Annex1B to DepEd Order No. 42 , s.

2016

GRADES 1 to 12 School Grade Level 11

Teacher Learning Area General Mathematics
DAILY LESSON LOG
Teaching Dates and Time Week 1 Quarter 2nd

Session 1 Session 2 Session 3 Session 4

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
I. OBJECTIVES 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 derived from the curriculum guides.
The learner demonstrates understanding of...
A. Content Standard
1. key concepts of simple and compound interests, and simple and general annuities.
The learner is able to...
B. Performance Standard
1. use appropriate financial instruments involving stocks and bonds in formulating conclusions and making decisions.
The learner... The learner...

24.llustrates simple and 26. computes interest, maturity value, future value, and present value in simple interest and
C. Learning
compound interests. compound interest environment. M11GM-IIa-b-1
Competency/Objectives
M11GM-IIa-1 27. solves problems involving simple and compound interests. M11GM-IIb-2
Write the LC code for each.
25.distinguishes between
simple and compound
interests. M11GM-IIa-2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,the content can be tackled in a week or two.
II. CONTENT
Basic Business Mathematics
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
IV. LEARNING RESOURCES materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide General Mathematics Teacher’s General Mathematics Teacher’s General Mathematics Teacher’s General Mathematics Teacher’s
pages Guide pp. 153-155 Guide pp. 156-162 Guide pp. 167-178 Guide pp. 167-187
2. Learner’s Materials General Mathematics Learner’s General Mathematics Learner’s General Mathematics Learner’s General Mathematics Learner’s
pages Material pp. 135-136 Material pp. 137-143 Material pp. 144-150 Material pp. 144-157

Page 1 of 11
 Session 1 Session 2 Session 3 Session 4
Conceptual Math and Beyond
3. Textbook pages (General Mathematics) by pp.
126-152 
4. Additional Materials
from Learning
Resource (LR)portal
Video: THE DECOY EFFECT |
B. Other Learning Resource masalo efektas –
https://youtu.be/33aaQdtD20k
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,
V. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
Ask students to give their own Change fractions to decimal and decimals to percent: Group the students into two.
answers to the question “what Have one representative from
Percent Decimal Fraction
are some ways to take care of each group 'deposit' PHP100 into
hard-earned money?” 9 a jar or box.
45% 0.45   
20 Group 1: This group will earn
13 compound interest each day at a
6.50% 0.065  rate of 5%.
A. Reviewing previous 200
lesson or presenting the 7 Group 2: This group will earn
3.4%  0.034   compound interest twice a day at
new lesson 500
3 a rate of 2.5%.
 60% 0.60   
5
1
620%  6.2  6
5

Watch the provided video.

Page 2 of 11
 Session 1 Session 2 Session 3 Session 4
Say: Today we will take about Activity 1: Who wants to be a Ask the students to discuss
money, how can it be lost or millionaire? whether one group will earn
how to make it grow using The teacher will present a power more than the other group. Let
mathematics. Refer to Classroom Game point presentation. Each slide each group compute how much
B. Establishing a purpose
(Optional) on page 153 of the contains a questionnaire - the money they will have at the end
for the lesson
Teacher’s Guide. student’s aim is to work out and of 5 days. Let them observe the
give a correct answer. 'compounding effect' by
constructing the table on page
168 of the Teacher’s Guide.
Explain that depositing money in Refer to Note: Try to save Allow the students to compare
a bank is like lending money to money!, Lesson Proper: the compound amounts when
the bank in return for which the Definition of Terms and compounding semi-annually and
C. Presenting
bank pays interest. Borrowing Illustration of Simple and compounding annually by posing
examples/Instances of
money from banks or lending Compound Interest on pages the example on pages 168-170
the new lesson
institutions requires payment of 154-155 of the Teacher’s Guide. of the Teacher’s Guide.
interest. Hence, money has  
present and future values.
D. Discussing new concepts Define the following terms: Say: Simple interest is the Let the students define the
and practicing new skills  Lender or creditor interest that is computed on the following additional terms:
#1  Origin or loan date original principal only. If I  conversion or interest
 Repayment date or denotes the interest on a period
maturity date principal P (in dollars) at an  frequency of
 Time or term (t) interest rate of r per year for t conversion (m)
 Principal (P) years, then we have  nominal rate (i(m))
 Rate (r) I = Prt  rate (j) of interest for
 Interest (I) each conversion
 Simple Interest (Is) period
 Compound Interest  total number of
(Ic) conversion periods n

Page 3 of 11
  Maturity value or
future value (F)

Session 1 Session 2 Session 3 Session 4

Example: A bank pays simple
interest at the rate of 8% per
year for certain deposits. If a
customer deposits $1,000 and
makes no withdrawals for 3
years, what is the total amount
on deposit at the end of three
years? What is the interest
earned in that period?
Solution: The interest earned
over the three year period is
given by
I  Prt
 1000(0.08)(3)  240
E. Discussing new concepts Illustrate Simple and Compound Discuss the procedure/formula in Provide examples of nominal
and practicing new skills Interest finding simple interest. rates and the corresponding
#2 frequencies of conversion and
interest rate for each period.
Derive the formula in finding
compound amount when
compounding is computed more
than once
a year.
Provide examples on
compounding amounts more
than once a year.
Extend the discussion to finding
present value when interest is

Page 4 of 11
 compounded more than once a
year.

Session 1 Session 2 Session 3 Session 4

Let the students compare the Activity: What are the amounts Refer to Seatwork on page 175
F. Developing mastery
interests gained in the two of interest and maturity value of of the Teacher’s Guide.
(leads to Formative
investments. a loan for PHP25,000 at 12%
Assessment 3)
simple interest for 5 years?
Say: Simple and Compound Let the students compare the Application: How much money Refer to Enrichment (Optional)
interest are example of applied interests gained in the two will you have after 4 years and 3 on page 177 of the Learner’s
G. Finding practical
mathematics which is used investments. months if you deposited Material.
application of concepts
mainly in banking. PHP10,000 in a bank that pays
and skills in daily living
0.5% simple interest?

Let learners explained the quote Ask the students to distinguish Allow the students to compare
of Albert Einstein regarding between simple and compound the compound amounts and the
Compound Interest. interests based on their compound interests when
illustrations. compounded annually, semi-
H. Making generalizations
annually, quarterly and monthly.
and abstractions about
Emphasize that as the
the lesson
frequency of conversion periods
in a year increases, the larger
the compound interest, and so,
is the compound amount.
I. Evaluating learning Ask students to distinguish Seatwork/ Quiz: Seatwork: At what simple Refer to Evaluation on pages
between simple and compound 1. Yuan deposited PHP5,000 interest rate per annum will 176-177 of the Teacher’s Guide.
interests based on the in a bank paying 9% PHP1 become PHP2 in 2 years?
illustrations. simple interest for 3
years. How much would
he have in his account at
the end of three years,
assuming that no
withdrawal was made?

Page 5 of 11
Session 1 Session 2 Session 3 Session 4
Solution:
a. Identify the given
information
P = 5,000
r = 9% = 0.09

t = 3 years
b. Identify what is asked
in the problem and
the formula to be
used.
We are asked to fund
the final amount F.
The formula to be
used is F = P (1 + rt)
c. Substitute the given
values and compute
the value of the
unknown.
F = P(1 + rt) = 5,000
[1+ (0.09)(3)] =
6,350
So, the amount of
money after 3 years
is PHP6,360

Page 6 of 11
Session 1 Session 2 Session 3 Session 4
2. Brandon Maribeles
borrowed PHP15,000
from a bank charging 7%
simple interest with an
agreement that he would
pay the principal and the
interest at the end of the
term. If he paid
PHP17,000 at the end of
the term , for how long
did he use the money?
Solution:
a. Identify the given
information
P = 15,000

F = 17,100

r = 7% = 0.07
b. Identify what is asked
in the problem and
the formula to be
used.
We are asked to find
the time t. The
formula to be used is

Page 7 of 11
 I
¿ .
Pr

Session 1 Session 2 Session 3 Session 4

c. Substitute the given
values and compute
the value of the
unknown.
We will solve first for
t using the formula
I=F–P
I = 17,100 – 15,000
I = 2,100
Solve for t
I
t= .
Pr
2,100
t=
(15,000)(0.07)
t=2
So, the money was used for 2
years.
J. Additional activities for Homework: Let the students 3. Jonathan invested Assignment: How long will 1 Refer to Supplementary
application or generalize the procedures in PHP75,000 in the stock million pesos earn a simple Exercises on page 157 of the
remediation finding simple and compound market which guaranteed interest of 100,000 at 1% per Learner’s Material.
interests. Allow them to express an interest of PHP11,250 annum?
these generalization using after one and a half
formulas. years. At what rate
would his investment
Page 8 of 11
 earn?
Solution:
a. Identify the
information given
P75,000
I = 11,250
t = 1.5 years

Session 1 Session 2 Session 3 Session 4

a. Identify what is
asked in the problem
and the formula to
be used.
We are asked to find
the interest rate r.
The formula to be
I
used is r = .
Pt
b. Substitute the given
values and compute
the value of the
unknown.
I
r= =
Pt
11,250
= 0.10
(75,000)(1.5)
= 10%
So, the interest rate
is 10%.
Assessment tools can be done in school (if time permits) or at home.
VI. REMARKS

VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
Page 9 of 11
 learn? Identify what help your instructional supervisors can provide for 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 who scored
below 80%
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

Session 1 Session 2 Session 3 Session 4

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?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to bld.tld@deped.gov.ph

Prepared by:

ANGGIELYN M. KABIGTING DANA JANE L. DIAZ ANNALYN L. GERMAN JENNIFER D. LORENZO DAVID KYLE N. LAGGUI

Page 10 of 11
 Teacher Teacher Teacher Teacher Teacher
Division of Tarlac Province Division of Tarlac Province Division of San Jose Del Monte City Division of San Jose Del Monte City Division of Bulacan

ARTURO V. ZAFRA ERWIN ANGELO V. BADURIA BRYAN BALAONG CHERRY MAE R. BADUA DIANNE ROSE T. DE GUIA
Teacher Teacher Teacher Teacher Teacher
Division of Cabanatuan City Division of Zambales Division of Zambales Division of Muñoz Science City Division of Zambales

Checked by: Noted by:

DR. JERRY D. CRUZ DR. NESTOR P. NUESCA

Education Program Supervisor in Mathematics, Schools Division of Bulacan/ Regional Education Program Supervisor in Mathematics
Regional Trainer/ Facilitator

Page 11 of 11