Scribd
Upload
17 views5 pages

GM Ii-6

genmath dll q2-6

Uploaded by

Leo Jr Forelo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
17 views5 pages

GM Ii-6

genmath dll q2-6

Uploaded by

Leo Jr Forelo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 5

School Grade Level Grade 11

Teacher Learning Area General Mathematics


Teaching Date and Time Quarter Second
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
I. OBJECTIVES 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 derived from the
curriculum guides.
 Content Standards The learner demonstrates understanding of key concepts of simple and compound
interests, and simple and general annuities.
 Performance Standards The learner is able to investigate, analyze and solve problems involving simple and
compound interests and simple and general annuities using appropriate business and
financial instruments
Learning competencies:
1. Computes interest, maturity value, future value, and present value in simple
interest and compound interest environment. (M11GM-IIa-b-1)

Learning objectives:
1. The learner will be able to solve problems involving compound interest
 Learning Competencies/
when compound interest is computed more than once a year.
Objectives
2. The learner will be able to compute interest, maturity value, future value,
and present value in compound interest environment compounded more than
once a year.
3. The learner will be able to display perseverance in learning the topic
presented.

II. CONTENT Basic Business Mathematics


III. LEARNING RESOURCES TG, LM, Internet, General Mathematics for Senior High School (pp 85-91)
A. References
1. Teacher’s Guide pages pp. 162-169
2. Learner’s Materials pages pp. 137-143
3. Textbook pages NONE
4. Additional Materials from NONE
Learning Resource(LR)
portal
B. Other Learning Resources NONE
These steps should be done across the week. Spread out the activities appropriately so that pupils/students
will learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer
from formative assessment activities. Sustain learning systematically by providing pupils/students with
IV. PROCEDURES multiple ways to learn new things, practice the learning, question their learning processes, and draw
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate
the time allotment for each step.
 Review previous lesson or The teacher will let the students recall how to compute the compound
presenting the new lesson interest.
The teacher lets the student recognize the mathematical skill in computing the
 Establishing a purpose for
interest, maturity value and present value of a compound interest
the lesson
environment when compounded more than once a year.
 Presenting examples/ The teacher will have an activity that would strengthen their knowledge in
instances of the new finding the compound interest and somehow present the new topic when a
lesson problem is compounded more than once a year.

Ask the students to discuss whether one group will earn more than the other
group. Let each group compute how much money they will have at the end of
5 days. Let them observe the “compounding effect” by constructing a table.
Possible answer:

 Discussing new concepts The teacher will have an interactive discussion about the definition of terms used in
and practicing new skills #1 compounding more than once a year and its nominal rates and frequencies of
conversion and interest rate for each period. Afterwhich, the teacher will discuss the
formulas in computing the maturity value and present value in computing problems
compounded more than once a year.

Definition of terms:

Examples of nominal rates and the corresponding frequencies of conversion and


interest rate for each period.
 Discussing new concepts
and practicing new skills #2
The teacher will let the students work in pairs and answer the problems given.
Direction: Find what is asked in each item.

Possible answer:

 Developing mastery (leads


to formative assessment 3)

(More examples on TG pp 181-183)


The teacher will present a problem that relates in real life to students.

(Difference in terms of conversion periods)


Direction: Find what is asked in the problem.

Possible answer:
 Finding practical
applications of concepts
and skills in daily living

The teacher will have a closure of the topic by giving things to remember.

Remember:

 Interest can be compounded more frequent than once a year. For


 Making generalizations
instance, interest can be compounded semi-annually. In this case,
and abstractions about the
lesson
there are two compounding periods in a year. Other common
compounding periods are four times in a year (or quarterly) and 12
times in a year (or monthly).
 To find the future value when there are m compounding periods in a
year, you need to compute for the interest rate per compounding
period.
 Evaluating Learning The teacher will let the students answer the given worksheet individually.
I. Complete the table.
 Additional activities or
remediation

V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/students learn? Identify what 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% of
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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

You might also like

pFad - Phonifier reborn

Pfad - The Proxy pFad of © 2024 Garber Painting. All rights reserved.

Note: This service is not intended for secure transactions such as banking, social media, email, or purchasing. Use at your own risk. We assume no liability whatsoever for broken pages.


Alternative Proxies:

Alternative Proxy

pFad Proxy

pFad v3 Proxy

pFad v4 Proxy