DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK TWO – DAY ONE)

School MEDINA NATIONAL COMPREHENSIVE NATIONAL HIGH SCHOOL Grade Level Grade 11

Teacher Aldrin B. Edulsa Learning Area Business Math

Teaching Date and Time Quarter First

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 and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES 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.

 Content Standards The learner demonstrates understanding Fractions, decimals and percentage
 Performance Standards The learner is able to solve problems involving fractions, decimals and percent related business

Learning Competency
Illustrate how decimals and fractions can be written in terms of percent
CODE: ABM_BM11FO-Ib-3
 Learning Competencies/ Learning Objectives
Objectives  Discuss how to write decimal to percent and vice versa.
 Solve an example in writing decimal to percent and vice versa.
 Display oneness in doing activity

II. CONTENT Conversion Decimal to percent

III. LEARNING RESOURCES The Internet, laptop, LCD projector, TG , ppt

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

3. Textbook pages
4. Additional Materials from
Learning Resource(LR)
portal
B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the 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.
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK TWO – DAY ONE)

The teacher with the participation of students, enumerate several practical instances where decimals
are used.
Examples:
 Review previous lesson or
- money matters (payslips, bank accounts, bills, receipts, financial reports, receipts, etc.)
presenting the new lesson
- computations shown on calculators
- readings of gasoline consumption
- car’s odometer reading
 Establishing a purpose for
the lesson
The teacher will present the following pie graph and the students are tasked to answer the
questions after.
 What part of the circle is red write your answer in
percent. 12.5%

 What part of the circle is blue? Write your answer in

fraction. 1/8
 What part of the circle is green? Write your answer in
decimal. 0.25

 Presenting examples/
instances of the new
lesson

Follow-up Questions
1. How do we write fraction to decimal?
2. How do we write percent to fraction?
3. How do we write decimal to percent?

 Discussing new concepts The teacher will present a problem about writing decimals to percent and the class will be tasked
and practicing new skills to represent the problem using a circle for clearer picture.
#1 Brenda needs to answer 0.75 of the test questions correctly to pass the test. What percent is this?
Answer:

Questions
1. Explain what is asked in the problem?
Answers may vary
2. What steps should be done to solve the problem?
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK TWO – DAY ONE)
 Discussing new concepts
and practicing new skills
#2
 Developing mastery (leads
to formative assessment 3)
 Finding practical
applications of concepts
and skills in daily living
 Making generalizations
and abstractions about the
lesson
 Evaluating Learning
Answers may vary
3. What is the answer of the problem?
Answers may vary
The teacher will show in class a video presentation showing the conversion of decimal to
percent. The class are to work in pairs to answer the following examples below based on the
method the video presentation has presented.
Examples:
1) 0.35 = 35%
2) 0.175 = 17.5%
3) 1.2 = 120%
The teacher will show the problem presented earlier and the student are to work by pair to come-up
with the answer and the concepts employed in showing the answer.
Possible Answer: This means that when converting a decimal into a percentage you should simply
multiply that decimal with 100.
Using meta cards the students are to convert the following decimals to percent:
II. Word Problems
1. The school sold 0.28 of the books at the books at the book fair on the first day. What
fraction of the books was sold the first day?
money matters (payslips, bank accounts, bills, receipts, financial reports, receipts, etc.)
- computations shown on calculators
- readings of gasoline consumption
-car’s odometer readings
We will follow the following steps for converting a decimal into a percentage:
Step I: Obtain the number in decimal form.
Step II: Multiply the number in decimal form by 100 and put percent sign (%)
The assessment will be done letting the students find any products with a list of ingredients. Each
student are tasked to write the given ingredients at the back of the product (which is written in
decimal form) to percent to prove if the product
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK TWO – DAY ONE)

 Additional activities or
remediation

- -
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.

A. No. of learners who earned

80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
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: Checked by:

Aldrin B. Edulsa William N. Almonia PhD.
Teacher II Head Designate
DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK TWO – DAY ONE)

Noted by:
Maria Teresa T. Tolentino PhD.
SHS-Principal III