Annex 2B.1 to DepEd Order No. 42 , s.

2016

School Grade Level GRADE 11

DAILY
Teacher Learning Areas BUSINESS MATH
LESSON
LOG Date Quarter 1st

I. OBJECTIVES

A. Content Standard The learner demonstrates understanding of fractions, decimals and percentage
B. Performance Standard The learners are able to perform operations: addition, subtraction, multiplication and
division accurately in fractions, decimals and percentage.
C. Learning
Competencies/Objectives The learners express fractions to decimals and percent forms and vice versa.
Write the LC Code for ABM_BM11FO-Ia-2
each
II. CONTENT
Topic Fractions, Decimals, Percentage
III. LEARNING RESOURCES
A. References K to 12 Basic Edition Curriculum – SHS – Business Mathematics

1. Teacher’s Guide pages

2. Learner’s Materials
pages
3. Textbook pages Business Mathematics pages 87-89, by Leila Mejia, Yonardo Gabuyo, Jayme Ignacio
and Jess Jay Sajise

4. Additional Materials from

Learning Resource
(LR) portal
B. Other Learning Resources Visual materials, Powerpoint Presentation, TV, Chalkboard, Eraser, Chalk, Cartolina and
Marker.
IV. PROCEDURES
Reviewing previous lesson or Procedure:
Presenting the new lesson Motivation:
Appear – Disappear (happy song that has something to do with fractions)

Activity – PIZZARAP
1st Group – Yellow Cab
2nd Group– Greenwich
3rd Group- Pizza Hut
4th Group – Shakeys
Draw a Normal Pizza (8 sliced pizza) and Answer some questions regarding the Pizza
1. If 2 slices were eaten(SHADE THE 2 SLICES), what would be the fraction of the
remaining pizza?
2. What would be the percent form of the remaining fraction? How about the
decimal form?
3. How about if 5 slices were eaten, what would be the fraction of the remaining
pizza?
4. Express question 3 in fraction and Decimal Form.

A. B. Establishing a Analysis of the Lesson

purpose for the lesson 1. What can you say or what do you observe about the activity?
2. Compare the answers of each group
3. What would be the easiest and hardest part of the activity?
4. Why do you say so?
C. Presenting
examples/instances of the
lesson
 D. Discussing new concepts
and Practicing new
skills #1

E1 .Discussing new concepts

and Practicing new
skills #2

E2. Discussing new concepts

and Practicing new
skills #3

F. Developing Mastery Application: Complete the Table of the given form.

( Leads to Formative For Group 1
Assessment) Fraction Decimal
4/5
9/10
1/5
6/25

For Group 2
Decimal Fraction
0.8
0.9
0.2
0.24

For Group 3
Fraction Percent
4/5
9/10
1/5
6/25

For Group 4
Percent Fraction
80%
90%
20%
24%
G. Finding Practical Do Fractions, Decimals and Percentage have impact in real life? How?
applications of Concepts
 and skills in daily living
H. Making generalizations 1. How can we convert Fraction to Decimal and vice versa?
and Abstractions 2. How about Decimal to Percentage and vice versa?
about the lesson 3. How can we convert Percentage to Fraction and vice versa
I. Evaluating learning Assessment/Evaluation: (INDIVIDUAL WORK)
Complete the Table: Express fractions to decimals and percent forms and vice versa and
illustrate how decimals and fractions can be written in terms of percent.
Fraction Decimal Percent
½
0.06
24%
5%
0.08
J. Additional activities for Assignment:
application or Give one real-life situations to illustrate fractions, decimals and percent.
remediation
V. REMARKS
VI. REFLECTION

Number of learners who

earned 80% in the evaluation
A. Number of learners who
require additional
B. activities for
remediation.
C. Did the remedial lessons
work? Number of
learners who have
caught up with the
lesson.
Number of learners who
continue to require
remediation.
D. Which of my teaching
strategies worked well?
Why did these work?
E. What difficulties did I
encounter which my
F. principal or supervisor
can help me solve?
What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?
Prepared:

NAME

CHECKED:

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