BM I-17

DAILY LESSON LOG OF ABM_BM11RPIe-1(Week Five-Day One)
School Grade Level Grade 11

Teacher Learning Area Business Mathematics
Teaching Date and Time Quarter First
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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of the key concepts of ratio and proportion.
B. Performance Standards The learner is able to formulate and solve problems involving ratio and proportion.
Learning Competency: Compare and differentiate ratio and rate(ABM_BM11RP-Ie-1)
C. Learning Learning Objectives:
Competencies/ 1. Compare and differentiate ratio from rate.
Objectives 2. Solve problems involving ratio and rate.
3. Relate the illustration of ratio and rate to real life situations.
II. CONTENT Ratio & Proportion
III. LEARNING RESOURCES teacher’s guide
A. References
1. Teacher’s Guide Pages 24-30
2. Learner’s Materials
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
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
IV. PROCEDURES 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.
Board work:
The teacher will review the previous lesson on simplifying fractions including mixed
numbers and complex fraction by asking the students to simplify the given below.
6 2
1.) 4.) 5
4 3
3 3
2.) 1 5.)
2 6
4
A. Review previous lesson 3.)
6
or presenting the new Answer Key:
lesson
3 17
1.) 4. )
2 3
5 1
2.) 5.)
2 2
2
3.)
3
B. Establishing a purpose The teacher lets the students realize the difference between ratio and rate through its
for the lesson definition, examples and further illustrations.
C. Presenting examples/ The teacher will group the students into five to perform the tasks below. The chosen
instances of the new speaker in every group will discuss their answers in front.
lesson Direction: From the nutritional facts below, Show the ratio of the amount of the
following:
a. protein to carbohydrates
b. carbohydrates to dietary fiber
c. protein to serving size
d. dietary fiber to energy
Answer Key:
a. 3.5 : 27.3
b. 27.3 : 1.8
c. 3.5 : 35→1 : 10
d. 1.8 g : 142 kcal→9 g : 71 kcal
Activity 2
The task is to investigate which prices at supermarkets are better buys by finding costs
for different quantities of the same item such as laundry soap, milk, bottled water,
etc. They are to compare the price per unit within the same brand.
The teacher will discuss the answers from the activity number 1 and ask the students
what have they notice on the answers. The students would possibly answer the use of
the symbol (:). The teacher will explain the importance of the order of the ratios since
some ratios are converted to integer values. He/she will then define what ratio is and
D. Discussing new
how it can be written.
concepts and practicing
To introduce the rate, the teacher will ask the students about their answers in the
new skills #1
second activity. He/ she will let them find out if the larger size is always the best buy.
He/ she also ask students what manufacturers do to convince shoppers that their
product is the cheapest. (Answers may vary depending on the product.)
Note: Data is only based on students’ experiences
E. Discussing new
concepts and practicing
new skills #2
(Contextualization & Localization)
The students will stay in their group. The teacher will let them answer the exercises
below:
1. In a class of 40 students, the ratio of passing grades to failing grades is 5 to 3. How
many failed the course?
2. A chocolate cake requires an average of one hour of baking time while a cupcake
requires only 20 minutes of baking time. What is the ratio of baking time for chocolate
cake to that for the cupcake? Express you answer in simplest form.
F. Developing mastery 3. An airplane travels 3,500 kilometers in 5 hours. What is the unit rate of the plane?
(leads to formative Answer Key:
assessment 3) 5
1. The ratio 5 to 3 (or 5:3 or ) indicates that for every 5 + 3 = 8 students, there are 3
3
3 3
who would fail. That is, of the class failed or (40) = 15 students failed.
8 8
2. The chocolate cake requires 1 hour or 60 minutes to bake. The cupcake requires 20
minutes to bake. Therefore, the ratio of the baking time for the chocolate cake to that
for the cupcake is 60:20. In simplest form, this is 3:1. (Note that the final answer has
no unit.)
3. 3,500 km/5 hours reduces to 700km/hour, the unit rate.
In the sports world, there are many situations where ratios are used. The teacher may
G. Finding practical mention basketball statistics, for example. The ratio of two numbers is a way of
applications of comparing them. If we say that the ratio of two numbers is 3 is to 1, this means that
concepts and skills in the first number is thrice as large as the second number. The ratio of the two numbers
daily living can be expressed as a fraction, where the first number in the ratio is the numerator
and the second number in the ratio is the denominator.
The teacher will then relate the answers of the students on the definition of rate and
ratio and how those two are contrast each other.
Ratio can be conceptualized in many different ways--usually expressed as a fraction.
H. Making generalizations That is why a fraction is often called a “rational number” because the word
and abstractions about rational also means “having to do with ratios.” Comparison is a widely used
the lesson and important application of ratio.
A rate is also a ratio. While a ratio compares two quantities of the same kind, a rate
compares two quantities of different kinds or two unlike quantities. A rate is
a ratio that is used as a form of measurement.
The teacher lets the students answer individually the formative assessment.
1. A survey asked 130 students which between the subjects Accountancy and
Marketing is their preference. The result is given by the table below
Write each of the following ratios as a fraction in simplest form.

a. students who prefer Accountancy to all students surveyed;
b. students who prefer Marketing to students who prefer Accountancy.
2. A family of 5 people whose gross monthly income is PhP30,000 budgeted the
following amounts for their major monthly expenditures:
a. What is the ratio of the house rent to the food bill?

b. What is the ratio of the food bill to the gross monthly income of the family?
c. What is the ratio of the electricity bill to the food bill?
I. Evaluating Learning d. What is the ratio of the other expenses to the gross monthly income of the family?
3. When you go shopping, you may find the same items packaged in various sizes or
quantities. Of course, the item with the lesser unit price is the better buy.
A. Find the better buy: 6 handkerchiefs for Php 240 or 10 handkerchiefs for Php 399.
B. Find the better buy: 12 notebooks for PhP858 or 20 notebooks for PhP1,420.
Answer key:
70 7
1. a.)70 to 130 (7 to 13) or 70:130 (7:13) or ( )
130 13
60 6
b.) 60 to 70 (6 to 7) or 60:70 (6:7) or ( )
70 7
8000 8 4
2. a.) = = or 4:3 or 4 is to 3
6000 6 3
6000 6 1
b.) = = = or 4:3 or 4 is to 3
30000 30 5
3. A. The unit price for PhP240/6 handkerchiefs is PhP40 while that of the PhP399/10
handkerchiefs is PhP39.90. Hence, the better buy is the 10 handkerchiefs for PhP399.
B. PhP858/12 notebooks gives PhP71.50/notebook while PhP1,420/20 notebooks
gives PhP71/notebook. Hence, the better buy is the 20 notebooks for PhP1,420.
J. 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?
VI. REFLECTION
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% 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 Part F
localized materials did I
use/ discover which I
wish to share with other
teachers
Prepared by:
MELANIE B. GARCIA
Teacher

BM I-17

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DAILY LESSON LOG OF ABM_BM11RPIe-1(Week Five-Day One)

School Grade Level Grade 11

Write each of the following ratios as a fraction in simplest form.

a. What is the ratio of the house rent to the food bill?

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