DETAILED LEARNING PLAN

TEE JAY Y. RAMOS Grade Level &

Teacher GRADE 11
Section
Teaching Date/s April 23, 2021 Learning Area Business Math
Time 1 Hour Quarter Fourth
A. CONTENT STANDARDS Key concepts in buying and selling.
B. PERFORMANCE Analyze and solve problems on important factors in
STANDARDS managing a business: buying products and selling
products.
C. LEARNING COMPETENCIES The learner solves problems involving interests.
& OBJECTIVE/S (ABM_BM11B S-IIb-14)
At the end of the discussion, students are expected to:
a. Define interest and simple interest,
b. Illustrate how to solve a simple interest,
c. Solve problems involving interest.
II. CONTENT INTEREST
III. LEARNING RESOURCES
A. Reference Department of Education, (2014) K to 12 Senior High
School Accountancy, Business, and Management Strand,
Curriculum Guide in Business Mathematics, Pasig City,
Philippines.
1. Teacher’s Guide pages
2. Learner’s Material pages SLM Quarter2: Module 2
3. Textbook pages
4. Additional Materials from the
DepEd LRMDS portal
(LR) portal
B. Other Learning Resources youtube.com/
IV. PROCEDURES
A. Reviewing previous lesson ELICIT
or presenting the new lesson The teacher will tell a story which depict the importance of
savings and its interest.
B. Establishing the purpose of ENGAGE
the lesson Presentation will be shown.
The teacher will discuss and show some ideas regarding
interest and simple interest.
C. Presenting
Teacher will show examples of interest specifically simple
examples/instance of the new
lesson interest.
D. Discussing new concepts The teacher will discuss on how to solve problems
and practicing new skills #1 involving simple interest.
E. Discussing new concepts The teacher will give more examples in solving simple
and practicing new skills #2 interest.
F. Developing mastery (Leads EXPLAIN/ELABORATE
to Formative Assessment) The teacher will let the students try to answer some of the
problems within 5 seconds.
G. Finding practical The teacher will let the students have a deeper
applications of concepts and understanding by showing some real problems regarding
skills in daily living interest.
H. Making generalized and Things to remember:
abstractions about the lesson 1. Interest – refers to the charge using someone’s money.
2. Simple Interest – the charged on the amount invested or
borrowed on which the interest charge is calculated only
 on the principal.
3. Simple interest formula – I = Prt
4. Future Value formula – A = P(1+rt)
5. Principal Value formula - P = A/(1+rt)

I. Evaluating learning EVALUATE

Activities will be flash on the screen.

J. Additional activities for What principal amount will earn 935 for 2 years at 8.5%
Application Remediation simple interest?
Contextualization Used of practical problems regarding interest.
Values Integration Importance of savings.
Subject Integration Values Education
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 works?
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: Observed by:

TEE JAY Y. RAMOS MARIA LOURDES C. OROLAZA

Teacher I Assistant Principal II

Noted by:

JOEL R. ANTIPOLO
Principal IV

GROUP ACTIVITY: CORRESPONDENCE AND CONGRUENCE

 I. OBJECTIVE
After performing this activity, students should be able to solve corresponding
parts of congruent triangles.
II. MATERIALS
Manila Paper, Marker.
III. PROCEDURE

Direction: Illustrate the congruent triangles following the given condition; then, solve
for the corresponding parts of the congruent triangles. Show your solutions.

Group 1: Illustrate/draw ∆ ACT ≅ ∆ LES , where AT = 11, CT = 9, mC=93, mS=40,

LE = 5. Complete the congruence statement or find the indicated measure.
a. ∠C ≅ ____
b. m∠C = ____
c. ____ ≅ CT
d. ____ = 9 units

Group 2: Illustrate/draw ∆ ACT ≅ ∆ LES , where AT = 11, CT = 9, mC=93, mS=40,

LE = 5. Complete the congruence statement or find the indicated measure.

a. ∠L ≅ ____
b. m∠L = ______
c. AT ≅ _____
d. ____ = 5 units

Group 3: Illustrate/draw TOM  VER and mT = 83, mR=32, TM = 10, RE =14.
Complete the congruence statements and find the indicated measures

a.  _____
b. O  _____
c. mM = _____
d. OM = _____

Group 4: Illustrate/ draw TOM  VER and mT = 83, mR=32, TM = 10, RE =14.
Complete the congruence statements and find the indicated measures

a.  _____
b. mE = _____
c. RV = _____
d. T  _____

Group 5: Illustrate/draw ∆ ABC ≅ ∆ PQR , AB = 8x, BC = 5x - 1, PR = 2x+3, and PQ =

4x + 4. Find AB and PR.
ACTIVITY 1
“CAUSE AND EFFECT”
 IV. OBJECTIVE
After performing this activity, students should be able to identify the cause and
effect of a given scenario.
V. MATERIALS
Poweproint presentation, Image of different scenario in the Philippines.
III. PROCEDURE
Direction: Math the cause in column A with its corresponding effect in column B. Write
your answer on the space provided.

COLUMN A COLUMN B

Smoking: _______________ Fire

Illegal Logging: ___________ Displacement

Mining: _________________ Lung Cancer

Faulty Wirings: ___________ Floods

Armed Conflicts: ___________ Landslide

ACTIVITY 2
“FIX ME I’M BROKEN”
 I. OBJECTIVE
After performing this activity, students should be able to relate the scenario into
the context of math by relating into the if-then statements.
II. MATERIALS
Manila Paper and paper strips.
III. PROCEDURE
Direction: Match the if phrase with its corresponding then phrase to complete the
statement.

If you smoke cigarette

If you cut trees

If there is mining in the area

If you create faulty wirings

If there is an armed conflict

then people will be displaced in the area.

then it can cause landslides.

then it will result to flashfloods.

then you can have lung cancer.

then it creates fire.

ACTIVITY 3
“CONVERT ME”
I. OBJECTIVE
 After performing this activity, students should be able to rewrite the conditional
statement into if-then form.

II. MATERIALS
Activity sheets.
III. PROCEDURE
Direction: Rewrite the statements in the if then form.
1. It is more fun in the Philippines.
2. Come early to school and you will not be late.
3. Obey your parents and they will be happy.
4. MDRRMC volunteers are busy during calamities.
5. A good citizen obeys rules and regulations.
6. A good leader promotes proper waste disposal.
7. The sum of the angles of the supplementary angles is 90o.

ACTIVITY 4
 TOSSING BOTTLE CAPS AND
PROBABILITY
III. OBJECTIVE
After performing this activity, students should be able to predict the outcomes of
crosses based on the principle of probability.
IV. MATERIALS
2 bottle caps, a piece of paper, and a pencil or pen
III. PROCEDURE
A.
1. On a piece of paper, make a chart similar to the one given below.

HEAD(H) TAIL (h)

Total
Percentage
Ratio of the
combinations

2. Toss a bottle cap. If a head comes up, mark column 1; if a tail, then mark column 2.
Make 50 tosses of the bottle cap.
3. Get the total number of times each face of the bottle cap appears. Calculate the
percentage of the appearance of each face. To compute the percentage:
(total/50) X 100%

B.
4. Let us assume that the bottle cap represents the genotype of a parent, and each
face is an allele, with the head as the dominant allele (H) and the tail as the recessive
allele (h).
5. On the same piece of paper, make a chart similar to one given below.

Head- Head Head- Tail Tail-Tail

(HH) (Hh) (hh)
TOTAL
PERCENTAGE
Ratio of the
combinations

1. Toss the two a bottle caps together. If a head- head combination appears,
mark column 1; if head- tail, mark column 2, and if tail- tail, mark column 3.
Make 50 tosses of the bottle caps.
2. Get the total number of times each combination appears. Calculate the
percentage of the appearance of each combination. To compute the
percentage:
(total/50) X 10
Each group will answer the following guide questions:
1. What is the ratio of heads to tails in procedure letter A?
 2. What is the ratio of the gametes of the parents with the heterozygous genotype in
procedure B?
3. What is the ratio of a head- head, head- tail, and tail –tail combination when you
make 50 tosses?
4. If you toss same coins in 100, 000 times, would you approximately get the same
ration?
5. Let the head (H) represent a dominant gene and the tail (h), a recessive gene.
Compare the ratio you obtained in this activity with the one obtained by Mendel in his
monohybrid F2 generation peas ( see Table 3). Are they approximately similar?

Presentation of output.

Group number: ___________________ Date: _____________________

 Worksheet No. 1

CORN GENES
I. OBJECTIVE
At the end of the activity, the learners should be able to predict the genotypic
and phenotypic ratios of offspring resulting from the random pairing of
gametes.

II. MATERIALS
1 “mother cup” with 25 yellow kernels and 25 white kernels
1 “father cup” with 25 yellow kernels and 25 white kernels
Note: Use bean seeds of different color if corn kernels are not available.

III. PROCEDURE
1. Work with your partner.
2. The kernels represent alleles for corn color. Yellow is dominant to white.
3. Without looking, take one corn from each cup. Record the type of alleles
(Yellow= Y, White= y) in the data chart.
4. Set the kernels aside after you have record the data.
5. Continue until all kernels have been taken from the cup.

IV. DATA AND RESULTS

TRIAL ALLELE COMBINATION TRIAL ALLELE COMBINATION

COLOR SYMBOL COLOR SYMBOL
1 14
2 15
3 16
4 17
5 18
6 19
7 20
8 21
9 22
10 23
11 24
12 25
13

V. DATA ANALYSIS:

TOTALS FOR EACH COMBINATION OF ALLELES

YY
Yy
yy

VI. GUIDE QUESTIONS

1. How many genotypes did you get in this investigation?
 _____________________________________________________________

2. How many phenotypes did you get in this investigation?

_____________________________________________________________

3. What are the genotypes for this cross?

_____________________________________________________________

4. What is the genotypic ratio for this cross?

_____________________________________________________________

5. What are the phenotypes for this cross?

_____________________________________________________________

6. What is the phenotypic ratio for this particular cross?

_____________________________________________________________
 Assessment Rubric for Class Presentation

CATEGORY A  B  C                    D  F 

         

Content Shows a full Shows a good Shows a good Does not Does not
understand- understanding understanding seem to understand
   ing of the of the topic. of parts of the understand or address
topic. topic. the topic any topic.
very well.
20 pts.

          

Audience Makes good Makes fair use Makes some Makes little Makes no
Engagement use of the of chosen use of medium or any use real use of
chosen medium to to engage of medium, any medium.
  medium to engage audience or does not No audience
engage the audience attention. attempt to engagement
audience's attention. engage
20 pts. attention. audience
attention.

         

Preparedness Student is Student seems Student is Student did Student did

completely pretty somewhat not seem at not present.
  prepared and prepared but prepared, but it all prepared
has might have is clear that to present.
obviously needed a rehearsal was
10 pts. rehearsed. couple more lacking.
rehearsals.