Grades 11 / 12 School MONKAYO NATIONAL HIGH SCOOL Grade Level 12

DAILY LESSON PLAN Teacher GIFT ANNE G. CLARION Learning Area BUSINESS MATHEMATICS
Teaching Dates and Time October 24-28, 2022 Quarter 1

Day 1 Day 2 Day 3 Day 4 Day 5

At the end of the week, the learners can:
I. OBJECTIVES 1. Illustrate how to compute single trade discounts and discount series

Buying and Selling

A. Content Standards

The learners are able to:

B. Performance Standards 1. Analyze and solve problems on important factors in managing a business: buying products and selling products

C. Learning Competencies/ Express fractions to Identify the different kinds of Solve problems involving 1ST PERIODICAL 1ST
Objectives decimals and percent forms proportion and give direct, inverse and partitive EXAMINATION PREIODICAL
Write the LC code for each and vice versa examples for each proportion EXAMINATION
ABM_BM11FO-Ia-2 ABM_BM11RP-Ie-3 ABM_BM11RP-Ie-4
Fundamental Operations Ratio and Proportion Ratio and Proportion
II. CONTENT on:
Fractions
Decimals
Percentage

III. LEARNING RESOURCES

A. References BUSINESS MATHEMATICS BUSINESS MATHEMATICS BUSINESS MATHEMATICS BUSINESS MATHEMATICS

for Senior High School – for Senior High School – for Senior High School – for Senior High School –
ABM Specialized by ABM Specialized by ABM Specialized by ABM Specialized by Winston
Winston S. Sirug, Ph.D Winston S. Sirug, Ph.D Winston S. Sirug, Ph.D S. Sirug, Ph.D
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Pen, Paper, Chalk, Board, Pen, Paper, Chalk, Board, Pen, Paper, Chalk, Board, Pen, Paper, Chalk, Board,
Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation Powerpoint Presentation
IV. PROCEDURES
A. Reviewing 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
Review of the past lesson in
preparation for the 1st
periodical examination.
The student will be ready in
the examination.
Changing Fractions to
Decimals. When a fraction
is converted to a decimal, it
will be in one of the two
forms: a terminating decimal
or a repeating decimal.
(Bluman, A., 2006)
To change a fraction to a
decimal, divide the
numerator by the
denominator.
EXAMPLE: Change 3/8 to a
Review of the past lesson in Review of the past lesson
preparation for the 1st in preparation for the 1st
periodical examination. periodical examination.
The student will be ready in The student will be ready
the examination. in the examination.
Understanding Proportions Example:
A typist can finish 4 pages
A PROPORTION is a in 6 minutes. How long will
statement that two ratios are it take him to finish 18
equal. pages?
If a/b = c/d are two equal
ratios, then the statement First we need to identify
a/b = c/d is called the given.
proportion.
Given
Each of the four numbers in X1=4 pages
a proportion is called a term X2=6 minutes
of the proportion. Y1=18 pages
From a/b=c/d , a is the first Y2= ?
term; b the second term, c
the third term, and d the Solution
fourth term. The first and 4 = 18
fourth terms are called the 6 y
extremes. The second and We cross multiply, thus:
third are called the means. 4y=18*6
(Licuanan, P., 2016) Then, multiply:
4y=108
And then in order to cancel
the 4 we need to divide it:
4y=108
4 4
Y = 27 minutes
Therefore, the typist will
take 27 minutes to finish
18 pages.
Example: A brick wall is being
 and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
decimal In the proportion 5/6 = cemented by 12 men. The
10/12, name the four terms, work is completed in 18
the means, and the days. If 18 men do the
extremes. same work, how long will it
Solution: take to complete the work?
First term=5
Second term=6 First we need to identify
Third term 10 the given.
Fourth term=12
Given
The means are 6 and 10; X1=12 men
the extremes are 5 and 12. X2=18 days
5 10 That is, if Y1=18 men
5/6=10/12 then ad=bc; or if Y2= ?
5 :6 = 10 : 12; then ad=bc.
Solution
18 = 12
First rule. The numerator 18 y
will be the dividend (the one We cross multiply, thus:
inside the box). 18y=18*12
Then, multiply:
Second rule. The 18y=216
denominator will be the And then in order to cancel
divisor (the one outside the the 4 we need to divide it:
box). 18y=216
18 18
Third rule. Do the math Y = 12 days
(meaning you divide). Until
there is no remainder, Therefore, if 18 men will
unless it has a continuing work together, it will only
remainder which means we take 12 days to finish the
have a repeating decimal. job.
In the case above, we have
terminating decimal which
means that there is no
remainder.
Another instance is when Fundamental Property of Ned has a budget of
we are given a mixed Proportions ₱12,000 for the allowance
number, meaning a whole In any proportion, the of his three kids. How
 number and a fraction to
convert it into decimal. This
is how we can convert.
A mixed number can be
changed to a decimal by
first changing it to an
improper fraction and then
dividing the numerator by
the denominator. (Bluman,
A., 2006)
product of the means is
equal to the product of the
extremes. That is, the cross
products of the terms are
equal. In symbols,
If a = c , then ad=bc
b d
Example:
We use the Fundamental
Property of Proportions to
verify that Equating the
cross products of the term
gives
7 x 16 = 8x 14. That is,
112=112
much will Robb, Brandon,
and Rickon get if the
money was divided with a
ratio of 3:4:5?
Given:
Total amount: ₱12,000
Ratio = 3 : 4 : 5
3+4+5=12 (total)
Robb 3/12
₱12,000 * 3/12 = ₱3,000
Brandon 4/12
₱12,000 * 4/12 = ₱4,000
Rickon 5/12
₱12,000 * 5/12 = ₱5,000

To check it we have the

correct answer, we will add
the money the kids
received if it totalled to
12,000.

Robb 3,000
Brandon 4,000
Rickon 5,000
TOTAL 12,000

F. Developing mastery (leads to
Formative Assessment 3)
When converting mixed
fraction into a decimal, we
need to know these rules.
First rule. Multiple the
denominator to the whole
number.
Second rule. Add the
There are also number who
are not proportions. Take for
example these numbers.
Example: 8 = 18 is
proportion?
10 22
Solution:
We compute for the cross
products of 8/10 and 18/22.

G. Finding practical applications
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for Exploring Fractions
application or remediation
product to the numerator.
Third rule. We now have an
improper fraction, meaning the
numerator is larger than the
denominator, then we can do
the math (divide).
changed into Decimals
When fraction is changed
into decimals, like ice turned
into water, it changes its
form but does not change its
value. Change these
fractions into decimals.
If they are equal, then 8/10
and 18/22 form a proportion.
We have 8x22=176; while
10x18=180. Since 176 ≠
180, therefore 8/10 and
18/22 do not form a
proportion.
We also use the
Fundamental Property of
Proportion to find the
missing term in proportion
as shown below.
GivenL 7/8 = n/16. We set
cross product equal
8n = 7(16)
n = 7(16)/8
n = 14
Determine whether each
proportion is true or false by
comparing the products of
the means with the product
of the extremes.
1. 6:1.56=2:0.52
2. 8.5:6.5=4.5:3.5
3. 5/6 = 10/12
4. 7/21 = 4/12
5. 2/5 = 4/10
On a 1 whole paper solve
the following. Show your
solution.
1. A machine in a
Pepsi factory fills
680 bottles in 5
hrs. How many
bottles will it fill in 3
 hrs?
1. 7/8 2. A contractor
2. 5/6 estimates that 5
3. 13/20 persons could
4. 7/12 plumb Ravi’s
5. 5 2/3 house in 8 days. If
he uses 6 persons
instead of 5, how
long should they
take to complete
the job.
3. A batch of tablets
were packed in 10
boxes with 6
tablets in each
box. If the same
batch is packed
using 12 tablets in
each box. How
many boxes would
be needed?
4. A sum of money is
to be shared in the
ratio 3:5:7. if the
smallest share is
₱9, what are the
other two shares?
How much money
is shared?
5. The sum of ₱500
is divided among
three girls, Liz,
Beth and Tess in a
ratio 2:3:5. What is
the share of each
girl? Who gets the
biggest share?

V. REMARKS
VI. REFLECTION

A. No. of learners who earned

80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 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: Approved By:

GIFT ANNE G. CLARION RONALD A. DERANO

Teacher II Assistant Principal II