School Grade Level Grade 11

Teacher Learning Area Mathematics

Teaching Date and Time Quarter Second

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 Assessment
I. OBJECTIVES
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 Standards The learner is able to solve problems involving fractions, decimals and percent related
business

Learning Competency
Illustrate how decimals and fractions can be written in terms of percent
CODE: ABM_BM11FO-Ib-3
Learning Objectives
 Learning Competencies/
 Discuss how to convert decimal to percent and vise versa.
Objectives
 Solve an example in converting decimal to percent and vice versa.
 Display oneness in doing activity

II. CONTENT Basic Business Mathematics (Converting Percent to Decimali)

III. LEARNING RESOURCES The Internet, laptop, LCD projector, TG ,LM

A. References

1. Teacher’s Guide pages

2. Learner’s Materials pages

NONE
3. Textbook pages
4. Additional Materials from NONE
Learning Resource(LR)
portal
B. Other Learning Resources https://www.mathsisfun.com/converting-percents-decimals.html

IV. PROCEDURES 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 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 lesson or
presenting the new lesson
 Establishing a purpose for
the lesson
The teacher will ask random student to give an example of a decimal and the
student will call any of his/her classmate to write the given decimal to percent.
The teacher gives emphasis on the relevance of the skill in writing percent to decimal
in solvi problems involving fractions, decimals and percent related business
The teacher will present the two tables to the class, and the students are instructed to
come up with the step to write percent to decimal.

 Presenting examples/
instances of the new
lesson

 Discussing new concepts

and practicing new skills From the collective thoughts of the students the teacher will try to call
#1 random students to simplify their answer to the question, How do you write
percent to decimal?
The teacher will present the appropriate way to write percent to decima

The Easy Way

The easy way to divide by 100 is to move the decimal point 2 places to the
left, so:

 Discussing new
concepts and practicing
new skills #2
 Developing mastery (leads
to formative assessment 3)
 Finding practical
applications of
concepts and skills in
daily living
 Making generalizations
and abstractions about the
lesson
 Evaluating Learning
The teacher will present another example. The students can either use the
first step or the easy step.
1. Example: Convert 8.5% to decimal
Move the decimal point two places to the left:
8.5 → 0.85 → 0.085
(Note how we inserted an extra "0" as needed)
Answer 8.5% = 0.085
2. Example: Convert 250% to decimal
Move the decimal point two places to the left:
250. → 25. → 2.5
Answer 250% = 2.5
The teacher will instruct the students to prepare their own example of percent and
they are to call any random student to give it’s equivalent decimal.
(Insert conditions)
Example:
1. Assume your bank pays 1.25 percent annual percentage yield (APY) on
your savings account. How much will you earn over one year if you
deposit P 100?
2. You want to buy an item that normally costs $45. It is on sale at 30
percent off. How much would you save, and how much would it cost on
sale?
Percentages to decimals
Decimals are another way of writing fractions.
Fractions can be converted to a denominator of a power of ten:
3/5 = 6/10 or 60/100 = 0.6.
By using equivalent fractions it is possible to convert the fraction to a simple
denominator that is then easily converted to a decimal. ...
By using division a decimal can be found.
The teacher will conduct the assessment by righting the following percent into a meta
card, and letting them answer within a particular amount of time
. Write each as a decimal. Round to the thousandths place.
1) 90% = 0.9
2) 30% = 0.3
3) 115.9%= 1.159
 4) 9% = 0.09

5) 7% = 0.07

6) 65% = 0.65

7) 0.3% = 0.003

8) 445% = 4.45

II. Solve This!

9. Assume you’ll borrow P 100,000 to purchase a home with a 30-year

mortgage, and the interest rate is 6 percent per year. How much will you
spend on interest each year?
10. Maria was asked to go to the market to buy 2 1/( 2) kilos of pork, 1/( 4)
kilo of garlic, and 6 pieces of saba. One kilo of pork costs
PHP215, 1 kilo of garlic costs PHP105, and one piece of saba costs
PHP2.30

 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?
VI. REFLECTION 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