Daily Lesson Plan

Teacher APRIL ROSE V. BONDAD Subject Business Mathematics

Date September 12, 2022 Grade & Section 11-ABM

Time 7:15-9:17am Quarter First

I. OBJECTIVE
S
A. Content B. Performance Standard C.Learning Competencies
Standard
- The learner shall be able to - The learners distinguish
- The learners 1. formulate and solve problems rational function, rational
demonstrate an involving ratio and proportion, equation, and rational
understanding 2. use the concept of proportion in inequality.
of key concepts making life decisions.
of ratio and Code/s: ABM_BM11RP-If-4
proportion.

Specific At the end of the lesson, students will be able to:

Objectives: a. determine the kinds of proportion.
b. solve problems involving kinds of proportion.

II. CONTENT Ratio and Proportion

III. LEARNING RESOURCES

A. Reference Internet and Module
https://www.coursehero.com/file/
69268607/ABM-11-BUSINESS-
MATHEMATICS-Q1-W1-Mod1pdf/
B. Materials Books

IV. PROCEDURES
A. Preliminary Activities
1.Prayer -The teacher will assign a student to lead the prayer.
2.Greetings -The teacher will greet the students.
3.Classroom Standard Behaviors -The teacher will ask the students about the
4.Checking of Attendance standard classroom behavior in class.
-The teacher will check the class attendance.

B. Review previous lesson or presenting

the new lesson
C. Presenting examples/instances
Mila, Brenda, and Pauline decided to invest
₱100,000.00 in a burger shop business along Fil -Am
Avenue, Fatima, General Santos City. The table shows
the specific amount of their investment.

D. Discussing new concepts and
practicing new skills #1
Questions:
1. What is the ratio of Mila’s investment to the whole
investment?
2. What is the ratio of Brenda’s investment to the
whole investment?
3. What is the ratio of Pauline’s investment to Mila’s
investment
Answers:
a. ₱50,000: ₱100,000 or 1:2
b. ₱20,000: ₱100,000 or 1:5
c. ₱30,000: ₱50,000 or 3:5
A ratio is comparison of two numbers or
measurement. The terms of the ratio are the numbers
or measurements being compared. The expression
1:2 (read as “one is to two”), ½, 1÷2, indicate ratios.
We are comparing the relationship between 1 and 2.
When we are asked to give the ratio of Mila’s
investment to the whole investment, the answer is
₱50,000: ₱100,000. Expressing it in simplified form,
we get 1:2, where 1 represents her investment and 2
refers to the total investment.
Example:
Express the following in terms of ratio:
a. A certain store serves three flavors of ice cream:
4 parts strawberry, 6 parts mango, and 11 parts
chocolate.
Solution: The ratio of ice cream flavors is 4:6:11.
b. A small merchandise has 12 female and 20 male
employees. What is the ratio of female
employees to male employees?
Solution: The ratio of female employees to male
employees is 3:5. Since there are 12 female
employees and 20 male employees, we have
An equation showing two ratios that are equal is
called a proportion. It can be written in two ways:
 Since the two ratios are equal, the product of the
means is equal to the product of the extremes.

Example 1: In the proportion 15:35 = x:70, what is x?

Kinds of Proportion:

1. Direct Proportion. 15 computers for 45 students;

45 computers for 135 students. This can be
written as
𝟏𝟓: 𝟒𝟓 = 𝟒𝟓: 𝟏𝟑𝟓.
2. Inverse or Indirect Proportion. 3 persons vs 6
persons: 1 day vs 2 days. This can be written as
3:6 = 1:2
3. Partitive Proportion. child A: child B: child C =
2:3:3

E. Discussing new concepts and

practicing new skills #2
Solving Problems Involving Kinds of Proportion
 In the problem, the number of laptops and total cost
are directly proportional since the more laptops you
buy, the higher is the cost or the lesser laptops you
buy, the lower is the cost. Thus, the problem
involves Direct Proportion.

In the problem, the number of employees and time to

finish the job are inversely/indirectly proportional
since the more employees you hired, the lesser the
time to spend to finish the job. Thus, the said
problem involves Inverse/Indirect Proportion.
 In the problem, the total number of figurines is
partitioned into the ratio of 1:3:3:5, thus making use of
partitive proportions.

F. Developing mastery (Leads to Solve the problem and identify what kind of
Formative Assessment 2) proportion it is.

An artisan bread maker uses 2,000 grams of flour

to make 4 loaves of handcrafted bread. How many
grams of flour is needed to make 2 loaves of
bread?

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
*What are the steps in solving problems
involving direct proportions?
* What are the steps in solving problems
involving indirect/inverse proportion?
*What are the steps in solving problems
involving partitive proportions?
 1.Evaluating learning
Solve the following problems and identify the kind of
proportion involved.

1. It takes 4 mechanics to repair a car for 6 hours.

How long will it take 7 mechanics to do the
repair if they work at the same rate?
2. If Mang Orly wants to give ₱5,000.00 to his four
children in the ratio of 1:2:3:4 for their weekend
allowance, how much is the least amount of
allowance?
3. A box of pencil costs ₱30 pesos. How much do
4 boxes cost?
4. Three men can finish doing the interior
designing of a house in 3 weeks. How many
men are needed to finish the interior designing
in a week?
2.Additional activities

V. REMARKS
VI. REFLECTION

A. No. of learners B. No. of learners who C. Did the remedial D. No. of learners
who earned 80% require additional lessons work? No. who continue to
in the evaluation. activities for of learners who require
__________ remediation who have caught up remediation.
scored below. with the lesson.
____________________ __________

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?
H. Strategies used:

Prepared by: Checked by:

APRIL ROSE V. BONDAD JENNIE LYN D. FILIPINO, EdD

Teacher II Master Teacher I