GRADE 11 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /Objectives
(MELC Version 3)
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
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
APLAYA NATIONAL HIGH SCHOOL
MARIVIC C. MONTAÑA
November 21-25, 2022
MONDAY
Review the concept of mark-up then
differentiate it to gross margin
Explain to students that the concept is
needed for decision making in business
scenarios
Show a sample of practical problem
involving gross margin and mark up
Define and show the formula of gross
margin and differentiate it with mark up
Grade Level 11
Learning Area Business Mathematics
Quarter 2nd
TUESDAY WEDNESDAY THURSDAY FRIDAY
Differentiate Mark-on, Mark down and Mark-up
key concepts in buying and selling
Analyze and solve problems on important factors in managing a business: buying products and selling products
Differentiating Mark-on, Mark-down and Mark-up and obtain Mark-on, Mark-down, and Mark-up given price of a product.
Buying and Selling
Self Learning Module
Review the definition and formula of
Present single trade discounts and
finding gross margins then explain its Review the students of the definition of single trade discounts and discount
discount series by introducing their
significance in decision making series then discuss their respective formula/computation
respective definition
involving pricing of goods
Relate gross margins in business
Let the students relate the concept of
scenario and emphasize its Let the students relate the concept/computation of single trade discounts and
single trade discounts and discount
signifacance in decision making discount series on their future business
series on their future business
regarding pricing
Present a practical problem where
Present a practical problem involving Present a practical problem involving computations of sinlge trade discounts
concept of single trade discounts and
gross margin and discount series
discount series is used
Solve and analyze the problem and Define single trade discounts and
Discuss the formula in computing single trade discounts and discount series
use it in decision making in pricing discount series
 Ask the students to answer sample Ask the students to solve and analyze Ask the students to re discuss the
F. Developing mastery (Leads to Let the students solve practical problems involving single trade discounts and
practical samples on the board practical problem and use it in decision definition of single trade discounts and
Formative Assessment 3) discount series
involving gross margins and mark up making in pricing discount series
Formulate a practical problem involving Formulate a practical problem involving
gross margin and mark up gross margin and make it as basis in Ask the students to state scenarios or
G. Finding practical application of Ask the students to state scenarios or instances where single trade discounts
decision making in pricing instances where single trade discounts
concepts and skills in daily living and discount series is involve
and discount series is involve

re discuss and show the formula of re-discuss/emphasize the importance

H. Making generalizations and Re discuss the definition of single trade
gross margins and differentiate it with of gross margin ion decision making Re discuss the formula in computing single trade discounts and discount series
abstractions about the lesson discounts and discount series
mark up involving pricing

I. Evaluating learning recitation recitation Recitation short quiz

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: Checked by: Noted:

MARIVIC C. MONTAÑA MARY JANE H.CALANDRIA,MAEd EDWINDA P. TALAVERA, Ph.D.

Teacher I Master Teacher Teacher I/ SHS Coordinator Principal IV
 GRADE 11 School APLAYA NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MARIVIC C. MONTAÑA Learning Area Business Mathematics
Teaching Dates and Time November 14-18, 2022 Quarter 2nd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Differentiate Mark-on, Mark down and Mark-up

A. Content Standard key concepts in buying and selling

B. Performance Standard Analyze and solve problems on important factors in managing a business: buying products and selling products

C. Learning Competencies /Objectives

Differentiating Mark-on, Mark-down and Mark-up and obtain Mark-on, Mark-down, and Mark-up given price of a product.
(MELC Version 3)

II. CONTENT DIFFERENTIATING MARK-ON, MARK-DOWN AND MARK-UP

III. LEARNING RESOURCES

A. REFERENCES Self Learning Module
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or Recall how to find the selling price given a Allow the students to review for the Mid Recall how to get the rate of mark up by
Recall ratio and proportion Recall how to get mark on.
presenting the new lesson certain circumstances. term Exam. giving another example.

B. Establishing a purpose for the

Do the Pre Activity on page 3 and 4
lesson

C. Presenting examples/ instances of Define cost price, operating cost, selling

Define mark up and profit. Define mark on.
the new lesson price, profit and mark up. (Page 5 and 6)

D. Discussing new concepts and

practicing new skills #1 Discuss elaborately how to get mark up
Discuss how to find the selling by giving Discuss elaborately the difference between Distribute the test papers and discuss the
Discuss how to get the mark on. and mark on by giving another sets of
example. mark up and profit. instruction.
E. Discussing new concepts and examples
practicing new skills #2
F. Developing mastery (Leads to Have the students differentiate mark up
N/A Discuss how to get the rate of mark up. Give a word problem about mark up and
Formative Assessment 3) and mark on.
mark on and have the students solve it
individually.
G. Finding practical application of
N/A
concepts and skills in daily living
H. Making generalizations and How do we get the mark up and mark on of
N/A Have the students answer the tests.
abstractions about the lesson a certain item?

I. Evaluating learning Answer the test. Answer the assessment.

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: Checked by: Noted:

MARIVIC C. MONTAÑA MARY JANE H.CALANDRIA,MAEd EDWINDA P. TALAVERA, Ph.D.

Teacher I Master Teacher Teacher I/ SHS Coordinator Principal IV
 GRADE 11 School APLAYA NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MARIVIC C. MONTAÑA Learning Area Business Mathematics
Teaching Dates and Time November 7-11, 2022 Quarter 2nd
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Differentiate Mark-on, Mark down and Mark-up

A. Content Standard key concepts in buying and selling

B. Performance Standard Analyze and solve problems on important factors in managing a business: buying products and selling products

C. Learning Competencies /Objectives

Differentiating Mark-on, Mark-down and Mark-up and obtain Mark-on, Mark-down, and Mark-up given price of a product.
(MELC Version 3)

II. CONTENT DIFFERENTIATING MARK-ON, MARK-DOWN AND MARK-UP

III. LEARNING RESOURCES

A. REFERENCES Self Learning Module
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or Recall how to find the selling price given a Allow the students to review for the Mid Recall how to get the rate of mark up by
Recall ratio and proportion Recall how to get mark on.
presenting the new lesson certain circumstances. term Exam. giving another example.

B. Establishing a purpose for the

Do the Pre Activity on page 3 and 4
lesson

C. Presenting examples/ instances of Define cost price, operating cost, selling

Define mark up and profit. Define mark on.
the new lesson price, profit and mark up. (Page 5 and 6)

D. Discussing new concepts and

practicing new skills #1 Discuss elaborately how to get mark up
Discuss how to find the selling by giving Discuss elaborately the difference between Distribute the test papers and discuss the
Discuss how to get the mark on. and mark on by giving another sets of
example. mark up and profit. instruction.
E. Discussing new concepts and examples
practicing new skills #2
F. Developing mastery (Leads to Have the students differentiate mark up
N/A Discuss how to get the rate of mark up. Give a word problem about mark up and
Formative Assessment 3) and mark on.
mark on and have the students solve it
individually.
G. Finding practical application of
N/A
concepts and skills in daily living
H. Making generalizations and How do we get the mark up and mark on of
N/A Have the students answer the tests.
abstractions about the lesson a certain item?

I. Evaluating learning Answer the test. Answer the assessment.

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: Checked by: Noted:

MARIVIC C. MONTAÑA MARY JANE H.CALANDRIA,MAEd EDWINDA P. TALAVERA, Ph.D.

Teacher I Master Teacher Teacher I/ SHS Coordinator Principal IV
 GRADE 11 School APLAYA NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MARIVIC C. MONTAÑA Learning Area Business Mathematics
Teaching Dates and Time Week 9/October 17-21, 2022 Quarter 1st

SESSION 1 SESSION 2 SESSION 3 MODULAR

I. OBJECTIVES To be able to perform fundamental operations on fractions and decimals

A. Content Standard The learners demonstrate an understanding of fractions.

B. Performance Standard The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.

C. Learning Competencies /Objectives

Answer the test.
(MELC Version 3)

II. CONTENT Review and Mid-Term Examination in Applied Economics

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or

Review the lessons discussed for Quarter 1
presenting the new lesson

B. Establishing a purpose for the

Discuss the instruction for examination.
lesson

C. Presenting examples/ instances of

Distribute the test papers.
the new lesson

D. Discussing new concepts and

practicing new skills #1
N/A
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
N/A
Formative Assessment 3)

G. Finding practical application of

N/A
concepts and skills in daily living
H. Making generalizations and
N/A
abstractions about the lesson

I. Evaluating learning Answer the test.

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: Checked by: Noted:

MARIVIC C. MONTAÑA MARY JANE H.CALANDRIA,MAEd EDWINDA P. TALAVERA, Ph.D.

Teacher I Master Teacher Teacher I/ SHS Coordinator Principal IV
 GRADE 11 School APLAYA NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MARIVIC C. MONTAÑA Learning Area Business Mathematics
Teaching Dates and Time Week 9/October 17-21, 2022 Quarter 1st

SESSION 1 SESSION 2 SESSION 3 MODULAR

I. OBJECTIVES To be able to perform fundamental operations on fractions and decimals

A. Content Standard The learners demonstrate an understanding of fractions.

B. Performance Standard The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.

C. Learning Competencies /Objectives

Identify the different kinds of proportions and write examples of real-life situations for each
(MELC Version 3)

II. CONTENT Ratio and Proportion

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher's Guide pages Business Mathematics
2. Learner's Materials pages Business Mathematics
3. Textbooks pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or

Recall the meaning of ratio and proportion
presenting the new lesson

B. Establishing a purpose for the

Give examples of ratio and proportion
lesson

C. Presenting examples/ instances of

Present the different kinds of proportion
the new lesson

D. Discussing new concepts and

practicing new skills #1 Discuss direct, inverse and partitive proportions by giving examples. Discuss elaborately how to solve word problems involving
ratio and proportions.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Guide the students in answering the exercises about direct, inverse and partitive proportions on page 67 of the textbook. Answer exercises A and B on page 67.
Formative Assessment 3)

G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Have the students solve word problems involving direct, inverse and partitive proportion. Let them choose a problem from
Exercises B on page 67
How do we solve direct, inverse and partitive proportion?

I. Evaluating learning Answer Summative Test on page 69

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: Checked by: Noted:

MARIVIC C. MONTAÑA MARY JANE H.CALANDRIA,MAEd EDWINDA P. TALAVERA, Ph.D.

Teacher I Master Teacher Teacher I/ SHS Coordinator Principal IV
 GRADE 11 School APLAYA NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MARIVIC C. MONTAÑA Learning Area Business Mathematics
Teaching Dates and Time Week 8/October 10-14, 2022 Quarter 1st

SESSION 1 SESSION 2 MODULAR MODULAR

I. OBJECTIVES To be able to perform fundamental operations on fractions and decimals

A. Content Standard The learners demonstrate an understanding of fractions.

B. Performance Standard The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.

Express:
C. Learning Competencies /Objectives a. fractions to decimal and percent forms
(MELC Version 3) b. decimals to fractions and percent forms
c. percent to fractions and decimal forms

II. CONTENT Percent

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher's Guide pages Business Mathematics
2. Learner's Materials pages Business Mathematics
3. Textbooks pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES

A. Reviewing previous lesson or

What is percent?
presenting the new lesson

B. Establishing a purpose for the

How do we compute the percent of a number?
lesson

C. Presenting examples/ instances of

Discuss the steps on how to compute the percent of a number.
the new lesson

D. Discussing new concepts and

practicing new skills #1
Discuss how to express a percent. Discuss how to get the percent of a number and express it as a fraction and/or decimals
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Discuss word problems involving percent Answer exercises D on p.48
Formative Assessment 3)

G. Finding practical application of

Discuss some word problems which are real-life applications of percent
concepts and skills in daily living
H. Making generalizations and
How do we compute the percent of a number?
abstractions about the lesson

I. Evaluating learning Answer exercises A, B and C on p. 47

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: Checked by: Noted:

MARIVIC C. MONTAÑA MARY JANE H.CALANDRIA,MAEd EDWINDA P. TALAVERA, Ph.D.

Teacher I Master Teacher Teacher I/ SHS Coordinator Principal IV
 GRADE 11 School APLAYA NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MARIVIC C. MONTAÑA Learning Area Business Mathematics
Teaching Dates and Time Week 4/September 12-16, 2022 Quarter 1st

SESSION 1 SESSION 2 MODULAR MODULAR

I. OBJECTIVES To be able to perform fundamental operations on fractions and decimals

A. Content Standard The learners demonstrate an understanding of fractions.

B. Performance Standard The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.

Express:
C. Learning Competencies /Objectives a. fractions to decimal and percent forms
(MELC Version 3) b. decimals to fractions and percent forms
c. percent to fractions and decimal forms

II. CONTENT Fractions Decimals and Percentage

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages Self Learning Module in Business math
3. Textbooks pages
4. Additional Materials from Learning
1.      C.P. McKeague, Prealgebra McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)
Resource (LR) portal
B. Other Learning Resources http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fundamentals.html
IV. PROCEDURES

A. Reviewing previous lesson or Have the students write their answers Check the assignment about
presenting the new lesson on their homework on the board. multiplying fractions

B. Establishing a purpose for the

Ask: How do we multiply fraction? Ask: How do we divide fractions?
lesson

C. Presenting examples/ instances of

Present the sterps how to multiply fraction Present the sterps how to divide fraction
the new lesson

D. Discussing new concepts and

practicing new skills #1 Discuss how to multiply fractions by Discuss how to divide fractions by
giving examples giving examples
E. Discussing new concepts and
practicing new skills #2
 Let the students multiply the given set Let the studentsdivide the given set of Answer all the actvities and exercises Answer all the actvities and exercises
F. Developing mastery (Leads to
of fractions on the board in the form fractions on the board in the form of in their self learning modules for week in their self learning modules for week
Formative Assessment 3)
of recitation recitation 4 (Module 2) 4 (Module 2)

G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Give a situation where multiplication Give a situation where division of
of fraction is used. fraction is used.
How do we multiply fractions? How do we divide fractions?

Answer the Exercises A and B on

I. Evaluating learning Answer Assessment on page 22
page 20

J. Additional activities for application

Give worksheet#2 as an assignment Give worksheet#3 as an assignment
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: Checked by: Noted:

MARIVIC C. MONTAÑA MARY JANE H.CALANDRIA,MAEd EDWINDA P. TALAVERA, Ph.D.

Teacher I Master Teacher Teacher I/ SHS Coordinator Principal IV
 GRADE 11 School APLAYA NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MARIVIC C. MONTAÑA Learning Area Business Mathematics
Teaching Dates and Time Week 3/September 5-9, 2022 Quarter 1st

SESSION 1 MODULAR MODULAR SESSION 2

I. OBJECTIVES To be able to perform fundamental operations on fractions and decimals

A. Content Standard The learners demonstrate an understanding of fractions.

B. Performance Standard The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.

Express:
C. Learning Competencies /Objectives a. fractions to decimal and percent forms
(MELC Version 3) b. decimals to fractions and percent forms
c. percent to fractions and decimal forms

II. CONTENT Fractions Decimals and Percentage

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages Self Learning Module in Business math
3. Textbooks pages
4. Additional Materials from Learning
1.      C.P. McKeague, Prealgebra McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)
Resource (LR) portal
B. Other Learning Resources http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fundamentals.html
IV. PROCEDURES

A. Reviewing previous lesson or Recall fraction, its type and Have the students write their answers
presenting the new lesson classification. on their homework on the board.

B. Establishing a purpose for the Ask the students to simplify the

How do we multiply fraction?
lesson fractions flashed on the screen.

C. Presenting examples/ instances of Present the steps on how to add or

Present the sterps how to multiply fraction
the new lesson subtract similar fractions

D. Discussing new concepts and Discuss how to add or subtract

practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
dissimilar fractions
Discuss how to multiply fractions by
Give example how to solve word giving examples
problems involving addition and
subtraction of fractions
 Have the students answer all the Have the students answer all the
Ask the students to answer the exercises in their self learning module exercises in their self learning module Let the students multiply the given set
F. Developing mastery (Leads to
exercises on their book in business in business math regarding addition in business math regarding addition of fractions on the board in the form
Formative Assessment 3)
mathematics and subtraction of fraction; similar or and subtraction of fraction; similar or of recitation
dissimilar dissimilar

Let the students choose one problem

G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
from the given set of word problem Give a situation where multiplication
and have them solve it on their of fraction is used.
notebook
How do we add/subtract fractions;
How do we multiply fraction?
similar or dissimilar

Let the students answer the Answer the Exercises A and B on

I. Evaluating learning
assessment in on page 12. page 20

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: Checked by: Noted:

MARIVIC C. MONTAÑA LENY C. BARRETTO, MAEd MARY JANE H.CALANDRIA,MAEd EDWINDA P. TALAVERA, Ph.D.
Teacher I Master Teacher I Master Teacher Teacher I/ SHS Coordinator Principal IV
 GRADE 11 School APLAYA NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher MARIVIC C. MONTAÑA Learning Area Business Mathematics
Teaching Dates and Time Week 2 / August 29-September 2 Quarter 1st

SESSION 1 MODULAR SESSION 3 SESSION 4

I. OBJECTIVES To be able to perform fundamental operations on fractions and decimals

A. Content Standard The learners demonstrate an understanding of fractions.

B. Performance Standard The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.

Express:
C. Learning Competencies /Objectives a. fractions to decimal and percent forms
(MELC Version 3) b. decimals to fractions and percent forms
c. percent to fractions and decimal forms

II. CONTENT Fractions Decimals and Percentage

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher's Guide pages pp. 1-3 pp.4-10 pp.12-14
2. Learner's Materials pages Self Learning Module in Business math
3. Textbooks pages
4. Additional Materials from Learning
1.      C.P. McKeague, Prealgebra McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)
Resource (LR) portal
B. Other Learning Resources http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fundamentals.html
IV. PROCEDURES

Ask students how fractions were

introduced and defined in their
previous grade levels. Call some
students to the board to give Review of the basic concepts on
examples of fractions and draw fractions that has been discussed
Answer Pre-Test in “What Happened” corresponding visual representations. yesterday and recall the definitions of
A. Reviewing previous lesson or
National Heroes Day p. 2 Then discuss the objectives of prime numbers, composite numbers,
presenting the new lesson
(Fill in the blank) reintroducing fractions which include relativley prime numbers,greates
reinforcement of concepts, Common Factor, Least Common
sharpening their skills, and Denominator
enrichment on the topics through
applications on business and other
relevant fields.

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
Read, study and understand the
discussion in “What You Need To
Know” pp. 2-8
Read the rules/steps on how to
convert fraction from one form to
another
CONVERTING FRACTIONS TO
DECIMALS
CONVERTING DECIMALS TO
FRACTIONS
SCONVERTING DECIMALS TO
PERCENTAGES
CONVERTING PERCENTAGES TO
DECIMALS
CONVERTING PERCENTAGES TO
FRACTIONS
CONVERTING FRACTIONS TO
PERCENTAGES
Answer Activity 2- Transform each
from to another form and vice versa
on page 5
Do activity 1: Quarantine needs
budgeting on page 6
Do the activity in What Have you
Learned on page 7
Make the students realize the
Make the students realize the importance of identifying prime,
importance of fractions through composite and relatively prime
practical examples. numbers,LCD and GFC in solving
problems involving fractions.
Start by asking the students to cite
circumstances, based from their own
experiences, wherein fractions were State the formal definition of a fraction as
used. The teacher may add more a ratio of integers;(a) Give specific
fractions with corresponding visual
examples, preferably those representations showing proper fraction
applications in everyday life and as a portion of a whole
those relevant to certain jobs or
professions.
Emphasize fraction as a single
Review the definition of fractions and number by positioning several
its kinds such as proper, improper, examples of fractions (proper/,
mixed, similar and dissimilar fractions improper fractions, mixed numbers on
the real line.
Discuss simplification of fractions or
reducing a fraction to its lowest term
Write an example of fraction on the
Write a fraction on the board and ask
board and ask the students to simplify
the students what kind it is
it
Ask the students to give a specific Ask the students to give a specific
example of daily activities where example of daily activities where
fractions are applied fractions are applied
Re emphasize and re-discuss
Re-discuss the definition of Fractions
simplification of fractions thru finding
and its kinds
LCD and GCF
 Give more examples of fraction on
Ask the students to define fraction,
the board and ask the students to
I. Evaluating learning Answer Assessment on page 8-9 enumerate its kinds and give example
explain the procedure on
of each thru recitation.
simplification

J. Additional activities for application Ask the students to solve the sample
or remediation fraction on the board for simplification

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: Checked by: Noted:

MARIVIC C. MONTAÑA LENY C. BARRETTO, MAEd MARY JANE H.CALANDRIA,MAEd EDWINDA P. TALAVERA, Ph.D.
Teacher I Master Teacher I Master Teacher Teacher I/ SHS Coordinator Principal IV