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GRADE 12 School Anao National High School Grade Level 12

DAILY LESSON Teacher Glaiza D. Flores Learning Area Business Math


LOG Teaching Dates and August 29- September 2, 2022 Quarter First Quarter
Time

Day 1 Day 2 Day 3 Day 4


I. OBJECTIVES
A. Content Standard The learners demonstrate an
understanding of:
1. fractions
2. decimals and
3. percentage
B. Performance Standard The learners are able to: 1. Perform operations: addition, subtraction, multiplication and division accurately 2. Solve problems involving fractions, decimals and percent
related to business
C. Learning Competency/ Perform fundamental Express fractions to
Objectives operations on fractions and decimals and percent forms
Write the LC code for each. decimals and vice versa (ABM_BM11FO-Ia-2)
(ABM_BM11FO-Ia-1)
II. CONTENT The learners demonstrate an understanding of:
1. fractions 2. decimals and percentag
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials https://teaching.betterlesson.com/
from Learning lesson/594910/converting-fractions-
Resource (LR)portal and-decimals
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson Preliminary Activities Preliminary Activities Preliminary Activities
or presenting the new - Prayer - Prayer - Prayer
lesson - Greetings - Greetings - Greetings
- What did you learn from the
previous discussion?
B. Establishing a purpose for Explanation on the process of taking the Through discussion and questioning, As students enter the classroom, have
the lesson diagnostic tests in Business Math students will develop the steps for the song "We Will Rock You" by
converting between fractions, Queen playing in the background.
decimals, and percent.
If you have computer access with a
Decimals to Fractions projector you might have a video
version of the song displaying on the
Example 1 - Rewrite 2.48 as a screen.
fraction We Will Rock You" video #1
We Will Rock You" video #2
How would we say this decimal? Explain that todays lesson is about
converting decimals to fractions.
Students should know that the Emphasize how decimals and
decimal is two and forty eight fractions are really the same thing;
hundredths. they are simply different ways of
expressing fractions. Converting a
Why is this decimal a mixed number? decimal to its fraction form is easy if
you keep one simple
Students should recognize that it is a
mixed number because there are 2
wholes.

What would this decimal be as a


fraction?

Students should conclude that it is 2


48/100. They should reduce the
fraction completely to 2 12/25.

We will complete another example


together.

Example 2 - Rewrite 3.8025 as a


fraction.

Fractions to Decimals

Example 3 - Rewrite ¾ as a decimal


Most students will be familiar with
this fraction and know that it is 0.75.

How can you prove that ¾ is


equivalent to 0.75?

Students may suggest that ¾ is


equivalent to 75/100, which is
equivalent to 0.75. I will explain that
this is one strategy of changing a
fraction to decimal.

I will present another problem, where


students will find it difficult to use
this strategy.
C. Presenting Administration of Diagnostic Tests Students are heterogeneously seated Explain that todays lesson is about
examples/Instances of the by math level, with at least one high converting decimals to fractions.
new lesson level and low-level math student in Emphasize how decimals and
each group. I will give groups a list of fractions are really the same thing;
commonly used fractions and they they are simply different ways of
will determine if they know the expressing fractions. Converting a
decimal equivalent, without decimal to its fraction form is easy if
performing any calculations you keep one simple thought in mind:

If you can say the decimal in its


proper mathematical way, converting
it will be a piece of cake.
The number of places that follow a
decimal point tell us how to say the
decimal.

If one numeral follows the decimal,


that decimal is said as tenths.
Therefore, when writing it as a
fraction, its denominator will be 10.
Examples:
.3 = 3/10
.8 = 8/10 (which can be reduced to
4/5 since both numerator and
denominator are divisible by 2)
If two numerals follow the decimal,
that decimal is said as hundredths.
Therefore, when writing it as a
fraction, its denominator will be 100.
Examples:
.47 = 47/100
.55 = 55/100 (which can be reduced
to 11/20, since both numerator and
denominator are divisible by 5)
If three numerals follow the decimal,
that decimal is said as thousandths.
Therefore, when writing it as a
fraction, its denominator will be
1000.
Examples:
.683 = 683/1000
.450 = 450/1000 (which can be
reduced to 9/20 since both
numerator and denominator are
divisible by 50)
D. Discussing new concepts Administration of Diagnostic Tests To assess students' understanding of Share with students her "Decimals to
and practicing new skills # converting between fractions and Fraction Song" video, which is based
1 decimals, students will independently on the song "We Will Rock You" by
complete problems. If students Queen. You can find Newburn's
should finish the problems early, I video/song at the links below:
will encourage them to try the
challenge problems. Decimals to Fractions Song" video
#1
Decimals to Fractions Song" video
#2
E. Discussing new concepts Administration of Diagnostic Tests Give students an opportunity to
and practicing new skills # practice the skills they have been
2 taught. The following work sheets can
be used to provide practice and
reinforcement:
F. Developing mastery Administration of Diagnostic Tests Let the students answer aa work
(leads to Formative sheet in pairs
Assessment 3)
G. Finding practical How do you apply the lessons you How do you apply the lessons you
application of concepts learned for today in real life? learned for today in real life?
and skills in daily living
H. Making generalizations To help students remember the
and abstractions about the algorithm for converting a fraction to
lesson a decimal, I will share with students a
song that some may find helpful.

I'm a Little Fraction (sung to I'm a


Little Teapot)

I’m a little fraction

Yes I am

Here is my numerator

Here is my denominator

When I become a decimal

Hear me shout

Tip me over and divide me out.

I will play the song "I'm a Little


Teapot" so students can hear how the
lyrics fit the song.
I. Evaluating learning Students will be given a work sheet. Students will be given a work sheet.
J. Additional activities for
application or remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation

B. No. of learners who


require additional
activities for remediation
who scored below 80%
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: Checked by: Noted

GLAIZA D. FLORES MONETTE B. GARINGO RAQUEL G. BAUTISTA, PhD


Teacher II OIC/SHS Focal Person Principal I

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