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DAILY LESSON LOG OF ABM - BM11FO-Ic-4 (Week One-Day 3)

The document outlines the Daily Lesson Log for Grade 11 Mathematics, focusing on understanding fractions, decimals, and percentages in relation to business. It includes objectives, learning competencies, content, resources, procedures, and reflection points for the teacher. The lesson aims to engage students through practical applications and formative assessments to enhance their understanding of mathematical concepts.

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Nimrod Cabrera
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40 views4 pages

DAILY LESSON LOG OF ABM - BM11FO-Ic-4 (Week One-Day 3)

The document outlines the Daily Lesson Log for Grade 11 Mathematics, focusing on understanding fractions, decimals, and percentages in relation to business. It includes objectives, learning competencies, content, resources, procedures, and reflection points for the teacher. The lesson aims to engage students through practical applications and formative assessments to enhance their understanding of mathematical concepts.

Uploaded by

Nimrod Cabrera
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
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DAILY LESSON LOG OF ABM_BM11FO-Ic-4 (Week One-Day 3)

School Grade Level Grade 11


Teacher Learning Area Mathematics
Teaching Date and
Quarter
Time
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
I. OBJECTIVES 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 derived from the curriculum guides.
A. Content
The learner demonstrates understanding fractions , decimals and percentage
Standards
B. Performance The learner is able to perform operations: addition, subtraction, multiplication and
Standards division accurately and solve problems involving fractions, decimals and percent
related to business
Learning Competency: Give real-life situations to illustrate fractions, decimals, and
percent (ABM_BM11FO-Ic-4)
Learning Objectives:
C. Learning 1. illustrate situation/examples of problems involving fractions, decimals and
Competencies/ percentage;
Objectives 2. Determine which situation/examples of problems involving fractions decimals
and percentage.; and
3. Demonstrate appreciation of fractions, decimals and percentage as important
concept needed to understand concepts related to business.
II. CONTENT Arithmetic Sequence
III. LEARNING teacher’s guide, learner’s module, matchsticks or toothpicks or straws
RESOURCES
A. References
1. Teacher’s
Pages
Guide
2. Learner’s
Pages 61-62
Materials
3. Textbook
pages
4. Additional
Materials
from
Learning
Resource (LR)
portal
B. Other Learning
Resources
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 multiple ways
IV. PROCEDURES 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.
A. Review previous
lesson or The teacher will check if the student brought a newspaper.
presenting the
new lesson
B. Establishing a The teacher lets the students realize that fractions, decimals and percentage as
purpose for the important concept needed to understand concepts related to business.
lesson
C. Presenting The teacher will let the student name different situation in establishments, company,
examples/ agency and etc. that ratio, fraction, decimal, and percent is useful.
instances of the
new lesson
The teacher discusses with the students the leanings. Furthermore, he/she facilitates the
D. Discussing new
drawing of conclusions from the students in a manner that it is interactive. This can be
concepts and
done by asking other students to react on the answers given by one student. The teacher
practicing new
emphasizes that ratio, decimal, and percentage is important in different situation and
skills #1
areas in business.
E. Discussing new
concepts and
practicing new
skills #2
F. Developing The teacher will let the student cut some clippings/picture that is related fractions,
mastery (leads to decimals, and percent.
formative
assessment 3)
G. Finding practical
applications of
concepts and
skills in daily
living
The teacher will let the student write a short explanation or caption the clippings.

Fraction-a numerical representation (such as ³/₄, ⁵/₈, or 3.234) indicating the quotient of
H. Making
two numbers
generalizations
Decimal is a fraction whose denominator is a power of ten and whose numerator is
and abstractions
expressed by figures placed to the right of a decimal point.
about the lesson
relating to or denoting a system of numbers and arithmetic based on the number ten,
tenth parts, and powers of ten.
Percent -any proportion or share in relation to a whole.
The teacher will ask the students post their clippings in the different areas of the
I. Evaluating
classroom. The student will chose the best output.
Learning
(Choosing the best output could be through vote or individual ratings )
J. 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

Prepared by:

Nina Marie M. Datuin

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