GRADE 11 School

DAILY LESSON LOG Teacher

Teaching Dates and Time

SESSION 1
I. OBJECTIVES
To be able to perform fundamental operat
A. Content Standard The learners demonstrate an understanding of the relatio
B. Performance Standard The learners are able to perform the operations on fractions:

C. Learning Competencies /Objectives Perform fundamental operations on

fractions and decimals ABM_BM11FO-Ia-1

II. CONTENT Relating Fractions, Decim

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher's Guide pages

2. Learner's Materials pages pp.21-22

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/THEAMathRev

IV. PROCEDURES
A. Reviewing previous lesson or Relate decimals to previous
presenting the new lesson lesson on fractions.

Cite practical examples where decimals are

B. Establishing a purpose for the lesson used. Mention some advantages of using
decimals over fractions.

With the participation of students,

C. Presenting examples/ instances of the enumerate several practical instances where
new lesson decimals are used. Examples: - money
matters (payslips, bank accounts, bills,
receipts, financial reports,receipts, etc.)

D. Discussing new concepts and

practicing new skills #1 Discuss Concept of Decimal

Discussorderofdecimals;roundingdecimals
E. Discussing new concepts and andfundamentaloperationsofdecimals
practicing new skills #2

askthestudentstoroundoffdecimalsonthe
board
F. Developing mastery (Leads to
Formative Assessment 3)

askthestudentsofdailyactiviteswherethey
G. Finding practical application of neededtoapplytheknowledgeofdecimal
concepts and skills in daily living fundamentaloperations

rediscussconceptofdecimals,orderings
roundingoffandfundamentaloperationsof
H. Making generalizations and decimals
abstractions about the lesson
askthestudentstosolveforproblems
involving
addition/subtraction/multiplication/divisionof
I. Evaluating learning decimals

J. Additional activities for application or

remediation

V. REMARKS
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?
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:
SHARON FARRALES-SANCHEZ
Master Teacher I-ABM
taken10minutesoftoday'stimefortutorialof
slowlearners
120outof150studentsearned80%on
formativeassessment
30learnersneedactivitiesforremediation
yes,20learnershavecaughtupafterthe
remedial
10learnersarerequiredforremediation
assigningbrightstudentstotutorslow
learnersworks.
dealingwithabsenteeismofslowlearners
whichaffectsthetimefortheirremedial
assigningbrightstudentstotutorslow
learnersworks.
 BAYAMBANG NATIONAL HIGH SCHOOL Grade Level
SHARON FARRALES-SANCHEZ Learning Area
Week 2 July 11-15 Quarter

SESSION 2 SESSION 3

To be able to perform fundamental operations on fractions and decimals

The learners demonstrate an understanding of the relationship among fractions, decimals, and percent.
e learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.

Express fractions to decimals

and percent forms and vice Illustrate how decimals and fractions can be written in terms of percent.
ABM_BM11FO-Ib-3
versa. ABM_BM11FO-Ia-2

Relating Fractions, Decimals, and Percent

pp.23-25 pp.26-27

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

http://stufiles.sanjac.edu/THEA/THEAMathReview/MathematicsFundamentals.html
 Introduce the conversion of decimal to Introducetheconversionoffractionto
fractions and vice versa percentage

makethestudentsrealizetheimportance Mentionsomebusinessoperationswhich
ofconvertionoffractiontodecimaland involveconversionfofractionto
viceversainrelationtobusiness percentage

citeapracticalexampleofbusinessrelated
showaninstancewhereconversionof scenarios/problemswhereconversionof
fractionstodecimalsisneeded fractiontopercentageisinvolved

Discuss the convertion of decimal to discusstheconceptoffractionto

fractions and vice versa percentage

Show instances wherein it is easier to

deal with decimals than fractions

Askthestudentstoconvertfractionsto Askthestudentstoconvertfractionto
decimalsontheboard percentageontheboard

askthestudentsofdailyactiviteswhere citemorepracticalexampleofbusiness
theyneededtoapplytheirknowledgein relatedscenarios/problemswhere
convertingfractionstodecimalsandvice conversionoffractiontopercentageis
versa involved

Re-discussthewaysofexpressingfractions rediscusstheconceptsinconversionof
todecimalsandviceversa fractionintopercentage

formulatemoreproblemsonfractionto formulatemoreproblemsonfractionto
decimalconvertionandasktheatudentsto percentageconversionandaskthe
solvethruquizbeetype. studentstosolvethruquizbeetype.

askthestudentstodiscuss/explaintheir askthestudentstodiscuss/explaintheir
answerstotheboard answerstotheboard
 taken10minutesoftoday'stimefor taken10minutesoftoday'stimefor
tutorialofslowlearners tutorialofslowlearners

120outof150studentsearned80%on 120outof150studentsearned80%on
formativeassessment formativeassessment

30learnersneedactivitiesforremediation 30learnersneedactivitiesforremediation

yes,20learnershavecaughtupafterthe yes,20learnershavecaughtupafterthe
remedial remedial

10learnersarerequiredforremediation 10learnersarerequiredforremediation
assigningbrightstudentstotutorslow assigningbrightstudentstotutorslow
learnersworks. learnersworks.

dealingwithabsenteeismofslowlearners dealingwithabsenteeismofslowlearners
whichaffectsthetimefortheirremedial whichaffectsthetimefortheirremedial

assigningbrightstudentstotutorslow assigningbrightstudentstotutorslow
learnersworks. learnersworks.

Checked By:

MR. CRISANTO ONG

SSHT VI, Mathematics
 11
Business Mathematics
1st

SESSION 4

mals

cimals, and percent.

tiplication and division.

and fractions can be written in terms of percent.

ABM_BM11FO-Ib-3

pp.28-29

ont California,2nd ed. (1992)

ntals.html
 From conversion of fraction to decimal
and vice versa, introduce the concept of
conversion of decimal to percent

Mentionsomebusinessoperationswhich
involveconversionfodecimaltopercentage

citeapracticalexampleofbusinessrelated
scenarios/problemswhereconversionof
decimaltopercentageisinvolved

discusstheconceptofdecimalto
percentage

Askthestudentstoconvertdecimalsto
percentageontheboard

citemorepracticalexampleofbusiness
relatedscenarios/problemswhere
conversionofdecimaltopercentageis
involved

rediscusstheconceptsinconversionof
decimalintopercentage

formulatemoreproblemsondecimalto
percentageconversionandaskthestudents
tosolvethruquizbeetype.

askthestudentstodiscuss/explaintheir
answerstotheboard
 taken10minutesoftoday'stimefor
tutorialofslowlearners

120outof150studentsearned80%on
formativeassessment

30learnersneedactivitiesforremediation

yes,20learnershavecaughtupafterthe
remedial

10learnersarerequiredforremediation
assigningbrightstudentstotutorslow
learnersworks.

dealingwithabsenteeismofslowlearners
whichaffectsthetimefortheirremedial

assigningbrightstudentstotutorslow
learnersworks.