Community Learning CLC Complex Program Accreditation and

ALTERNATIVE LEARNING SYSTEM Center Equivalency (A&E)

WEEKLY LESSON LOG Learning Facilitator CRISTINA M. QUIAMBAO Literacy Level JHS
(WLL) Month and Quarter FEBRUARY 2020 Learning LS3 Mathematics
Strand LS6 Digital Citizenship
Week No. 2 Date FEBRUARY 10-14, 2020

LS3 Mathematics – Day 2 LS3 Mathematics

LS 6 DIGITAL LS 6 DIGITAL
Date LS3 Mathematics – Day 1 LS6 Digital
CITIZENSHIP- Day 3 CITIZENSHIP- Day 3
Citizenship
A. CONTENT Numeracy Skills Numeracy Skills Digital Concepts Digital Concepts Numeracy Skills
STANDARD Digital Concepts
B. PERFORMANCE  Acquire mathematical  Acquire  Explain basic concepts  Explain basic  Acquire
TANDARDS skills for personal and mathematical skills related to the use of concepts related to mathematical
social effectiveness. for personal and information the use of skills for personal
 Solves problems in social effectiveness. communication information and social
daily life involving  Solves problems in technologies (ICTs) in communication effectiveness.
decimals that are daily life involving an increasingly digital technologies (ICTs)  Solves problems
money related decimals that are world. in an increasingly in daily life
money related digital world. involving
decimals that are
money related
 Explain basic
I. OBJECTIVES
concepts related
to the use of
information
communication
technologies
(ICTs) in an
increasingly
digital world.
C. LEARNING a) Explains the meaning a) Explains the meaning a) Define what is a) Define what is meant a) Explains the
COMPETENCIES of percent and of percent and meant by information by information and meaning of percent
percentage and its percentage and its and communications communications and percentage and
practical application in practical application technology (ICTs) using technology (ICTs) its practical
everyday life in everyday life
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 b) Converts percent to b) Converts percent to examples from everyday
decimals and viceversa decimals and life
c) Converts percent to viceversa b) Compare the b)
fractions and viceversa c) Converts percent to experiences of people
fractions and using technology in the
viceversa 21st century to those
who lived in the 20th
century
c) Explain the key c)
differences between so-
called digital natives and
digital migrants
d) Give examples d)
from daily life of the
advantages and
disadvantages of the 21st
century in terms of ICT
e) Describe the
computer and its
characteristics
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using examples from application in
everyday life everyday life
Compare the b) Converts percent
experiences of people to decimals and
using technology in the viceversa
21st century to those c) Converts percent
who lived in the 20th to fractions and
century viceversa
Explain the key
differences between a) Define what is
so-called digital natives meant by
and digital migrants information and
Give examples communications
from daily life of the technology (ICTs)
advantages and using examples from
disadvantages of the everyday life
21st century in terms b) Compare the
of ICT experiences of
Describe the people using
computer and its technology in the
characteristics 21st century to those
who lived in the 20th
century
c) Explain the key
differences between
so-called digital
natives and digital
migrants
d) Give examples
from daily life of the
advantages and
disadvantages of the
21st century in terms
of ICT
e) Describe the
computer and its
characteristics
II. CONTENT/SUBJECT CONTENT/SUBJEC Fraction, Percentage and Fraction, Percentage and Computer and Its Computer and Its Fraction, Percentage
MATTER T MATTER Decimals Decimals Characteristics Characteristics and Decimals
Computer and Its
Characteristics
REFERENCES LS2CP/NS-NS-PSBAE/LS- LS2CP/NS-NS- LS6DL-DC- LS6DL-DC- LS2CP/NS-NS-
69 PSBAE/LS-69 PSABL/LE/AE/LS/AS-1 PSABL/LE/AE/LS/AS-1 PSBAE/LS-69
LS6DL-DC- LS6DL-DC- LS6DL-DC-
PSABL/LE/AE/LS/AS-2 PSABL/LE/AE/LS/AS-2 PSABL/LE/AE/LS/A
LS6DL-DC- LS6DL-DC- S-1
PSALE/AE/LS/AS-3 PSALE/AE/LS/AS-3 LS6DL-DC-
LS6DL-DC- LS6DL-DC- PSABL/LE/AE/LS/A
PSABL/LE/AE/LS/AS-4 PSABL/LE/AE/LS/AS-4 S-2
LS6DL-DC- LS6DL-DC- LS6DL-DC-
PSALE/AE/LS/AS-5 PSALE/AE/LS/AS-5 PSALE/AE/LS/AS-3

III. PROCEDURES A. SPRINGBOARD/ Show a picture of Show a picture of Show a picture of Man and Timeline of Summative Test
MOTIVATION - sales - sales Machine such as Computers
- discounts - discounts computers Name game of
- fraction - fraction machines and
computers from old
age to present stage
B. ACTIVITY Conduct a pre-test - Perform think pair Let the students compare Using the pictures used in
evaluation for fraction, and share for the the two using their five the name games, let the
percent and decimals agreement of senses; students arrange the
conversion yesterday’s lesson. - Let them discuss their pictures according to
a. A Half can be written... - Let the students relay findings among their possible timeline that the
b. A Quarter can be their experiences on classmates following machines were
written... decimals, fractions - Make a comparison of invented or used by
c. 75% 0.75 ¾ and percentage their discussion using mankind.
are the same True or during the shop and Venn diagram - Radio
False malls assessment - Telegram
d. 10% 0.1 - Telephone
1/10 - Walkie talkie
e. 1% 0.01 1/100 - Television
- Nintendo
- Brick games
- Mobile phones

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C. ANALYSIS - Ask the students about
the results of the pre-test.
- Let them discussed their
answer among the class.
- facilitate their recognition
of prior learning
D. DISCUSSION A. From Percent to Decimal
- Percent means "per 100",
so 50% means 50 per 100,
or simply 50/100
- When we divide 50 by
100 we get 0.5 (a decimal
number).
So, to convert from percent
to decimal: divide by 100,
and remove the "%" sign
The Easy Way
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- cameras
- Ask the students on - Let the students After getting the right
how the shop uses analyze each pictures. timeline of the following
the fractions, - Let them discuss their machines or gadgets.
decimals and understanding or
percentage? interpretation on the Let the students analyze
- How does the buyer pictures showed. all the possible
convince on this - characteristics of the
matter? following and relate to
- If you are the shop the present
owner, how you will characteristics of the
use the fraction, computers.
decimals and
percentage to run Let them evaluate how
your business? the following gadgets
innovates and what are
the possible things may
happen in the future in
case.
- Conduct review on Unlocking of difficulties by Thinks and pair share
yesterday’s topic. defining digital words such discussion
- Integrate Science by as
using the lesson for ICT
the following; Technology
a. Measurement of Information technology
chemicals Computers
b. Distance relation Digital natives
of planets Digital immigrants
c. Pollution content Software
d. Population Hardware
growth and Simple machine
mortality rate Mechanical machine
Introduce the lesson of
advantages and
disadvantages of digital
technology
 The easy way to divide by
100 is to move the decimal
point 2 places to the left,
Differentiate the digital
migrants and digital
natives using venn
diagram

Present the lesson using

powerpoint presentation
and video clips

Example: Convert 8.5% to https://www.youtube.com

decimal /watch?v=Okytq-NmcFM –
Move the decimal point who plays fast the pianist
two places to the left: 8.5 or the machine?
→ 0.85 → 0.085

(Note how we inserted an

extra "0" as needed)

Answer 8.5% = 0.085

b. From Fraction to Decimal

- The easiest way to
convert a fraction to a
decimal is to divide the
top number by the
bottom number (divide
the numerator by the
denominator in
mathematical
language)
- Example: Convert 2/5
to a decimal
- Divide 2 by 5: 2 ÷ 5 =
0.4
- Answer: 2/5 = 0.4

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 Example: here is what
long division of 5/8
looks like:
0.625
we inserted extra zeros and
did 5.0008 to get 0.625
Another Method
- Step 1: Find a number
you can multiply by the
bottom of the fraction
to make it 10, or 100,
or 1000, or any 1
followed by 0s.
- Step 2: Multiply both
top and bottom by that
number.
- Step 3. Then write
down just the top
number, putting the
decimal point in the
correct spot (one space
from the right hand
side for every zero in
the bottom number)
- Example:
Example: Convert 3/4
to a Decimal
Step 1: We can multiply
4 by 25 to become 100
Step 2: Multiply top
and bottom by 25:

Step 3: Write down 75

with the decimal point
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 2 spaces from the right
(because 100 has 2
zeros);

Answer = 0.75
C. Decimal to Fraction
To convert a Decimal to a
Fraction, follow these
steps:
Step 1: Write down the
decimal divided by 1, like
this: decimal/1
Step 2: Multiply both top
and bottom by 10 for
every number after the
decimal point. (For
example, if there are two
numbers after the
decimal point, then use
100, if there are three
then use 1000, etc.)
Step 3: Simplify (or
reduce) the fraction
Example: Convert 0.75 to a
fraction
Step 1: Write down 0.75
divided by 1: = 0.75/1
Step 2: Multiply both top
and bottom by 100
(because there are 2
digits after the decimal
point so that is
10×10=100):
0.75 x100 = 75
1x100 = 100

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 Simplify:

75/100 = ¾

Note: 75/100 is called a

decimal fraction and 3/4
is called a common
fraction
Example: Convert 0.625 to
a fraction
Step 1: write down:
0.625/1
Step 2: multiply both top
and bottom by 1,000 (3
digits after the decimal
point, so
10×10×10=1,000)
= 625/1000
Step 3: Simplify the
fraction
- Find the factor of 625
and 1000 that is 25.

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 E. ABSTRACTION - Fractions, decimals and - Entrepreneurshi - Science and - Science and -
percentage are used in p Technology Technology
telling time, each
minute is a fraction of
an hour. We use
decimals in everyday
life while dealing with
money, weight, length
etc. ... Fractions are
important because they
tell you what portion of
a whole you need.

F. APPLICATION - One of the most - Marketing - Evolution of Human - Evolution of Human -

common ways that - Budgeting Technology Technology
fractions are used is - Thrift and - Safekeeping and proper - Safekeeping and
money. savings handling of machines proper handling of
- We use fractions is - Bonds and stocks - Computer intelligence machines
when we cook, when - Computer intelligence
we want ingredients,
we measure them with
fractions e.g. 1/4 flour.
- Decimal numbers are
used in situations
where more precision
is required than the
whole numbers can
provide. For example,
when we calculate our
weight on the weighing
machine, we do not
always find the weight
equal to a whole
number on the scale.

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 - The symbol, %, is used
to compare values,
quantify changes, and
to calculate amount
represented by an
increase or decrease.
VALUING Valuing the usage of
money in everyday life;
savings, thrift and
expenses.
IV. ASSESSMENT EVALUATION Give at least exercises for
each conversion.
V. AGREEMENT AGREEMENT - Go to market, malls and
other shops; look for
decimals, fractions and
percentage. How does
the shop use this in their
selling and marketing?
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Valuing the usage of Valuing the life, technology Valuing the life,
money in everyday life; and modernization. technology and
savings, thrift and modernization.
expenses.
Sample exercises of Write a paragraph that List down the important
fractions, decimals and describes the life with and things that the
percentage without technology. computers brought to
Percentages, Fractions, our daily living.
Decimals, and Square
Models
Write an essay why does
Percent Fraction the human life needs to
Decimal adapt the technology
now a days?
1) 23%
2) 7/100
3) 1 1/10
4) 1.29
5) 156%
6) 25/100
7)
0.41
8) 5%
- Write an essay about Evaluate the community, Conduct mapping of
valuing money in our how does the community students who are
everyday life? adapt the changing world negatively affected by
- How does money of technology? the changing world of
affect our daily - Check the number technology.
living? of computer
stations
 - How can we - Check the family’s
achieved the highest gadgets and ratio
economic condition of usage.
of our daily living?
VI. REFLECTION A. No. of learners
who
earned 80% in
the
evaluation
B. No. of learners
who
require
additional
activities for
remediation
C. Did the
remedial lessons
work? No. of
learners who have
caught up with the
lesson
(REFLECTION…) 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

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 localized materials
did I use/discover
which I wish to
share with other
teachers?

Prepared by:

Noted by:

Cristina M. Quiambao _____________________________

Mobile Teacher- ALS EPS, ALS Focal Person

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