers .5 hours
3. 2 kilometers .25 hours
4. 2 kilometers 2.5 hours
5. 2 kilometers 4 hours
Exercise 2
Direction: Calculate the time it takes to travel, given the speed and distance in
each item. Express your answer in hour/s.
1. 20 kilometers at 2 km/h? __________________
2. 30 kilometers at 1.5 km/h? __________________
3. 50 kilometers at 5 km/h? __________________
4. 15 kilometers at 3 meters/min? _________________
5. 48 kilometers at 4 meters/min? __________________
Exercise 3
Direction: Calculate for the distance that you would travel if you drove for the
given speed and time. Select the correct answer from the General Health and
Safety Protocols in schools provided below.
1. 4 hours at 10 km/h
2. 10 hours at 12 km/h Practice Physical
3. 45 hours at 2 mi/h Distancing
4. 2 hours at 3 m/s
36,000 m Proper hand
5. 2 hours at 5 m/s washing
with soap
120 kms
Practice proper
disposal of tissue Use tissue
90 miles or inner
portion of
elbow when Proper use
sneezing of face mask
at all times
21,600
40 kms meters

Exercise 4
Directions: Calculate the speed, time, and distance.
Distance Ave. Speed Time

1)
3 kilometers ? 2 hours
2)
? 2 km/h 300 minutes
3)
2 km 200 m/s ?
4)
35 feet ? 10 seconds
5)
? .75 m/s 15 minutes
Exercise 5
Directions: Calculate the speed, time, and distance. Select the letter of the correct
answer from the choices given.
1. Find for time? Given: distance - 16 km; speed - 2000 m/h
a. 8 hours b. 7 hours c. 6 hours d. 5 hours
2. Find for speed? Given: distance – 10 miles; time- 120 minutes
a. 5 mi/h b. 10 mi/h c. 20 mi/h d. 15 mi/h
3. Find for distance? Given: time – 120 minutes; speed - 4 mi/h
a. 3 miles b. 4 miles c. 5 miles d. 8 miles
4. Find for time? Given: distance – 3,000 meters; speed – 1.5 km/h
b. 3 hours b. 1.5 hours c. 2 hours d. 4 hours
5. Find for speed? Given: distance – 10 kilometers; time- 2.5 hours
b. 4,000 mph b. 10,000 mph c. 2,000 mph d. 1,500 mph


(0 pt.) (1 pt.) (2 pts.) (3 pts.)
no attempt to shows answer. shows answer complete
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of Work of the partial work. gives an
problems, no answer.
answer given.
Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
Understan understanding understanding understanding understanding
ding about the about the topic. about the about the topic
topic. topic.
Reflection

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References:
21st Century Mathletes copyright 2016 pp 252- 259

https://www.softschools.com/formulas/physics/distance_speed_time_formula/75/L
Prepared by:
MARIA ELENA G. REYES

Writer

1) a 1) Ave. Speed = 1.5 km/h
2) a 2) Distance = 10 kms
3) d 3) Time = 10 seconds
4) c 4) Ave. Speed = 3.5 ft/sec
5) a 5) Distance = 675 meters
Exercise 3
Distance
1) 40 kms - Use tissue or inner portion of elbow when sneezing
2) 120 kms - Proper handwashing with soap
3) 90 miles - Practice proper disposal of tissue
4) 21,600 meters - Proper use of facemask at all times
5) 36,000 meters - Practice physical distancing
Time Average Speed
1) 10 hours 6. 1 km/h
2) 20 hours 7. 4 km/h
3) 10 hours 8. 8 km/h
4) 83.3 hours 9. 0.222 m/s
5) 200 hours 10. 0.138 m/s
KEY ANSWER
MATHEMATICS 6
Name: ___________________________________ Grade Level: ___________
Date: ______________________ Score: ________________

Area of Composite Figures

A composite shape or a composite figure is a two-dimensional figure
made up of two-dimensional shapes such us triangles, squares, rectangles, circles
or semi-circles.
To find the area of such a shape, simply find the area of each part and add
them up. The area addition postulate states that if a figure is composed of two or
more parts that do not overlap each other, then the area of the figure is the sum of
the areas of the parts. To find the area of a shaded region, you need to subtract
the areas.
Area is the amount of space inside a figure and is measured in square units.
If no specific units are given (feet, inches, centimeters, etc), write “units.”
Learning Competency
The learner solves routine and non-routine problems involving area of composite
figures formed by any two or more of the following: triangle, square, rectangle,
circle and semi-circle. (M6ME-IIIh-89).
Example 1:
Find the area of the figure below. You may assume all sides are perpendicular.
Split the shapes

into two and find
the area of each
shape.
Remember: The formula to find the area of a rectangle is A = length x width.
The formula to find the area of a square is A = 𝐥𝐞𝐧𝐠𝐭𝐡𝟐 .

𝐴674 89:6;-<=9 = 6 𝑥 2 = 12 𝑓𝑡 "
𝐴/76671 >?@;89 = 3" = 3 𝑥 3 = 9 𝑓𝑡 "
The total area is 12 + 9 = 21 𝑓𝑡 " .
Example 2:
Find the area of the figure below.
ü Divide the shape into two

triangles and one rectangle.
ü Find the area of the two
triangles and rectangle.
ü Find the area of the entire
shape.
Solution:
• One triangle on the top and one on the right. Rectangle is the rest.
• Area of triangle on top is 8(5) 2 = 20 𝑢𝑛𝑖𝑡𝑠 " . Area of triangle on right is 5(5) 2 =
12.5 𝑢𝑛𝑖𝑡𝑠 " . Area of rectangle is 375 𝑢𝑛𝑖𝑡𝑠 " .
• Total area is 𝟒𝟎𝟕. 𝟓 𝒖𝒏𝒊𝒕𝒔𝟐 .

Example 3:
𝐴 = 𝐴674 68A;-<=9 + 𝐴89:6;-<=9 − 𝐴>1;== 68A;-<=9
1 1
𝐴 = T 𝑥 6 𝑥 9 U + ( 9 𝑥 15 ) − T 𝑥 3 𝑥 6U ü Break the figure into separate
2 2 shapes
ü Calculate each area and add
𝐴 = 27 + 135 − 9 the area of the top triangle and
the rectangle then subtract the
𝐴 = 153 𝑢𝑛𝑖𝑡𝑠 " area of the small triangle.
ü Find the area of the entire
figure.
Example 4:
First, find the area of the rectangle using

the formula A=lw then the area of the
circle 𝑨 = 𝝅𝒓𝟐 .
Since the figure is semi-circle divide

the area by 2
Finally, add the areas together to get the

whole area of the composite figure.
A= lw
A= 6(8)
𝐴 = 48 𝑖𝑛."
The area of the rectangle is 48 square inches.
Next, recognize that you have been given a diameter and need to divide that by 2
to get the radius.

𝐴 = 𝜋𝑟 "
𝐴 = 3.14(4)"
𝐴 = 3.14(16)
𝐴 = 50.24 𝑖𝑛."
The area of a full circle is 50.24 square inches.
𝐴 = 50.24 𝑑𝑖𝑣𝑖𝑑𝑒𝑑 𝑏𝑦 2
𝐴 = 25.12
The area of the semi-circle is 25.12 square inches.
𝐴 = 𝐴8 + 𝐴>:
𝐴 = 48 + 25.12
𝐴 = 73. 12 𝑖𝑛."
A= 73.12 square inches.
Example 4:
Find the area of the shaded region.
First, find the area of the square.
𝐴 = 𝑆²
𝐴 = 4²
𝐴 = 16 𝑐𝑚!
Second, find the area of the circle. (𝐴 = 𝜋𝑟 ! )

A= 3.14 (2²)
A=3.14 x 4
A= 12.56 𝑐𝑚!
Then, subtract the area of the circle from the area of the
square. 16- 12.56 = 3.44 cm²
The area of the shaded region is 3.44 cm²

Activity 1
Directions: Find the area of the given figures below. Write your solution beside the
figure.
1.
2.
3.
4.
5.
4 cm

Activity 2
Find the area of the given figures below. Write your solution on the given space.
1.
2.
3. Find the composite area of a rectangle with a length of 5 feet and a width of
3 feet connected to a semi-circle with the same diameter as the width.
4. Find the composite area of a square with a side length of 4 mm and a semi-
circle with a diameter of the same side length as the square.
5. Find the area of a figure that is made up of a square and a semi-circle. The
square has a side length of 8 inches. The circle’s diameter is the same as
the side length of the square.

Activity 3
Directions: Find the area of the given below. Write your solution on the given space.
DO NOT FORGET TO WRITE THE UNITS IN EACH ITEM.
1. A square and a semi-circle. The square has a side length of 11 mm. The
diameter of the circle matches the square’s side.
2. A rectangle and a semi-circle. The rectangle has a length of 8 feet and

a width of 5 feet. The diameter of the circle matches the width.
3. A triangle and a semi-circle. The triangle has a base of 5 inches and a

height of 4 inches. The diameter of the circle matches the base of the
triangle.
4. A square and a semi-circle. The square has a side length of 8.5 inches.
The diameter of the circle matches the square’s side.
5. A rectangle and a semi-circle. The rectangle has a length of 8.5 feet

and a width of 6 feet. The diameter of the circle matches the width.

Activity 4
Directions: Find the area of the given below. Write your solution on the given space.
1. What length of fencing is needed to surround this yard?
2. What is the area of the yard?
3. What is the area of the circle?
4. Give the area of the shaded region.
5. What is the area of the composite figure?

Activity 5
Directions: Find the area of the composite shapes given in the word problems
below. Write your solution on the given space.
1. Alex is painting large polka dots on a sheet for the backdrop of the school
musical. He painted 16 polka dots, each with a radius of 3 feet. What is
the total area that the polka dots cover?
2. Mrs. Sol Vea was challenged to make a two-layered cake with the
diameter of 16 inches and 14 inches. What is the area of the 1st layer of
the cake? How about the whole cake?
3. Find the area of the rectangles and triangle. Find the area of the whole
shape. (2 points)
4. Using the figures below, draw a composite figure then find its area.
h=8 m 10 cm
b= 6 m
10 cm
20cm
12cm
15cm


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Amount of Work do any of the but showed and gives an
problems, no partial work. answer.
answer given.
Learner shows no Learner shows Learner shows Learner shows
understanding of limited partial thorough
finding the area of understanding of understanding of understanding
Understanding composite finding the area finding the area of finding the
shapes. of composite of composite area of
shapes. shapes. composite
shapes.
Reflection
1. What part of the activity do you find difficult and/or easy? Why?
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2. What part of the activity do you find more interesting? Why?
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References
21st Century Mathletes 6 pp.260-271
K12MATH007-Area-of-Composite-Shapes-Intermediate.
https://www.wsfcs.k12.nc.us
https://www.ck12.org/book/ck-12-middle-school-math-concepts-grade-7/section/9.19/

Activity 5
1. 452.16 𝑓𝑡 "
2. 354.82 𝑖𝑛"
3-4. Rectangle #1: 𝐴 = 24(9 + 12) = 504 𝑢𝑛𝑖𝑡𝑠 " .
Rectangle #2: 𝐴 = 15(9 + 12) = 315 𝑢𝑛𝑖𝑡𝑠 " .
Triangle: 𝐴 = 15(9) 2 = 67.5 𝑢𝑛𝑖𝑡𝑠 " .

You need to subtract the area of the triangle from the bottom right
corner.
15(12)
𝑇𝑜𝑡𝑎𝑙 𝐴𝑟𝑒𝑎 = 504 + 315 + 67.5 − = 796.5 𝑢𝑛𝑖𝑡𝑠 "
2
5. Answer may vary
Activity 4 Activity 3
1. 62.5 𝑚 1. 168.4925 𝑜𝑟 168.49 𝑚𝑚"
2. 232 𝑚" 2. 49.8125 𝑜𝑟 49.81𝑓𝑡 "
3. 78.5 𝑐𝑚" 3. 19.8125 𝑜𝑟 19.81 𝑖𝑛"
4. 33.5 𝑐𝑚" 4. 100.61 𝑖𝑛"
5. 112 𝑐𝑚" 5. 65.13 𝑓𝑡 "
Activity 2
Activity 1
1. 248.52𝑓𝑡 "
1. 104 𝑚"
2. 64.26 𝑖𝑛"
2. 174 𝑚"
3. 18.5325 𝑜𝑟 18.53 𝑓𝑡 "
3. 20 𝑚"
4. 22.28 𝑚𝑚"
4. 370 𝑚𝑚"
5. 89.12 𝑖𝑛"
5. 30.28 𝑚"
ANSWER KEY:
Teacher III
MARIVIC D. ANDRES
MT-I
RUTH L. GAMBOA
Prepared by:
MATHEMATICS 6
Name: _____________________________________ Grade Level: ______
Date: ______________________ Score: ___________

Visualizing Surface Area of Solid Figure
This activity sheet serves as a self-learning guide for the learners. It brings
you lessons that will help you understand, discover and learn the concepts of
Mathematics specifically on describing and naming the unit of measurement of
surface area of Solid Figures which encompass not only in every detail of our lives,
but also in the real life situation from the simplest to the most complex problem
involving numbers
Rectangle, triangle, square, and the like are called plane figures simply
because they have two dimensions which is the length and width and sometimes
called 2-D Figures. In the same manner we have also a figure that has three-
dimensions - the length, width and the height. We call this space figures or spatial
figures or solid figures. Moreover, they may have faces, edges and vertices.
vertex
face
edge
Surface area includes lateral surface area (area of the sides) and the total
surface area (area of the sides and the bases). The surface area of a solid figure is
the sum of the areas of all its faces.
Let’s study the following illustrations and formulas.
Solid figures Formulas
Cube
SA = side x side x 6 or (𝑠 " 𝑥 6)
s LA = side x side x 4 or (𝑠 " 𝑥 4)
Where: SA = total surface area

LA = lateral surface area
Rectangular Prism
SA = 2(l x w) + 2(l x h) + 2 (w x h)
LA = 2 (l x h) + 2(w x h)
RE h
l
w Where: l = length, w = width, and h = height or
altitude
Cylinder
r SA = (2 x 𝜋 x r x h) + (2 x 𝜋 x 𝑟 " )
LA = 2 x 𝜋 x r x h
h
Where: h = height, r = radius, and 𝜋 = 3.147
Sphere
SA = 4 x 𝜋 x 𝑟 "
Note: half of the diameter is the radius
Learning Competency: Visualizes and describes surface area and names the
unit of measure used for measuring the surface area of solid/space figures.
(M6ME-IIIi-91).
Activity
Exercise 1: Matching Type
Associate the following solid figure with the given number of faces by
matching Column A to Column B. Write the letter of your answer to the space
provided.

Column A Column B
______1. Cone a. 0
______2. Cube b. 1
______3. Cylinder c. 2
______4. Hexagonal prism d. 4
______5. Octagonal prism e. 5
______6. Rectangular prism f. 6 equal faces
______7. Rectangular pyramid g. 6
______8. Sphere h. 7
______9. Hexagonal pyramid i. 8
______10. Triangular pyramid j. 10
Exercise 2: Identify the Nets
Determine which solid will be formed by the following nets.
1. 6.
2. 7.
3. 8.
4. 9.

5. 10.
Exercise 3: Question and Answer
Study the illustrations and answer the question below it. Write your answer
on your notebook.
1. How many faces does the figure have? ______________

2. How many vertices are there? _____________________
3. How many edges are there? ______________________
4. What can you say about the faces? Are they all the same?
_____________
To visualize clearly the faces of the rectangular prism, we will unfold the
figure.
5. Which pairs of faces are the same in size and shape?

___________________________________________________
6. What plane figures do the faces of rectangular prism represent?
__________________________________________________
7. How do you get the area of a rectangle?
_________________________________
8. What is the area of Front A? _______________________

9. How do you get the surface area of rectangular prism?
_______________________
10. What is the surface area of the rectangular prism? _____________
Exercise 4: Complete the Table
A. Copy the table on your notebook. Then complete it by finding the

surface area and the lateral area of the 5 given cubes.
Cube Edge Surface Area Lateral Area
A 5 cm
B 7.5 cm
C 10 cm
D 12.80 cm
E 15.75 cm
B. Find the surface area of each figure.

1. r = 4 cm 2. r=2m
h = 10 cm
Exercise 5: Performance Task
Explore your surroundings and measure real-life solid figure. Use centimeter
(cm) as a unit of measurement with your ruler or meter stick and compute for
their surface area. Use the table below as a guide.
Solid Figure Measurement Surface Area

1. Rectangular l =_____
prism = w = _______
__________ h = ________
2. Sphere = r =________
_________
3. Cylinder = r = -________
__________ h =_________
4. Cube = s = _________
__________
Example: side = 5.7 cm SA = 194.94

square cm
Cube – Rubik’s
cube

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attempt to really shows minimal shows answer complete work
Amount of Work do any of the work task. but showed task.
item, no task partial work.
given.
Learner shows no Learner shows Learner shows Learner shows
understanding of limited partial thorough
Understanding the lesson. understanding of understanding of understanding
the lesson. the lesson. of the lesson.
Reflection
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References
Mathematics 6 Quarter 2
21st Century Mathletes
www. Lrmds.deped.gov.ph
Curriculum Guide
TG),
Trigonometry, Mo, Module 2 (L
Prepared by:
MARK ANTHONY T. DAGUIO

Writer

Exercise 4a
Cube Edge Surface Area Lateral Area
A 5 cm 150 100
B 7.5 cm 337.5 225
C 10 cm 600 400
D 12.80 cm 983.04 655.36
E 15.75 cm 1488.38 992.5
Exercises 4b
1. 351.86 square cm 2. 50.27 square meter
Exercise 3
1. 6
2. 8
3. 12
4. No
5. Front and Back; Top and Bottom; right side and left side
6. Rectangle
7. A = base x height or length x width
8. 30 square cm
9. SA = 2( l x w) + 2(l x h) + 2 (w x h)
10. 190 square cm
Exercise 2 Exercise 1:
1. Cube 1. B
2. Triangular prism 2. F
3. Cylinder 3. C
4. Rectangular prism 4. I
5. Triangular pyramid 5. J
6. Cone 6. G
7. Square pyramid 7. E
8. Hexagonal prism 8. A
9. Hexagonal pyramid 9. H
10. Sphere 10. D
Answer key:
MATHEMATICS 6
Name: ________________________________________ Grade Level: ______
Date: ______________________ Score: ___________

Finds the Surface Area of Cubes, Prisms, Cylinders,
Cones and Spheres
Mathematics specifically on finding the surface area of cubes, prisms, cylinders,
cones and spheres
Surface area is the measurement of the exposed surface of a solid shape (three-
dimensional).
S2
cube S5 S1 S3 S6
S4
S1
Rectangular Prism S6
S5 S2
S3
S4

Surface Area of Cube
The definition of surface area of a given cube states that if the total surface area is
equal to the sum of all the areas of the faces of the cube. Since the cube has six
faces, therefore, the total surface area of the cube will be equal to sum of all six
faces of cube.
Since, the surface of the cube is in square shape. Hence, area of each face of the
cube is equal to square of edge. Let the length of edge of cube is a.
Therefore, area of one face = a2 (By area of square formula)
There are total 6 faces. Therefore,
SA of cube = a2 + a2 + a2 + a2 + a2 +a2
SA of cube = 6a2
A cube consists of ‘n’ number of square units. Hence the space covered by these
square units on the surface of the cube is the surface area. Basically, the surface
area is the sum of all the area of all the shapes that cover the surface of the shape
or object. In the case of a cube, there are 6 faces. So, the surface area will be sum
of all the area of six faces.
Let us derive the formula for surface area for a given cube, to solve problems
based on it.
Formula on Surface Area of a Cube

As defined previously on the area of the cube, the cube consists of 6 square
faces. Let us consider, a cube whose length of the edges is ‘a’.
Now, by the formula of area of a square;

Area = Side2 = a2

Therefore, the total surface area of a cube = 6 × (area of each side)
= 6 × a2 = 6a2 Square Unit
SA=6a2
Example:
What is the surface area of a cube if its height is 3 cm?
Solution:
SA= 6a2
= 6(3cm)2
= 6(9cm2)
= 54cm2
Explanation: The area of one face is given by the length of a side squared.
The area of 6 faces is then given by six times the area of one face: 54 cm2.
Surface Area of Prisms

A prism is a three-dimensional shape with identical ends, called bases, and flat
sides called faces. Each face always has four sides. The shape of the base
determines the type of prism it is.
rectangular prism triangular prism
Formula on Surface Area of a Prism

Since prisms have different shape of its faces, we use the following formula:
Surface area of rectangular prism Surface area of triangular prism
SA= 2(lw+lh+wh) SA=2B+Ph
Where; là length Where; bà base
wà width Pà perimeter of the base
hà height Bà area of base
hà height
là length
h-6 cm
l-12 cm P-16 m
h-3m
B-24 m2
w-10 cm

SA= 2(lw+lh+wh) SA = 2B+Ph
= 2((12cm) (10cm) +(12cm)(6cm)+(10cm)(6cm)) = 2(24m2)+16m(3m))
= 2((120cm2) + (72cm2) + (60cm2)) = 48m2+48m
= 2(252cm2) = 96m2
Surface Area of a Cylinder, Cone and Pyramid

10cm
15cm
B "
SA= 2πrh+2πr2 SA= 𝜋𝑟(𝑟 + √ℎ" + 𝑟 " ) SA=𝑙𝑤 + 𝑙 cd " e +
= "
𝑤cd"e + ℎ"
Learning Competency with Code:

Finds the Surface Area of Cubes, Prisms, Cylinders, Cones and Spheres. M6ME-
IIIi-93
.
Exercise 1
Directions: Solve for the surface area of the following.
___________________1. Cube: Given, s=3m
___________________2. Prism: Given, h=2m; l=4m; w=3m
___________________3. Cylinder: Given, r=12cm; h=20cm
___________________4. Cone: Given, r=5cm; h=15cm
___________________5. Pyramid: l=3m; w=2m; h=6m
Exercise 2
Directions: Solve and show your solution.
A. Cube
1. s= 12cm=864cm2 2. s= 8m=384m2 3. s= 16 inches=1536in2

B. Cylinder
4. r= 13cm; h=22cm=2 858.85cm2
C. Pyramid
5. l= 6m; w= 8m; h= 10m=196.14m2
Exercise 3
Directions: Form a mathematical sentence and solve the problem. Show your
solution.
1. SA=? 318m2 2. SA=? 384m2 3. SA=? 276.460m2
r-4cm
h-6cm
h-7cm
l-9cm
w-7cm s-8m
Exercise 4
Directions: Match column A with column B. Choose the letter of the correct
answer only.
Column A Column B
1. Cube a. SA= 2πrh+2πr2
2. Rectangular Prism b. SA= 𝜋𝑟(𝑟 + √ℎ" + 𝑟 " )
3. Cone c. SA= 2(lw+lh+wh)
4. Pyramid d. SA=6a2
5. Cylinder B " = "

e. SA=𝑙𝑤 + 𝑙 cd " e + 𝑤 cd"e + ℎ"
Exercise 5
Directions: Solve the following to get the correct answer with the corresponding
letter to complete the word below.
1 2 3 4

1. Cube: s=12cm A-1 116m2
2. Prism: l=12m; w=14; h=15m H-1 884.96m2
3. Cylinder: r=6cm; h=10cm T-603.19cm2
4. Cone: r=15m; h=20m M-864cm2
Reflection
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References
Mathematics 6 Quarter 2
Curriculum Guide

Writer
ANNIE MAY A. AQUINO
Prepared by:
Exercise 3
1. SA=? 318m2 2. SA=? 384m2 3. SA=? 276.460m2
Exercise 4
1. Cube d
2. Rectangular Prism c
3. Cone b
4. Pyramid e
5. Cylinder a
Exercise 3
M A T H
1 2 3 4
Exercise 2 Exercise 1:
A. Cube 11. 54m2
1. 864cm2 2. 384m2 3. 1536in2 12. 52m2
13. 2 412.74cm2
14. 326.9cm2
B. Cylinder
15. 36.62m2
4. 2 858.85cm2
C. Pyramid
5. 196.14m2
Answer Key
MATHEMATICS 6
Name: ___________________________________ Grade Level: _____
Date: ______________________ Score: __________

Word Problems Involving Surface Area
Mathematics specifically on solving word problem involving measurement of
surface area of Solid Figures which encompass not only in every detail of our lives,
but also in the real life situation from the simplest to the most complex problem.
Remember that Surface area includes lateral surface area (area of the
sides) and the total surface area (area of the sides and the bases). The surface
area of a solid figure is the sum of the areas of all its faces. And in solving word
problems, we follow steps like Think, Plan, Solve, Answer and check.
Below is an example of a problem involving surface area.
Example
Rico found an old jewelry box. He has a can of varnish at home that has
enough left in it to cover 100 cm2. Is there enough varnish left in the can to refinish
the jewelry box?

Think What is asked? Is there enough varnish left in the can to refinish
the jewelry box?
varnish at home that has enough left in it to
What are the given cover 100 cm2
Plan facts?
measurements of the jewelry box:
What is the Multiplication and Addition

operation to be
used?
SA = Atop + Abottom + Afront + Aback + Aleft + Aright
What is the number = (5cm x 3cm) + (5cm x 3cm) + (3cm x 4cm) +
sentence? (3cm x 4cm) + (5cm x 4cm) + (5cm x 4cm)
= 15cm2 + 15cm2 + 12cm2 + 12cm2 + 20cm2
+ 20cm2
Strategy 1
SA = Atop + Abottom + Afront + Aback + Aleft + Aright
= (5cm x 3cm) + (5cm x 3cm) + (3cm x 4cm) +

(3cm x 4cm) + (5cm x 4cm) + (5cm x 4cm)
= 15cm2 + 15cm2 + 12cm2 + 12cm2 + 20cm2 +

Solve 20cm2
= 30cm2 + 24cm2 + 40cm2
What is the
solution? = 94cm2
Strategy 2
Since the top and bottom, front and back, and
left and right of the rectangular prism have
same measurement, we can just double the
area of one of them and just add.
SA = 2 Atop + 2 Afront + 2 Aleft
= 2(5cm x 3cm) + 2(3cm x 4cm) + 2(5cm x 4cm)

= 30cm2 + 24cm2 + 40cm2
= 94cm2

Answer What is the The total surface area of the jewelry box is
complete answer? 94cm2. There is enough varnish left to refinish
it.
Check Working backward, by subtracting one of the given areas of the faces
of the jewelry box from the total surface area and we should get the
given dimensions.
Learning Competency: The learner solves word problems involving measurement

of surface area. (M6ME-IIIj-94)
Exercise 1
Direction: Read and analyze the problem. Then answer the questions and do the
directions that follow.
a. What is asked?
c. What operation/s will you use?
d. What is the number sentence?
e. What is your solution?
f. What is the complete answer?
1. A gift is in a shape of a rectangular prism as shown below. What is the

minimum surface area of gift wrapper is needed to cover the entire gift?
a. What is asked?

2. A triangular prism model shown below is to be painted. How many square feet
is needed to be covered to paint all surfaces of the model?
a. What is asked?

3. Marlon is varnishing his daughter’s doll house. He is done with the rest except
the roof which is shown below. If he intends to point all surfaces of the roof and he
has 200m2 paint left, is it enough to paint all its surfaces? Why?
a. What is asked?

Exercise 2
Direction: Write the letter of the correct answer on the space provided.
_____ 1. One face of a cube has an area of 4cm2. What is its surface area?
a. 4cm2 c. 16cm2
b. 6cm2 d. 24cm2
_____ 2. A gift is in a shape of a square prism. If it has dimensions of 2dm x 2dm

x 5dm, what is the minimum surface area of gift wrapper is needed to
cover the entire gift?
a. 48dm2 c. 20dm2
2
b. 24dm d. 10dm2
_____ 3. A salt container has a shape of a cylinder. The radius of the container is
2inches and its height is 6 inches. What is the surface area of the container? Use
π=3.14.
a. 50.24in2 c. 32in2
b. 100.48in2 d. 16in2
_____ 4. What is the surface area of a ball with a radius of 4dm?

a. 50.24dm2 c. 200.96dm2
b. 100.48dm2 d. 64dm2
_____ 5. An ice cream cone has a radius of 2cm and a slant height of the curved
surface of 6cm. What is its surface area?
a. 12.56cm2 c. 50.24cm2
2
b. 37.68cm d. 62.80cm2
Exercise 3
Direction: Solve the following problems. Show your solution
1. A certain music box has a shape of a cube. Each side of the music box is 20cm
long. What is the surface area of the box?
Solution:
Answer:
2. Find the amount of tin needed to make a milk tin can that has a radius of 2cm
and a height of 5cm.

Solution:
Answer:
3. A library has an aquarium in the shape of a rectangular prism. Its base is 5ft by
6ft. and the height is 4ft. How many square feet of glass was used to build the
aquarium?
Solution:
Answer:
Exercise 4
Directions: Answer the following problems. Show your solutions and label your
answer properly.
1. A miniature tent model is in a shape of a square pyramid. Its net is shown
below. How many square inches of fabric is used to make the model?

2. About how much metal was used to make a can of tuna as shown below?
Use π=3.14.
Exercise 5
Directions: Solve each problem below. Show your solution and label your answers
properly.
1. A cylinder shaped water pitcher has a radius of 6 in and a height of 11 in. Find
the surface area of the pitcher.
Solution:
Answer:

2. If a basketball has a radius of 3 dm, what is the least amount of rubber that will
be needed to produce 10 basketballs? Use π=3.14
Solution:
Answer:
Rubrics for Scoring:

(0 pt.) (1 pt.) (2 pts.) (3 pts.)
Amount of no attempt to shows answer. shows answer complete
Work really do any of but showed solution and
the problems, partial work. gives an
no answer answer.
given.
Learner shows Learner shows Learner shows Learner shows
no limited partial thorough
Understanding understanding understanding understanding understanding
of solving word of solving word of solving word of solving word
problems problems problems problems
involving involving involving involving
measurement measurement measurement measurement
of surface of surface of surface of surface
area. area. area. area.
Reflection
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References
21st Century MATHletes 6 pp 272-287
Prepared by:
JAM V. FALLARIA
Writer
Answer key:
2.
1.
Exercise 5

2.
1.
Exercise 4

3.
2.
1.
Exercise 3
5. c
4. c
3. a
2. a
1. d
Exercise 2

3.
Exercise 1

2.
1
Exercise 1

Mathematics 6 LAS Quarter 3

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6

LEARNING ACTIVITY SHEETS

Learning Activity Sheet in English

Printed by: DepEd Regional Office No. 02

Note: Practice Personal Hygiene protocols at all times. 2

Visualizing and Describing Different Solid Figures

Identifies the Faces of a Solid Figure

Differentiating Expression from Equation

Solve Routine and Non-routine Problems Involving Different

Calculates speed, distance, and time

Area of Composite Figures

Visualizing Surface Area of Solid Figure

World Problems Involving Surface Area

LEARNING ACTIVITY SHEET

Background Information for Learners

This activity sheet serves as a self-learning guide for the learners. It

Different Kinds of Prisms

Cube with a square 6 12 8

Triangular triangular bases 5 9 6

Rectangular rectangular bases 6 12 8

Pentagonal pentagonal bases 7 15 10

Hexagonal hexagonal bases 8 18 12

Note: Practice Personal Hygiene protocols at all times. 1

Different Kinds of Pyramid

Number Number Number

Triangular Is a pyramid having 4 6 4

Rectangular dimensional object 5 8 5

Square Is a pyramid having 5 8 5

Examples of solid figures with curved surfaces.

Number Number Number

Has two circular bases

Cylinder that are congruent and 3 2 0

The image part with relationship ID rId18 was not found in

Cone Has one circular base 2 0 0

Sphere points that are all of the 0 0 0

Note: Practice Personal Hygiene protocols at all times. 2

Examples of Plane Figures

Name Definition Example

A plane figure with four equal straight sides

A plane figure with four straight sides and four

The set of all points in a plane that are of the

A plane figure with three straight sides and

A plane figure with eight staright sides and

Octagon eight angles.

_______1) Rectangular Prism _______6) Cylinder

Note: Practice Personal Hygiene protocols at all times. 3

____________1) an ice cream cone ____________6) a globe

_______1) Cylinder a. has one circular base

_______2) Square b. a pyramid having a triangular base

Note: Practice Personal Hygiene protocols at all times. 4

The image part with relationship ID rId18 was not

1._________ 2.__________ 3._________ 4.__________ 5._________

6.__________ 7.__________ 8.________

Exercise 5: Complete the table

Number Number Number

Note: Practice Personal Hygiene protocols at all times. 5

Note: Practice Personal Hygiene protocols at all times. 6

LEARNING ACTIVITY SHEET

Background Information for Learners

_1) Rectangular Prism _6) Cylinder

1) an ice cream cone 6) a globe

1.___ 2. 3._ 4. 5.___

6. 7. 8.

1. A die 6. A can of sardines

2. An orange 7. An Egyptian pyramid

3. A shoe box 8. A toblerone chocolate

4. A carrot 9. A pentagon booth

5. A soccer ball 10. A wristwatch box