DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 2)

School MEDINA NATIONAL COMPREHENSIVE NATIONAL HIGH SCHOOL Grade Level Grade 11

Teacher Aldrin B. Edulsa Learning Area Business Math

Teaching Date and Time Quarter First

Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.

 Content Standards The learner demonstrates understanding Fractions, decimals and percentage
 Performance The learner is able to solve problems involving fractions, decimals and percent related business
Standards
Learning Competency
Illustrate how decimals and fractions can be written in terms of percent
CODE: ABM_BM11FO-Ib-3
 Learning Learning Objectives
Competencies/  Discuss how to convert decimal to percent and vise versa.
Objectives  Solve an example in converting decimal to percent and vice versa.
 Display oneness in doing activity

II. CONTENT Basic Business Mathematics (Converting Percent to Decimali)

III. LEARNING The Internet, laptop, LCD projector, TG ,LM

RESOURCES
A. References

1. Teacher’s Guide
pages
2. Learner’s Materials
pages
NONE
3. Textbook pages
4. Additional Materials NONE
from Learning
Resource(LR) portal
B. Other Learning https://www.mathsisfun.com/converting-percents-decimals.html
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 2)

previous knowledge. Indicate the time allotment for each step.

 Review previous The teacher will ask random student to give an example of a decimal and the student will call
lesson or presenting any of his/her classmate to write the given decimal to percent.
the new lesson
 Establishing a The teacher gives emphasis on the relevance of the skill in writing percent to decimal in solvi problems
purpose for the involving fractions, decimals and percent related business
lesson
The teacher will present the two tables to the class, and the students are instructed to come up with
the step to write percent to decimal.

 Presenting examples/
instances of the new
lesson

 Discussing new
concepts and From the collective thoughts of the students the teacher will try to call random students to
practicing new skills simplify their answer to the question, How do you write percent to decimal?
#1 The teacher will present the appropriate way to write percent to decima

The Easy Way

The easy way to
divide by 100 is
to move the decimal
point 2 places to the
left, so:
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 2)

The teacher will present another example. The students can either use the first step or the
easy step.
1. Example: Convert 8.5% to decimal
Move the decimal point two places to the left:
 Discussing new 8.5 → 0.85 → 0.085
concepts and (Note how we inserted an extra "0" as needed)
practicing new Answer 8.5% = 0.085
skills #2 2. Example: Convert 250% to decimal
Move the decimal point two places to the left:
250. → 25. → 2.5
Answer 250% = 2.5

 Developing mastery The teacher will instruct the students to prepare their own example of percent and they are to call any
(leads to formative random student to give it’s equivalent decimal.
assessment 3) (Insert conditions)
Example:
 Finding practical 1. Assume your bank pays 1.25 percent annual percentage yield (APY) on your savings
applications of account. How much will you earn over one year if you deposit P 100?
concepts and skills 2. You want to buy an item that normally costs $45. It is on sale at 30 percent off. How much
in daily living would you save, and how much would it cost on sale?

Percentages to decimals
Decimals are another way of writing fractions.

 Making Fractions can be converted to a denominator of a power of ten:

generalizations and 3/5 = 6/10 or 60/100 = 0.6.
abstractions about
the lesson By using equivalent fractions it is possible to convert the fraction to a simple denominator that is then
easily converted to a decimal. ...
By using division a decimal can be found.

 Evaluating Learning The teacher will conduct the assessment by righting the following percent into a meta card, and letting
them answer within a particular amount of time

. Write each as a decimal. Round to the thousandths place.

1) 90% = 0.9

2) 30% = 0.3

3) 115.9%= 1.159

4) 9% = 0.09
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 2)

5) 7% = 0.07

6) 65% = 0.65

7) 0.3% = 0.003

8) 445% = 4.45

II. Solve This!

9. Assume you’ll borrow P 100,000 to purchase a home with a 30-year mortgage, and the
interest rate is 6 percent per year. How much will you spend on interest each year?
10. Maria was asked to go to the market to buy 2 1/( 2) kilos of pork, 1/( 4) kilo of garlic, and
6 pieces of saba. One kilo of pork costs PHP215, 1 kilo of garlic costs PHP105, and one
piece of saba costs PHP2.30

 Additional
activities or
remediation

- -
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.

A. No. of learners who

earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson 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
 DAILY LESSON LOG ABM-BM11FO-Ib-3 (WEEK 2 – DAY 2)

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:

Aldrin B. Edulsa William N. Almonia PhD.
Teacher II Head Designate

Noted by:
Maria Teresa T. Tolentino PhD.
SHS-Principal III