MARYKNOLL HIGH SCHOOL OF STO. TOMAS, INC.

8112 Sto. Tomas Davao del Norte

Telefax: 084-829-1272
Email: maryknoll.sto.tomas@gmail.com

STUDENT LEARNING PLAN

SUBJECT: Business Finance

Topic/Lesson:
1.1 Introduction to Financial Management
nd
2 Semester
Quarter: 3rd
Week: 1
Time Allotment: 5 hours

Content Standard
The learners demonstrate an understanding of the definition of finance, the activities of the financial manager,
and the financial institutions and markets.

Performance Standard
1. define Finance
2. describe who are responsible for financial management within an organization
3. describe the primary activities of the financial manager
4. describe how the financial manager helps in achieving the goal of the organization
5. describe the role of financial institutions and markets

Learning Competencies

The learners are able to:

1. Explain the major role of financial management and the different individuals involved.
2. Distinguish a financial institution from financial instrument and financial market.
3. Enumerate the varied financial institutions and their corresponding services.
4. Compare and contrast the varied financial instrument.
5. Explain the flow of funds within an organization-through and from enterprise-and the role of financial
management.

Specific Objectives
At the end of the topic, the students must be able to:
• Have an appreciation of what the overall objective of management should be.
• Describe the goals of the firm and explain why maximizing the value of the firm is an
appropriate goal for a business.
• Identify factors that influence the change in market price.
Day One:
Specific Objectives
 Define the meaning of Finance.
 describe who are responsible for financial management within an organization

I. Introduction
1. Distribute the Course Outline/Curriculum and read the subject description.
2. Go through the various topics and highlight the following:
• Coverage of first quarter exam
• Date of first quarter exam
• Coverage of second quarter exam
• Date of second quarter exam
5. On a sheet of paper, answer the following questions:
A. How much is your daily allowance? If not given daily, how much is your average allowance per day?
B. Write down all the items you spend money on. List the description and peso amount spent.
C. Compute for the balance of your allowance by deducting the expenses you listed from your daily
allowance.

Motivation
 The Teacher will start the class by presenting a scenario in everyday life e.i the life of a high
school student.
 The teacher will ask the students how much allowance they are given to and how often do they
receive it.
 The teacher will continue discussing the activities done in a day from getting to school, to
attending flag ceremony, classroom discussions, lunch break, end of classes, occasional
meriendas or going out with friends and playing computer games, going back home and going
back out to a nearby store to buy autoload because they realized they can’t end their day without
texting their crush.
 Ask learners how many have savings out of the allowance they get from their parents.
 End the story by identifying the expenses they incurred (i.e. tricycle fare, lunch, merienda,
computer games) and letting them recognize the value of savings and possibly investing at a
young age.
 Reveal that most of the activities they do involving decisions on where to use their allowance is a
finance decision.

II. Interaction
Lesson Development

Procedure
A. Simple Recall
What is do you call of the activities involving decisions on where to use their allowance?

B. Activity
- Discussion
 Define Finance as follows:
- Finance can be defined as the science and art of managing money. (Gitman & Zutter, 2012)
 Explain what is budgeting.
- Budgeting is the act of estimating revenue (in the form of their allowance) and expenses over a Period
of time (in this case, on a daily basis).
- Inform them that budgeting will be further discussed in Lesson 3 – Financial Planning Tools.

C. Individual work
Activity: Engage the learners by exhausting from them the expenses they wrote down on their
homework and listing all these down on the board with the respective peso amounts. Try to get
as many answers as possible.
 D. Group work
- Ask the learners to divide the class into 5 groups.
- Post a question of how do we measure shareholders wealth?
 Assume a learner bought 10 shares of Globe Telecom at PHP2,510 each on
September 9, 2010. This brings his investments to PHP25,100. What happens to
the value of his investment if the price goes up to PHP2,600 per share or it goes
down to PHP2,300 per share? Ask each group to present their answer in the class.

E. Transition Statement
` the activity makes the students realize the importance of budgeting and saving. It also
gives them a sort of ideas on how they are going to use their allowance properly in order to save money.

F. Synthesis/Closure

Day 2
Specific Objectives
 Identify the different political ideologies and its functions

Procedure
A. Simple Recall
The teacher will ask the students the following questions:
 How do we acquire political beliefs?
 How important is the political society in a certain society?

B. Motivation
- ACROSTIC: Let the students give characteristics of ideology based from the letters of
the word I-D-E-O-L-O-G-Y.

Example:
I - initiates improvements and projects
D - develops projects
E- evolution of
O- ffer solutions
L- ead people
O- rganize programs
G- eared towards unity
Y- outh working together

C. Activity
Guide Questions:
- Ask the students,
1. What is ideology?
2. What are the different types of ideologies?
- Activity: Jumbled Letters
 Students will be given set of jumbled letters and they will try to compose the
different ideologies from it.
Purpose: Introduce the different political ideologies such as:
1. Anarchism
2. Socialism
3. Liberalism
4. Conservatism
5. Fascism
After discussing the different ideologies, the teacher will ask the following questions to the
students:
- What is the role to the state by each political ideology?
- Can you see any pattern or trend among the five types of ideologies regarding the role
of the state?
- How would each ideology answer a question: Is the state a means to an end, or is the
state the end in itself?

G. The teacher will present a video clip that discusses political science
H. The teacher will ask the following:
 Why do you think we study politics?
 What are the differences and connections between politics, and political science?
- Group work:
 The teacher will group the class into three teams. Concepts that define politics and
political science are jumbled. Those concepts are written separately in pieces of
bond paper which will be given to each group. Each student is given the chance to
post the concepts where they belong, whether to politics or political science. A
time limit is set to this game.
POLITICS
 The actual process of how humans interact in groups.
 Constitute man’s activities in the real world.
 The practices of elective and non-elective political system
 The process by which people try to influence the government.
 The process by which the government decides which policies will be enacted.
 The practice of state and government
 Issues, problems and activities taking place in the society
 Day-to-day actual activities of the government
 Relative (varying)
 Everyone is involved
POLITICAL SCIENCE
 the scientific study of politics
 study of politics, political systems, and governments
 focuses on the theory and practice of government
 theory of state and government
 seeks to study the origin, nature and functions of the state, government and its all
organs
 universal studied by few
The teacher will show in detail the different definitions of Politics and Political
Science. Each student will be asked to read the concept one-by-one.
- The teacher will ask the students the following:
 Why do you think that it is necessary to those who aspire to be lawyers to take
Political Science?
 What is the connection or relation of Politics and Political Science?
D. Transition Statement
Politics is the actual process of how humans interact in groups while Political Science is the
study of the framer.

E. Synthesis/Closure
 As a growing adult, how can you exercise power, rule, authority and influence
judiciously?

Day 3
Specific Objectives
 Determine the value of Politics.

Procedure
A. Simple Recall
- Think-Pair-Share
Each student should take a partner wherein partner A reviews information with partner B
for 1 minute and vice versa. They have to discuss what they think about the phenomenon
(politics) and the method of inquiry (political science).

B. Activity
- Picture Analysis
The teacher will present a picture to the class. The students will be asked by following
guide questions:
 What can be seen in the picture?
 What does the picture depict?
- Discussion
The value of Politics.
1. Politics helps you to know your rights.
2. Politics helps you what you yourself believe.
3. Politics is a living, breathing subject
4. Politics helps you to understand our nation’s parties
5. Politics prepares you to adult life
- The world with Politics role playing:
The student will be divided into four groups and will present how politics is valued in
each organization assigned to them.
 Family
 Classroom/school
 Peer (Barkadahan)
 barangay
 work place (colleagues)
Rubrics:
10 pts. – content
5 pts. – creativity
5 pts. – showmanship
20 pts total

C. Transition Statement
There are no shortcuts to good governance. Systematic problems require structural solutions.
Any mature electorate understands that the fundamental problem of democracy in the country is not
about who is doing what in the government, but whether or not the right systems are in place.

D. Synthesis/Closure
Politics shape our world. It’s a natural extension of history and can be used to study past
mistakes, victories and stalemates and help leaders to make informed decisions on crucial
matters moving forward.
Day 4
Specific Objectives
 Differentiate governance from government.

Procedure
A. Simple Recall

The teacher will ask the students the following questions:

1. what have we discussed yesterday?
2. What do you mean by politics?
3. What do you mean by political science?
4. What is the difference between politics and political science?

B. Activity
1. A short video clip will be shown about government and governance.
 The student will be asked to write significant words that will describe the video they
saw on the cut-out paper and stick it to the wall.
 Two representatives from each group will have to pick and identify one significant
word which refers to government and one another to governance.
2. The teacher will discuss the about the concept of governance which is define as the process
of decision-making and the process by which decisions are implemented. While government
is defined as the group of people with the authority to govern a country or state.

Characteristics of good governance: (UNESCO for Asia and Pacific)

 Participation
 Rule of law
 Transparency
 Responsiveness
 Consensus oriented
 Effectiveness and efficiency
 Accountability

3. Transition Statement
The success of the nation as a whole depends on how effective and how efficient
the organization of power performs. The form of government may change but the nation
will remain as nation. It is therefore, that government is essential to the nation.

4. Synthesis/Closure
Government is merely an instrument for the purpose of governance while the
governance is the exercise of political, economic, and administrative authority to manage
a nation’s affairs. Governance embraces all of the methods – good or bad – the societies
use to distribute power and manage public resources and problems.