DAILY LESSON LOG OF ABM_BM11FO-Ia-2 (Week One-Day One)

School Mandaue City Grade Level Grade 11

Comprehensive
National High School
Teacher Mary Ann J. Sasil Learning Area Mathematics
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.
A. Content Standards The learners demonstrate understanding of: 1. fractions 2. decimals and
percentage
B. Performance Standards 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
Learning Competency: express fractions to decimals and percent forms and vice
versa decimals (ABM_BM11FO-Ia-2)
Learning Objectives:
C. Learning Competencies/
1. Illustrate the steps in converting fractions to decimals and vice versa
Objectives
2. Convert fractions to decimals and vice versa
3. Display appreciation of the easier way to convert fractions to decimals
and vice versa
II.CONTENT Fundamental Operations on: Fractions, Decimals, Percentage
III.
LEARNING RESOURCES (not in teacher’s guide), internet
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
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
IV. PROCEDURES 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
previous knowledge. Indicate the time allotment for each step.
The teacher will start the class with a prayer and recapitulate last meeting’s topic.
The teacher will ask a question:
1. “How do you add and subtract fractions?”
2. “How do you divide a fraction?”
A. Review previous lesson 3. “What is a complex fraction?”
or presenting the new Possible Answers:
lesson 1. To add/subtract fractions with different denominators, we first convert the
fractions to similar fractions and then apply the above rule.
2. Division by a fraction is the same as multiplication by its reciprocal.
3. A complex fraction is a fraction whose numerator and/or denominator is/are
also fractions or combinations of fractions.
B. Establishing a purpose The teacher will let the student realize the steps in expressing fractions to
for the lesson decimals and vice-versa.
The teacher will engage the students in a discussion about any nicknames they
may have. The teacher will give several examples of full names and shorter
names, such as Matthew and Matt.
The teacher will ask the students “Does calling someone by their nickname
changes who the person is?”

The teacher will then relate fractions to decimals by making a comparison to

nicknames. The teacher will also explain that fractions and decimals are different
names for the same value.

The teacher will explain to students that to determine how to write a fraction as a
decimal, they need to look at the denominator, or the bottom number in a
fraction.
C. Presenting examples/
instances of the new As an example the fractions they will use will have denominators of 10 or 100.
lesson The teacher will tell the students to listen on how to say the fraction 53/100.
The teacher will write this fraction on the board and also will write the decimal
0.53.
The teacher will explain that the denominator of 100 tells them to take the digits
in the numerator, or the top number, and fill the tenths and hundredths places to
get 0.53.

The teacher will give the students another example which is 7/10.
The teacher will explain that this denominator of 10 tells them to fill in one digit in
the tenths place.

The teacher will give students a final example of 8/100.

The teacher will explain the use of 0 as a placeholder in the tenths place since
both the tenths and hundredths places have to be filled to show 0.08.
D. Discussing new concepts The teacher will illustrate on how to convert fractions into decimals.
and practicing new skills The teacher will say “The simplest method to convert fractions into decimals is to
#1 use calculator”

Another method to convert is to:

 Use Long Division to Decimal Places

 Step 1: Find a number you can multiply by the bottom of the fraction to
make it 10, or 100, or 1000, or any 1 followed by 0s.
Step 2: Multiply both top and bottom by that number.
Step 3. Then write down just the top number, putting the decimal point
in the correct spot
 The teacher will also illustrate on how to convert decimals into fractions.

Step 1: Write down the decimal divided by 1, like this: decimal1

Step 2: Multiply both top and bottom by 10 for every number after the decimal
point. (For example, if there are two numbers after the decimal point, then use
100, if there are three then use 1000, etc.)
Step 3: Simplify (or reduce) the fraction

E. Discussing new concepts

and practicing new skills
#2
F. Developing mastery Working with a group. The teacher will divide the class into ten(10) groups and
(leads to formative assign each group the following problems.
assessment 3) Group 1 and 2 (BIGGER NUMBERS):
1 7
Hunter’s teacher asked her to add the fractions and . This was Hunter’s
4 16
1 7 8 2
answer: + = = . Write Hunter’s answer using decimals to see whether
4 16 20 5
 or not she was correct.

Group 3 and 4:
3 1
Sam’s teacher asked him to add the fractions and . This was Sam’s answer:
5 20
3 1 4
+ = . Write Sam’s answer using decimals to see whether or not she was
5 20 25
correct.

Group 5 and 6:
Express the sum 0.35 + 0.125 = 0.475 using fractions.

Group 7 and 8:
Linzi bought some fabric that was 1.75 metres long. How could this be written as a
fraction?

Group 9 and 10:

1
Jamila is working out a problem involving . She needs to enter this into a
4
1
calculator. How would she enter as a decimal on the calculator?
4
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the steps in converting fractions to decimals and vice
versa:
 To convert fractions to decimals.
Step 1: Find a number you can multiply by the bottom of the fraction to
make it 10, or 100, or 1000, or any 1 followed by 0s.
Step 2: Multiply both top and bottom by that number.
H. Making generalizations
Step 3. Then write down just the top number, putting the decimal point
and abstractions about
in the correct spot
the lesson
 To convert decimal to fractions
Step 1: Write down the decimal divided by 1, like this: decimal1
Step 2: Multiply both top and bottom by 10 for every number after the
decimal point. (For example, if there are two numbers after the decimal
point, then use 100, if there are three then use 1000, etc.)
Step 3: Simplify (or reduce) the fraction
I. Evaluating Learning The teacher will let the students answer the formative assessments individually.
A. Convert fractions to decimal. (BIGGER NUMBERS)
8
1. Express as a decimal.
25
17
2. Express as a decimal.
20
5
3. Express as a decimal.
8
B. Convert decimal to fractions.
1. Express 0.85 as a fraction in its lowest terms.
2. Express 0.64 as a fraction in its lowest terms.
3. Express 0.825 as a fraction in its lowest terms.
 Possible Answer:
A.
1. 0.32
2. 0.85
3. 0.625
B.
17
1.
20
16
2.
25
33
3.
40
J. 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 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