GRADE 11 School

DAILY LESSON LOG Teacher

Teaching Dates and Tim

SESSION 1
I. OBJECTIVES

The learners demonstrate an understanding o

A. Content Standard

The learners are able to analyze and solve problems on importa

2. Selling prod

B. Performance Standard

C. Learning
Illustrate how mark-on, mark-down and mark-
Competencies /Objectives

II. CONTENT Buying and Se

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pagepp.46-48
3. Textbooks pages
4. Additional Materials McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd
from Learning Resource (Marshall Cavendish Education); internet access; EMAT (Essential Mathematics fo
(LR) portal
B. Other Learning Resources www.quipper.
IV. PROCEDURES

Relate costs that has

A. Reviewing previous
been discussed last
lesson or presenting the
meeting to new topic
new lesson
which is mark on

B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 3)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
Let the students realize
the importance of
definition and formula of
mark on to be used in
future discussions
Identify the costs
incurred in cooking
selling banana que and
ask them of the selling
price then connect the
topic to mark on and
show the formula in
solving mark on
Define mark on and
discuss the formula in
finding mark on
ask the students to
define mark on and solve
sample problem
involving mark on
use concept of mark on
selling activity
re discuss the definition
of mark on and its
formula
 recitation
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% on the
formative assessment
B. No. of learners require
additional activities for
remediation
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

Prepared By:

SHARON FARRALES-SANCHEZ
Master Teacher I-ABM
 BAYAMBANG NATIONAL HIGH SCHOOL Grade Level
SHARON FARRALES-SANCHEZ Learning Area
Week 5 August 1-5, 2016 Quarter

SESSION 2 SESSION 3

The learners demonstrate an understanding of key concepts in buying and selling

ers are able to analyze and solve problems on important factors in managing a business: 1. Buying products
2. Selling products

Illustrate how mark-on, mark-down and mark-up are obtained ABM_BM11BS-Ih-2

Buying and Selling

pp.49-50 pp.51-53

, Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992) Pre-Algebra (Prentice Hall Mathematics); New Mathematics Cou
avendish Education); internet access; EMAT (Essential Mathematics for University-bound Students) published by the Loyola Student Center

www.quipper.com

Relate costs that has been discussed Relate costs that has been
last meeting to new topic which is discussed last meeting to new
mark up topic which is mark down
 Let the students realize the
Let the students realize the importance
importance of definition and
of definition and formula of mark up to
formula of mark down to be
be used in future discussions
used in future discussions

Identify the costs incurred in

Identify the costs incurred in cooking
cooking selling banana que and
selling banana que and ask them of
ask them of the selling price
the selling price then connect the topic
then connect the topic to mark
to mark up
down

Define mark on and discuss the Define mark on and discuss the
formula in finding mark up formula in finding mark down

ask the students to define mark on and ask the students to define mark
solve sample problem involving mark on and solve sample problem
up involving mark down

use concept of mark down

use concept of mark up selling activity
selling activity

re discuss the definition of mark up re discuss the definition of

and its formula mark down and its formula
 recitation recitation

Checked By:

MR. CRISANTO ONG

SSHT VI, Mathematics
 11
Business Mathematics
1st

SESSION 4

buying and selling

ging a business: 1. Buying products

M_BM11BS-Ih-2

pp.54-56

Prentice Hall Mathematics); New Mathematics Counts

ents) published by the Loyola Student Center

Review the formulas for mark

on, mark-up and mark- down
 Apply the above
formula/concepts thru practical
applications

Present practical problems

involving mark on, mark up and
mark down

Practical applications where

mark on, mark up and mark
down are used

quiz on problems involving

practical applications

use concept of mark on, mark

up mark down selling activity

re discuss the definition and

formulas of mark on, mark up
and mark down
 quiz on problems involving
practical applications of mark
on, mark up and mark down