GRADE 11 School
DAILY LESSON LOG Teacher
Teaching Dates and Time
SESSION 1
I. OBJECTIVES
To be able to
A. Content Standard The
B. Performance Standard The learners are able to perform
C. Learning Competencies /Objectives Perform fundam
II. CONTENT Fundam
III. LEARNING RESOURCES
A. REFERENCES
1. Teacher's Guide pages pp. 1-3
2. Learner's Materials pages
3. Textbooks pages
4. Additional Materials from Learning 1. C.P. McKeague, Prealgebra
Resource (LR) portal
B. Other Learning Resources http://stufiles.sanjac.edu/THEA/THEA Math Review/Mathematics Fun
IV. PROCEDURES
Ask students how fractions were introduced
and defined in their previous grade levels.
Call some students to the board to give
examples of fractions and draw
corresponding visual representations. Then
A. Reviewing previous lesson or
discuss the objectives of reintroducing
presenting the new lesson
fractions which include reinforcement of
concepts, sharpening their skills, and
enrichment on the topics through
applications on business and other relevant
fields.
Make the students realize the importance of
fractions through practical examples.
B. Establishing a purpose for the
lesson
Start by asking the students to cite
circumstances, based from their own
experiences, wherein fractions were used.
C. Presenting examples/ instances of
The teacher may add more examples,
the new lesson
preferably those applications in everyday life
and those relevant to certain jobs or
professions.
Review the definition of fractions and its
D. Discussing new concepts and
kinds such as proper, improper, mixed,
practicing new skills #1
similar and dissimilar fractions
E. Discussing new concepts and
practicing new skills #2
Write a fraction on the board and
ask the students what kind it is
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical application of Ask the students to give a specific example
concepts and skills in daily living of daily activities where fractions are applied
H. Making generalizations and Re-discuss the definition of Fractions and its
abstractions about the lesson kinds
Ask the students to define fraction,
enumerate its kinds and give example of
I. Evaluating learning each thru recitation.
J. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on 135 out of 150 students earned 80% on
the formative assessment formative assessment
B. No. of learners require additional
15 learners need activities for remediation
activities for remediation
C. Did the remedial lessons work? No.
yes, 10 learners have caught up after the
of learners who have caught up with
remedial
the lesson
D. No. of learners who continue to
require remediation 5 learners are required for remediation
E. Which of my teaching strategies assigning bright students to tutor slow
worked well? Why did these work? learners works.
F. What difficulties did I encounter
dealing with absenteeism of slow learners
which my principal or supervisor can
which affects the time for their remedial
help me solve?
G. What innovation or localized
assigning bright students to tutor slow
materials did I use/discover which I
learners works.
wish to share with other teachers?
Prepared By:
SHARON FARRALES-SANCHEZ
Master Teacher I-ABM
BAYAMBANG NATIONAL HIGH SCHOOL Grade Level
SHARON FARRALES-SANCHEZ Learning Area
Week 1 July 4-8, 2016 Quarter
SESSION 2 SESSION 3
To be able to perform fundamental operations on fractions and decimals
The learners demonstrate an understanding of fractions.
The learners are able to perform the operations on fractions: addition, subtraction, multiplication and division.
Perform fundamental operations on fractions and decimals ABM_BM11FO-Ia-1
Fundamental Operations on Fractions Decimals and Percentage
pp.4-10 pp.12-14
McKeague, Charles P., Prealgebra, WadsworthPublishing Company, Belmont California,2nd ed. (1992)
A Math Review/Mathematics Fundamentals.html
Review of the basic concepts on fractions
that has been discussed yesterday and recall
the definitions of prime numbers, composite
numbers, relativley prime numbers,greates
Common Factor, Least Common Denominator
Introduce the solution on
Addition/Subtraction of fractions
Make the students realize the importance of
identifying prime, composite and relatively
prime numbers,LCD and GFC in solving
Emphasize the importance of addition and
problems involving fractions.
subtraction of fraction problem that may
encounter in business operations
Cite a fraction problem that they may
encounter in business scenario
State the formal definition of a fraction as a ratio
of integers;(a) Give specific fractions with
corresponding visual representations showing
proper fraction as a portion of a whole
Emphasize fraction as a single number by
positioning several examples of fractions Discuss the solution on Adding and
(proper/, improper fractions, mixed numbers Subtracting problems involving fractions
on the real line.
Discuss simplification of fractions or reducing
a fraction to its lowest term
Ask the students to formulate a fraction problem
Write an example of fraction on the board that they may encounter as they put up their
and ask the students to simplify it business and allow other learners to solve, then
the facilitated learnings tooks place
Ask the students to give a specific example
of daily activities where fractions are applied
Re-discuss the solution in adding and
Re emphasize and re-discuss simplification of
subtracting problems involving fraction
fractions thru finding LCD and GCF
Give more examples of fraction on the board
and ask the students to explain the quiz bee in adding and subtracting fraction
procedure on simplification
Ask the students to solve the sample fraction
on the board for simplification
taken 5 minutes of today's time for tutorial of taken 5 minutes of today's time for tutorial
slow learners of slow learners
135 out of 150 students earned 80% on 135 out of 150 students earned 80% on
formative assessment formative assessment
15 learners need activities for remediation 15 learners need activities for remediation
yes, 10 learners have caught up after the yes, 10 learners have caught up after the
remedial remedial
5 learners are required for remediation 5 learners are required for remediation
assigning bright students to tutor slow assigning bright students to tutor slow
learners works. learners works.
dealing with absenteeism of slow learners dealing with absenteeism of slow learners
which affects the time for their remedial which affects the time for their remedial
assigning bright students to tutor slow assigning bright students to tutor slow
learners works. learners works.
Checked By:
MR. CRISANTO ONG
SSHT VI, Mathematics
11
Business Mathematics
1st
SESSION 4
cation and division.
Ia-1
pp.16-19
ornia,2nd ed. (1992)
Review the solution for adding and
subtracting fractions then Introduce the
solution for Multiplication / Division of
Fractions
Emphasize the importance of multiplication
and division of fraction problem that may
encounter in business operations
Cite a fraction problem that they may
encounter in business scenario
Discuss the solution on multiplying and
dividing problems involving fractions
Ask the students to formulate a fraction problem
that they may encounter as they put up their
business and allow other learners to solve, then
the facilitated learnings tooks place
Re-discuss the solution in multiplying and
dividing problems involving fraction
ask the students to solve problems on the
board involving fractions
short quiz on
addition/subtraction/multiplication/division of
fractions
taken 10 minutes of today's time for tutorial
of slow learners
110 out of 150 sutudents earned 80% on
summative assessment
40 learners need activities for remediation
yes, 25 learners have caught up after the
remedial
15 learners are required for remediation
assigning bright students to tutor slow
learners works.
dealing with absenteeism of slow learners
which affects the time for their remedial
assigning bright students to tutor slow
learners works.
