DAILY LESSON LOG OF ABM_BM11FO-Ia-1 (Week One-Day One)

School Mandaue City Grade Level Grade 11

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
Comprehensive
National High School
Mary Ann J. Sasil Learning Area Mathematics
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 of: 1. fractions 2. decimals and
percentage
The learner is 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. Explain fractions based on what they learned in their previous grade levels.
2. Construct a visual representation of fractions
3. Demonstrate awareness of fractions in everyday life through the practical
examples given
Fundamental Operations on: Fractions, Decimals, Percentage
teacher’s guide, internet
Pages 10-11
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 a recapitulation about last
meeting’s topic. The teacher will ask the students
1. “How did you define fractions in your previous grade levels?”
2. “Give examples of fractions”
3. “Draw corresponding visual representations”.
Possible Answers:
Varying Answers
The teacher will let the students realize the concepts of fractions through
practical examples. The teacher will ask the students to cite circumstances, based
from their own experiences, where fractions were used.

C. Presenting examples/
instances of the new
lesson
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
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
The teacher will let the students write on the board
1. telling time (draw clock showing different positions of hour/minute hands)
2. budgeting money
3. discount ads such as “half the price”
4. comparing prices of the same item in a grocery store (reduce the price per unit
of measurement,
e.g. which is cheaper: a - kilo bag costing PhP30 or a 2-kilo bag of the same item
costing PhP250?)
5. measurements of ingredients in a recipe (being able to compute the
measurements of ingredients if
servings are to be increased or decreased)
6. reading of car’s fuel level
7. slicing portions of a cake or pizza
8. measuring fabric or clothing material
The teacher will discuss with the students about fractions:
A fraction (sometimes, a common fraction) is a way of expressing a number that is
a ratio of two integers:
p
∨p /q∨even as p ÷ q .
q
The top (or the first) number is called the numerator, the bottom (or the second)
number is called the denominator. The numerator answers the question, How
many? The denominator specifies the answer to that question, How many of
what? Accordingly, p/q is pronounced "p q-th," meaning p parts each equal to the
q-th part of a whole. (This we may meaningfully refer to as the u-property or u-
aspect of a fraction that is interpreted as the number of fractional units.) When
the numeric aspect of the fraction needs to be emphasized, "p/q" is pronounced
simply "p over q" or "p divided by q."
The teacher will divide the class into groups of 5 members. Each will create a
scenario involving fractions and operations involving fractions. This is , in a way,
evaluating the previous knowledge of the students on the subject matter. The
students will have 5-10 minutes for them to confer with each other. Each group
will present what they have created.
The teacher will let the students give another set of practical applications on
fractions in everyday life and are relevant to certain jobs or professions.
Possible Answers:
1. carpenters, plumbers, electricians (measurement of construction materials,
pipes, wirings, tools, etc.)
2. scientists, like chemists (measurements of chemicals or solutions used for
experiments)
3. medical doctors (prescriptions of medicine dosage)
4. lawmakers (certain laws such law on succession)
The teacher summarizes the concepts of fractions through eliciting information
from the students.
The teacher will let the students create one (1) visual presentation of fractions
and let the students list at least five (5) practical applications of fractions in their
own experiences.
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 needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION 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