DATE

ACTIVITY

: July 22, 2016 (Friday)

: Cooking for Nutrition Month
(half day)

DATE
SECTION
TIME

: July 22, 2016 (Friday)

: ABM
: 1:00 3:00 pm (2 hours)

SUBJECT

: BUSINESS MATHEMATICS

I. OBJECTIVE
The learners are able to perform the
operations on fractions: addition,
subtraction,
multiplication
and
division.

V. ASSIGNMENT
Present problems on the board and
let students perform the operations
of fractions. Write the answers in a
sheet of paper.
DATE
: August 5, 2016 (Friday)
SECTION
: ABM
TIME
: 7:30-9:30 am (2 hours)
SUBJECT

IV.EVALUATION
1

: BUSINESS MATHEMATICS

I.

OBJECTIVE
The learners are able to express
fractions to decimals and percent
forms and vice versa
Illustrate how decimals and fractions
can be written in terms of percent
Give real-life situations to illustrate
fractions, decimals and percent

I.

SUBJECT MATTER
Fundamental
Operations
on
Fractions, Decimals and Percentage
(continuation)
Code : ABM_BM11FO-1a-1
Reference : Teaching Guide for Senior
High School Business Mathematics

II. SUBJECT MATTER

Fundamental
Operations
on
Fractions, Decimals and Percentage
Code : ABM_BM11FO-1a-1
Reference : Teaching Guide for Senior
High School Business Mathematics
III.PROCEDURE
A. Preparation
1. Review
Ask students how fractions were
introduced and defined in their
previous grade levels. Call students
to the board to give examples of
fractions.
2. Motivation
Make the students realize the
importance of fractions through
practical examples. Start by asking
the students to cite circumstances,
based from their own experiences,
wherein fractions were used. The
teacher may add more examples,
preferably those applications in
everyday life and those relevant to
certain jobs.
B. Discussion
Group the students into 5. Present
a
sample
problem
involving
fractions let each group answer.
Recall definition or terminologies
used in the topic and give
examples.
Let students solve
problems
involving operations of fractions.

quiz

II. PROCEDURE
A. Preparation
1. Review
2. Motivation : Board work
Ask students to give examples of the
following:
Proper and improper fraction
Equivalent fraction
Ask students to do the following:
Simplify a given fraction to its
lowest term
Ordering fractions
Solve for LCD
C. Discussion
Recall definition or terminologies
used in the topic and give
examples.
Let students solve problems
involving
real-life
situations
involving fractions, decimals and
percent and word problems

III.EVALUATION
Group work
Group the students into 5. Present a
sample problem involving operations
of fractions and let each group to
answer.
IV.ASSIGNMENT
Present problems on the board and
let students perform the operations
of fractions. Write the answers in a
sheet of paper.

DATE
SECTION
TIME

: August 12, 2016 (Friday)

: ABM
: 7:30-9:30 am (2 hours)

SUBJECT

: BUSINESS MATH

4.

5.

V. REMARKS
Discussion is unfinished because
students are requested to join the
pre-selection
for
the
Megayon
Festival dancers. It will be continued
next meeting.
VI.

I. OBJECTIVES
The learners are able :
Solve problems involving fractions,
decimals and percentage
II. SUBJECT MATTER
Fundamental Operations on
Fractions, Decimals and Percentage
Code : ABM_BM11FO-Ia-1
III.LEARNING RESOURCES
TG for Business Math
Business Math textbook
IV.PROCEDURE
1. Introduction / Review
Introduction : Discuss the objective
of
reintroducing
fractions,
highlighting its importance and
various applications in business as
well as other fields.
Review :
on proper/improper
fractions, mixed numbers, similar
or
like
fractions,
equivalent
fractions, greatest common factor
(GCF), least common multiple
(LCM)
2. Motivation: Enjoin the class to cite
circumstances wherein fractions are
used.
3. Discussion:
2

Present a sample problem to the

class and let students solve.
Demonstrate process in solving
problems.
Evaluation
Group work
Assignment
Present other problems and let
students solve and write solutions
in a sheet of paper.

I.

REFLECTION

DATE
SECTION
TIME

: August 18, 2016 (Thursday)

: ABM
: 3:00-4:00 pm (1 hour)

SUBJECT

: BUSINESS MATH

OBJECTIVES
The learners are able :

Perform fundamental operations

on fractions and decimals.
Express fractions to decimals and
percent forms and vice versa.

II. SUBJECT MATTER

Relating Fractions, Decimals, and
Percent Ratio and Proportion
Code : ABM_BM11FO-Ia-1

ABM_BM11FO-Ia-2
III. LEARNING RESOURCES
TG for Business Math and textbook
IV.PROCEDURE
1. Review : Review on the concept of

decimals, place value, ordering of

decimals, rounding decimals.
2. Motivation
:
Cite
practical
examples where decimals are
used. Mention some advantages
of using decimals over fractions.

3. Discussion
Present fractions and let students
perform
the
fundamental
operations (add, subtract, divide,
multiply.
Demonstrate process in solving
problems
Illustrate how to express fractions
to decimals and percent forms
and vice versa
4. Evaluation
Quiz
5. Assignment
Give sample word problem and
let students solve and write
solutions in a sheet of paper.

used. Mention some advantages

of using decimals over fractions.

3. Discussion
Present fractions and let students
perform
the
fundamental
operations (add, subtract, divide,
multiply.
Demonstrate process in solving
problems
Illustrate how to express fractions
to decimals and percent forms
and vice versa
4. Evaluation
Quiz
5. Assignment
Give sample word problem and
let students solve and write
solutions in a sheet of paper.

V. REMARKS
VI.

REFLECTION

V. REMARKS
VI.

I.

DATE
SECTION
TIME

: August 19, 2016 (Friday)

: ABM
: 7:30-9:30 am (2 hours)

SUBJECT

: BUSINESS MATH

OBJECTIVES
Illustrate

how
decimals
and
fractions can be written in terms of
percent.

II. SUBJECT MATTER

Relating Fractions, Decimals, and
Percent Ratio and Proportion
Code : ABM_BM11FO-Ib-3
III. LEARNING RESOURCES
TG for Business Math and textbook
IV.PROCEDURE
1. Review : Review on the concept of

decimals, place value, ordering of

decimals, rounding decimals.
2. Motivation
:
Cite
practical
examples where decimals are
3

REFLECTION

DATE
SECTION
TIME

: September 9, 2016 (Friday)

: ABM France
: 7:30-9:30 am (2 hours)

SUBJECT

: BUSINESS MATHEMATICS

I. OBJECTIVE : The learner is able to

compare and differentiate ratio and
rate;
write ratios illustrating real-life
situations.
II. SUBJECT MATTER
Ratio Concepts and Application

ABM_BM11RP-Ie-1/ ABM_BM11RP-Ie2

III.

REFERENCE
Teaching Guide for SHS Business Math
Pre-Algebra
(Prentice
Hall
Mathematics);
New
Mathematics

Counts (Marshall Cavendish Education);

internet access
IV.

to 2, we are actually saying the

following:

5
10

PROCEDURE
a. Review : Review how to simplify
fractions including mixed numbers
and complex fractions. Let them
recall reducing fractions using the
property:

ax
ay =

0, y 0.
b. Motivation : Show nutritional value
of the pack of oatmeal and let
students answer the questions
regarding ratio.
c. Presentation : Ratio concepts and
applications
d. Discussion :
Define ratio and show examples
of odds and fractional notation.
Show how to simplify fractions
into simplest form and let
students solve examples given.
e. Continuation of Discussion
f. Developing Mastery
A ratio is a comparison of two
quantities by division. The ratio
of a to b can be written in two
ways:
a. as a:b (odds notation), where
the symbol : is read as is
to; or

a
0 (fractional
b ,b

1
2

(reduced to lowest

terms)
Problems involving fractions may
be looked at as ratio problems as
well. Hence, the terms ratios and
fractions are interchangeable.
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.
i. Evaluation: Quiz (check for
understanding)
j. Assignment
1. To make a 500-g cake, 6 cups of
flour, 3 cups of butter, and 1.5
cups of sugar are needed. Write
down the ratio of:
a. the amount of sugar to the
amount of flour;
b. the amount of flour to the
amount of butter to the amount
of sugar.
2. 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 PHP240 or 10
handkerchiefs for PHP399.
b. Find the better buy: 12
notebooks for PHP858 or 20
notebooks for PHP1420.

y , where a

notation)
A rate is a ratio that compares
quantities of different units. A
unit rate is a rate that has a
denominator of 1; that is, a rate
for one unit of a given quantity.
g. Finding Practical Application
Word problems.
h. Making Generalization
Note that we handle ratios the
way we handle fractions. That is,
when we say that the ratio of 5
girls to 10 boys is the same as 1

V. REMARKS

VI.

REFLECTION