DAILY LESSON LOG

School: OSLOB NATIONAL HIGH SCHOOL Grade Level: GRADE 8

Teacher HAZEL D. GUMAPON Learning Area FUNDAMENTALS OF ACCOUNTANCY, BUSINESS AND
MANAGEMENT 2
Teaching Dates MARCH 28 & 30 , 2022 Quarter 3
Teaching Time 7:30- 8:30am Section 12- ABM

Monday Wednesday Wednesday Thursday Friday

I. LEARNING COMPETENCY
A. Content Standards
B. Performance Standards
C. Learning Objectives
D. CONTENT
E. LEARNING RESOURCES
A. Reference
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
F. PROCEDURES
A. Review previews lesson or
presenting a new lesson
GIVE EXAMPLES OF HOW BELIEF SYSTEMS AFFECT BUSINESS PRACTICES(ABM_ESR12-IIIe-h-2.2)
The Impact of Belief Systems
The Filipino Value System
Describe various belief systems, and their similarities and differences in relation to the business setting
K – Identify business practices guided by classical philosophies, belief system and Filipino values
S – Generate ways to improve business practices guided by classical philosophies, belief system and Filipino values; and
A – Follows the important guidelines in creating and improving business practices that can be used and applied in a business
Foundations of the Principles of Business Ethics Foundations of the Principles of Business Ethics
Q3-Business Ethics-Module 7: Q3-Business Ethics– Module 7
Q1: What are the three very important aspects in the Q1:What are profitability and efficiency ratios?
foundation of our business ethics and the bases in Q2: What are the different formulas used in profitability and
making our code of ethics? efficiency ratios?

B. Establishing a purpose for the
lesson
C. Presenting examples/
Q1: Why do you think we should consider Philosophies,
Belief system and Filipino values in business practices?
Q2. Do you still find them useful and important now a
days even in the presence of technologies?
Activity 1:
Q1: Have you tried buying from a sari-sari store and
promise to pay on a specific date?
Q2: What do you think are the implications if you cannot
on the promised date?
Q3: If a business does not pay its obligations on tie, will it
also have the same experiences like the you of not
paying its obligation? What could possible happen to the
business?
Activity 1:
 instances of new lesson Let them open their module on page 5 Let them open their module on page 5
Q1: Group students into 3 and instruct them what to Q1: What probably are the solutions to prevent
do. bankruptcy?

Direction Direction Present slides on Financial Statement Analysis.

D. Discussing new concepts
and practicing new skills #1
Role play Q1. How important are financial ratios in business?
Assign 1 classical philosophy to each group. In 10 minutes
let them portray in front of the class.
Activity 2: Activity 2:
Talk show Q1. What are financial statement analysis?
Assign 1 Belief system to each group. In 10 minutes, let Q: Why are they useful?
them do the talk show.

E. Discussing new concepts Activity 3: Activity 3:

and practicing new skills #2 Beauty pageant Q1: How are you going to solve different financial health ratios?
Assign 1 Filipino Value to each group. In 10 minutes, let them
show to the
F. Developing mastery Assessment: Answer pg. 11 of your Business Ethics module 7 Assessment: Answer pg. 12 of your FABM2 module 6
(Leads to formative
assessment)
G. Finding practical How can you apply computing and interpreting ratios in How will you apply in our human life situation about computing
applications of concepts our day to day living? and interpreting financial health rations in our day to day living?
and skills in daily living
H. Making generalizations and Describe how computing and interpreting Profitability Describe how computing and interpreting Financial Health
abstractions about the and Efficiency Ratios affect business? Ratios affects business?
lesson
I. Evaluating learning Answer pg. 9 of your module 7 Answer pg. 12 of your module 6
Case study Additional activities
J. Additional activities for
application or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned
70% on the formative
assessment
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 this 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: HAZEL D. GUMAPON Checked by: CASSIUS CAESAR Z. AUDIENCIA II Noted by: JOSE GLENN L. NIERE
Teacher School Principal Oslob PSDS

DAILY LESSON LOG

School: CAŇANG-MARCELO LUNA NATIONAL HIGH SCHOOL
Teacher VIOLETA L. RENDON
Teaching Dates MARCH 21 - 25, 2022
Teaching Time 8:45 - 9:45
I. LEARNING COMPETENCY
A. Content Standards
B. Performance Standards
C. Learning Objectives
D. CONTENT
E. LEARNING RESOURCES
A. Reference
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
F. PROCEDURES
A. Review previews lesson or
presenting a new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/
instances of new lesson
Grade Level: GRADE 8
Learning Area SCIENCE 8
Quarter 3
Section LOVE
Monday Wednesday Wednesday Thursday Friday
Determine the number of protons, neutrons, and electrons in a particular atom. (MELC Week 5-6 S8MT-IIIe-f-10)
The particle nature of matter as basis for explaining properties, physical changes, and structure of substances and mixtures.
The identity of a substance according to its atomic structure
K – 1. Identify the subatomic particles associated with mass number.
2. Identify the electric charge of an atom and its subatomic particles.
S – 1. Determine the number of neutrons from the mass number.
2. Interpret shorthand notations for isotopes and atoms.
A – Realize the importance of atoms in our lives.
PLUM PUDDING AND NUCLEAR MODELS OF THE ATOM THE NUMMBER OF SUBATOMIC PARTICLES IN ATOMS, IONS
AND ISOTOPES
SLM in Science 8 Q3-Module 3: Atoms – Inside Out SLM in Science 8 Q3-Module 3: The Atoms – Inside Out
What are the properties of subatomic particles of an How did Rutherford’s achieve in his work on
atom? subatomic particles of matter?
What are the fundamental properties of electricity? What are the charges of subatomic particles?
Where each one located in an atom?
Activity 1: Small but Terrible! Activity 1: FIND ME!
Use your Periodic Table of Elements
What are in the periodic table?
I want you to familiarize the elements in the periodic
table as well as its symbols.
Direction: Please look at pg. 10 of your SLM. Direction: Answer the ff. questions
Q1. Have you eaten a watermelon? Did you notice 1. What is the element with an atomic number of 15?
the seeds that are embedded inside the fruit? 2. How many protons does the atom of this element

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)
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
application or remediation
G. REMARKS
H. REFLECTION
A. No. of learners who earned
Q2. Don’t you know that Thomson’s atomic model
can be compared to a watermelon fruit with
seeds described as the negatively-charged
particles called electrons?
Q3. What does the whole watermelon fruit
represent?
Q4. What do the seeds inside the watermelon fruit
represent?
Activity 2: Beyond our Imagination!
Please proceed to pgs. 11and 12 and read silently.
Q1. What do you observe? What happened to the
pen when it hit the plastic straw?
Q2. Where can you see most of the pen’s markings?
What is Rutherford’s nuclear model?
What is the specific term of particles of an in
Rutherford’s team in proposing atomic model?
Assessment: Answer Assessment in your notes in
pgs. 22-24 in your SLM. (Note: This part was not
realized last week)
How will you apply in our human life situation about
the subatomic particle in our day to day living?
Describe how did Rutherford’s achieve in his work
on subatomic particles of matter?
Answer pg. 15 in your SLM
Scoring Rubrics
15 – complete and correct answers
12 – complete but 3mistakes with wrong spelling
10 – 5 mistakes
5 – 10 mistakes
0 – no correct answer
have?
3. How many electrons are there in an atom of
aluminum (Al)?
4. Among the elements in the periodic table, which
has the smallest number of proton?
ATIVITY 2: NEUTRAL ATOMS, IONS AND ISOTOPES
(in pgs. 17 – 20 in SLM)
The teacher discusses of what are neutral atoms, ions
and isotopes
What makes isotopes different from ions and neutral
atoms?
Activity 3: IDENTIFYING ION AS CATION OR ANION
When can you say that the element is cation or anion?
Why?
Assessment: Answer Assessment in your notes in pgs.
22-24 in your SLM.
What can you do or to help a person having a mild skin
disease?
Can you give the use of isotopes to us? Does it
important? Why?
Read pg. 21 of your SLM and comprehend the
situation given in pg. 22, then answer the question in
the same pg.
Scoring Rubrics:
15 points: Discussions do not have misconceptions; with
complete scientific evidence.
10 points: Discussions do not completely show scientific
evidence.
5: Discussions do not show complete scientific evidence;
with misconceptions.
0: There is no discussion.
 70% on the formative
assessment
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 this 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: VIOLETA L. RENDON Checked by: MICHAEL ANGELO S. MAGALSO Noted by: JOSE GLENN L. NIERE
Science Teacher OIC – School Principal Oslob PSDS