DAILY LESSON LOG OF ABM_BM11FO-Ia-1 (Week One-Day Two)
School Medina National Comprehensive National High School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
Grade Level Grade 11
Aldrin B. Edulsa Learning Area Business Math
Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives
support the learning of content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate understanding of: 1. fractions 2. decimals and percentage
The learners are able to:
1. Perform operations: addition, subtraction, multiplication and division accurately
2. Solve problems involving fractions, decimals and percent related to business
Learning Competency: Perform fundamental operations on fractions and decimals
(ABM_BM11FO-Ia-1)
Learning Objectives:
1. Illustrate the concept of fractions through visual models
2. Perform operations: addition, subtraction, multiplication and division accurately
3. Demonstrate awareness of fractions in everyday life through problem solving
Fundamental Operations on: Fractions, Decimals, Percentage
teacher’s guide, internet
Business Mathematics Textbook
PPT
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well.
Always be guided by demonstration of learning by the pupils/ students which you can infer from formative assessment
activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice the
learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
The teacher will start the class with a prayer and recapitulate the following definition:
a. Prime Number – a positive integer (except 1) whose factors are only 1 and itself.
Examples: 5, 13, 27
The teacher will then elicit more examples from the students.
b. Composite number – a positive integer (except 1) which can be expressed as a product of two or
more positive integer i.e. it has other factor besides 1 and itself.
Examples: 28, 39, 100
The teacher will then elicit more examples from the students.
c. Relatively prime numbers – positive integers which do not have common prime factors.
Examples: 6 and 35, 4 and 121
The teacher will also ask the students these following questions:
 What is a fraction?
 When does a fraction become undefined?
 When does a fraction become indeterminate?
Possible Answer:
1. The teacher will then state the formal definition of a fraction as a ratio of integers.
2. The fraction is undefined if denominator is zero and numerator is non-zero;
3. indeterminate, if both numerator and denominator are zeros.
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
The teacher will let the students realize the concepts of performing operations of functions.
The teacher will present first examples of fractions.
Proper/Improper fractions; Mixed numerals
Example:
Improper fractions, mixed numbers on the real line.
Equivalent Fractions
Generating equivalent fractions using the following principle:
Simplification of fractions or reducing a fraction to its lowest term
Example:
Similar or like fractions
Example:
 Ordering fractions

D. Discussing new concepts The teacher will discuss the following concepts with the students.
and practicing new skills #1 Fundamental Operations on Fractions
 Addition/Subtraction of Fractions
Example:

This leads to the following rule:

To add/subtract fractions with different denominators, we first convert the fractions to

similar fractions and then apply the above rule.
Examples:

 Multiplication of fractions

Example:

 Division of fractions
Division by a fraction is the same as multiplication by its reciprocal.

The teacher will also discuss the following concepts with the students.
Complex Fractions
A complex fraction is a fraction whose numerator and/or denominator is/are also fractions or
combinations of fractions.
A complex fraction may be simplified by reducing the entire numerator and/or entire denominator
into single fractions and applying the rule on division of fractions.
Example:

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to formative assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
Example:
Working in pairs. The teacher will let the students work with their pair in answering the following
problems. The teacher will then ask volunteers to present their work to the class.
Perform the indicated operations and express the final answer to improper fractions.
3. (add at least one situational problem involving fractions)
Possible Answers:
1.
2.
The teacher will give a sample practical application problem and answer it with the students.
1. A small pack of gulaman powder requires 1 cups of water for cooking. How many cups of water
are needed to cook 7 packs of gulaman?
The teacher will let the students bear in mind:
To add/subtract fractions with different denominators, we first convert the fractions to similar
fractions and then apply the above rule.
Division by a fraction is the same as multiplication by its reciprocal.
A complex fraction is a fraction whose numerator and/or denominator is/are also fractions or
combinations of fractions.
The teacher will give formative assessments that the students will individually answer. Express
your final answer to mixed fractions.
1.
3
2. A complete set of a grade school uniform requires 1 meters of white cloth for the blouse and
4
1
2 meters of blue cloth for the pants. How much clothing material of each color is required for 35
3
sets of uniform?
3. Len bought a lot measuring 450 square meters. If 25sq.m. is allotted for a storage room, what
 fraction of the entire lot is the storage room?
4. (situational problems)
5. (situational problems)
Possible Answers:

1.

2.

3.

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else
VI. REFLECTION needs to be done to help the pupils/students learn? Identify what help your instructional supervisors can provide for you so
when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% of
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson 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: Checked by:

Aldrin B. Edulsa William N. Almonia PhD.
Teacher II Head Designate

Noted by:
Maria Teresa T. Tolentino PhD.
SHS-Principal III