No.
of Hours/ Semester: 80 hours/ semester
GRADES 1 to 12
DAILY LESSON LOG
I - OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC
code for each)
II – CONTENT
III – LEARNING RESOURCES
A. References
1. Teacher’s Guide page
2. Learner’s materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV – PROCEDURES
A. Reviewing previous lesson
or presenting the new
lesson.
Checked by:
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
Grade Level 11 – 2nd Semester
School
Teacher Learning Area Applied Economics
Teaching Dates and Time Quarter First
Session 1 Session 2 Session 3 Session 4
Objectives must be met over the week and connected to the curriculum standards. To meet objectives, necessary procedure must be followed and if needed, additional lessons, exercises
and activities may be done for developing content 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 lessons. Weekly objectives shall be derived from the curriculum guides.
The learner demonstrates an understanding of… economics as an applied science and its utility in addressing the economic problems of the country
The learners shall be able to… analyze and propose solution/s to the economic problems using the principles of applied economics
The learners…
1. define basic terms in applied economics ABM_AE12-Ia-d-1
2. identify the basic economic problems of the country ABM_AE12-Ia-d-2
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Introduction to Applied Economics 1.1 Revisiting Economics as a social science
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
Applied Economics for a progressive Philippines by Tereso S. Tullao Jr., PhD. (2016) Pp. 1-9.
Applied Economics for a progressive Philippines by Tereso S. Tullao Jr., PhD. (2016) Pp. 1-9.
Applied Economics for a progressive Philippines by Tereso S. Tullao Jr., PhD. (2016) Pp. 1-9.
https://www.reference.com/world-view/economics-important-everyday-life-b0dd15c2a95680ee
Ask the students: Scavenger Hunt
Allow students to create questions Call some students to write any word/
What is Applied Economics? Give students a list of review words/topics and answers to challenge classmates. sentence on the board related to the
about the past lesson and send them to their The questions must be related and previous lesson they have had learned.
Let the scholars give their opinions and notebooks to seek the answers. This allows for connected to the past lesson.
answers, but guide and correct them in review and also helps to teach the value of Let them expand their ideas pertain to
Deped Order no. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K - 12 Basic Education Program
Annex 1C to Deped Order No. 42, S. 2016
No. of Hours/ Semester: 80 hours/ semester
B. Establishing a purpose for
the lesson.
C. Presenting examples/
instances of the new
lesson.
D. Discussing new concepts
and practicing new Skills
#1.
Checked by:
answering the question. Follow-up
question/s may also apply.
Inform the class that today, they are going
to ….
1. Unlock the meaning of Applied
Economics.
2. Familiarize the three strands in
the development of the definition
of economics
3. Do the collaborative activity
Ask the learners about:
1. As a human being, what are
your basic needs to survive?
Guide the class in answering the
questions.
Presentation and Discussion
Chapter 1 - Introduction to Applied
Economics
In any society where we live a number
of things are undertaken for ourselves, our
family, our community and our country for
various reasons including among others
material, survival, stability and
development.
Example, we get our food from
various sources and though different
means. Other families secure their foods
from their farm, but majority of the families
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
keeping good notes. An alternative would be to
allow students to partner up or work in teams.
Let them express their ideas, but teacher
must see to it that their answers are parallel to
the topic.
At this moment students are expected to:
1. Distinguish the two key elements in the
definition of economics.
2. Examine carefully the concept/s of two
key elements in the definition of
economics.
Ask the students to say something or react
about the following words:
1. Science
2. Resources
Let them elaborate their ideas and ask them
to give examples.
Presentation and Discussion
Five key elements in the definition of
economics
Economics as a social science –
Science utilizes the scientific method of inquiry
from identifying the problem, proposing
alternative tentative answers of hypotheses,
testing the tentative answers to the question or
the problem at hand, gathering and treating the
data, and answering the question through
conclusion. This method is being used in the
study of society and its components.
Deped Order no. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K - 12 Basic Education Program
K to 12 BASIC EDUCATION CURRICULUM
One to two questions is/are enough
before the start of the lesson proper.
Guide the students in giving and
answering questions.
Today, students are expected to:
1. Learn the two key elements in
the definition of economics.
2. Attain valid information about
concept/s of two key elements
in the definition of economics.
Ask the students to say something
or react about the following words:
1. Human wants
2. Scarcity
Let them elaborate their ideas and ask
them to give examples.
Presentation and Discussion
Five key elements in the definition of
economics
Human wants and economic analysis
Resources are used to answer the
human needs and wants. Wants can be
described as differentiated or expanded
human need (luxury). Needs can be
portrayed as basic necessities for
material survival including foods etc.
Families with highs of income can have
different taste for food compared with
the word/sentence they had written on the
board.
This time, students are expected to:
1. Attain mastery of all information
about the chapter 1 lesson/s.
2. Summarize the lesson/s well.
Ask the students to say something or
react about the following words:
1. Allocation
2. Economizing
Let them elaborate their ideas and ask
them to give examples.
Presentation and Discussion
Five key elements in the definition of
economics
Allocation and the act of economizing
Because of the problem of scarcity,
thus, allocation can be defined as a social
mechanism to respond to the economic
problem of scarcity. There are ways of
treating the problem of scarcity. One,
individuals may have to temper or
slowdown the expansion of their human
wants. Second, hasten the expansion of
Annex 1C to Deped Order No. 42, S. 2016
No. of Hours/ Semester: 80 hours/ semester
E. Discussing new concepts
and practicing new skills
#2.
Checked by:
purchase their foods in various markets. In
addition, the purchase of clothes, food
intake, purchase of house to enhance their
level of living.
All of these activities that are
intended for the material survival of people
and its community as well as in
strengthening and developing its material
capacity are the purview of economics.
Economics covers many aspects
of human life we cannot escape the
implications of human actions, behavior
and decisions from the time we are born
until death. It is in this light that economics
are being taught in schools to prepare
young citizens on their roles as member of
a society in responding toward the goal of
its material survival, stability, and growth.
Presentation and Discussion
Revisiting economics as a social science
Three strands in the development of
the definition of economics. First focuses on
wealth, second stresses the decision making
process, and the third concentrates on the
allocation process. In many books economics
has been defined as a social science that deals
with the allocation of scarce (uncommon)
resources to meet the unlimited human wants.
Economics as study of wealth
Science of wealth getting and
wealth using implies that the motivation of the
process of wealth accumulation is the utilization
of wealth for the individual’s satisfaction and
society’s welfare. Although the focus is on
wealth, but this activities answering the two
major economic problems in society production
and consumption. Thus, economic is all about
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
Social science can be describe as the study
of various modes and aspect of human
interactions in a group as these people aspire
to preserve their group as a unit. Make it stable,
and promote its growth, expansion and
development. Economics pertains to the study
on how society creates its material wealth, how it
makes this available to its people with minimum
difficulties, and it expands its wealth. Social
science is related also to political science,
sociology and others.
Presentation and Discussion
Five key elements in the definition of
economics
Resources and the study of economics-
This is link to the study of wealth creation and
wealth utilization. Resources or wealth can be
defined as products of nature, qualities of
individuals, and man-made things that can
provide satisfaction or value currently or in the
future.
Natural resources include marine, agriculture
(land, grains, crops, mineral resources). Human
resources are qualities of human beings that
may include labor, intelligence, creativity, health,
education, talents, and many more. These traits
Deped Order no. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K - 12 Basic Education Program
K to 12 BASIC EDUCATION CURRICULUM
poor families. As consequence, the limited resources in the light of human
composition of food intake of the richer wants. Third, combination of the
families may be different from a simple alternatives.
food consumption of poorer families.
Another factor that may differentiate
food consumption is the environment in
the locality where the consumer resides.
Place near river and oceans may
influence the intake of fish and other sea
foods. These differences are brought by
differences in taste, income,
environment, socio-economic status, and
other factors.
This expansion and multiplication of
human wants is one of the key reasons
why we have economic problems.
Society has to respond to this ever
expanding and multiplying human wants
in the light of limited wealth of society.
Presentation and Discussion Presentation and Discussion
Five key elements in the definition of How is economics important to
economics
everyday life?
FULL ANSWER
Scarcity as a source of economic
problem
Being aware of the current economic
situation is vital in buying and selling.
Scarcity can be considered as a key
People tend to talk how economics affect
economic problem because of limitations
them as buyers, sellers, investors,
of resources, on the one hand, the
workers, producers, consumers among
expansion of human wants on the other
others. Therefore, economics gives people
hand. These two features are the main
the knowledge to understand and interpret
reasons of scarcity problem which has to
different situations, thus, giving them an
be addressed through production and
idea of how certain events will affect them.
distribution activities to attain the material
survival, stability and development.
A country with a population with good
economics literacy will benefit from critical
Annex 1C to Deped Order No. 42, S. 2016
No. of Hours/ Semester: 80 hours/ semester
wealth and how this wealth is being used by
individual and society at large for material
survival, stability, and development.
Economics as study of making choices
In everything that we do, weather
we produce or consume, weather wealth-
getting or wealth-using, we make decisions and
these decisions are based on alternative
choices. When we make a choice it implies that
we are foregoing or sacrificing the benefits that
would have been derived from alternatives that
were not selected.
Thus, in making decisions, we have
considered major concepts in the study of
economics – opportunity cost. In everything we
do, there are costs and sacrifices that we have
to carry. As, such there is no free lunch in any
activity that we execute. The choice that we
pursue must be based on a valuation of cost
and benefits.
Economic as study of allocation
Consistent with the process of
wealth getting and wealth using and the
process of making choices is the process of
allocation. A science that deals with the study
of allocation of scarce resources to answer the
unlimited human wants.
There are five elements in the
definition of economic- social science,
resources, human wants, scarcity, and
allocation.
Activity #1.
Let each group answer the following
questions:
F. Developing mastery
(Leads to formative 1. Compare the similarities and
Assessment 3) differences of the three major
strands in the definition of
economics.
2. “It is in this light that economics
is being taught in schools to
Checked by:
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
give them the capacity to create value the
provision of services. Physical or man-made
resources include buildings, equipment,
technology, airports factory, plants and many
more. One of the key characteristics of
resources is that they are limited.
The limitation of resources stems from two
major factors. First, the length of time as well as
difficulties in producing these resources (crude
oil takes several millions years, human qualities
they undergo study, trainings etc). Second, the
limitation is further intensified by the competing
uses for these resources (water can be used in
irrigation and energy). Thus, there are sacrifices
or opportunity costs in everything that we do.
Activity #2.
Think-pair-share
Time frame: 5-10 minutes
Ask students to think individually about a
particular question or scenario below. Then they
pair up to discuss and compare their ideas.
Finally, they are given the chance to share
their ideas in a large class discussion.
Topics are:
Deped Order no. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K - 12 Basic Education Program
K to 12 BASIC EDUCATION CURRICULUM
Scarcity can be defined as the
limitation of resources to answer the
expanding human wants. Since the
economic goals of society are material
survival, stability, and growth, a society
has to achieve these goals through the
proper use of these resources. Shortage,
on the other hand, is a condition when
the supply of good, service or resources
is not enough to meet the demand.
Activity #3.
The "One Minute Paper"
Ask students/group to take out a blank
sheet of paper, let them create a
question (either specific or
open-ended), and the other student (or
perhaps two - but not many more)
minute(s) to respond. Some sample
questions include: “What is scarcity?
analysis on different events that affect the
economic situation of a particular country.
This allows the country to get a clear
approach on how to solve some problems.
General knowledge on economics
provides a person with intellectual skills on
opportunity costs, allocation of resources
and critical evaluation of projects. It also
enables consumers to have a good
understanding of the market. Studying
economics also helps many people to get
jobs in different places, including banks,
law firms, accounting firms, share brokers,
government among others. It provides
graduates with different job opportunities.
Activity #4.
Response to a demonstration or
other teacher cantered activity
Asked groups to write a paragraph
that begins with: I was surprised that ... I
learned that ... I wonder
about ...
This allows the students to reflect on
Annex 1C to Deped Order No. 42, S. 2016
No. of Hours/ Semester: 80 hours/ semester
G. Finding practical
applications of concepts
and skills in daily living.
H. Making generalizations
and abstractions about the
lesson.
I. Evaluating learning
J. Additional activities for
application or remediation.
V – REMARKS
Checked by:
prepare our young citizens on
their roles as members of a
society in responding towards
the goal of material survival,
stability, and growth”, expand
your idea and give examples in
this phrase.
"One Picture Worth Ten Thousand
Words"
Let the students say something about the
pictures and ask them to connect to their
real-life activities.
.
“Sentence Completion”
Ask the class to complete the sentence.
1. I learned that ________.
2. Applied economics is _______.
3. I am happy because ______.
Guide or direct them in completing the
sentence.
Note: This is a summative assessment (Individual) given to all students at the end of lessons.
Attach herewith the copy of Summative assessment.
Tell the students to have advance
reading/study about the topic.
This lesson is intended/ good for one week discussion/s.
K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
1. Economics as a social science what they actually got out of the teachers
2. Resources and the study of Teacher must guide the class in presentation. It also helps students realize
economics the process of activity. that the activity was designed for more
than just entertainment.
Teacher must guide the class in the process Teacher must guide the class in the
of activity. process of activity. Teacher must guide the class in the
process of activity.
“Sharing Ideas/real life experience” “Story telling” “Oral questioning”
 Ask some students to share his/her Ask some students to share a true to What are some clever/smart ways to
real life experience where the two life story concerning human wants and economize at home?
scarcity and the effects of it on their lives.
topics below are being utilized or
applied. Answer: Manage your finances the
Also, ask him/her the moral lessons on same way you would manage a project in
his/her story. a company. Keep track, understand the
ups and downs and, more importantly,
optimize.
Ask the class: “Student Summary of Another Ask them to summarize the topics that
Student's” have been discussed this week.
To formulate generalization/summary about
the two key elements of the definition of Answer Guide and direct their answers for them
economics. to mention the vital and key word.
Ask some students to generalize the
Guide them in answering the question. Follow- lesson, after one student has volunteered
up questions may also apply if needed. an answer to your question, ask another
student to summarize the first student's
response. Many students hear little of
what their classmates
have to say, waiting instead for the
instructor to either correct or repeat
the answer.
Ask the students to study the other three key Remind the class concerning to their Tell the class to Enjoy their week end
elements of the definition of economics. Upcoming Summative Assessment. vacation, but don’t forget to have an
advance sreading about the next lessons.
Deped Order no. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K - 12 Basic Education Program
Annex 1C to Deped Order No. 42, S. 2016
No. of Hours/ Semester: 80 hours/ semester K to 12 BASIC EDUCATION CURRICULUM
SENIOR HIGH SCHOOL – ACCOUNTANCY, BUSINESS AND MANAGEMENT (ABM) SPECIALIZED SUBJECT
Also, the strategies applied to these lessons promote collaboration/team work rather than competition.
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what
VI – REFLECTION 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% on the formative
assessment.
B. No. of learners who 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.

Deped Order no. 42, s. 2016 Policy Guidelines on Daily Lesson Preparation for the K - 12 Basic Education Program
Checked by: Annex 1C to Deped Order No. 42, S. 2016