GRADE 1 to 12 School PLARIDEL NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher MARY ANN G. CRUSE Learning Area BUSINESS MATH
Teaching Dates and Time June 3-7, 2019 / 7:30 – 8:30 Quarter 1st Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard The learners demonstrate an understanding of fractions.

B. Performance Standard The learners are able to perform the operations on fractions: addition, subtraction, multiplication, and division.
C. Learning Competency/Objectives Perform fundamental operations on fractions. ABM_BM11FO-Ia-1
Write the LC code for each. At the end of the session, the At the end of the session, the At the end of the session, the At the end of the session, the
learner should be able to: learner should be able to: learner should be able to: learner should be able to:
1. Define fraction; 1. Express fraction in lowest term 1. Perform addition and 1. Solve problems involving
2. Identify if a given fraction is a 2. Determine whether the given subtraction of fraction; addition and subtraction of
HOLIDAY
proper fraction, an improper pairs of fraction are equivalent; fractions;
fraction or a mixed number;
3. Change improper fraction into
mixed number and v.v.
II. CONTENT Fundamental Operations on: Fractions, Decimals, Percentage
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teaching Guide for Senior High School Business Math, CHED
2. Learner’s Materials pages
3. Textbook pages Business Math Textbook pp. 2-7 Business Math Textbook pp. 8- Business Math Textbook pp. 14- Business Math Textbook pp. 18-
13 21 21
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or Recall the concept of fraction as The teacher will ask review The teacher will ask review The teacher will ask the learners
presenting the new lesson one of the basic mathematical questions about the previous questions about the previous about the previous lesson.
concepts introduced in the earlier lesson. lesson.
grade levels.
B. Establishing a purpose for the The teacher will introduce the The teacher will introduce the Objectives of the lesson will be Objectives of the lesson will be
lesson objectives of today’s lesson. objectives of today’s lesson presented. presented.
C. Presenting examples/Instances of The teacher will show the result The teacher will test the The teacher will review the
the new lesson of a survey about the preferred knowledge of learners about learners about their knowledge in
lunch meal of the students. The GCF by identifying the GFC of finding LCM through a game.

1
Jski.dv
 teacher will ask questions related given no.
to the survey result.
D. Discussing new concepts and The teacher will now introduce The teacher will now ask the The will now discuss to the The teacher will discuss two
practicing new skills # 1 fractions. She will ask the learners to express the given learners how to add and subtract word problems. The learners will
learners about their prior fractions in lowest term. The similar and dissimilar fractions. be given time to ask questions
knowledge about fraction. teacher will discuss the answer Examples will be shown. about the lesson.
Examples will be shown. of the learners.
E. Discussing new concepts and The teacher will continue the Discussion on determining The teacher will continue the
practicing new skills # 2 lesson by discussing the proper whether the given fractions are lesson by discussing subtraction
fraction, improper fraction and equivalent. of fraction.
mixed number. The teacher will a. Subtracting like fraction
show examples in changing b. Subtracting Unlike fraction
improper fraction into mixed c. Subtracting fraction from a
number and vice versa. whole number
d. Subtracting mixed number
F. Developing mastery The be grouped into 3 groups. Each student will be given a The teacher will identify learner The teacher will pair the learners.
(leads to Formative Assessment Each group will be given fraction in 2 minutes they must who have difficulties in Each pairs will answer a word
3) activities to solved for 5 minutes. find their equivalent fraction. understanding the lesson and will problem and discuss the solution
After 5 minutes, they will be After 2 minutes each group will partner it to those who have a in the class.
given another 5 min. to discuss discuss how they found their clear understanding of the
their group output in class. groupmates or pair. lesson. Each pair will answer the
problem given by the teacher.
They will exchange paper for
checking.
G. Finding practical application of The teacher will ask the The teacher will ask the learners The learners gave real life Learners will discuss the
concepts and skills in daily living students to cite circumstances, what is the importance of situation where knowing addition importance on solving word
based from their own knowing equivalent fraction, and subtracting fraction is problems involving fractions.
experiences, where fractions simplifying fraction. important.
were used.
H. Making generalizations and The teacher will call two learners The learners will give Learner will be called to give Learners will give insights about
abstractions about the lesson to give insights on their learning generalizations about their his/her insight about the lesson. solving problems involving
today. learnings today. fractions.
I. Evaluating learning Identify if the fractions below are Simplify the following fraction: Perform the following operations. Solve the following problems.
proper/improper/mixed and 1. 25/2000 1. 2 2/5 + 4 1/5 Express your answer in simplest
Illustrate through visual 2. 48/64 2. 2 1/5 + 12/6 + 5 2/10 form.
representation 3. 56/72 3. 7/9 – 1/5 1. Mr. Garcia planted 5 3/7
1. 5 2/5 4. 57/39 4. 5 3/5 – 2 1/3 acres of wheat and 2 7/9
2. 275/50 Tell whether the given pair of 5. 4 – 1/5 acres of corn. How many
3. 9/13 fractions are equivalent or not. more acres of wheat did he
4. 42/42 5. 36/106, 18/53 plant than corn?

2
Jski.dv
 Change the improper fraction into 6. 3/15, 7/35 2. Aling Purita bought ½ kilo of
mixed no. and change mixed no. kasim, 1 1/8 kilos of chicken,
into improper fraction. and 5/24 kilo of liver chicken
5. 29/6 for adobo. How many
6. 54/13 kilograms of meat does her
7. 121/38 adobo have?
8. 3 1/5
9. 13 7/22
10. 101 12/17
J. Additional activities for application
or remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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: MARY ANN G. CRUSE Checked by: ELIZABETH E. MALLARI

Business Math Teacher Asst. Principal II, SHS

3
Jski.dv
 4
Jski.dv