DAILY LESSON LOG OF ABM-BM11BS-Ij-9 (Week Ten-Day Two)

School CANDUMAN NHS Grade Level Grade 12

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
ANABELLE S. PINEDA 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 an understanding of key concepts in buying and selling.
The learner is able to analyse and solve problems on important factors in
managing a business: buying products and selling products.
Learning Competency: solve problems involving buying and selling products
(ABM-BM11BS-Ij-9)
Learning Objectives:
1. Identify problems involving mark-on, mark-up and markdown, trade
discount, discount series.
2. Solve problems involving mark-on, mark-up and markdown, trade discount,
discount series ; and
3. Demonstrate appreciation of solving problems involving mark-on, mark-up
and markdown, trade discount, discount series.
Problems Involving Buying & Selling Products
teacher’s guide, learner’s module,
Pages 82-98
Pages 71-91
Business Mathematics for Senior High School by Jericho B. Bacani and Jeffrey M.
Soriano
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 asks the students to recall the meaning of mark-on, mark-up and
markdown, trade discount and discount series.
The teacher emphasizes that; if learners can recall, key concepts on buying and
selling products include mark-on, markdown and mark-up, trade discount,
discount series, profit and loss, break-even analysis, interest and commission.
That’s why problems involving buying and selling cover these concepts. But for
mastery of the concepts, teacher tells learners that problems to be focused for
the period are all about mark-on, mark-up and markdown, trade discount, and
discount series only.
(Contextualization & Localization)
Teacher posts a sample problem and asks learners to identify if it involves mark-
on, mark-up and markdown, trade discount and discount series.
A bookstore priced a textbook at Php650 using a mark-up of 40% of cost. What
was the original cost of the book? What percent of selling price is the mark-up?
 Possible answer: problem on mark-up
D. Discussing new concepts The teacher guides learners in the discussion of the solution to the problem given
and practicing new skills above.
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery The teacher groups learners and each group is given a problem to solve involving
(leads to formative mark-on, mark-up and markdown, trade discount and discount series.
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
Teacher lets each group post solutions to the assigned problem given to them.
Guide questions that should be answered by each group are the following:
H. Making generalizations
1. What is the problem all about? It talks about what?
and abstractions about
2. What are the important data or variable that will be used in answering the
the lesson
problem?
3. What is being asked in the problem?
Teacher rate each group discussion using the rubric:
15 points – correctness of solutions & answer
I. Evaluating Learning 10 points – organization of ideas
5 points – over-all presentation
Total = 30 points
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 In the development of the lesson. (Presenting examples/ instances of the new
materials did I use/ discover
lesson)
which I wish to share with other
teachers
Prepared by:

ANABELLE S. PINEDA
Teacher