GRADE 11 School

DAILY LESSON LOG Teacher

Teaching Dates and Time

SESSION 1
I. OBJECTIVES
To be able to perform fundamental operatio
A. Content Standard The learners demonstrate an under

B. Performance Standard The learners are able to perform the operations on fractions: a

C. Learning Competencies /Objectives Perform fundamental operations on fractions a

II. CONTENT Fundamental Operations on Fractions

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher's Guide pages pp. 1-3

2. Learner's Materials pages

3. Textbooks pages

1. C.P. McKeague, Prealgebra

4. Additional Materials from Learning
Resource (LR) portal

B. Other Learning Resources http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fundamentals.html

IV. PROCEDURES

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the lesson
C. Presenting examples/ instances of the experiences, wherein fractions were used.
new lesson
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 3)
G. Finding practical application 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
V. REMARKS
Ask students how fractions were
introduced and defined in their previous
grade levels. Call some students to the
board to give examples of fractions and
draw corresponding visual representations.
Then discuss the objectives of
reintroducing fractions which include
reinforcement of concepts, sharpening
their skills, and enrichment on the topics
through applications on business and other
relevant fields.
Make the students realize the importance
of fractions through practical examples.
Start by asking the students to cite
circumstances, based from their own
The teacher may add more examples,
preferably those applications in everyday
life and those relevant to certain jobs or
professions.
Review the definition of fractions and its
kinds such as proper, improper, mixed,
similar and dissimilar fractions
Write a fraction on the board and
ask the students what kind it is
Ask the students to give a specific example
of daily activities where fractions are
applied
Re-discuss the definition of Fractions and
its kinds
Ask the students to define fraction,
enumerate its kinds and give example of
each thru recitation.
VI. REFLECTION

A. No. of learners who earned 80% on
the formative assessment
B. No. of learners 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?
135 out of 150 students earned 80% on
formative assessment
15 learners need activities for remediation
yes, 10 learners have caught up after the
remedial
5 learners are required for remediation
assigning bright students to tutor slow
learners works.

F. What difficulties did I encounter which dealing with absenteeism of slow learners
my principal or supervisor can help me which affects the time for their remedial
solve?
G. What innovation or localized materials assigning bright students to tutor slow
did I use/discover which I wish to share learners works.
with other teachers?

Prepared By:

SHARON FARRALES-SANCHEZ
Master Teacher I-ABM
 BAYAMBANG NATIONAL HIGH SCHOOL Grade Level
SHARON FARRALES-SANCHEZ Learning Area
Week 1 July 4-8, 2016 Quarter

SESSION 2 SESSION 3

To be able to perform fundamental operations on fractions and decimals

The learners demonstrate an understanding of fractions.

The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.

Perform fundamental operations on fractions and decimals ABM_BM11FO-Ia-1

Fundamental Operations on Fractions Decimals and Percentage

pp.4-10 pp.12-14

McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)

/THEA Math Review/Mathematics Fundamentals.html

 Review of the basic concepts on fractions
that has been discussed yesterday and
recall the definitions of prime numbers,
composite numbers, relativley prime
numbers,greates Common Factor, Least
Common Denominator

Introduce the solution on

Addition/Subtraction of fractions

Make the students realize the importance

of identifying prime, composite and
relatively prime numbers,LCD and GFC in
solving problems involving fractions. Emphasize the importance of addition and
subtraction of fraction problem that may
encounter in business operations

Cite a fraction problem that they may

State the formal definition of a fraction as a encounter in business scenario
ratio of integers;(a) Give specific fractions
with corresponding visual representations
showing proper fraction as a portion of a
whole

Emphasize fraction as a single number by

positioning several examples of fractions Discuss the solution on Adding and
(proper/, improper fractions, mixed Subtracting problems involving fractions
numbers on the real line.

Discuss simplification of fractions or

reducing a fraction to its lowest term

Ask the students to formulate a fraction problem

Write an example of fraction on the board that they may encounter as they put up their
and ask the students to simplify it business and allow other learners to solve, then
the facilitated learnings tooks place

Ask the students to give a specific example

of daily activities where fractions are
applied

Re-discuss the solution in adding and

Re emphasize and re-discuss simplification subtracting problems involving fraction
of fractions thru finding LCD and GCF
Give more examples of fraction on the
board and ask the students to explain the quiz bee in adding and subtracting fraction
procedure on simplification

Ask the students to solve the sample

fraction on the board for simplification
taken 5 minutes of today's time for tutorial taken 5 minutes of today's time for tutorial
of slow learners of slow learners
 135 out of 150 students earned 80% on 135 out of 150 students earned 80% on
formative assessment formative assessment

15 learners need activities for remediation 15 learners need activities for remediation

yes, 10 learners have caught up after the yes, 10 learners have caught up after the
remedial remedial

5 learners are required for remediation 5 learners are required for remediation
assigning bright students to tutor slow assigning bright students to tutor slow
learners works. learners works.

dealing with absenteeism of slow learners dealing with absenteeism of slow learners
which affects the time for their remedial which affects the time for their remedial

assigning bright students to tutor slow assigning bright students to tutor slow
learners works. learners works.

Checked By:

MR. CRISANTO ONG

SSHT VI, Mathematics
 11
Business Mathematics
1st

SESSION 4

imals

ltiplication and division.

1FO-Ia-1

pp.16-19

ont California,2nd ed. (1992)

Review the solution for adding and
subtracting fractions then Introduce the
solution for Multiplication / Division of
Fractions

Emphasize the importance of multiplication

and division of fraction problem that may
encounter in business operations

Cite a fraction problem that they may

encounter in business scenario

Discuss the solution on multiplying and

dividing problems involving fractions

Ask the students to formulate a fraction problem

that they may encounter as they put up their
business and allow other learners to solve, then
the facilitated learnings tooks place

Re-discuss the solution in multiplying and

dividing problems involving fraction

ask the students to solve problems on the

board involving fractions

short quiz on
addition/subtraction/multiplication/divisio
n of fractions
taken 10 minutes of today's time for
tutorial of slow learners
 110 out of 150 sutudents earned 80% on
summative assessment

40 learners need activities for remediation

yes, 25 learners have caught up after the

remedial

15 learners are required for remediation

assigning bright students to tutor slow
learners works.

dealing with absenteeism of slow learners

which affects the time for their remedial

assigning bright students to tutor slow

learners works.