School MANDAUE CITY COMPREHENSIVE NATIONAL HIGH Grade Level Grade 11

SCHOOL

Teacher Learning Area Mathematics

Teaching Date
Quarter Second
and Time

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
I. OBJECTIVES 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.

 Content
The learner demonstrates understanding Fractions, decimals and percentage
Standards
 Performance The learner is able to solve problems involving fractions, decimals and percent related business
Standards
Learning Competency
Illustrate how decimals and fractions can be written in terms of percent
CODE: ABM_BM11FO-Ib-3
 Learning
Learning Objectives
Competencies/
Objectives  Discuss how to write decimal to percent and vice versa.
 Solve an example in writing decimal to percent and vice versa.
 Display oneness in doing activity

II. CONTENT Conversion Decimal to percent

III. LEARNING The Internet, laptop, LCD projector, TG ,

RESOURCES
A. References

1. Teacher’s Guide 46-47

pages
2. Learner’s NONE
Materials pages
NONE
3. Textbook pages
4. Additional NONE
Materials from
Learning
Resource(LR)
portal
B. Other Learning NONE
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the 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.

The teacher with the participation of students, enumerate several practical instances where decimals
are used.
 Review previous
Examples:
lesson or
- money matters (payslips, bank accounts, bills, receipts, financial reports, receipts, etc.)
presenting the
- computations shown on calculators
new lesson
- readings of gasoline consumption
- car’s odometer reading
 Establishing a
purpose for the
lesson
The teacher will present the following pie graph and the students are tasked to answer the
questions after.
 What part of the circle is red write your answer in
percent. 12.5%

 What part of the circle is blue? Write your answer in

fraction. 1/8
 What part of the circle is green? Write your answer in
decimal. 0.25

 Presenting
examples/
instances of the
new lesson

Follow-up Questions
1. How do we write fraction to decimal?
2. How do we write percent to fraction?
3. How do we write decimal to percent?

 Discussing new The teacher will present a problem about writing decimals to percent and the class will be tasked
concepts and to represent the problem using a circle for clearer picture.
practicing new Brenda needs to answer 0.75 of the test questions correctly to pass the test. What percent is this?
skills #1 Answer:

Questions
 1. Explain what is asked in the problem?
Answers may vary
2. What steps should be done to solve the problem?
Answers may vary
3. What is the answer of the problem?
Answers may vary

The teacher will show in class a video presentation showing the conversion of decimal to
percent. The class are to work in pairs to answer the following examples below based on the
method the video presentation has presented.

Examples:
1) 0.35 = 35%
2) 0.175 = 17.5%
3) 1.2 = 120%
The teacher will show the problem presented earlier and the student are to work by pair to come-up
with the answer and the concepts employed in showing the answer.
Possible Answer: This means that when converting a decimal into a percentage you should simply
multiply that decimal with 100.

 Discussing new
concepts and
practicing new
skills #2
Using meta cards the students are to convert the following decimals to percent:

 Developing
mastery (leads
to formative
assessment 3)

II. Word Problems

1. The school sold 0.28 of the books at the books at the book fair on the first day. What
fraction of the books was sold the first day?
 Finding practical money matters (payslips, bank accounts, bills, receipts, financial reports, receipts, etc.)
applications of - computations shown on calculators
concepts and - readings of gasoline consumption
skills in daily -car’s odometer readings
living
 Making We will follow the following steps for converting a decimal into a percentage:
generalizations Step I: Obtain the number in decimal form.
and abstractions Step II: Multiply the number in decimal form by 100 and put percent sign (%)
about the lesson
 Evaluating The assessment will be done letting the students find any products with a list of ingredients. Each
 student are tasked to write the given ingredients at the back of the product (which is written in
decimal form) to percent to prove if the product
Learning

 Additional
activities or
remediation

- -
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.

A. No. of learners
who earned 80%
of the evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the remedial
lesson 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:
JACK GIDEON C. NOEL
SCHOOL HEAD