GRADE 11 School

DAILY LESSON LOG Teacher

Teaching Dates and Tim

SESSION 1
I. OBJECTIVES
The learner demonstrates an understanding of the key concepts of ratios and
proportions.
A. Content Standard

The learner is able to:1. formulate and solve problems involving ratios;
2. use the concept of proportions in making life decisions.

B. Performance Standard

Identify the different

C. Learning kinds of proportion and
Competencies /Objectives give example of each
ABM_BM11RP-Ie-3

II. CONTENT Ratio and Proportions

III. LEARNING RESOURCES

A. REFERENCES
1. Teacher's Guide pages
2. Learner's Materials pagepp.35-36
3. Textbooks pages
4. Additional Materials McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd
from Learning Resource (Marshall Cavendish Education); internet access; EMAT (Essential Mathematics fo
(LR) portal
B. Other Learning Resources www.quipper.
IV. PROCEDURES

A. Reviewing previous
lesson or presenting the
new lesson
Ask the students to
discuss their assignment
regarding proportions
then introduce kinds of
proportions

Explain that proportions

B. Establishing a purpose
are used in various types
for the lesson
of production

Explain that the

proportions can be
C. Presenting examples/ related in computing
instances of the new lesson wag of employee. Ex.
Number of hours work x
rate

D. Discussing new concepts Discuss differnet kinds of

and practicing new skills #1 proportion

E. Discussing new concepts

and practicing new skills #2

ask the students to re-

echo different kinds of
F. Developing mastery proportions
(Leads to Formative Assessment 3)
G. Finding practical
application of concepts and
skills in daily living

H. Making generalizations
and abstractions about the re-discuss different kinds
lesson of proportion

rectitation
I. Evaluating learning
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:

SHARON FARRALES-SANCHEZ
Master Teacher I-ABM
 BAYAMBANG NATIONAL HIGH SCHOOL Grade Level
SHARON FARRALES-SANCHEZ Learning Area
Week 4 July 25-29, 2016 Quarter

SESSION 2 SESSION 3

onstrates an understanding of the key concepts of ratios and
proportions.
able to:1. formulate and solve problems involving ratios;
he concept of proportions in making life decisions.
The learners demonstrate an understanding of key concepts
buying and selling
The learners are able to analyze and solve problems on
important factors in managing a business: 1. Buying product
2. Selling products

Solve problems involving direct, inverse

     Differentiate mark-on, mark-down and mark-up ABM_BM11B
and partitive proportion ABM_BM11RP-
Ig-1
If-4

Ratio and Proportions Buying and Selling

pp.37-38 pp.39-42

, Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992) Pre-Algebra (Prentice Hall Mathematics); New Mathematics Cou
avendish Education); internet access; EMAT (Essential Mathematics for University-bound Students) published by the Loyola Student Center

www.quipper.com
 Ask the students the kinds of
Ask students to identify some
proportions as discussed last meeting
big and small businesses they
then introduce problems involving
are familiar with in their area.
kinds of proportions

Elicit the students' idea on the purpose

Elicit the students' idea on the purpose of analyzing problem
of solving problems involving
involving buying and selleng
proprotions

No. of hours rate x no. of hours work Use selling of banana que as an
will be given as example example for the lesson

Discuss the solution in solving

Define mark-on, mark up and
problems involving direct, indirect and
mark down
partitive proportion

ask the students to enumerate kinds of

Ask the students to define
proportions and ask one by one to
mark-on, mark-up and mark
solve sample problems involving
down
proportions
 Ask the students who are engaged in small businesses ask the
to apply the concepts of buying and selling

re- discuss solutions to problems re-discuss/re-define mark-on

involving different kinds of proportion mark-up and mark down

assignment: identify the costs

short quiz that are usually incurred in
selling banana que

Checked By:

MR. CRISANTO ONG

SSHT VI, Mathematics
 11
Business Mathematics
1st

SESSION 4

rate an understanding of key concepts in

buying and selling
ble to analyze and solve problems on
managing a business: 1. Buying products
2. Selling products

n, mark-down and mark-up ABM_BM11BS-

Ig-1

Buying and Selling

pp.43-45

Prentice Hall Mathematics); New Mathematics Counts

ents) published by the Loyola Student Center
 Ask thje students to bring out
their assignments listing the
costs in cooking/selling banana
que

ea on the purpose of analyzing problems

ving buying and selleng

Use the costing of

cooking/selling banana que

Discuss the definition of costs;

cost price, selling cost;
operating cost price and profit

Ask the students to recite the

definition of costs,cost price,
operating price, selling price
and profit
are engaged in small businesses ask them
concepts of buying and selling

re-discuss the definition of

costs, operating costs, selling
costs, selling price and profit

recitation