GRADE 11 School GMNAS Grade Level 11

DAILY LESSON LOG Teacher JOAN FE S. AÑO Learning Area Business Mathematics
Teaching Dates and Time June 10-14, 2019 Quarter 1st
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES To be able to perform fundamental operations on fractions and decimals
A. Content Standard The learners demonstrate an understanding of fractions.
B. Performance Standard The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.
C. Learning Competencies
Perform fundamental operations on fractions and decimals ABM_BM11FO-Ia-1
/Objectives

II. CONTENT Fundamental Operations on Fractions Decimals and Percentage

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher's Guide pages pp. 1-3 pp.4-10 pp.12-14
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from
1.      C.P. McKeague, Prealgebra McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)
Learning Resource (LR) portal
B. Other Learning Resources http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fundamentals.html
IV. PROCEDURES

Ask students how fractions were introduced

and defined in their previous grade levels. Call
some students to the board to give examples
Review of the basic concepts on fractions that
of fractions and draw corresponding visual
has been discussed yesterday and recall the
A. Reviewing previous lesson representations. Then discuss the objectives Introduce the solution on
definitions of prime numbers, composite
or presenting the new lesson of reintroducing fractions which include Addition/Subtraction of fractions
numbers, relativley prime numbers,greates
reinforcement of concepts, sharpening their
Common Factor, Least Common Denominator
skills, and enrichment on the topics through
applications on business and other relevant
fields.

Make the students realize the importance of

H Emphasize the importance of
B. Establishing a purpose for Make the students realize the importance of identifying prime, composite and relatively addition and subtraction of fraction
the lesson fractions through practical examples. prime numbers,LCD and GFC in solving problem that may encounter in
problems involving fractions. business operations

O
 Start by asking the students to cite
circumstances, based from their own
O
L
State the formal definition of a fraction as a
experiences, wherein fractions were used.
C. Presenting examples/ ratio of integers;(a) Give specific fractions with Cite a fraction problem that they may
The teacher may add more examples,
instances of the new lesson corresponding visual representations showing encounter in business scenario
preferably those applications in everyday life
proper fraction as a portion of a whole

I
and those relevant to certain jobs or
professions.

Emphasize fraction as a single number by

Review the definition of fractions and its kinds Discuss the solution on Adding and
D. Discussing new concepts positioning several examples of fractions
such as proper, improper, mixed, similar and Subtracting problems involving
and practicing new skills #1 (proper/, improper fractions, mixed numbers on

D
dissimilar fractions fractions
the real line.
E. Discussing new concepts Discuss simplification of fractions or reducing a
and practicing new skills #2 fraction to its lowest term
Ask the students to formulate a
fraction problem that they may
F. Developing mastery
(Leads to Formative
Assessment 3)
Write a fraction on the board and ask the
students what kind it is
Write an example of fraction on the board and
ask the students to simplify it
A encounter as they put up their
business and allow other learners to
solve, then the facilitated learnings

Y
tooks place
G. Finding practical application
Ask the students to give a specific example of Ask the students to give a specific example of
of concepts and skills in daily
daily activities where fractions are applied daily activities where fractions are applied
living

Re-discuss the solution in adding

H. Making generalizations and Re-discuss the definition of Fractions and its Re emphasize and re-discuss simplification of
and subtracting problems involving
abstractions about the lesson kinds fractions thru finding LCD and GCF
fraction
Ask the students to define fraction, enumerate Give more examples of fraction on the board
quiz bee in adding and subtracting
I. Evaluating learning its kinds and give example of each thru and ask the students to explain the procedure
fraction
recitation. on simplification
J. Additional activities for Ask the students to solve the sample fraction
application or remediation on the board for simplification
V. REMARKS

VI. REFLECTION

Prepared By: Checked By:

JOAN FE S. AÑO REBECCA E. ECLEO

SHS-Teacher T-III / Head of Academic Dep't.

HT-III /Head of Academic Dep't

 GRADE 11 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
SESSION 1
I. OBJECTIVES To be able to perform fundamental op
A. Content Standard The learners demonstrate an

B. Performance Standard The learners are able to perform the operations on fracti

C. Learning Competencies /Objectives Perform fundamental operations on frac

II. CONTENT Fundamental Operations on Frac

III. LEARNING RESOURCES

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

2. Learner's Materials pages

3. Textbooks pages
4. Additional Materials from Learning 1.      C.P. McKeague, Prealgebra
Resource (LR) portal

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

IV. PROCEDURES

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
A. Reviewing previous lesson or discuss the objectives of reintroducing
presenting the new lesson
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.
B. Establishing a purpose for the lesson

Start by asking the students to cite

circumstances, based from their own
C. Presenting examples/ instances of the experiences, wherein fractions were used.
The teacher may add more examples,
new lesson preferably those applications in everyday
life and those relevant to certain jobs or
professions.
D. Discussing new concepts and Review the definition of fractions and its
kinds such as proper, improper, mixed,
practicing new skills #1 similar and dissimilar fractions

E. Discussing new concepts and practicing

new skills #2

Write a fraction on the board and

ask the students what kind it is
F. Developing mastery (Leads to
Formative Assessment 3)

G. Finding practical application of Ask the students to give a specific example

concepts and skills in daily living of daily activities where fractions are
applied

H. Making generalizations and Re-discuss the definition of Fractions and its

abstractions about the lesson kinds
Ask the students to define fraction,
enumerate its kinds and give example of
I. Evaluating learning each thru recitation.

J. Additional activities for application or

remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% on the 135 out of 150 students earned 80% on
formative assessment formative assessment
B. No. of learners require additional 15 learners need activities for remediation
activities for remediation
C. Did the remedial lessons work? No. of yes, 10 learners have caught up after the
learners who have caught up with the remedial
lesson
D. No. of learners who continue to
require remediation 5 learners are required for remediation
E. Which of my teaching strategies assigning bright students to tutor slow
worked well? Why did these work? 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:

JOAN FE S. AÑO
SHS-Teacher
 GENERAL MACARTHUR NATIONAL AGRICULT Grade Level
JOAN FE S. AÑO Learning Area
June 25-29, 2018 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

encounter in business scenario
State the formal definition of a fraction as a
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:
 11
Business Mathematics
1st
SESSION 4
imals

tiplication and division.

FO-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/division
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.

Checked By: