Annex1B to DepEd Order No. 42 , s.

2016

GRADES 1 to 12 School Grade Level 11

Teacher Learning Area General Mathematics
DAILY LESSON LOG
Teaching Dates and Time Week 2 Quarter 2nd

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises
I. OBJECTIVES and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of...
A. Content Standard
1. key concepts of simple and compound interests, and simple and general annuities.
The learner is able to...
B. Performance Standard
1. use appropriate financial instruments involving stocks and bonds in formulating conclusions and
making decisions.
The learner...
C. Learning
Competency/Objectives 26. computes interest, maturity value, future value, and present value in simple interest and
Write the LC code for each. compound interest environment. M11GM-IIa-b-1
27. solves problems involving simple and compound interests. M11GM-IIb-2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,the content can be tackled in a week or two.
II. CONTENT
Basic Business Mathematics
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
IV. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide General Mathematics Teacher’s General Mathematics Teacher’s Guide pp. 178-187
pages Guide pp. 167-178
2. Learner’s Materials General Mathematics Learner’s General Mathematics Learner’s Material pp. 158-168
pages Material pp. 150-157

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3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
V. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Group the students into two. Ask your students to research on the prevailing interest rates in the
Have one representative from various types of deposit accounts in several banks.
each group 'deposit' PHP100 into
a jar or box.
A. Reviewing previous
Group 1: This group will earn
lesson or presenting the
compound interest each day at a
new lesson
rate of 5%.
Group 2: This group will earn
compound interest twice a day at
a rate of 2.5%.
Ask the students to discuss A sample output of the research may be similar to the data in the
whether one group will earn table on page 179 of the Teacher’s Guide.
more than the other group. Let
each group compute how much
B. Establishing a purpose
money they will have at the end
for the lesson
of 5 days. Let them observe the
'compounding effect' by
constructing the table on page
168 of the Teacher’s Guide.
Allow the students to compare Emphasize that money deposited in savings account, aside from
the compound amounts when earning interest, may be safer than keeping them at their houses
C. Presenting
compounding semi-annually and where money can be stolen or lost. You may also mention that
examples/Instances of
compounding annually by posing interest earned in a savings account is subject to 20% withholding
the new lesson
the example on pages 168-170 tax.
of the Teacher’s Guide.
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Let the students define the Tell the students that investors are interested to find out how much
following additional terms: time is needed to accumulate a desired amount in investing a certain
 conversion or interest principal.
period Tell the students that investors are also interested to know the
 frequency of interest rate before investing a certain amount.
D. Discussing new concepts
conversion (m)
and practicing new skills
 nominal rate (i(m))
#1
 rate (j) of interest for
each conversion
period
 total number of
conversion periods n
Provide examples of nominal Differentiate nominal and effective rates. Teach students to convert
rates and the corresponding one interest rate to an equivalent interest rate.
frequencies of conversion and
interest rate for each period.
Derive the formula in finding
compound amount when
compounding is computed more
E. Discussing new concepts
than once
and practicing new skills
a year.
#2
Provide examples on
compounding amounts more
than once a year.
Extend the discussion to finding
present value when interest is
compounded more than once a
year.
F. Developing mastery Refer to Seatwork on page 175 Refer to Seatwork on page 185-186 of the Teacher’s Guide.
(leads to Formative of the Teacher’s Guide.
Assessment 3)

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G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
J. Additional activities for
application or
remediation
VI. REMARKS
VII. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
Session 1 Session 2 Session 3 Session 4
Refer to Enrichment (Optional) Refer to Performance Task on page 187 of the Teacher’s Guide.
on page 177 of the Learner’s
Material.
Allow the students to compare Refer to Solved Examples on pages 164-167 of the Teacher’s
the compound amounts and the Guide.
compound interests when
compounded annually, semi-
annually, quarterly and monthly.
Emphasize that as the
frequency of conversion periods
in a year increases, the larger
the compound interest, and so,
is the compound amount.
Refer to Evaluation on pages Refer to Evaluation on page 186 of the Teacher’s Guide. Refer to Topic Test 1 on page
176-177 of the Teacher’s Guide. 206 of the Learner’s Material.
Refer to Supplementary Review previous lessons on Simple and Compound Interest.
Exercises on page 157 of the
Learner’s Material.
Assessment tools can be done in school (if time permits) or at home.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
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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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph

Prepared by:

DAVID KYLE N. LAGGUI ARTURO V. ZAFRA ERWIN ANGELO V. BADURIA BRYAN BALAONG CHERRY MAE R. BADUA DIANNE ROSE T. DE GUIA
Teacher Teacher Teacher Teacher Teacher Teacher
Division of Bulacan Division of Cabanatuan City Division of Zambales Division of Zambales Division of Muñoz Science City Division of Zambales

Checked by: Noted by:

DR. JERRY D. CRUZ DR. NESTOR P. NUESCA

Education Program Supervisor in Mathematics, Schools Division of Bulacan/ Regional Education Program Supervisor in Mathematics
Regional Trainer/ Facilitator

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