GRADE 11 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies
/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from
1.      C.P. McKeague, Prealgebra
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
GMNAS Grade Level 11
JOAN FE S. AÑO Learning Area Business Mathematics
June 10-14, 2019 Quarter 1st
SESSION 1 SESSION 2 SESSION 3 SESSION 4
To be able to perform fundamental operations on fractions and decimals
The learners demonstrate an understanding of fractions.
The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.
Perform fundamental operations on fractions and decimals ABM_BM11FO-Ia-1
Fundamental Operations on Fractions Decimals and Percentage
pp. 1-3 pp.4-10 pp.12-14
McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)
http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fundamentals.html
Ask students how fractions were introduced
and defined in their previous grade levels. Call
some students to the board to give examples
Review of the basic concepts on fractions that
of fractions and draw corresponding visual
has been discussed yesterday and recall the
representations. Then discuss the objectives Introduce the solution on
definitions of prime numbers, composite
of reintroducing fractions which include Addition/Subtraction of fractions
numbers, relativley prime numbers,greates
reinforcement of concepts, sharpening their
Common Factor, Least Common Denominator
skills, and enrichment on the topics through
applications on business and other relevant
fields.
Make the students realize the importance of
H Emphasize the importance of
Make the students realize the importance of identifying prime, composite and relatively addition and subtraction of fraction
fractions through practical examples. prime numbers,LCD and GFC in solving problem that may encounter in
problems involving fractions. business operations
O
 Start by asking the students to cite
circumstances, based from their own
O
L
State the formal definition of a fraction as a
experiences, wherein fractions were used.
C. Presenting examples/ ratio of integers;(a) Give specific fractions with Cite a fraction problem that they may
The teacher may add more examples,
instances of the new lesson corresponding visual representations showing encounter in business scenario
preferably those applications in everyday life
proper fraction as a portion of a whole

I
and those relevant to certain jobs or
professions.

Emphasize fraction as a single number by

Review the definition of fractions and its kinds Discuss the solution on Adding and
D. Discussing new concepts positioning several examples of fractions
such as proper, improper, mixed, similar and Subtracting problems involving
and practicing new skills #1 (proper/, improper fractions, mixed numbers on

D
dissimilar fractions fractions
the real line.
E. Discussing new concepts Discuss simplification of fractions or reducing a
and practicing new skills #2 fraction to its lowest term
Ask the students to formulate a
fraction problem that they may
F. Developing mastery
(Leads to Formative
Assessment 3)
Write a fraction on the board and ask the
students what kind it is
Write an example of fraction on the board and
ask the students to simplify it
A encounter as they put up their
business and allow other learners to
solve, then the facilitated learnings

Y
tooks place
G. Finding practical application
Ask the students to give a specific example of Ask the students to give a specific example of
of concepts and skills in daily
daily activities where fractions are applied daily activities where fractions are applied
living

Re-discuss the solution in adding

H. Making generalizations and
abstractions about the lesson
Ask the students to define fraction, enumerate Give more examples of fraction on the board
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
Re-discuss the definition of Fractions and its
kinds
its kinds and give example of each thru and ask the students to explain the procedure
recitation.
Re emphasize and re-discuss simplification of
and subtracting problems involving
fractions thru finding LCD and GCF
fraction
quiz bee in adding and subtracting
fraction
on simplification
Ask the students to solve the sample fraction
on the board for simplification

VI. REFLECTION

Prepared By: Checked By:

JOAN FE S. AÑO REBECCA E. ECLEO

SHS-Teacher T-III / Head of Academic Dep't.

HT-III /Head of Academic Dep't

 GRADE 11 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competencies /Objectives
II. CONTENT
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the experiences, wherein fractions were used.
new lesson
SESSION 1
To be able to perform fundamental op
The learners demonstrate an
The learners are able to perform the operations on fracti
Perform fundamental operations on frac
Fundamental Operations on Frac
pp. 1-3
1.      C.P. McKeague, Prealgebra
http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fundamentals.html
Ask students how fractions were introduced
and defined in their previous grade levels.
Call some students to the board to give
examples of fractions and draw
corresponding visual representations. Then
discuss the objectives of reintroducing
fractions which include reinforcement of
concepts, sharpening their skills, and
enrichment on the topics through
applications on business and other relevant
fields.
Make the students realize the importance
of fractions through practical examples.
Start by asking the students to cite
circumstances, based from their own
The teacher may add more examples,
preferably those applications in everyday
life and those relevant to certain jobs or
professions.
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and practicing
new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application or
remediation
V. REMARKS
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?
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?
Prepared By:
JOAN FE S. AÑO
SHS-Teacher
Review the definition of fractions and its
kinds such as proper, improper, mixed,
similar and dissimilar fractions
Write a fraction on the board and
ask the students what kind it is
Ask the students to give a specific example
of daily activities where fractions are
applied
Re-discuss the definition of Fractions and its
kinds
Ask the students to define fraction,
enumerate its kinds and give example of
each thru recitation.
135 out of 150 students earned 80% on
formative assessment
15 learners need activities for remediation
yes, 10 learners have caught up after the
remedial
5 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.
 GENERAL MACARTHUR NATIONAL AGRICULT Grade Level
JOAN FE S. AÑO Learning Area
June 25-29, 2018 Quarter
SESSION 2 SESSION 3
To be able to perform fundamental operations on fractions and decimals
The learners demonstrate an understanding of fractions.
The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.

Perform fundamental operations on fractions and decimals ABM_BM11FO-Ia-1

Fundamental Operations on Fractions Decimals and Percentage

pp.4-10 pp.12-14

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

THEA Math Review/Mathematics Fundamentals.html

Review of the basic concepts on fractions

that has been discussed yesterday and
recall the definitions of prime numbers,
composite numbers, relativley prime
numbers,greates Common Factor, Least
Common Denominator

Introduce the solution on

Addition/Subtraction of fractions

Make the students realize the importance

of identifying prime, composite and
relatively prime numbers,LCD and GFC in
solving problems involving fractions.
Emphasize the importance of addition and
subtraction of fraction problem that may
encounter in business operations

Cite a fraction problem that they may

encounter in business scenario
State the formal definition of a fraction as a
ratio of integers;(a) Give specific fractions with
corresponding visual representations showing
proper fraction as a portion of a whole
Emphasize fraction as a single number by
positioning several examples of fractions Discuss the solution on Adding and
(proper/, improper fractions, mixed Subtracting problems involving fractions
numbers on the real line.

Discuss simplification of fractions or

reducing a fraction to its lowest term

Ask the students to formulate a fraction problem

Write an example of fraction on the board that they may encounter as they put up their
and ask the students to simplify it business and allow other learners to solve, then
the facilitated learnings tooks place

Ask the students to give a specific example

of daily activities where fractions are
applied

Re-discuss the solution in adding and

Re emphasize and re-discuss simplification subtracting problems involving fraction
of fractions thru finding LCD and GCF
Give more examples of fraction on the
board and ask the students to explain the quiz bee in adding and subtracting fraction
procedure on simplification

Ask the students to solve the sample

fraction on the board for simplification
taken 5 minutes of today's time for tutorial taken 5 minutes of today's time for tutorial
of slow learners of slow learners

135 out of 150 students earned 80% on 135 out of 150 students earned 80% on
formative assessment formative assessment

15 learners need activities for remediation 15 learners need activities for remediation

yes, 10 learners have caught up after the yes, 10 learners have caught up after the
remedial remedial

5 learners are required for remediation 5 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:
 11
Business Mathematics
1st
SESSION 4
imals

tiplication and division.

FO-Ia-1

pp.16-19

ont California,2nd ed. (1992)

Review the solution for adding and

subtracting fractions then Introduce the
solution for Multiplication / Division of
Fractions

Emphasize the importance of multiplication

and division of fraction problem that may
encounter in business operations

Cite a fraction problem that they may

encounter in business scenario
 Discuss the solution on multiplying and
dividing problems involving fractions

Ask the students to formulate a fraction problem

that they may encounter as they put up their
business and allow other learners to solve, then
the facilitated learnings tooks place

Re-discuss the solution in multiplying and

dividing problems involving fraction

ask the students to solve problems on the

board involving fractions

short quiz on
addition/subtraction/multiplication/division
of fractions
taken 10 minutes of today's time for tutorial
of slow learners

110 out of 150 sutudents earned 80% on

summative assessment

40 learners need activities for remediation

yes, 25 learners have caught up after the

remedial

15 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.

Checked By: