Community STA.

CATALINA LEARNING Program A&E

Learning Center CENTER
Learning Facilitator ABDUSSALI T. LIM Literacy Level BLP/AE/LS/JHS
ALTERNATIVE
LEARNING SYSTEM Month and Learning Strand LS4 Life and Career
DAILY LESSON LOG Quarter Skills

I. OBJECTIVES
A. Content Standards ( Financial Fitness) MANAGING DEBT

B. Performance Standards Apply working knowledge, attitudes and life skills as a consumer to promote
more sustainable living.

C. Learning Competencies/ Objectives

Write the LC code for each.
a. Prepare and keep basic personal financial records
b. Do simple analysis and decisions using financial record
(LS4LC-SC-PSF-AE/LS/AS3.1.)

Skill: Perform the given tasks individually, by pair and by group.

Attitude: Show eagerness to learn how budgeting.

II. CONTENT(Subject Matter) RECORD-KEEPING AND BUDGETING

III. LEARNING RESOURCES

A. References
1. Session Guides pages

2. Module pages Mindanao Youth for Development Project (MYDev) Facilitator’s Manual Module 7
Session 5 Activity 8 pages 24-27

B. Other Learning Resources

 Materials and Preparation:
 Prepare small pieces of paper with each of the examples of
income and expenses in Facilitator Tool 7.C: Income and
Expenses (one set for each group – approximately 8 groups)
Handout 7.4: Basic Record-Keeping

* ALS-K to 12 BEC Curriculum (Life and Career Skills)Page 21

IV. PROCEDURES
A. Springboard/Motivation (Establishing a purpose
for the lesson) Activity # 1: Income or Expenses

 Show pictures to learners on income and expenses.

 Ask them if those pictures show income or expenses.
B. Activity (Review of previous lesson/s or Activity # 2: Debt Strategies
Presenting the new lesson)
 Review the previous learning session, ask learners the
things they learned on the last activity.
 Give examples of risk in having a debt.
 Ask what the different debt strategies tackled are on the
last session.

C. Analysis (Presenting examples/instances of the Activity # 3: Budgeting

new lesson)
 Show a motivational video to the learners on ways how to budget
money.
 Ask questions after the video presentation base on the video.

https://www.youtube.com/watch?v=dIusl-RE8gQ

D. Discussing new concepts and practicing new Presenting the Lesson

skills (sub-activity #1)
 Budgeting and record keeping go hand in hand. In order to keep a
budget current and accurate, you must be able to keep accurate
and detailed records. The process itself can become so complex
that some people even go to college to become accountants and
auditors who get paid for providing expert record keeping and
budgeting advice. There are basic guidelines that you can follow to
become more proficient in budgeting and record keeping.

 Explain that it is helpful to know how to keep basic financial

records so that you know how much you actually have
available to spend and how much you are paying for things.

Divide participants into groups of 3 – 4 people each. Give

each group a set of income and expenses that you prepared
(Facilitator Tool 7.C Income and Expenses).

Ask groups to divide these into two piles, one for Money In
and one for Money Out. What we receive is Money In or
Income and what we use or spend is Money Out or Expenses.
Review what they have in each pile and get them to move
the items into the correct piles if necessary. Ask them to add
up the total amounts in each pile. They may need support
doing
 the calculations. Explain to them that Money in – Money out
= Remaining money (money that I can save).
The teacher will let the learners read the meaning of the identified words.

1. RECORD-KEEPING - the act or process of creating and

maintaining records
2. BUDGET -the process of calculating how much money you must
earn or save during a particular period of time of planning how
you will spend it.
3. PLANNING - the act or process of making or carrying out plans
4. INCOME - money that is earned from doing work or received from
investments
5. EXPENSES - the cost required for something or the money spent
on something.

 Keeping accurate and up-to-date records is necessary for having a

successful budget plan. Keeping records as you follow your budget
will make it possible for you to track your expenditures and ensure
that you are on track to meeting your goals.
E. Discussing new concepts and practicing new Presenting the Lesson
skills (sub-activity #1)  Based on the items they have identified in the ‘Money In’
piles and ‘Money Out’ piles, tell the learners that they can
now do basic record keeping using a simple format. Have
them go to Handout 7.4 Basic Record Keeping in their
Handbook. Explain that it could be helpful for them or their
families to record their finances in this way. Discussions
could include: They could compare their income (Money In)
and expenses (Money Out) each week and see how they
could increase or decrease these. They can keep records for
a specific period, maybe weekly or monthly, to see what
their household spends and calculate how much they have
available to spend.

How do we prepare a financial record?

The teacher will present to the class a template of basic financial record and
will show how it must be filled in.

In preparing a financial record or do Basic Record Keeping, we follow some

steps.

1. We have to list down the MONEY IN or income

2. We also have to list the MONEY OUT or Expenses
3. Add up the total amount in each pile
4. Find out how much is the REMAINING MONEY or Savings
The teacher using the projector through MS Excel application will
show the class on how to fill in the Financial Record Form.
E. Abstraction (Making generalizations about the Class Participation
lesson)

Ask:

 What do you mean by record keeping?

 Explain what is budgeting and planning?
 What do you mean by income and expenses?
 Give example of income and expenses?
 Why it is important to know how to record keeping?

F. Application (Developing mastery) Activity #4: Record-Keeping

 Explain to the learners that they will do a record-keeping activity
similar to the first one, but this time they will do it based on their real
life situation and actual experience.

 The teacher will provide the learner the template of Financial Records and let
them prepare a basic financial record based on their own experience.

1. Write your current sources of income (Money In) for the week
starting Monday to Sunday.
2. List them under the Money in Column with corresponding amount.
Examples:
 Money from selling fish
 Money from salary work
 Money from driving passenger jeeps
 Money from allowance given by parents, sisters or
brothers

3. List your current expenses during the week starting Monday to

Sunday and write them under the Money-out column with the
corresponding amount.
Example:
 Food for the family
 Transportation
 Clothes and shoes
 Farm supplies
 Medicines
 4. Add all the Money-In and all the Money-out and calculate the
remaining money.
After all are done answering, ask those learners with POSITIVE computed
remaining money to stay together in one side of the room and those with
NEGATIVE computed remining money to stay on the other side.

Ask the following questions for the POSITIVE Group:

 How do you feel that you have still remaining money?
 How will you use your remaining money?
 What are the items in your expense list would you like to increase
when more money is still available? Why are these items so
important to you?
Ask: Can anyone from the Positive group wants to share his/her insight on
the benefits of having an excess money after all expenses are paid?

G. Valuing (Finding practical application Ask:

of concepts and skills in daily living)
 How can you apply record keeping in your family as well as to
yourself?

H. Evaluation (Assessing learning) Direction: Construct a personal financial record base on your own
experience.

1. List your current income this month under the Money In Column with
corresponding amount.

2. List your current expenses during this month and write them under
the Money-out column with the corresponding amount.
Add all the Money-In and all the Money-out and calculate
the remaining money.

FINANCIAL RECORD FORM

Financial Record for a month.

MONEY IN - MONEY OUT = REMAINING MONEY
INCOME - EXPENSES = BALANCE

DATE/DAY INCOME (MONEY IN) AMOUNT

P

Total Money In P

DATE/DAY EXPENSES (MONEY OUT)

P

Total Money Out P

BALANCE (Remaining Money) P

I. Agreement (Additional activities for application or  In your “Journal Notebook”. Write about your understanding in
remediation) making personal financial record.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
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?

Prepared by:
_____________________________
DALSC

Process Observers:

_________________________
Education Program Specialist II

________________
Education Program Supervisor