Cieverose College, Inc.: Business Mathematics
Cieverose College, Inc.: Business Mathematics
BUSINESS .
MATHEMATICS
Mission: To empower youth by providing quality education which centers in the development of
totality of a person in physical, emotional, spiritual, intellectual and life skills necessary to prepare
them to be contributory individuals in their communities and achieve success in their personal lives.
Vision: To be a leading educational institution that provides high quality training, knowledge, skills
and services in all areas specially in technical education industry.
Core Subject Description: This course will provide an understanding of the basic concepts of
mathematics as applied in business. It includes a review of the fundamental mathematics operations
using decimals, fractions, percent, ratio and proportion; mathematics concepts and skills in buying and
selling, computing gross and net earnings, overtime and business data presentation, analysis and
interpretation. The use of computer and software applications for computation and data presentation is
encouraged.
Grading System:
The student will be graded according to the following::
20% Prelim
20% Midterm
30% Pre-Final & Final Term
30% Projects/Course Output
Learning Plan:
WEEK 3
Ratio, Rate, and The Learners…. 1. Synchronous 2 hours Synchronous
Proportion Session Session
1. Compare and 2. Asynchronous/Self-
differentiate ratio and paced learning via 1-hour Consultation
rate module and /e-mentoring /e-
videos/guided coaching
2. Write proportions presentation.
illustrating real-life ACTIVITY: Google Meet or
situations A. Ratios Zoom, Messenger,
B. Rates PowerPoint
3. Identify the presentation, Google
C. Simplify Ratios
different kinds of D. Determine whether form, Google docs
proportion and give properties is true or
examples for each false Microsoft excel for
POST TEST: the quiz responses of
Worded Problems students
Google sheet for the
criteria on the quiz
and assignment
given
WEEK 4
Buying and Selling The Learners…. 1. Synchronous 2 hours Synchronous
Session Session
1. Differentiate Mark- 2. Asynchronous/Self-
CIEVEROSE
WEEK 7
Loans, The Learners… 1. Synchronous 2 hours Synchronous
Amortization, Add- Session Session
on rate, and 1. Find the loans, 2. Asynchronous/Self-
Mortgage amortization, add-on paced learning via 1-hour Consultation
rate, and Mortgage. module and /e-mentoring /e-
videos/guided coaching
2. Determine the presentation.
amortization, add-on ACTIVITY: Google Meet or Zoom,
rate, and Mortgage of Compute for the Messenger,
loans. required monthly PowerPoint
amortization given presentation, Google
3. Represents real-life each loan and the form, Google docs
situations using Loans, add-on rete
Amortization, add-on POST TEST: Microsoft excel for the
rate, and Mortgage. Solving Problems involving: quiz responses of
Principal students
Interest a Year
Rate of Interest Google sheet for the
criteria on the quiz
and assignment given
videos/guided coaching
2. Compute gross and presentation.
net earnings ACTIVITY: Google Meet or Zoom,
Solving Problems about: Messenger,
3. Differentiate gross Wages and Salary PowerPoint
from net earnings POST TEST: presentation, Google
Solving Problems about: form, Google docs
4. Enumerate the Wages and Salary
sources of a Gross Microsoft excel for the
earning quiz responses of
students
WEEK 11
Analysis and The learners… 1. Synchronous Session 2 hours Synchronous
Presentation of 2. Asynchronous/Self- Session
Business Data 1. Find the analysis paced learning via
and presentation of module and 1-hour Consultation
business data videos/guided /e-mentoring /e-
presentation. coaching
2. Identify presenting ACTIVITY:
data Making an Analyzation Google Meet or Zoom,
Comparing using Table or Messenger,
3. Determine ways to Graph PowerPoint
present data POST TEST: presentation, Google
Designing your own Table of form, Google docs
4. Illustrate how to Specification of your own
obtain samples of Realty. Microsoft excel for the
business data quiz responses of
students
CIEVEROSE
5. Analyze and
interpret data Google sheet for the
presented in tabular criteria on the quiz
report and assignment
given
CIEVEROSE
7. Analyze and
interpret the data
presented in a
graph/table
CIEVEROSE
BUSINESS MATH
(Week 1) Fundamental
Operations On Fraction
Decimals Percentage
COMPETENCY
LEARNING OUTCOMES
1. Express improper fractions into mixed fractions and vice versa:
2. Know how to work around proper, improper, and mixed fractions.
3. Find the sum and difference of fractions.
4. Find the product and quotient of fractions.
5. Solve practical problems that involve fractions.
TO THE LEARNERS
Before starting the module, I want you to set aside other tasks that will disturb you while enjoying the
lessons. Read the simple instructions below to successfully enjoy the objectives of this kit. Have fun!
1. Follow carefully all the contents and instructions indicated in every page of this module.
2. Write on your notebook the concepts about the lessons. Writing enhances learning,
that is important to develop and keep in mind.
3. Perform all the provided activities in the module.
4. Let your facilitator/guardian assess your answers using the answer key card.
5. Analyze conceptually the post-test and apply what you have learned.6
6. Enjoy studying!
EXPECTATION
PRE-TEST
1. 243/13
2. 165/26
2. 123 - ½ - 6 5/6
LOOKING BACK
Age 7 to 14
Article by Liz Pumfrey
Published November 2004,December
2004,February 2011.
Did you know that fractions as we use them today didn't
exist in Europe until the 17th century? In fact, at first,
fractions weren't even thought of as numbers in their
own right at all, just a way of
CIEVEROSE
comparing whole numbers with each other. Who first used fractions? Were they always written in the
same way? How did fractions reach us here? These are the sorts of questions which we are going to
answer for you. Read on...
The word fraction comes from the Latin "fractio" which means to break. To understand how fractions
have developed into the form we recognize, we'll have to step back even further in time to discover
what the first number systems were like
The Egyptians wrote all their fractions using what we call unit fractions. A unit fraction
has 1 as its numerator (top number). They put a mouth picture (which meant part) above a number
to make it into a unit fraction. For example:
They expressed other fractions as the sum of unit fractions, but they weren't allowed to repeat a
unit fraction in this addition. For example, this is fine:
¾ = 1/2 + 1/ 4
But this is not:
2/7 = 1/7 + 1/7
The huge disadvantage of the Egyptian system for representing fractions is that it is very difficult to
do any calculations. To try to overcome this, the Egyptians made lots of tables so they could look up
answers to problems.
In Ancient Rome, fractions were only written using words to describe part of the whole. They were
based on the unit of weight which was called the as. One "as" was made up of 12 uncia so fractions
were centered on twelfths. For example:
1/12 was called uncia 6/12
was called semis 1/24
was called semuncia
1/144 was called scripulum
As with the Egyptian system, the words made it very difficult to do calculations.
The Babylonians were the first people to come up with a more sensible way of representing fractions. In
fact, they did this before the Romans' methods but there was no contact
CIEVEROSE
between the two civilizations. The Babylonians lived in the country we now call Iraq in the Middle
East. Their number system was organized around the number 60, so we say it is base 60. In other
words, they grouped numbers into 60s, whereas we group into 10s. (We still use base 60 in our
measurement of time and angles.) However, they also grouped into 10s and so only had two symbols,
one for a unit and one for a 10:
From the table above, you can see that the two numbers are 12 and 15. Now, this is where it becomes
confusing. This could mean several different things:
So, although the Babylonians had a very sophisticated way of writing fractions, it did have its
drawbacks. Around 311BC they devised a zero, so this made things easier, but without a decimal point,
it was still difficult to distinguish fractions from whole numbers. We are now reaching the end of our
journey through the history of fractions! The format we know today comes directly from the work of
the Indian civilization. The success of their way of writing fractions is due to the number system they
created which has three main ideas:
i) Each figure has a symbol which isn't like the value it represents
ii) The value of the figure depends on the position of it within the entire number
iii) A zero is needed to mean nothing and also to fill the place of units that are missing
CIEVEROSE
By about 500AD, the Indians had developed a system from a way of writing called Brahmi, which had
nine symbols and a zero. Again, this was devised a long time before some of the other ways of counting
we have already discussed. However, it was only through the trading of the Arabs that these Indian
numerals were spread to Arabia where they were used in the same form. The chart below shows how
these Brahmi symbols became the numbers we know today:
In India fractions were written very much like we do now, with one number (the numerator) above
another (the denominator), but without a line. For example:
It was the Arabs who added the line (sometimes drawn horizontally, sometimes on a slant) which we
now use to separate the numerator and denominator:
¾
So here we have the fraction as we now recognize it. It is amazing to think how much thought has gone
into the way we write it down, isn't it? Perhaps next time you use fractions, you'll remember this.
All images reproduced by kind permission from http://turnbull.mcs.st-and.ac.uk/history/ . If
you'd like to know more, check out these websites:
http://www-groups.dcs.st-and.ac.uk
http://www.math.buffalo.edu/mad/Ancient-Africa/
http://www.gosai.com
“The Universal History of Numbers “by Georges Ifrah, published by Harvill, is also a fantastic source
of information.
Perhaps you could find out about other civilization’s number systems. For information on the Greeks
try: http://www.math.tamu.edu/~dallen/history/gr_count/gr_count.html
CIEVEROSE
PROFER FRACTION
3) 3 +2 =5
8 8 8
4) 1 + 1 =
4 2 x2
1 +2 =3
4 4 4
ACTIVITY NO. 1
1. 99/9
2. 19/3
3. 36/5
4. 75/15
CIEVEROSE
2. 15 3/5
2. 3/5 + 9/10
POST
TEST
A.
Subtraction of Fractions, Whole Numbers, and Mixed Numbers
Find the difference.
1. 19 4/5 - 2/5
2. 5 4/9 - 3 1/3
3. 7¼ -5
CIEVEROSE
4. 7 1/3 - 6 2/3
2. . 12%
3. 10.2%
4. 52.25%
REFLECTION
2. List at least three (3) objects that can be found in your home that represent for the
fraction, decimals, and percentage. Explain how.
3. If you are going to invent something that represent either for fraction, decimals, and
percentage what will be? Explain.
CIEVEROSE
References:
https://r.search.yahoo.com/_ylt=AwrgDui1ATpf0z8AvvdXNyoA;_ylu=X3oDMTByNWU4cGh
1BGNvbG8DZ3ExBHBvcwMxBHZ0aWQDBHNlYwNzYw--
/RV=2/RE=1597665846/RO=10/RU=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fen.wikipedia.org%2fwiki%2fBusiness
_mathematics/RK=2/RS=CfySzQwfVV1GUi4hm3kZw68LvfQ-
https://r.search.yahoo.com/_ylt=AwrgDui1ATpf0z8Av_dXNyoA;_ylu=X3oDMTByb2lvbXVuB
GNvbG8DZ3ExBHBvcwMxBHZ0aWQDBHNlYwNzcg--
/RV=2/RE=1597665846/RO=10/RU=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fwww.educba.com%2fwhat-is- business-
mathematics%2f/RK=2/RS=Sp5Ef7PbUtbpDRevRcWKRAALL7Q-
https://r.search.yahoo.com/_ylt=AwrgDui1ATpf0z8AwfdXNyoA;_ylu=X3oDMTByYnR1Zmd1
BGNvbG8DZ3ExBHBvcwMyBHZ0aWQDBHNlYwNzcg--
/RV=2/RE=1597665846/RO=10/RU=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fwww.thoughtco.com%2fbusiness- math-
overview-2312101/RK=2/RS=A9bgX7soUtQDc0DQCPUQLsnr8bs-
https://video.search.yahoo.com/search/video;_ylt=AwrgDui1ATpf0z8Aw_dXNyoA;_ylu=X3o
DMTByZDNzZTI1BGNvbG8DZ3ExBHBvcwMyBHZ0aWQDBHNlYwNzYw--
?p=business+mathematics&fr=mcafee
https://r.search.yahoo.com/_ylt=AwrgDui1ATpf0z8AyfdXNyoA;_ylu=X3oDMTByM3V1YTVu
BGNvbG8DZ3ExBHBvcwMzBHZ0aWQDBHNlYwNzcg--
/RV=2/RE=1597665846/RO=10/RU=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fen.wikipedia.org%2fwiki%2fBusiness
_mathematics/RK=2/RS=CfySzQwfVV1GUi4hm3kZw68LvfQ-
https://www.mheducation.com/highered/explore/business-math.html
https://r.search.yahoo.com/_ylt=AwrgDui1ATpf0z8Az_dXNyoA;_ylu=X3oDMTByNDZ0aWF
xBGNvbG8DZ3ExBHBvcwM2BHZ0aWQDBHNlYwNzcg--
/RV=2/RE=1597665846/RO=10/RU=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fwww.pearson.com%2fus%2fhigher-
education%2fprofessional---career%2fbusiness%2fbusiness-
math.html/RK=2/RS=.4se85HNRefRy848H5qbrKVeDtc-
https://r.search.yahoo.com/_ylt=AwrgDui1ATpf0z8A2fdXNyoA;_ylu=X3oDMTByMjR0MTVz
BGNvbG8DZ3ExBHBvcwM3BHZ0aWQDBHNlYwNzcg--
/RV=2/RE=1597665846/RO=10/RU=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fopen.umn.edu%2fopentextbooks%2f
textbooks%2fbusiness-math-a-step-by-step-
handbook/RK=2/RS=b6Vd2zwxnOmFZWalj6bjEBlOscY-
https://r.search.yahoo.com/_ylt=AwrgDui1ATpf0z8A2_dXNyoA;_ylu=X3oDMTByMXM3OWt
oBGNvbG8DZ3ExBHBvcwM4BHZ0aWQDBHNlYwNzcg--
/RV=2/RE=1597665846/RO=10/RU=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fwww.geektonight.com%2fbusiness-
mathematics-notes%2f/RK=2/RS=ds4iQlmKLLpuSSGsVD3rO_cOEgI-
https://r.search.yahoo.com/_ylt=AwrgDui1ATpf0z8A3fdXNyoA;_ylu=X3oDMTByN3UwbTk1
BGNvbG8DZ3ExBHBvcwM5BHZ0aWQDBHNlYwNzcg--
/RV=2/RE=1597665846/RO=10/RU=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fstudy.com%2facademy%2fcourse%
2fbusiness-math.html/RK=2/RS=zr0ljd3Q4hDSL5jTgAUJLFxxC7k-
https://r.search.yahoo.com/_ylt=Awr9ImLoBTpfc3gA4CxXNyoA;_ylu=X3oDMTByYnR1Zmd
1BGNvbG8DZ3ExBHBvcwMyBHZ0aWQDBHNlYwNzcg--
/RV=2/RE=1597666920/RO=10/RU=https%3a%2f%2fptop.only.wip.la%3a443%2fhttps%2fwww.theclassroom.com%2fdescripti on-
business-math-course-6317090.html/RK=2/RS=gmKh3ZDxlUjpcK7vHQroRgU4Y8g-