DAILY LESSON LOG OF ABM_BM11FO-Ia-1 (Week One-Day Two)

School Mandaue City Grade Level Grade 11

Comprehensive
National High School
Teacher Mary Ann J. Sasil Learning Area Mathematics
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 assessed using Formative
I. OBJECTIVES 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.
A. Content Standards The learners demonstrate understanding of: 1. fractions 2. decimals and percentage
B. Performance The learners are able to:
Standards 1. Perform operations: addition, subtraction, multiplication and division accurately
2. Solve problems involving fractions, decimals and percent related to business
Learning Competency: Perform fundamental operations on fractions and decimals
(ABM_BM11FO-Ia-1)
Learning Objectives:
C. Learning
1. Illustrate the concept of fractions through visual models
Competencies/
2. Perform operations: addition, subtraction, multiplication and division
Objectives
accurately
3. Demonstrate awareness of fractions in everyday life through problem
solving
II. CONTENT Fundamental Operations on: Fractions, Decimals, Percentage
III. LEARNING teacher’s guide, internet
RESOURCES
A. References
1. Teacher’s Guide Pages 11-22
2. Learner’s Materials
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 pupils/students with
IV. PROCEDURES 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.
A. Review previous The teacher will start the class with a prayer and recapitulate the following
lesson or presenting definition:
the new lesson a. Prime Number – a positive integer (except 1) whose factors are only 1 and itself.
Examples: 5, 13, 27
The teacher will then elicit more examples from the students.
b. Composite number – a positive integer (except 1) which can be expressed as a
product of two or more positive integer i.e. it has other factor besides 1 and itself.
Examples: 28, 39, 100
The teacher will then elicit more examples from the students.
c. Relatively prime numbers – positive integers which do not have common prime
 factors.
Examples: 6 and 35, 4 and 121

The teacher will also ask the students these following questions:
 What is a fraction?
 When does a fraction become undefined?
 When does a fraction become indeterminate?
Possible Answer:
1. The teacher will then state the formal definition of a fraction as a ratio of integers.
2. The fraction is undefined if denominator is zero and numerator is non-zero;
3. indeterminate, if both numerator and denominator are zeros.
B. Establishing a The teacher will let the students realize the concepts of performing operations of
purpose for the functions.
lesson
C. Presenting examples/ The teacher will present first examples of fractions.
instances of the new
lesson Proper/Improper fractions; Mixed numerals
Example:

Improper fractions, mixed numbers on the real line.

Equivalent Fractions

Generating equivalent
fractions using the
 following principle:

Simplification of fractions or reducing a fraction to its lowest term

Example:

Similar or like fractions

Example:

Ordering fractions

D. Discussing new The teacher will discuss the following concepts with the students.
concepts and Fundamental Operations on Fractions
practicing new skills  Addition/Subtraction of Fractions
#1 Example:

This leads to the following rule:

To add/subtract fractions with different denominators, we first convert the

fractions to similar fractions and then apply the above rule.
Examples:

 Multiplication of fractions

Example:

 Division of fractions
Division by a fraction is the same as multiplication by its reciprocal.
 The teacher will also discuss the following concepts with the students.
Complex Fractions
A complex fraction is a fraction whose numerator and/or denominator is/are also
fractions or combinations of fractions.
A complex fraction may be simplified by reducing the entire numerator and/or entire
denominator into single fractions and applying the rule on division of fractions.
Example:

Example:

E. Discussing new
concepts and
practicing new skills
#2
Working in pairs. The teacher will let the students work with their pair in answering
the following problems. The teacher will then ask volunteers to present their work to
the class.

Perform the indicated operations and express the final answer to improper fractions.

F. Developing mastery 3. (add at least one situational problem involving fractions)

(leads to formative Possible Answers:
assessment 3) 1.

2.

The teacher will give a sample practical application problem and answer it with the
G. Finding practical students.
applications of 1. A small pack of gulaman powder requires 1 cups of water for cooking. How many
concepts and skills in cups of water are needed to cook 7 packs of gulaman?
daily living

H. Making The teacher will let the students bear in mind:

generalizations and To add/subtract fractions with different denominators, we first convert the fractions
abstractions about to similar fractions and then apply the above rule.
the lesson Division by a fraction is the same as multiplication by its reciprocal.
A complex fraction is a fraction whose numerator and/or denominator is/are also
 fractions or combinations of fractions.
The teacher will give formative assessments that the students will individually
answer. Express your final answer to mixed fractions.
1.

3
2. A complete set of a grade school uniform requires 1 meters of white cloth for
4
1
the blouse and 2 meters of blue cloth for the pants. How much clothing material of
3
each color is required for 35 sets of uniform?
3. Len bought a lot measuring 450 square meters. If 25sq.m. is allotted for a storage
room, what fraction of the entire lot is the storage room?
4. (situational problems)
5. (situational problems)
Possible Answers:

I. Evaluating Learning 1.

2.

3.

J. Additional activities
or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
VI. REFLECTION works? What else needs to be done to help the pupils/students learn? Identify what help your 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