DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 3)

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 The learner is able to solve problems involving fractions, decimals and percent related business
Standards
Illustrate how decimals and fractions can be written in terms of percent.
CODE: ABM_BM11FO-Ib-3
 Learning
 Interpret how to convert fraction to percentage.
Competencies/
Objectives  Construct an example in converting fraction.to percent
 Display oneness in doing activity

II. CONTENT Conversion of Fraction to Percent

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

RESOURCES
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 https://www.georgebrown.ca/uploadedFiles/TLC/_documents/Converting%20Between%20Fractions
Resources %20and%20Percentages%20.pdf

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.

 Review previous The teacher will review the previous lesson by letting the students create their own example
lesson or presenting of either decimal or percent and they are to call random student to solve for the equivalent
the new lesson
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 3)

percent or decimal of their example.

 Establishing a The teacher will give emphasis on the importance of the skills of writing fractions to percent
purpose for the to solve problems involving fractions, decimals and percent related business
lesson
 Presenting examples/ The teacher will present a problem related to fraction and percent.
instances of the new The students will be asked to read the problem below aloud.
lesson

Pre Test Questions

1. Explain what is asked in the problem
2. What steps should be done to solve the problem?
3. What is the answer of the problem?
The class will be divided into 15 groups with 3 members and each group will be given different
cases in writing fraction to percent. The group formed will be called the expert group

SET A 1 2 3 4 5

SET B 1 2 3 4 5

1 2 3 4 5
SET C

The first 5 groups will take the first case of writing fraction to percent.
The second 5 groups will take the 2nd case of writing fraction to percent.
The third 5 groups will take the 3rd case of writing fraction to percent.

After the 10 minutes discussion and brainstorming by group. The class will again be forming
another group all the students from set A will be counting from 1-15 starting with the group 1 until
the group 5. Same with the students assigned to set b and set c. All student given the number 1 will
go together, same with all the students assigned to the number 2 and so on and so forth.

1 2 3 4 5

And so on and so forth .

SET A
Like fractions, percentages represent parts of a whole. Since percent means “per hundred” there
are 100 parts in a whole. i.e. 1 whole = 100%
Case 1: If the denominator of the fraction is 100.
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 3)

I. Write this following fraction to percentage.

13 72
1. 2.
100 100
II. Reason Out!
1. How do we write the fraction with denominator 100 to percent?
 Discussing new SET B.
concepts and Case 2: To find the percentage of a fraction with a denominator other than one hundred
practicing new skills (100), but a factor of 100 the following two methods can be done.
#1

1. Write the following fractions into percentages.

2. Reason Out!
3. How do we write the fraction with denominator other than 100 to
percent?

Case 3: If the denominator of a fraction is not a factor of one hundred, then METHOD 2 is
used.

I. Write the following fractions to percent

II. Reason Out!

1. How do we write the fraction with denominator which is not a factor of 100?
After the groupings the teacher will again present the first problem
presented, and they are to answer the following questions:
What case does the first problem belong to?
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 3)

a. How do we write the given fraction to decimal?

b. What steps should be done to solve the problem?
c. What is the answer of the problem?
 Discussing new
concepts and
practicing new skills
#2
Quiz
The students will be converting fractions to percentage using metacards.

 Developing mastery
(leads to formative
assessment 3)

Fractions are not just there to give you a headache. Actually, you probably already use
fractions without even knowing it. And without fractions, you wouldn't be able to tell time or
cook with recipes
 Finding practical Imagine you're shopping with your P100 in birthday money. You really want a few items
applications of you've had your eye on for a while, but they're all very expensive. You're waiting for the items
concepts and to go on sale, and when they do, you rush down to the store. Instead of being marked with a
skills in daily living new price, though, the store has a large sign that reads: All items are currently 75% off. This
sounds like great news, but without doing some math, there's no way to know if you have
enough money. Knowing that 75% is ¾ off the cost of each item is the best way to get started.
Who knew that fractions could help your wardrobe?
 Making Fractions can be used to describe parts of something or to divide something. Fractions are very
generalizations and useful in our daily lives, and learning them is a very useful and important skill in our daily lives, and
abstractions about helps with many daily tasks and jobs. Scientists also use fractions when doing their experiments.
the lesson
 Evaluating Learning The teacher will let the students go back to their original seats. To prevent students from cheating the
first column of given below should be answered by the 1 st and 5th column of students, the 2nd column
will be answered by the 2nd and 6th column of students and so on and so forth.
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 3)

 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%
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 3)

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

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