School St.
Vincent of Quebiawan Integrated School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
Grade Level 11-ABM
Teacher Angelica H. Paras Learning Area Business Mathematics
Teaching Dates and Time 12:15PM-1:00PM Quarter First
Day 1 Day 2 Day 3 Day4
July 29, 2019 (Monday) July 30, 2019 (Tuesday) July 31, 2019 (Wednesday) August 2, 2019 (Friday)
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 delivered from the curriculum guide.
The learners demonstrate an understanding of key concepts in buying and selling
The learners are able to analyze and solve problems on important factors in managing a business: buying products and selling products
The learners differentiate Mark-on, Mark
down and Mark-up
ABM_BM11BS-Ig-1 The learners illustrate how to compute The learners illustrate how to compute The learners illustrate how to compute
single trade discounts and discount series. single trade discounts and discount series. single trade discounts and discount series.
The learners illustrate how Mark-on, Mark- ABM_BM11BS-Ih-5 ABM_BM11BS-Ih-5 ABM_BM11BS-Ih-5
down, and Mark-up are obtained
ABM_BM11BS-Ih-2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the GC, the content can be tackled in a week or two.
Mark-up, Mark-on, and Mark-down Trade Discount Trade Discount Discount Series
List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
pp. 67-85 pp. 86-100 pp. 86-100 pp. 86-100
Business Math by Ian June Garces, PhD, Business Math by Ian June Garces, PhD, Business Math by Ian June Garces, PhD, Business Math by Ian June Garces, PhD,
pp. 72-77 pp. 58-61 pp. 58-61 pp. 62-67
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their experiences and previous knowledge.
Indicate the time allotment for each step.
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 Ask learners to cite a few examples of
popular brands or items that catch their
A. Reviewing previous lesson fancy these days. Learners may share the
Review of the previous lesson. Review of the previous lesson. Review of the previous lesson.
or presenting the new lesson following examples: cellular phones,
cameras, branded clothes, gadgets, laptops,
and so on.

Ask the learners: Have you ever wondered

about the process these goods go through
before we finally buy them and lay
ownership on them?
Tell the learners that there are times when a
You may trace the process back with them
supplier also designs discounts to
by asking where they bought their cellular
B. Establishing a purpose for encourage specific behavior from its clients.
The teacher will administer the test. phone. They may say that they bought it
the lesson For instance, a supplier may want to give its
from the department store, a cellular phone
distributor a discount of 20/10/5. This
company or from a stall. These sources are
notation represents a trade discount series
called retailers. Have students think about
how these retailers got hold of the
selection of cellular phones they had to
choose from.
The supplier usually recommends the
suggested retail price of an item. However,
If a popular shoe brand promotes this
because there is a line of other people who
discount of 20/10/5 for a minimum volume of
are involved in bringing an item to the hands
C. Presenting 250 pairs of shoes.
of the consumer, these middlemen expect
examples/instances of the new Assuming that the unit selling price of the
their own share of profit also. Hence, the
lesson shoes is PhP2,500, compute the trade
supplier normally gives them a special
discount per pair of shoes that a distributor
discount to grant them a small room for
avails of under this scheme.
profit. This discount is referred to as trade
discount.
There are many things that influence the
rate of discount given to a buyer. Ask the
learners for some reasons they can think of.
Some answers expected would be to
D. Discussing new concepts The teacher will define and give examples of
encourage volume purchases, to ensure
and practicing new skills #1 discount series.
that the item is totally sold out, the season, a
client’s purchasing history, or maybe the
economic condition of the
community/country.

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 The teacher will give examples on how to
solve the trade discount.
E. Discussing new concepts The teacher will show how to solve
To compute for the TRADE DISCOUNT:
and practicing new skills #2 problems involving discount series.
TRADE DISCOUNT = TRADE DISCOUNT
RATE x SELLING PRICE

10-second Drill: 10-second Drill:

F. Developing mastery (leads to
The learners will be given 10 seconds to The learners will be given 10 seconds to
Formative Assessment)
solve problems involving trade discount solve problems involving trade discount

G. Finding practical
The learners will solve problems involving The learners will solve problems involving
applications of concepts and
real-life situations by group. real-life situations by group.
skills in daily living
Ask the learners to explain discount series
H. Making generalizations and Ask the learners to explain trade discount
and how to solve problems involving
abstractions about the lesson using their own words.
discount series using their own word.
25-Item Quiz
Solve each of the following problems
I. Evaluating learning
involving mark-up, mark-on, and mark-
down.
J. Additional activities for
application or remediation
V. REMARKS
Reflect on your teaching and assess yourself as teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
VI. REFLECTION you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
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 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?

Checked by: ____________________________________________

Date: __________________________________________________ COMMENTS/SUGGESTIONS:

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