GRADE 11 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
SESSION 1
I. OBJECTIVES To be able solve problems involving fractions, decimals, and percent related business
The learners demonstrate an understanding of the relationship among fractions,
A. Content Standard decimals, and percent.
The learners are able solve problems involving fractions, decimals, and percent related
business
B. Performance Standard
Give real- life situations to illustrate
C. Learning Competencies /Objectives fracxtions, decimals, and percentage
ABM_BM11FO-Ic-4
II. CONTENT Relating Fractions, Decimals, and Percent
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages pp.30-31
3. Textbooks pages
McKeague, Charles P., Prealgebra, WadsworthPublishing
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources [Link] Math Rev
IV. PROCEDURES
Ask the students to review the
A. Reviewing previous lesson or previous lesson involving
presenting the new lesson conversion of fraction to
decimal, percentage to decimal
and vice versa
Emphasize the area of business where
B. Establishing a purpose for the lesson identification of the higher value in terms of
fraction and decimal is useful.
C. Presenting examples/ instances of the Use the percentage discounts they usually
new lesson see at the malls during 'sale session' and
discuss which has better offers.
D. Discussing new concepts and
practicing new skills #1 Discuss the ordering of decimals
E. Discussing new concepts and discuss the ordering of fractions
practicing new skills #2
write percentages and decimals on the board
and ask the students to arrange it
F. Developing mastery (Leads to
Formative Assessment 3)
ask the students the measurements of
G. Finding practical application of seasonings used for cooking and let them
concepts and skills in daily living identify which seasoning has the greatest and
lowest amount
re-discuss the ordering of decimals and
H. Making generalizations and fractions
abstractions about the lesson
short quiz
I. Evaluating learning
J. Additional activities for application or
remediation
taken 10 minutes of today's time for tutorial of
V. REMARKS slow learners
VI. REFLECTION
A. No. of learners who earned 80% on 80 out of 150 students earned 80% on
the formative assessment formative assessment
B. No. of learners require additional 70 learners need activities for remediation
activities for remediation
C. Did the remedial lessons work? No. of yes, 50 learners have caught up after the
learners who have caught up with the remedial
lesson
D. No. of learners who continue to
require remediation 20 learners are required for remediation
E. Which of my teaching strategies assigning bright students to tutor slow
worked well? Why did these work? learners works.
F. What difficulties did I encounter which dealing with absenteeism of slow learners
my principal or supervisor can help me which affects the time for their remedial
solve?
G. What innovation or localized materials assigning bright students to tutor slow
did I use/discover which I wish to share learners works.
with other teachers?
Prepared By:
SHARON FARRALES-SANCHEZ
Master Teacher I-ABM
BAYAMBANG NATIONAL HIGH SCHOOL Grade Level
SHARON FARRALES-SANCHEZ Learning Area
Week 3 July 18-22, 2016 Quarter
SESSION 2 SESSION 3
The learner is able to:1. formulate and solve problems involving ratios;
ving fractions, decimals, and percent related business 2. use the concept of proportions in making life decisions.
The learner demonstrates an understanding of the key concepts of ratios.
understanding of the relationship among fractions,
decimals, and percent.
The learner is able to:1. formulate and solve problems involving ratios;
ems involving fractions, decimals, and percent related 2. use the concept of proportions in making life decisions.
business
Solve problems involving fractions, Compare and differentiate ratio and rate
decimals and percent ABM_11FO_Id-5 ABM_BM11RP-Ie-1
Fractions, Decimals, and Percent Ratio and Proportions
pp.32-34 pp.35-36
McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)
[Link] Math Review/Mathematics [Link]
Review the students on conversion of
fractions to decimals and percentage to Review the students of their learning on
decimals then use the samples in ratio and rate during their Junior High
introducing new topics which is: School
addition/subtraction/multiplication/divi
sion decimals and percentage
Emphasize the area of business where Emphasize the area of business where key
identification of the higher value in terms concepts of ratio and rates are needed
of fraction and decimal is useful.
Use proportions in processing foods as an Use the ratio / rates of stock shares in a
example in solving decimals and certain corporation
percentages
Discuss the fundamental operations in Discuss the key concepts of ratio and rates
decimals
Ask the students to solve problems on the
board involving Ask the students to differentiate ratio and
addition/subtraction/multiplication and rate
division
ask the students to cite example of
measurements of processed foods/snacks ask the students of sample business
they usually cook and let them use scenario where they can apply ratio and
funadamental operations of decimals and proportions
percentage in cooking those
re-discuss the fundamental operations on re-discuss the comparison and difference
deceimals and percentage of ratio and rate
assignment:addition/subtraction/multiplica ask the students to solve the problems on
tion/division of sample problems involving the board involving ratios and rates
decimals and percentage and
taken 10 minutes of today's time for taken 10 minutes of today's time for
tutorial of slow learners tutorial of slow learners
80 out of 150 students earned 80% on 80 out of 150 students earned 80% on
formative assessment formative assessment
70 learners need activities for remediation 70 learners need activities for remediation
yes, 50 learners have caught up after the yes, 50 learners have caught up after the
remedial remedial
20 learners are required for remediation 20 learners are required for remediation
assigning bright students to tutor slow assigning bright students to tutor slow
learners works. learners works.
dealing with absenteeism of slow learners dealing with absenteeism of slow learners
which affects the time for their remedial which affects the time for their remedial
assigning bright students to tutor slow assigning bright students to tutor slow
learners works. learners works.
Checked By:
MR. CRISANTO ONG
SSHT VI, Mathematics
11
Business Mathematics
1st
SESSION 4
. formulate and solve problems involving ratios;
pt of proportions in making life decisions.
es an understanding of the key concepts of ratios.
. formulate and solve problems involving ratios;
pt of proportions in making life decisions.
Write proprotions illustrating real-life
situations ABM_BM11RP-Ie-2
Ratio and Proportions
pp.37-38
rnia,2nd ed. (1992)
[Link]
Review the students of the topics tackled
proportions by showing their answers on
their assignment then relate those in real-
life scenarions
Emphasize that ratios and proportions are
being used in daily activities such as in
cooking and buying goods
Use ratios and proportions when cooking
and buying foods
Illjustrate real-life situations involving ratios
and proportions
Define proportions
Let the students identify the proportion of
ingeredients of foods, and let them discuss
the ratio of goods that are commonly
bought
ask students for exact quantities of
ingredients for cooking for proportions and
ask them to enumerate usual goods that
are being bought for ratios.
give a recap of ratios and proportions
illustrating thru real-life situations
assign the students to give proportions of
nutritional content of a certain product to
be presented next meeting
taken 10 minutes of today's time for
tutorial of slow learners
80 out of 150 students earned 80% on
formative assessment
70 learners need activities for remediation
yes, 50 learners have caught up after the
remedial
20 learners are required for remediation
assigning bright students to tutor slow
learners works.
dealing with absenteeism of slow learners
which affects the time for their remedial
assigning bright students to tutor slow
learners works.
