DAILY School STA.

ROSA NATIONAL HIGH SCHOOL Grade Level 11

LESSON Teacher NIMROD B. CABRERA Learning Area BUSINESS MATHEMATICS
LOG Teaching Week Week 1 Quarter THIRD

Time: 2:10 PM to MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

aaaaa3:00 PM (Midyear Break) (Midyear Break)

Date: MTWTH January 29, 2024 January 30, 2024 January 31, 2024 February 01, 2024 February 02, 2024
I. OBJECTIVES
A. Content The learner demonstrates an understanding of key concepts of 1. fractions; 2. decimals and percentage.
Standards
B. Performance The learner is able to solve problems involving fractions, decimals and percent related to business.
Standards
C. Learning 1. Explain fractions based on what they learned in their previous 1. Illustrate the concept of fractions through visual models
Competencies grade levels. 2. Perform operations: addition, subtraction, multiplication and
Objectives 2. Construct a visual representation of fractions division accurately
3. Demonstrate awareness of fractions in everyday life through 3. Demonstrate awareness of fractions in everyday life through
the practical examples given problem solving
II. CONTENT Fractions Fundamental Operations on: Fractions, Decimals, Percentage
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages 10-11 Pages 11-22
Pages
2. Learner’s Not applicable Not applicable
Material Pages
3. Textbook Pages Not applicable Not applicable

4. Additional Not applicable Not applicable

Materials from
Learning Resources
B. Other Learning Not applicable
Resources Not applicable
IV. PROCEDURES
A. Reviewing The teacher will start the class with a prayer and a recapitulation The teacher will start the class with a prayer and recapitulate the
previous lesson or about last meeting’s topic. The teacher will ask the students following definition:
presenting the new 1. “How did you define fractions in your previous grade levels?” a. Prime Number – a positive integer (except 1) whose factors are
lesson 2. “Give examples of fractions” only 1 and itself.
3. “Draw corresponding visual representations”. Examples: 5, 13, 27
The teacher will then elicit more examples from the students.
b. Composite number – a positive integer (except 1) which can be
expressed as a product of two or more positive integer i.e. it has
 other factor besides 1 and itself.
Examples: 28, 39, 100
The teacher will then elicit more examples from the students.
c. Relatively prime numbers – positive integers which do not have
common prime factors.
Examples: 6 and 35, 4 and 121

The teacher will also ask the students these following questions:
 What is a fraction?
 When does a fraction become undefined?
 When does a fraction become indeterminate?
Possible Answer:
1. The teacher will then state the formal definition of a fraction as
a ratio of integers.
2. The fraction is undefined if denominator is zero and numerator
is non-zero;
3. indeterminate, if both numerator and denominator are zeros.

B. Establishing a The teacher will let the students realize the concepts of fractions The teacher will let the students realize the concepts of
purpose for the through practical examples. The teacher will ask the students to performing operations of functions.
lesson cite circumstances, based from their own experiences, where
fractions were used.
C. Presenting The teacher will let the students write on the board Not applicable.
examples/ 1. telling time (draw clock showing different positions of
instances of the hour/minute hands)
new lesson 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
D. Discussing new The teacher will discuss with the students about fractions: The teacher will discuss the following concepts with the
concepts and A fraction (sometimes, a common fraction) is a way of students.
practicing new skill expressing a number that is a ratio of two integers: Fundamental Operations on Fractions
#1 p  Addition/Subtraction of Fractions
∨p /q∨even as p ÷ q . Example:
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 This leads to the following rule:
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 To add/subtract fractions with different denominators,
refer to as the u-property or u-aspect of a fraction that is we first convert the fractions to similar fractions and
interpreted as the number of fractional units.) then apply the above rule.
Examples:

 Multiplication of fractions

Example:

 Division of fractions
Division by a fraction is the same as multiplication by its
reciprocal.

The teacher will also discuss the following concepts with the
students.
Complex Fractions
A complex fraction is a fraction whose numerator and/or
denominator is/are also fractions or combinations of fractions.
A complex fraction may be simplified by reducing the entire
numerator and/or entire denominator into single fractions and
applying the rule on division of fractions.
Example:

E. Discussing new Not applicable. Not applicable.

concepts and
practicing new skill
#2
F. Developing The teacher will divide the class into groups of 5 members. Each Working in pairs. The teacher will let the students work with their
Mastery will create a scenario involving fractions and operations pair in answering the following problems. The teacher will then
involving fractions. This is , in a way, evaluating the previous ask volunteers to present their work to the class.
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.
G. Finding practical The teacher will let the students give another set of practical The teacher will give a sample practical application problem and
applications of applications on fractions in everyday life and are relevant to answer it with the students.
concepts & skills in certain jobs or professions. 1. A small pack of gulaman powder requires 1 cups of water for
daily living cooking. How many cups of water are needed to cook 7 packs of
gulaman?
H. Making The teacher summarizes the concepts of fractions through The teacher will let the students bear in mind:
generalizations & eliciting information from the students. To add/subtract fractions with different denominators, we first
abstractions about convert the fractions to similar fractions and then apply the
the lesson above rule.
Division by a fraction is the same as multiplication by its
reciprocal.
A complex fraction is a fraction whose numerator and/or
denominator is/arealso fractions or combinations of fractions.
I. Evaluating The teacher will let the students create one (1) visual The teacher will give formative assessments that the students will
Learning presentation of fractions and let the students list at least five (5) individually answer.
practical applications of fractions in their own experiences.
J. Additional Not applicable. Not applicable.
activities for
application or
remediation
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
lesson work? No. of
learners who 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 and Reviewed: Noted:

NIMROD B. CABRERA JOB D. LUCERO CESAR IAN DC. SALAC, PhD

Teacher II Head Teacher III Head Teacher VI, OIC-School Head