This daily lesson plan outlines instruction over 4 days on fractions, decimals, and percentages for a Grade 12 Business Math class. Day 1 focuses on introducing the objectives and reviewing operations on fractions and decimals. Day 2 involves converting fractions to decimals and percentages. Students will develop steps for converting between fractions, decimals, and percentages through discussion. Day 3 has students converting decimals to fractions with examples. Day 4 reviews converting decimals to fractions and emphasizes how decimals and fractions are equivalent ways to express parts of a whole.
This daily lesson plan outlines instruction over 4 days on fractions, decimals, and percentages for a Grade 12 Business Math class. Day 1 focuses on introducing the objectives and reviewing operations on fractions and decimals. Day 2 involves converting fractions to decimals and percentages. Students will develop steps for converting between fractions, decimals, and percentages through discussion. Day 3 has students converting decimals to fractions with examples. Day 4 reviews converting decimals to fractions and emphasizes how decimals and fractions are equivalent ways to express parts of a whole.
This daily lesson plan outlines instruction over 4 days on fractions, decimals, and percentages for a Grade 12 Business Math class. Day 1 focuses on introducing the objectives and reviewing operations on fractions and decimals. Day 2 involves converting fractions to decimals and percentages. Students will develop steps for converting between fractions, decimals, and percentages through discussion. Day 3 has students converting decimals to fractions with examples. Day 4 reviews converting decimals to fractions and emphasizes how decimals and fractions are equivalent ways to express parts of a whole.
This daily lesson plan outlines instruction over 4 days on fractions, decimals, and percentages for a Grade 12 Business Math class. Day 1 focuses on introducing the objectives and reviewing operations on fractions and decimals. Day 2 involves converting fractions to decimals and percentages. Students will develop steps for converting between fractions, decimals, and percentages through discussion. Day 3 has students converting decimals to fractions with examples. Day 4 reviews converting decimals to fractions and emphasizes how decimals and fractions are equivalent ways to express parts of a whole.
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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