GRADE 11 School

DAILY LESSON LOG Teacher

Teaching Dates and Time

SESSION 1

I. OBJECTIVES To be able solve problems involving fractions, decimals, and percent related business

The learners demonstrate an understanding of the relationship among fractions,

A. Content Standard decimals, and percent.

The learners are able solve problems involving fractions, decimals, and percent related
business

B. Performance Standard

Give real- life situations to illustrate

C. Learning Competencies /Objectives fracxtions, decimals, and percentage
ABM_BM11FO-Ic-4

II. CONTENT Relating Fractions, Decimals, and Percent

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher's Guide pages

2. Learner's Materials pages pp.30-31

3. Textbooks pages

McKeague, Charles P., Prealgebra, WadsworthPublishing

4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources http://stufiles.sanjac.edu/THEA/THEA Math Rev

IV. PROCEDURES
 Ask the students to review the
A. Reviewing previous lesson or previous lesson involving
presenting the new lesson conversion of fraction to
decimal, percentage to decimal
and vice versa

Emphasize the area of business where

B. Establishing a purpose for the lesson identification of the higher value in terms of
fraction and decimal is useful.

C. Presenting examples/ instances of the Use the percentage discounts they usually
new lesson see at the malls during 'sale session' and
discuss which has better offers.

D. Discussing new concepts and

practicing new skills #1 Discuss the ordering of decimals

E. Discussing new concepts and discuss the ordering of fractions

practicing new skills #2

write percentages and decimals on the board

and ask the students to arrange it

F. Developing mastery (Leads to

Formative Assessment 3)

ask the students the measurements of

G. Finding practical application of seasonings used for cooking and let them
concepts and skills in daily living identify which seasoning has the greatest and
lowest amount

re-discuss the ordering of decimals and

H. Making generalizations and fractions
abstractions about the lesson
 short quiz

I. Evaluating learning

J. Additional activities for application or

remediation
taken 10 minutes of today's time for tutorial of
V. REMARKS slow learners

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?
80 out of 150 students earned 80% on
formative assessment
70 learners need activities for remediation
yes, 50 learners have caught up after the
remedial
20 learners are required for remediation
assigning bright students to tutor slow
learners works.

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?
dealing with absenteeism of slow learners
which affects the time for their remedial
assigning bright students to tutor slow
learners works.

Prepared By:

SHARON FARRALES-SANCHEZ
Master Teacher I-ABM
 BAYAMBANG NATIONAL HIGH SCHOOL Grade Level
SHARON FARRALES-SANCHEZ Learning Area
Week 3 July 18-22, 2016 Quarter

SESSION 2 SESSION 3
The learner is able to:1. formulate and solve problems involving ratios;
ving fractions, decimals, and percent related business 2. use the concept of proportions in making life decisions.

The learner demonstrates an understanding of the key concepts of ratios.

understanding of the relationship among fractions,
decimals, and percent.

The learner is able to:1. formulate and solve problems involving ratios;
ems involving fractions, decimals, and percent related 2. use the concept of proportions in making life decisions.
business

Solve problems involving fractions, Compare and differentiate ratio and rate
decimals and percent ABM_11FO_Id-5 ABM_BM11RP-Ie-1

Fractions, Decimals, and Percent Ratio and Proportions

pp.32-34 pp.35-36

McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)

http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fundamentals.html

 Review the students on conversion of
fractions to decimals and percentage to Review the students of their learning on
decimals then use the samples in ratio and rate during their Junior High
introducing new topics which is: School
addition/subtraction/multiplication/divi
sion decimals and percentage

Emphasize the area of business where Emphasize the area of business where key
identification of the higher value in terms concepts of ratio and rates are needed
of fraction and decimal is useful.

Use proportions in processing foods as an Use the ratio / rates of stock shares in a
example in solving decimals and certain corporation
percentages

Discuss the fundamental operations in Discuss the key concepts of ratio and rates
decimals

Ask the students to solve problems on the

board involving Ask the students to differentiate ratio and
addition/subtraction/multiplication and rate
division

ask the students to cite example of

measurements of processed foods/snacks ask the students of sample business
they usually cook and let them use scenario where they can apply ratio and
funadamental operations of decimals and proportions
percentage in cooking those

re-discuss the fundamental operations on re-discuss the comparison and difference

deceimals and percentage of ratio and rate
assignment:addition/subtraction/multiplica ask the students to solve the problems on
tion/division of sample problems involving the board involving ratios and rates
decimals and percentage and

taken 10 minutes of today's time for taken 10 minutes of today's time for
tutorial of slow learners tutorial of slow learners

80 out of 150 students earned 80% on 80 out of 150 students earned 80% on
formative assessment formative assessment

70 learners need activities for remediation 70 learners need activities for remediation

yes, 50 learners have caught up after the yes, 50 learners have caught up after the
remedial remedial

20 learners are required for remediation 20 learners are required for remediation
assigning bright students to tutor slow assigning bright students to tutor slow
learners works. learners works.

dealing with absenteeism of slow learners dealing with absenteeism of slow learners
which affects the time for their remedial which affects the time for their remedial

assigning bright students to tutor slow assigning bright students to tutor slow
learners works. learners works.

Checked By:

MR. CRISANTO ONG

SSHT VI, Mathematics
 11
Business Mathematics
1st

SESSION 4
. formulate and solve problems involving ratios;
pt of proportions in making life decisions.

es an understanding of the key concepts of ratios.

. formulate and solve problems involving ratios;

pt of proportions in making life decisions.

Write proprotions illustrating real-life

situations ABM_BM11RP-Ie-2

Ratio and Proportions

pp.37-38

rnia,2nd ed. (1992)

ntals.html
 Review the students of the topics tackled
proportions by showing their answers on
their assignment then relate those in real-
life scenarions

Emphasize that ratios and proportions are

being used in daily activities such as in
cooking and buying goods

Use ratios and proportions when cooking

and buying foods

Illjustrate real-life situations involving ratios

and proportions

Define proportions

Let the students identify the proportion of

ingeredients of foods, and let them discuss
the ratio of goods that are commonly
bought

ask students for exact quantities of

ingredients for cooking for proportions and
ask them to enumerate usual goods that
are being bought for ratios.

give a recap of ratios and proportions

illustrating thru real-life situations
 assign the students to give proportions of
nutritional content of a certain product to
be presented next meeting

taken 10 minutes of today's time for

tutorial of slow learners

80 out of 150 students earned 80% on

formative assessment

70 learners need activities for remediation

yes, 50 learners have caught up after the

remedial

20 learners are required for remediation

assigning bright students to tutor slow
learners works.

dealing with absenteeism of slow learners

which affects the time for their remedial

assigning bright students to tutor slow

learners works.