School St.
Vincent of Quebiawan Integrated School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
Grade Level 11-ABM
Teacher Angelica H. Paras Learning Area Business Mathematics
Teaching Dates and Time 12:15PM-1:00PM Quarter First
Day 1 Day 2 Day 3 Day4
June 3, 2019 (Monday) June 4, 2019 (Tuesday) June 5, 2019 (Wednesday) June 7, 2019 (Friday)
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed, and if needed, additional lessons, exercises and remedial 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 the lessons. Weekly objectives shall be delivered from the curriculum guide.
The learners demonstrate an understanding The learners demonstrate an understanding
of: of:
1. fractions 1. fractions
2. decimals and percentage 2. decimals and percentage
The learners are able to… The learners are able to…
1. Perform operations: addition, subtraction, 1. Perform operations: addition, subtraction,
multiplication and division accurately multiplication and division accurately
2. Solve problems involving fractions, 2. Solve problems involving fractions,
decimals and percent related to business decimals and percent related to business
Welcoming learners
Gathering information about the learners
The learners perform fundamental The learners perform fundamental
Orienting the learners about the following:
operations on fractions and decimals. operations on fractions and decimals.
 Classroom Rules
ABM_BM11FO-Ia-1 ABM_BM11FO-Ia-1
 Grading System
 Course Requirements
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the GC, the content can be tackled in a week or two.
Class Orientation Fractions NO CLASSES: EID’L FITR Fractions
List the materials to be used in different days. Varied resources 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.
Business Math by Ian June Garces, PhD,
Business Math by Ian June Garces, PhD
pp. 2-5
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IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the new
lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their experiences and previous knowledge.
Indicate the time allotment for each step.
Teacher welcomes the class and introduces
himself/herself (specialization, background,
credentials).
Teacher asks learners to:
 bring out a piece of paper and be
ready with a pen. And then asks
the students to enumerate three to
five traits or characteristics that
they consider “constant” and
“variable”.
 write down their expectations at the
back of their paper.
Teacher asks learners to choose a partner
and share what they wrote on their paper.
The learners will study a given table about
the favorite lunch meals of one hundred
male and female students.
Guide Questions:
1. Out of 100 students, how many Review the previous lesson.
preferred rice meals? Pasta?
Sandwiches? Biscuits?
2. Out of 100 students, how many are
male? Female?
The teacher will explain that the learners’
answers in the previous activity can be
expressed as fractions.
The teacher will show different fractions and
will ask the learners to identify which are
proper, improper, and mixed numbers.
The teacher will define fraction, proper
fraction, improper fraction, and mixed
number.

The teacher will show how to change

D. Discussing new concepts The learners Introduce their partner after
improper fractions to mixed numbers and
and practicing new skills #1 sharing some information about themselves.
vice versa.

Teacher explains the following to the

learners:
E. Discussing new concepts The teacher will explain how to simplify
 classroom rules
and practicing new skills #2 fractions.
 grading system
 course requirements

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 10-second Drill:
F. Developing mastery (leads to The learners will be given 10 seconds to
Formative Assessment) change improper fractions to mixed
numbers and vice versa.

The learners will be grouped into 4 and will

G. Finding practical be asked to choose a profession where
applications of concepts and fractions are used in their field. Then, they
skills in daily living will act it out in front of the class and the
other groups will guess the profession.
The teacher will ask volunteers to answer
the following questions:
1. What is fraction? Proper fraction?
H. Making generalizations and Improper fraction? Mixed number?
abstractions about the lesson 2. How to change improper fraction
into mixed number? And vice
versa?
3. How do we simplify fractions?
25-Item Quiz
Identify whether each fraction is proper
fraction, an improper fraction, or a mixed
number.
I. Evaluating learning
Change the following improper fractions into
mixed numbers, and vice versa.
Solve each of the following problems.
Express your answers in simplest form.

J. Additional activities for

application or remediation

V. REMARKS
Reflect on your teaching and assess yourself as teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
VI. REFLECTION you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned

80% in the evaluation

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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 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?

COMMENTS/SUGGESTIONS:

Checked by: ____________________________________________

Date: __________________________________________________

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