GRADE 11 School

DAILY LESSON LOG Teacher

Teaching Dates and Time

SESSION 1

I. OBJECTIVES To be able to perform fundamental operations on fractions and decimals

A. Content Standard The learners demonstrate an understanding of the relationship among fractions, decimals, and per

B. Performance Standard The learners are able to perform the operations on fractions: addition, subtraction, multiplication

Perform fundamental operations on fractions

C. Learning Competencies /Objectives
and decimals (ABM_BM11FO-Ia-1)

II. CONTENT Relating Fractions, Decimals, and Percent

III. LEARNING RESOURCES

A. REFERENCES

1. Teacher's Guide pages

2. Learner's Materials pages pp.21-22

3. Textbooks pages

4. Additional Materials from Learning

C.P. McKeague, Prealgebra
Resource (LR) portal

B. Other Learning Resources http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fundamentals.html

IV. PROCEDURES

A. Reviewing previous lesson or Relate decimals to previous lesson on

presenting the new lesson fractions.

Cite practical examples where decimals are

B. Establishing a purpose for the lesson used. Mention some advantages of using
decimals over fractions.

With the participation of students, enumerate

several practical instances where decimals are
C. Presenting examples/ instances of the
used. Examples: - money matters (payslips,
new lesson
bank accounts, bills, receipts, financial
reports,receipts, etc.)
D. Discussing new concepts and
Discuss Concept of Decimal
practicing new skills #1

E. Discussing new concepts and Discuss order of decimals;rounding decimals

practicing new skills #2 and fundamental operations of decimals

F. Developing mastery (Leads to Ask the students to round off decimals on the
Formative Assessment 3) board

ask the students of daily activites where they

G. Finding practical application of
needed to applythe knowledge of decimal
concepts and skills in daily living
fundamental operations

Rediscuss concept of decimals, orderings

H. Making generalizations and
rounding off and fundamental operations of
abstractions about the lesson
decimals
Ask the students to solve for problems
involving
I. Evaluating learning
addition/subtraction/multiplication/division of
decimals
J. Additional activities for application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners require additional
activities for remediation
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
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?

Prepared by:

MR. JESTER G. DE LEON

Senior High School Faculty
 University of the East - Caloocan Grade Level
Mr. Jester Guballa de Leon Learning Area
Week 2 Quarter

SESSION 2 SESSION 3

operations on fractions and decimals

standing of the relationship among fractions, decimals, and percent.

e operations on fractions: addition, subtraction, multiplication and division.

Express fractions to decimals and percent

Illustrate how decimals and fractions can be written in terms of percent.
forms and vice versa. (ABM_BM11FO-
(ABM_BM11FO-Ib-3)
Ia-2)

Percent

pp.23-25 pp.26-27

McKeague, Charles P., Prealgebra,

WadsworthPublishing Company, Belmont
California,2nd ed. (1992)

HEA Math Review/Mathematics Fundamentals.html

Introduce the conversion of decimal to Introduce the conversion of fraction to

fractions and vice versa percentage

Make the students realize the importance of

Mention some business operations which
convertion of fraction to decimal and vice
involve conversion fo fraction to percentage
versa in relation to business

Cite a practical example of business related

Show an instance where conversion of
scenarios/problems where conversion of
fractions to decimals is needed
fraction to percentage is involved
Discuss the convertion of decimal to Discuss the concept of fraction to
fractions and vice versa percentage

Show instances wherein it is easier to deal

with decimals than fractions

Ask the students to convert fractions to Ask the students to convert fraction to
decimals on the board percentage on the board

ask the students of daily activites where cite more practical example of business
they needed to apply their knowledge in related scenarios/problems where
converting fractions to decimals and vice conversion of fraction to percentage is
versa involved

Re-discuss the ways of expressing fractions Rediscuss the concepts in conversion of

to decimals and vice versa fraction into percentage

Formulate more problems on fraction to Formulate more problems on fraction to

decimal convertion and ask the atudents to percentage conversion and ask the students
solve thru quiz bee type. to solve thru quiz bee type.

Ask the students to discuss/explain their Ask the students to discuss/explain their
answers to the board answers to the board
 11
Business Mathematics
1st

SESSION 4

ctions can be written in terms of percent.

pp.28-29

From conversion of fraction to decimal and

vice versa, introduce the concept of
conversion of decimal to percent

Mention some business operations which

involve conversion fo decimal to percentage

Cite a practical example of business related

scenarios/problems where conversion of
decimal to percentage is involved
Discuss the concept of decimal to
percentage

Ask the students to convert decimals to

percentage on the board

cite more practical example of business

related scenarios/problems where
conversion of decimal to percentage is
involved

Rediscuss the concepts in conversion of

decimal into percentage

Formulate more problems on decimal to

percentage conversion and ask the students
to solve thru quiz bee type.

Ask the students to discuss/explain their

answers to the board