GRADE 11 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
SESSION 1
I. OBJECTIVES
To be able to perform fundamental operat
A. Content Standard The learners demonstrate an understanding of the relatio
B. Performance Standard The learners are able to perform the operations on fractions:
C. Learning Competencies /Objectives Perform fundamental operations on
fractions and decimals ABM_BM11FO-Ia-1
II. CONTENT Relating Fractions, Decim
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages pp.21-22
3. Textbooks pages
[Link],Prealgebra
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources [Link]
IV. PROCEDURES
A. Reviewing previous lesson or Relate decimals to previous
presenting the new lesson lesson on fractions.
Cite practical examples where decimals are
B. Establishing a purpose for the lesson used. Mention some advantages of using
decimals over fractions.
With the participation of students,
C. Presenting examples/ instances of the enumerate several practical instances where
new lesson decimals are used. Examples: - money
matters (payslips, bank accounts, bills,
receipts, financial reports,receipts, etc.)
D. Discussing new concepts and
practicing new skills #1 Discuss Concept of Decimal
Discussorderofdecimals;roundingdecimals
E. Discussing new concepts and andfundamentaloperationsofdecimals
practicing new skills #2
askthestudentstoroundoffdecimalsonthe
board
F. Developing mastery (Leads to
Formative Assessment 3)
askthestudentsofdailyactiviteswherethey
G. Finding practical application of neededtoapplytheknowledgeofdecimal
concepts and skills in daily living fundamentaloperations
rediscussconceptofdecimals,orderings
roundingoffandfundamentaloperationsof
H. Making generalizations and decimals
abstractions about the lesson
askthestudentstosolveforproblems
involving
addition/subtraction/multiplication/divisionof
I. Evaluating learning decimals
J. Additional activities for application or
remediation
taken10minutesoftoday'stimefortutorialof
V. REMARKS slowlearners
VI. REFLECTION
A. No. of learners who earned 80% on 120outof150studentsearned80%on
the formative assessment formativeassessment
B. No. of learners require additional 30learnersneedactivitiesforremediation
activities for remediation
C. Did the remedial lessons work? No. of yes,20learnershavecaughtupafterthe
learners who have caught up with the remedial
lesson
D. No. of learners who continue to
require remediation 10learnersarerequiredforremediation
E. Which of my teaching strategies assigningbrightstudentstotutorslow
worked well? Why did these work? learnersworks.
F. What difficulties did I encounter which dealingwithabsenteeismofslowlearners
my principal or supervisor can help me whichaffectsthetimefortheirremedial
solve?
G. What innovation or localized materials assigningbrightstudentstotutorslow
did I use/discover which I wish to share learnersworks.
with other teachers?
Prepared By:
SHARON FARRALES-SANCHEZ
Master Teacher I-ABM
BAYAMBANG NATIONAL HIGH SCHOOL Grade Level
SHARON FARRALES-SANCHEZ Learning Area
Week 2 July 11-15 Quarter
SESSION 2 SESSION 3
To be able to perform fundamental operations on fractions and decimals
The learners demonstrate an understanding of the relationship among fractions, decimals, and percent.
e learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.
Express fractions to decimals
and percent forms and vice Illustrate how decimals and fractions can be written in terms of percent.
ABM_BM11FO-Ib-3
versa. ABM_BM11FO-Ia-2
Relating Fractions, Decimals, and Percent
pp.23-25 pp.26-27
McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)
[Link]
Introduce the conversion of decimal to Introducetheconversionoffractionto
fractions and vice versa percentage
makethestudentsrealizetheimportance Mentionsomebusinessoperationswhich
ofconvertionoffractiontodecimaland involveconversionfofractionto
viceversainrelationtobusiness percentage
citeapracticalexampleofbusinessrelated
showaninstancewhereconversionof scenarios/problemswhereconversionof
fractionstodecimalsisneeded fractiontopercentageisinvolved
Discuss the convertion of decimal to discusstheconceptoffractionto
fractions and vice versa percentage
Show instances wherein it is easier to
deal with decimals than fractions
Askthestudentstoconvertfractionsto Askthestudentstoconvertfractionto
decimalsontheboard percentageontheboard
askthestudentsofdailyactiviteswhere citemorepracticalexampleofbusiness
theyneededtoapplytheirknowledgein relatedscenarios/problemswhere
convertingfractionstodecimalsandvice conversionoffractiontopercentageis
versa involved
Re-discussthewaysofexpressingfractions rediscusstheconceptsinconversionof
todecimalsandviceversa fractionintopercentage
formulatemoreproblemsonfractionto formulatemoreproblemsonfractionto
decimalconvertionandasktheatudentsto percentageconversionandaskthe
solvethruquizbeetype. studentstosolvethruquizbeetype.
askthestudentstodiscuss/explaintheir askthestudentstodiscuss/explaintheir
answerstotheboard answerstotheboard
taken10minutesoftoday'stimefor taken10minutesoftoday'stimefor
tutorialofslowlearners tutorialofslowlearners
120outof150studentsearned80%on 120outof150studentsearned80%on
formativeassessment formativeassessment
30learnersneedactivitiesforremediation 30learnersneedactivitiesforremediation
yes,20learnershavecaughtupafterthe yes,20learnershavecaughtupafterthe
remedial remedial
10learnersarerequiredforremediation 10learnersarerequiredforremediation
assigningbrightstudentstotutorslow assigningbrightstudentstotutorslow
learnersworks. learnersworks.
dealingwithabsenteeismofslowlearners dealingwithabsenteeismofslowlearners
whichaffectsthetimefortheirremedial whichaffectsthetimefortheirremedial
assigningbrightstudentstotutorslow assigningbrightstudentstotutorslow
learnersworks. learnersworks.
Checked By:
MR. CRISANTO ONG
SSHT VI, Mathematics
11
Business Mathematics
1st
SESSION 4
mals
cimals, and percent.
tiplication and division.
and fractions can be written in terms of percent.
ABM_BM11FO-Ib-3
pp.28-29
ont California,2nd ed. (1992)
[Link]
From conversion of fraction to decimal
and vice versa, introduce the concept of
conversion of decimal to percent
Mentionsomebusinessoperationswhich
involveconversionfodecimaltopercentage
citeapracticalexampleofbusinessrelated
scenarios/problemswhereconversionof
decimaltopercentageisinvolved
discusstheconceptofdecimalto
percentage
Askthestudentstoconvertdecimalsto
percentageontheboard
citemorepracticalexampleofbusiness
relatedscenarios/problemswhere
conversionofdecimaltopercentageis
involved
rediscusstheconceptsinconversionof
decimalintopercentage
formulatemoreproblemsondecimalto
percentageconversionandaskthestudents
tosolvethruquizbeetype.
askthestudentstodiscuss/explaintheir
answerstotheboard
taken10minutesoftoday'stimefor
tutorialofslowlearners
120outof150studentsearned80%on
formativeassessment
30learnersneedactivitiesforremediation
yes,20learnershavecaughtupafterthe
remedial
10learnersarerequiredforremediation
assigningbrightstudentstotutorslow
learnersworks.
dealingwithabsenteeismofslowlearners
whichaffectsthetimefortheirremedial
assigningbrightstudentstotutorslow
learnersworks.