DAILY LESSON LOG OF ABM_BM11FO-Ic-4 (Week 3 Day 2)
School MEDINA NATIONAL COMPREHENSIVE 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
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
of the new lesson
D. Discussing new concepts and
practicing new skills #1
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 learner demonstrates understanding fractions , decimals and percentage
The learner is able to perform operations: addition, subtraction, multiplication and
division accurately and solve problems involving fractions, decimals and percent
related to business
Learning Competency: Give real-life situations to illustrate fractions, decimals, and
percent (ABM_BM11FO-Ic-4)
Learning Objectives:
1. Demonstrate situation/examples of problems involving fractions, decimals and
percentage;
2. Determine which situation/examples of problems involving fractions decimals and
percentage.; and
3. Demonstrate appreciation of fractions, decimals and percentage as important
concept needed to understand concepts related to business.
Decimals and Percentage
teacher’s guide, learner’s module, matchsticks or toothpicks or straws, 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 let the student with the best essay from each subgroup.
The teacher lets the students realize that fractions, decimals and percentage as important
concept needed to understand concepts related to business.
The teacher divides the class in 3 groups. The student will be asked some questions and it
should be answered using mannequin pose.
1. What is ratio? Decimal? Percent?
2. What places can we use ratio, decimal and percentage?
3. What situation can we use ratio, decimal and percentage?
4. Can we use it at home? If yes how?
5. Can we use it at the street? If yes how?
6. Can we use it at our future jobs? If yes how?
The teacher discusses with the students the answers of the Activity . Furthermore, he/she
facilitates the drawing of answers of the questions from the students in a manner that it is
interactive. This can be done by asking other students to react on the answers given by one
 student. The teacher emphasizes that ratio, decimal, and percentage is important in different
situation and areas in business.
E. Discussing new concepts and
practicing new skills #2
The teacher will group the student according to their talent and the student will plan any
creative presentation demonstrating situation/examples of problems involving fractions,
F. Developing mastery (leads to
decimals and percentage and appreciation the use of fractions, decimals and percentage.
formative assessment 3)
(Rubrics attachment)
G. Finding practical applications of
concepts and skills in daily
living
The teacher will ask the students to write a script/plan/concept on their chosen creative
presentation demonstrating situation/examples of problems involving fractions, decimals and
percentage and appreciation the use of fractions, decimals and percentage.

Fraction-a numerical representation (such as ³/₄, ⁵/₈, or 3.234) indicating the

H. Making generalizations and quotient of two numbers
abstractions about the lesson
Decimal is a fraction whose denominator is a power of ten and whose numerator is
expressed by figures placed to the right of a decimal point.
relating to or denoting a system of numbers and arithmetic based on the number ten,
tenth parts, and powers of ten.
Percent -any proportion or share in relation to a whole.
I. Evaluating Learning
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