School SAN ISIDRO HIGH SCHOOL Grade 11

DAILY Level
LESSON LOG Teacher GLENN MICHAEL V. PASCUA Learni Business
ng Mathematics
Area
Teaching Dates and March 11 – 15, 2024 Quarte 2nd
Time r Semester/Quar
ter 3
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of the key concepts of ratio and proportion.
B. Performance The learners are able to:
Standards 1. formulate and solve problems involving ratio and proportion
2. use the concept of proportion in making life decisions
C. Learning At the end of the lesson, the learner is expected to:
Competencies/Objecti 1. Compare and differentiate ratio and rate ABM_BM11RP-Ie-1
ves 2. write ratios illustrating real-life situations ABM_BM11RP-le-2
3. Identify the different kinds of proportion and give example of each ABM_BM11RP-Ie-3
4. Solve problems involving direct, inverse and partitive proportion ABM_BM11RP-If-4
II. CONTENT RATIO AND PROPORTION
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide Pre-Algebra (Prentice Hall Mathematics); New Mathematics Counts (Marshall Cavendish Education);
pages internet access; Business Mathematics by Mariano, Norma L. 85-87
2. Learner's
Material pages
3. Textbook's pages
4. Additional Business Mathematics, pp. 1-42
Materials from
Learning Resource
(LR) portal
IV. PROCEDURES
A. Reviewing previous Review the students of Answering of take home Review the lessons Ask the students the kinds
lesson or presenting the previous lesson activity from previous regarding the functions of proportions as discussed
the new lesson regarding fractions, session of proportions. last meeting then
decimals, percent as introduce problems
pre involving kinds of
–requisite to ratio and proportions
proportion
1. Dexter, Eduardo,
and Fernando are
partners sharing profits
and losses: 1/8 to
Dexter, ¼ to Eduardo,
and 5/8 to Fernando.
Find the share of each
of the partners in a net
profit of P24,500.00
(Simply multiply the
net profit by the
corresponding fraction
part:
Dexter’s share =
1/8 x P24,500.00 = P
3,062.50
Eduardo’s Share = ¼ x
P24,500.00 =
6,125.00
Fernando’s share = 5/8
x P24,500.00 =
15,312.50
P
24,500.00
2. Convert 0.375 to
fraction
0.375 = 375/1000
= 375÷125/ 1000
÷125
= 3/8
(375 has 3 decimal
places. Our
denominator should
have 3 zeros; hence,
1000. Reducing
375/1000 to lowest
terms, we divide 375
by 125 (HCF) to arrive
at 3; we divide 1000 by
125)
B. Establishing a Answer the assignment Elicit the students' idea on
purpose for the Emphasize the on the board to have a the purpose of solving
lesson different areas in life mastery the prevoius problems involving
where key concepts of lessons about the proprotions
ratio and rates are functions of proportions.
needed
C. Presenting Define what a ratio is. Define what rate is. The second type of Discuss the solution in
examples/ instances A ratio is a comparison proportion is the inverse. solving problems involving
of the new lesson of two quantities by A rate is a ratio that Example: In a T-shirt direct, indirect and
division. compares quantities of design factory, 5 partitive proportion
The ratio of a to b can different units. employees can finish
be written in two ways: A unit rate is a rate that designing 20 t shirts in
as a:b (odds notation), has a denominator of 1; one hour. How long will
where the symbol “:” is that is, a rate for one it take 10 people
read as “is to”, or unit of a given quantity.
a/b, b ≠ 0 (fractional
notation)
D. Discussing new There are two ways of
concepts and finding the ratio:
practicing new skills Division
#1 2. Comparing
numerators of fraction
with the same
denominator
E. Discussing new There are two ways of
concepts and finding the ratio:
practicing new skills Division
#2 2. Comparing
numerators of fraction
with the same
denominator
F. Developing mastery Providing examples Example 1: ask the students to re- ask the students to
(Leads to Formative and situational echo different kinds of enumerate kinds of
Assessment 3) problems about ratio If you drive 120 km in proportions proportions and ask one by
and solving for the 120 hours, then your one to solve sample
answers together with rate can be expressed problems involving
the students: as the ratio of proportions
Example 1 kilometers to hours;
(understanding the that is, 120km/ 2hours
concept of ratio):
There are twice as Answer:
many married Your unit rate is 60km/1
employees as single hour or 60 km/hr.
employees, with this
we mean that the ratio Example 2:
of married to single A car travels 120 km on
employees is 2:1, 10 liters of gas. Give
where 2 represents the ratio of the
married employees kilometres to liters (the
and 1 represents single rate) and express a unit
employees. rate.
Answer:
Example 2 (division of The ratio of kilometres
ratio) to liters is 120 kms/10
If there are 20 boys liters.
and 30 girls, how will The unit rate is 12
we find the ratio? kilometers/liter

we find the ratio by Ask the students to

dividing 20 boys by 30 compare and
girls and reduce it to differentiate ratio and
lowest terms, that is, rates and its uses.
20/30 = 2/3 = 2:3

Example 3 (comparing
numerators of fraction
with the same
denominator)
If we have a total of
100 T-shirts of 30-
small sized, 50
medium-sized, and 20
large-sized T-shirts, we
have
30/100 small 50/100
medium 20/100 large

To get the ratio, we

compare the
numerators; hence, we
 say that the ratio of
small:medium:large is
30:50:20 or 3:5:2.
Adding all the
numerators should
give us the
denominator. To check,
30+50+20=100. This
is because the total of
the parts equals the
whole.
G. Finding practical Ask the students of
applications of daily activity/ies where
concepts and skills in they needed to apply
daily living the knowledge of ratio:
Example:
Daily budgeting of time
schedule using ratio,
we have 24 hours a
day how will you divide
your time with all your
activities using ratio.
H. Making Ratio is the relation A rate is also a ratio. re-discuss different kinds re- discuss solutions to
generalizations and between two numbers While a ratio compares of proportion problems involving
abstractions to the or two magnitudes of two quantities of the different kinds of
lesson the same kind. The same kind, a rate proportion
expressions 1:2 (read compares two
as “one is to two”), ½, quantities of different
and 1÷2 indicate kinds or two unlike
ratios. We are actually quantities. A rate is a
comparing or showing ratio that is used as a
the relationship form of measurement.
between 1 and 2.
I. Evaluating learning Drill board to solve the rectitation short quiz
problems involving rate:
Problem 1:
Zeny’s current salary is
P3,600.00 a month. Her
previous salary was
P3,200.00. What is the
rate of increase in her
salary?

Answer:
Current salary = P
3600.00 = Q1 Previous
Salary = P 3200 =
Q2

Find: Rate of increase

Solution: R = (Q2 – Q1)/
Q1
= (P3600 – P3200)/
P3200
= P400/P3200
= 1/8 = 0.125
=12.5%
Note: There is an
increase in salary (we
got positive P400.00).
This increase represents
the percentage. Our
base is always the
original quantity to
which we are comparing
the new quantity.

Problem 2:
This month’s sales were
P12000.00 Last month,
the sales were
P15,000.00 Find the
rate of increase/
(decrease).

Answer:
Given:
Current Sales = Q2 =
P12000.00
Last month’s sales = Q1
 = P15000.00 Find: Rate
of increase/ (decrease)
Solution: Rate of
increase/ (decrease)
= (Q2 – Q1)/Q1
= (P12000.00 –
P15000.00)/P15000.00
= 3/15
= 1/5
= 0.2 / 20% rate of
decrease

Note: There is a
decrease in sales
denoted by the
(P3000.00) we got;
hence, we have a rate
of decrease.
J. Additional activities Take home activities/
for application and assignment:
remediation Albert and William are
candidates. Albert
received 2500 votes
while William received
3000 votes. What is
the ratio of Albert’s
vote against William’s?
Liezel, Maricel and
Smoky are partners.
Their capital balances
are P10,000.00,
P20,000.00, and
P30,000.00,
respectively. What is
their capital ratio?
A,B,C,D divided a pie in
such a way that A got
1/5; B got 3/10; C got
1/10, and D got 2/5.
Find the ratio in which
 the four divided the
pie.
V. REMARKS
VI. REFLECTION
No. of learners who
earned 80% in the
evaluation
No. of learners who
require additional
activities for
remediation who
scored below 80%
Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked
well? Why did this
work?
What difficulties did I
encounter which my
principal or supervisor
can help me solve?

Prepared by Approved:

GLENN MICHAEL VIERNES PASCUA MELISSANDE PANTALEON ERESE EdD

SHS Teacher II Principal I