DAILY LESSON LOG OF ABM - BM11BS-Ih-3 (Week Eight-Day Two)

DAILY LESSON LOG OF ABM_BM11BS-Ih-3 (Week Eight-Day Two)
School Grade Level 11

Teacher Learning Area Business 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 an understanding of key concepts in buying and
selling.
B. Performance Standards The learners are able to analyze and solve problems on important factors in
managing a business: buying products and selling products.
Learning Competency:
 differentiate mark-up from margins (ABM_BM11BS-Ih-3)
Learning Objectives:
C. Learning Competencies/
 Compare how mark-up cost differs from the gross margins.
Objectives
 Solve different business problems on mark-up cost and gross margins.
 Practice critical thinking ability in comparing the mark-up cost from
gross margins.
II. CONTENT Mark-up and Gross Margins
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Pages 82-89
2. Learner’s Materials Pages 72-79
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.
Group-guided Activity
A. Review previous lesson or The same situational problems related to mark-up cost and gross
presenting the new lesson margins will be given to all groups and ask the learners to analyze the data and
afterwards an oral drill will be given to analyze and compare the results.
B. Establishing a purpose for The teacher lets the students realize that one’s knowledge in mark-up and gross
the lesson margins are important as it has effect on the selling price of a product.
C. Presenting examples/
instances of the new
lesson
The teacher will ask the students to solve and analyze the given situational
problems prepared by the teacher with the maximum participation and
cooperation among the group members.
D. Discussing new concepts Process Questions:
and practicing new skills 1. How did you feel upon doing the activity?
#1 2. What are the lesson/s you learned from the activity?
3. What are the different bases in solving mark-up cost and gross
margins?
4. How does mark-up cost differs from gross margins?
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads
to formative assessment
3)
G. Finding practical The teacher will ask the learners on how to apply the Mark-up Cost and the
applications of concepts Gross Margins in their life and let them share in their group for maximum
and skills in daily living participation.
The teacher summarizes the lesson by discussing the different bases in solving
the Mark-up Cost and the Gross Margins. (Chalk-Board Presentation)
H. Making generalizations  Mark-up Based on Cost - (Presenting examples and discussion)
and abstractions about  Mark-up Based on Selling Price - (Presenting examples and discussion)
the lesson
The teacher may refer to the presentation of the concepts in the Learner’s
Module for better comprehension of the students.
Get exercises from the Learner’s Material and give it to the students to evaluate
I. Evaluating Learning
their learning.
Assignment:
Students will be asked to conduct an interview and gather relevant data from
the local vendors or business owners.
J. Additional activities or Sample Interview Questions:
remediation 1. What are their products?
2. How much is the cost of their product?
3. What are their bases in pricing their products?
The data that will be gathered will be reported in class next meeting.
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

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School Grade Level 11

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