GRADE 7 School CAMARINES SUR NATIONAL Grade Level Grade 7

DETAILED HIGH SCHOOL

LESSON PLAN
Teacher HARLENE F. ORBITA Learning Area MATH 7
Teaching Date and NOVEMBER, 2026 Quarter SECOND
Time 9:00 – 9: 00 A.M

I. OBJECTIVES
A. Content The learner demonstrates understanding of the concepts and formulas related to the volume of
Standards three-dimensional figures, particularly square pyramids, rectangular pyramids, and cylinders. The
learner is expected to develop the ability to estimate and calculate volumes accurately and solve
real-life problems involving these solid figures through appropriate mathematical reasoning and
visualization.
B. Performance The learner is able to accurately apply formulas in finding the volume of square pyramids,
Standards rectangular pyramids, and cylinders, and solve real-life problems involving these three-dimensional
figures. The learner demonstrates the ability to estimate, compute, and explain solutions clearly
using appropriate mathematical tools, representations, and reasoning.
C. Learning
Competencies
D. Objectives At the end of the 45-minutes discussion, the students are expected to:
a) Define volume as the amount of space occupied by a three-dimensional object, and
identify its standard unit of measurement.
b) State and apply the formulas for finding the volume of square pyramids, rectangular
pyramids, and cylinders.
c) Solve problems involving the volume of square pyramids, rectangular pyramids, and
cylinders, including estimating and comparing volumes using given dimensions.
II. CONTENT Volume of Square and Rectangular Pyramids, and Cylinders.
III. LEARNING Grade 7 Math-Module
RESOURCES
A. References
1. Teacher’s Guide Matatag Curriculum Guide (August 2023)
pages
2. Learner’s
Material pages
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning N/A
Resources
Values Integration Collaboration, Respect, Sharing, and Critical Thinking
Methodology Inductive Method and 4A’S (Activity, Analysis, Abstraction, Application)
IV. PROCEDURES
Preliminary (5 TEACHER’S ACTIVITY STUDENT’S ACTIVITY
mins) I. Preliminary Activities (2 mins)
A. Reviewing
previous lesson or a. Greetings
presenting the
new lesson Good morning, class! How are you today? Good morning, Ma’am! We’re doing fine.

Alright, thank you! I’m glad that all of you

are doing fine.

Before we start, let us all stand for the

opening prayer. (The student will stand up for the prayer.)

Student A, can you please lead the prayer?

Praise be thy name of our Lord Jesus Christ…

(Everyone)…Now and forever, Amen.

b. Classroom Management

Please pick up any trash near you and

arrange your chairs properly before you take
your seats.
(The student will arrange their chairs and pick up the
dirt.)
To help us have an organized and smooth-
 flowing class this morning, I’ve prepared a
set of classroom rules. Let’s all read them
together. (The students will read the classroom rules)

c. Checking of Attendance
Alright, class secretary, is there any absentee
today?
None, Ma’am!
Thank you! I’m glad to hear that everybody
is here today.

d. Checking of assignments

Do you have your assignment?

Yes, Ma’am!
Okay, you can now pass your assignment.

e. Review of the Previous Lesson (The student will submit their assignment)

Who wants to give a short recap about our

discussion last meeting?

Yes, Student J?

Last meeting Ma’am, we talked about how to find

the area of two-dimensional shapes like circles,
squares, and rectangles. We learned their formulas
Great job! I hope you truly understood our and solved some problems using them.
previous lesson because today, we’re going
to move on to three-dimensional shapes.

II. Developmental Activities (3 mins)

B. Establishing a a. Presentation of the topic

purpose for the For today’s lesson, we will discuss about
lesson “The volume of square and rectangular
pyramids, and cylinders.”

b. Presentation of the objectives

And we will be guided by the following At the end of the discussion, the students are
learning objectives. Student C, would you expected to:
please read our objectives.
a) Define volume as the amount of space
occupied by a three-dimensional
object, and identify its standard unit of
measurement.
b) State and apply the formulas for finding
the volume of square pyramids,
rectangular pyramids, and cylinders.
c) Solve problems involving the volume of
 square pyramids, rectangular pyramids,
and cylinders, including estimating and
comparing volumes using given
dimensions.

Thank you! These are the objectives that we

will be able to capture and will guide us with
the entire lesson.

ACTIVITY AND Before we begin our lesson this morning,

ANALYSIS (5 mins) let’s first have an activity. Are you ready?
C. Presenting
examples/instance Yes, ma’am.
s of the new lesson (The teacher will hold up each container one
by one and say)

I have here three containers that looks

different to each other. But which one do
you think can hold the most material? Let’s
label them A, B, and C. (Students observe and become curious).

Without measuring, guess which container

has the largest capacity and which has the
least. Raise your hand if you choose A.
(Students who guess container A will raise their
hands).

Raise your hand if you choose B.

(Students who guess container B will raise their
hands).
Raise your hand if you choose C.

(Students who guess container C will raise their

hands).
Student A, please come forward and use
filler (e.g., rice or water) to fill one shape
completely, then transfer it into the others.
the others.
(Student will fill the pyramid with rice → pour it into
the cylinder → see if it fills it up.)

(Students are surprised to see the difference in how

much each shape holds.)

Why do you think the same material fills

one shape but not the other? Because the shapes are not the same inside, even if
Yes, student D? they look tall or wide.

That’s a great observation! You’re right —

even if two shapes look similar in height or
size on the outside, the way their space is
arranged on the inside can be very different.
This is exactly why we need to learn about
volume — to measure how much space is
really inside each shape.

What does this tell us about how these

shapes use space?
Yes, Student B? Not all space is used the same way in different
shapes.

Exactly! That’s a smart way to put it.

Different shapes may have the same height
or base size, but they use space in very
different ways. That’s why some shapes hold
 more than others. Learning how each shape
uses space will help us understand and
compare their volumes more accurately.

Lastly, would knowing a formula help us

predict this better?
Student B again? Any other hand? Yes, because a formula can tell us the exact volume
Yes, student G? of the shape.

Exactly! Well said. A formula gives us a

reliable and accurate way to find out how
much space a shape really holds.

D. ABSTRACTION 1
hours and 30 mins Now, let us proceed with our topic this
morning which is The Volume of Square and
Rectangular Pyramids, and Cylinders
1. Discussing
new So first, let us define what is volume? Base in
concepts our activity a while ago, how do you describe
and volume?
practicing Yes, student E?
new skills It’s how much space an object takes up.

Very Good answer student E. Now, please

read student H the formal definition of
volume. Volume is the amount of space occupied by a three-
dimensional object. It tells us how much space is
inside a solid shape. Volume is measured in cubic
units, such as:
 cubic centimeters (cm³)
 cubic meters (m³)
 cubic inches (in³), etc.

Thank you, student H!

Now, let’s focus on pyramids first. Look at

these models. Can you identify the base
shapes of these two pyramids?

(Hold up a square pyramid and a rectangular

pyramid.)
The left side has a square base.
The right side has a rectangle.
Perfect! So we call them square pyramid and
rectangular pyramid depending on the shape
of the base. Now here’s something
interesting—both use the same volume
formula! The only difference is whether the
base is a square or a rectangle.

If the base is a square, you will find the

volume by using this formula:

2
1
V = × a ×ℎ
3

Where:
a=Base edge
 ℎ=ℎiegℎt

For example:
“The base of a square pyramid is 6 cm on
each side, and the height is 12 cm. What’s
the volume?”

Given: a= 6 cm
h= 12 cm
Yes, ma’am.
2 1
V =6 × 12×
3
V =36× 4
3
V =144 c m The volume is 245 i n3 .

Did you get it class?

What about if the base edge is 7 inch and

the height is 15 inch. What’s the volume of
the square pyramid?

Very Good class!

Now, how about a rectangular pyramid?

You can use this formula to find the volume
of rectangular pyramid.

1
V = × l× w ×ℎ
3
Where:
l=lengtℎ
w=widtℎ
ℎ=ℎeigℎt

For example:

"The base measures 5 cm by 4 cm, and the

height is 9 cm."

Given: l= 5 cm
w= 4 cm Yes ma’am.
h= 9 cm

1
V = × 5 ×4 ×9
3 1
1 Why is there a in the formula? Where is this come
V = × 180 3
3 from?
3
V =60 c m
Do you get it class?

Is there any question?

Yes, student B what’s your question?

Imagine you have a rectangular prism and a

pyramid that has:
The same base area
The same height

How many pyramids like this one will it take

to completely fill the box?
Yes ma’am.
If you experiment (using real models or
sand/rice), you'll discover that:
It takes exactly 3 pyramids to fill the prism.

So, the pyramid takes up only one-third of

the space that the prism does.
A can.
Did I answer your question student B? A water tank.

Okay let’s proceed.

Let’s move from sharp edges to something

round—cylinders! What real-life object looks
like a cylinder?

Exactly! A cylinder has two circular bases

and a curved surface. Since the base is a
circle, we use the formula for the area of a
circle multiply by the height.

2
V =π r ℎ

Where:
r =radius

π=¿ approximately 3.14

ℎ=ℎeigℎt

For example:

“The radius of a cylindrical can is 3 cm, and

its height is 10 cm. Let’s calculate the
volume."
Yes ma’am.
Given: r= 3 cm
h= 10 cm

2
V =π 3 10
V =3.14 ×9 ×10
 2
V =282.6 c m

Do you get it class?

E. Developing What is the volume of a square pyramid that 1

2

Mastery (Leads to has a base side of 6 cm and a height of 10 V = × 6 ×10

3
Formative cm? V =120 c m
3
Assessment)

1
What is the volume of a rectangular pyramid V = × 8 ×5 ×12
3
that has a base length of 8 cm, width of 5 3
cm, and height of 12 cm? V =160 c m

2
What is the volume of a cylinder that has a V =3.14 × 4 ×9
3
radius of 4 cm and a height of 9 cm? V =452.16 c m

APPLICATION (10 For your activity, you are about work with a
mins) group.
F. Finding Practical
applications of Student V, kindly read the instructions. Instruction:
concepts and skills
in daily living 1. Divide the class into 3 groups (or more if
needed).
2. Each group will receive a task card with
different 3D solids and situations.
3. Using the given dimensions, they will:
o Solve for the volume of each solid
o Compare the volumes
o Create a poster or visual aid
showing their computations, real-life
applications, and conclusion
4. Each group will present their findings to the
class in 2–3 minutes.

GROUP 1: The Pyramid Builders

You are ancient engineers tasked to design a square
pyramid with a base side of 12 m and a height of 15
m, and a rectangular pyramid with a base of 10 m by
8 m and height 18 m.
 Find the volume of both.
 Which pyramid would require more
materials to build?
 Represent both pyramids visually on your
poster.

GROUP 2: The Juice Factory

Your team is designing a cylindrical juice container
with a radius of 5 cm and height of 20 cm.
 How much juice will it hold?
 How many containers of juice would it take
to fill a rectangular pyramid-shaped display
case with base 12 cm × 9 cm and height 15
cm?
 Show your solutions and include labeled
sketches.

GROUP 3: Volume Challenge

Your group is given the following three shapes:
 A square pyramid with base 10 cm and
height 12 cm
 A cylinder with radius 4 cm and height 10
cm
 A rectangular pyramid with base 8 cm × 6
cm and height 9 cm
 Calculate and rank them from largest to
smallest in volume.
 Explain your reasoning and show real-life
 examples of each.

You will be guided using the following rubrics:

Does my instructions clear, Class?

Yes, ma’am.
You may now start.
(The student will do the activity)
Are you done class?
Yes ma’am
May I call now the first presenters which is
the group 1.
(Group 1 will present their work in front)
Thankyou group 1, may I call the group 2 to
present in front.

(Group 2 will present their work in front)

Thankyou group 2, may I call the last group
that will present in front.

(Group 3 will present their work in front)

Great job, everyone! I’m really proud of how
you worked together in your groups—
sharing ideas, solving problems, and helping
each other understand the lesson. You just
explored how we can use math not just to
solve equations, but to model real-life
objects.
G. Making How do we find the volume of square We find the volume of a square pyramid using the
generalization and pyramids, rectangular pyramids, and formula:
abstraction the cylinders, and how are they different from 1
2

lesson each other? V = × a ×ℎ

3
We find the volume of a rectangular pyramid using
the formula:
1
V = × l× w ×ℎ
3

and for a cylinder, the formula is

2
V =π r ℎ
The key difference is that pyramids occupy only one-
third the volume of a prism with the same base and
height, while cylinders are based on stacking circular
areas over a height.
H. Evaluating For your quiz, kindly get one half crosswise
Learning of paper and answer the following
questions.

Write your complete name and date today. (Students will get paper and write their name and
date today)
I. Multiple Choice (1 point each)
Choose the correct answer and write the
letter only.
1. What is the standard unit for
measuring volume?
a. cm
b. cm²
c. cm³
d. kg

2. Which of the following is the correct

formula for the volume of a
cylinder?
 a.
1
V = bℎ
b.
2

c.
V =lwℎ

d.
2
V =π r ℎ

1 2
V= π r ℎ
3

3. Why does the formula for the

1
volume of a pyramid include ?
3
a. Because it's three times taller than
a prism
b. Because it takes up only one-third
the space of a prism
c. Because it has three sides
d. Because its height is divided into
thirds

4. Which solid has two circular bases

and a curved surface?
a. Rectangular prism
b. Square pyramid
c. Cone
d. Cylinder

5. Which formula would you use for

the volume of a rectangular
pyramid?
a. V =lwℎ

b. V =π r 2 ℎ
c.
1
V = lwℎ
d.
3

1
V = bℎ
2

I. Additional Assignment:
activities for
application for Solve the following problem. Show your complete solution. Use appropriate units and express your
remediation final answer in cubic centimeters (cm³) unless stated otherwise.

You have a rectangular pyramid-shaped container with a base of 15 cm × 10 cm and a height of 12

cm. You also have a cylindrical can with a radius of 5 cm and a height of 10 cm.
a) Find the volume of both containers.
b) Which one can hold more sand?
c) By how much (in cm³) does one container hold more than the other?

V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to remediation

Prepared by:

HARLENE F. ORBITA
Student Teacher
Noted:

MR. JEDH ESTERNINOS

Professor