School STA.

FE NATIONAL HIGH Grade: GRADE 12-GA

Daily
SCHOOL
Lesson
Teacher GEMMA G. BASADA Learning APPLIED ECONOMICS
Log
Area:
Date / 02/11/20 Quarter: 2ND SEMESTER
Time: 1:00-2:00

TUESDAY

I OBJECTIVES

A. Content Standard Industry analysis, its principles, tools, and techniques leading to the identification
of business opportunities
B. Performance
Standard Apply tools and techniques for business opportunities like the SWOT/TOWS
analysis
C. Learning Distinguish the different services/products of business and industry in the locality
Competencies ABM_AE12II-a-d10
Specific Objectives:
1. identify business opportunities in various economic sectors
2. recognize the products and services offered in various economic sectors
3. write a SWOT analysis that outline the key strength, weaknesses,
opportunities ad threats face by the service sector
II CONTENT Business Opportunities in Various Sectors
 Agricultural sector and Agribusiness
 Industrial sector and Manufacturing Industries
 Service sector and Retail Services
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide NONE

Pages
2. Learner’s Materials NONE
pages
3. Text book pages APPLIED ECONOMICS FOR A PROGRESSIVE PHILLIPINES
pp.113-125
Tereso S. Tullao Jr., PhD
4. Additional
Materials from
Learning resources
portal
B. Other Learning Power Point Presentation
Resources
IV. PROCEDURES

A. Reviewing Pre-activity:
previous lesson or 1. Prayer
presenting the new 2. Greetings
lesson 3. Checking of Attendance
4. Setting of rules/Asking students to sit properly and tuned in to the day’s
lesson

The teacher will have a recap on their previous discussion

The teacher will review the lesson on matter by letting the students locate by
encircling from the puzzle which is posted on the board, the word/concept that is
being describe by the statements below. The teacher will randomly call students
and praise the learners for participating and answering correctly.
1. It is anything that occupies space and has mass
 2. It is a phase of matter which has a definite shape and volume
3. It is a phase of matter which has a definite volume but do not have a
definite shape
4. It is a phase of matter which has neither definite volume nor shape
Volume
S P O I A S U
O L I Q U I D
L M G A L D S
I G A M F T P
D E S T B Y E
G L R O T M A
E C M L N E T
S S A P M A R

 After the students have located the word/concept, the teacher will ask the
class:
-How are the different phases of matter described?
-How important is measurement in science?

Make the learners realize the need for a quantitative or a numerical

description of some properties of matter, and how this is applied in their daily lives
by asking the learners to cite some situations in daily life where a measurement is
important.
B. Establishing a The teacher will introduce the concept of unit of measurement, which is a
purpose for the means for a quantitative description of a property. Highlight the need for a
lesson common or universally accepted unit of measurement.

The teacher will point out that for scientific measurements, a common
system has been agreed upon and is used by all scientists anywhere and all the
time. Ask the learners to answer this question:

What is the measurement system adopted in scientific measurements?

Post this table on the board and ask them to supply the unit for each property.

PROPERTY SI UNITS
Length
Mass
Volume
Time
Temperature
The teacher will ask the learners to cite some examples where these
units of measurements are used in real life. Encourage all the students to share
their thoughts and ideas.

(Sample responses: )
• Length – in measuring the height of a person; distances; the size of cloths
• Mass – in measuring the weight of a person; the amount of salt or sugar being
bought
• Volume – in measuring the amount of a liquid (e.g. soft drinks)
• Time – in measuring the duration of an event (e.g. to run through a distance)
• Temperature – in measuring the body temperature of a person or of the
atmosphere.)
C. Presenting Post the following diagram:
Examples/instance
s of new lesson
 Let students identify if the figures in the picture has high or low
accuracy and high or low precision. The teacher will not reveal the correct answers
yet and let the students find out as the lesson progresses.

D. Discussing new Group the class into three by counting off. Present the different tool in
concepts and measurement: ruler, tape measure, meter stick. Let the group decide based on
practicing new their choice and interest which tool are they going to use which they believe can
skills #1 give the exact measurement. Tell them to measure the length, width, and
thickness of a book using their choice of measuring tool, and record their results.
Same book for all groups will be measured, thus the teacher will facilitate the
activity to avoid noise and chaos inside the classroom. Each group will only be
given a maximum of 5 minutes to do the activity.

The teacher will post this table below on the board, and the group will write their
result on the column corresponding their group number. Everyone in the group should be
encouraged to participate.
MEASUREMENTS 1st Trial 2nd Trial 3rd Trial
Length
Width
Thickness

When the groups have completed the measurements and recorded

their results on the table ask them to examine the results of the measurements of
the three groups on the length, width, and thickness of the book.

Ask them to answer the following questions:

a. Are the results of each measurement (length, width or thickness) close to each
other?
b. Were the measurements accurate or precise?

Let students write the average of the three trials in measuring the
length, width, and thickness of the book on the board, and ask them to compare
their results with the other group.
Ask: Do you have the same results with that of the other groups?
Then, write the actual length, with and thickness of the book and ask
them to compare their results with tis value.
MEASUREMENTS Actual 1st 2nd 3rd
Value Group Group Group
Length
Width
Thickness

Ask them to answer the following questions:

a. Are the results of each measurement (length, width, or thickness) close
to the true value?
 b. Were the measurements accurate or precise?

(The answers of the students would likely be: a. The results will be close
to the true value; b. The measurements were accurate)

Based on the results, ask the class: why do you think you have a different value
from the other group?

Let them recall the difference between accuracy and precision. Then, state the
definitions of accuracy and precision as used in measurement.

E. Discussing new Post this diagram again and this time let students identify if the figures in the
concepts and picture has high or low accuracy and high or low precision based on the definition
practicing new
skills #2

Encourage the students to elaborate their answers; teacher will give positive
feedback to the learners as they participate and share their ideas and clarify
misconceptions.

F. Developing With a pair, do the activity on Precision and Accuracy which the teacher adapted
mastery from the Science learning Hub. The teacher will distribute the activity sheets to
(Leads to the students.
Formative
Assessment)
G. Finding Practical Now that you already know the concepts on accuracy and precision, ask students.
applications of Call students randomly to
concepts and skills
 Give a scenario or situation in your life wherein accuracy and precision can
be applied.
 Can you be accurate but not precise? Or precise but not accurate? How?
 Are measurements valid and reliable if they are precise but not accurate? If
they are accurate but not precise?

H. Making The teacher will ask the learners to synthesize the lesson:
generalizations
and abstractions How can you differentiate accuracy and precision?
about the lesson
I. Evaluating On a ¼ sheet of paper, the learners will answer a short quiz. The teacher will flash
Learning the instruction on the screen. The teacher will ask a student to read the instruction
and ensure everyone in the class understands it.

Given the following standard values (SV), list at least two sets with 4 values
each to represent what is asked for each number.

1. SV=105; accurate and precise

2. SV=75.85; accurate but not precise
 3. SV=12.90; not accurate and not precise
4. SV=10089;not accurate but precise
5. SV=1621; not accurate and not precise
J. Additional Assign them to read the labels of 10 canned or bottled goods in the kitchen, and
activities for report the mass or volume of the contents. Write this on their activity notebook.
application or
remediation
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
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: Noted by:

RIA FATIMA S. DELA CRUZ HAZEL B.

MENESES
Subject Teacher School Head

Keeping up with trends, keeping up with excellence.

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