SESSION TITLE: Business Math (1st Quarter): Discussion on Critical Contents, Its Teaching Pedagogies and Learning

Assessment
No. of participants: Male: ____ Female: _____
PARTICIPANTS PROFILE: Senior High School Teachers
DURATION: 6 hours

I.OBJECTIVES: The 6- hour session should enable the participants to explain the relationship between curriculum, pedagogy and
assessment in the 1st quarter of Business Mathematics. Specifically, the participants will:
1. analyze the components of the Curriculum Guide such as content, content standards, performance standards,
learning competencies and coding;
2. determine appropriate pedagogy in translating learning competencies; and
3. prepare proper assessment activities for teaching/learning activities across competencies.

II. KEY UNDERSTANDING/CONTENT

A. Fundamental Operations on Fractions, Decimals, and Percentage

1. Operations on Fractions(Addition, Subtraction, Multiplication, Division)
2. Changing Fractions to Decimal and Percent and Vice Versa
3. More Business Applications
B. Percentage, Ratio and Proportion
1. Base, Rate, and Percentage
2. Ratio and Proportion
3. Business Applications
C. Buying and Selling
1. Pricing
2. Profit or Loss
3. Trade Discounts
4. Cash Discounts
5. Simple Interest
6. Mortgages
7. Commissions and Overrides
III. REFERENCE

Lopez-Mariano, Norma D., PhD. 2016.Business Mathematics. Philippines: Rex Book Store Inc.
Altares, et.al.2004. Business Mathematics. Philippines: Rex Book Store Inc.

VI. SESSION GUIDE

OBJECTIVES KEY LEARNING POINTS Methodology/ Activity/ Materials Time/ Duration

Procedure
The participants will be given LECTURE/WORKSHOP
a background or an overview Objectives of the session: Introduction: Ensure that the
of the 6-hour session. 1. Know how to use the room is conducive for
curriculum guide in collaborative activities, in
The participants will be able Business Mathematics order to come up with
to: significant group output.

1. analyze the SAY: What is the importance Slide No.2 10 mins

components of the of studying Business
Curriculum Guide Mathematics for ABM
such as content, students?
content standards,
performance DO: Discuss the different Slide No. 3 5mins
standards, learning 2. Solve problems components of the curriculum
competencies and involving fractions, guide in Business Mathematics
coding; decimals and percent
related to business
Definition of fraction
2. determine appropriate Operations on fractions DO: Activity: Show Me (Paper Slide No.6 10 mins
pedagogy in Changing fraction to Folding) Colored
translating learning decimal and percent and Papers
competencies; and vice versa 10 mins
 SAY: What do you think is
3. Prepare proper the importance of Fractions in
assessment activities the field of Business? Slide no. 11
for teaching/learning
activities across DO: Let them define what a
competencies fraction is? Get some inputs,
then give the formal definition 10 mins
of it.
COLLABORATIVE WORK
SAY: LETS WORK Manila Papers 60 mins
TOGETHER Pentel pen
DO: Group the class into 6 Slide no. 13
DO: Give feedbacks regarding Copy of
the rules.(share some topics for
techniques on how to perform each group
the operations on fractions
easier) Slide no.20 15 mins

SAY: How are fractions and

decimals the same? How are
they different? Slide no. 21

DO: Elicit answers from the

group and provide feedback. Slide no. 22 20 mins.

DO: Activity 1: Answer

Problems involving fraction,
decimal and percentage related
to business
3. Solve problems
involving ratio and
proportion Lecture/Workshop Slide no. 25 15 mins
 Define ratio and DO: What is the
proportion difference?(Elicit answers
from the class) Slide no. 26 20 mins

DO: Discusson
Differentiate ratio and
proportion (Give examples) Slide no.34 30 mins

DO:ROLE-PLAYING(Umarte
tayo)
Divide the class with 5
members each group. Let them
create a role play applying the
concept of ratio and
proportion. 45 mins

DO: Presentation Slide no. 35 15 mins.

SAY: Activity 2: Solve

problems involving ratio and
proportion.
4. Analyze and solve
problems on important STRUCTURED LEARNING
factors in managing a EXPERIENCE Slide no.37 20 mins.
business: buying Bond paper
products and selling DO: The Price is Right! Marking pen
products (Introduction) Discuss the key
Differentiate Mark-on, concepts in buying and selling 20 mins
Mark-down and Mark- through the use of the game.
up (Note: Consider the price of
Differentiate profit from the players to be their selling
loss price, and use this to discuss
 Solve problems the different concept in buying
involving buying and and selling) Slide no. 42 45 mins
selling products
Activity:
Group yourselves into 5. Agree
among yourselves on how
much you are to sell the
product that will be posted.
Analysis: Answer the
following:
1. Compute for the Mark-up
2. What percent is it of your
cost?
3. What percent is it of your
selling price?
SAY: which among the group Slide no. 45 15 mins
made the most profit?

DO: Application: Solve

problems involving buying and
selling

V. FACILITATORS NOTE:
SESSION TITLE: Business Math (2nd Quarter): Discussion on Critical Contents, Its Teaching Pedagogies and Learning
Assessment
No. of participants: Male: ____ Female: _____
PARTICIPANTS PROFILE: Senior High School Teachers
DURATION: 6 hours

I.OBJECTIVES: The 6- hour session should enable the participants to explain the relationship between curriculum, pedagogy and
assessment in the 1st quarter of Business Mathematics. Specifically, the participants will:
1. analyze the components of the Curriculum Guide such as content, content standards, performance standards,
learning competencies and coding;
2. determine appropriate pedagogy in translating learning competencies.; and
3. prepare proper assessment activities for teaching/learning activities across competencies.

II. KEY UNDERSTANDING/CONTENT

A. Salaries and Wages

1. Employee Compensation
2. Payroll Deduction
B. Presentation and Analysis of Business Data
1. Business Data
2. Graphs and Tables
3. Measures of Central Tendency
4. Variability
5. Test of Significant Difference

III. REFERENCE

Lopez-Mariano, Norma D., PhD. 2016.Business Mathematics. Philippines: Rex Book Store Inc.
Altares, et.al.2004. Business Mathematics. Philippines: Rex Book Store Inc.
http://www.accountingtools.com/questions-and-answers/what-is-the-difference-between-gross-and-net-income.html
VI. SESSION GUIDE

OBJECTIVES KEY LEARNING POINTS Methodology/ Activity/ Materials Time/

Procedure Duration
The participants will be given LECTURE/WORKSHOP
a background or an overview Objectives of the session: Introduction: Ensure that the
of the 6-hour session. room is conducive for
collaborative activities, in
The participants will be able order to come up with
to: significant group output.

1. analyze the 1. Know the different DO: Discuss the different Slide no. 49 10 mins
components of the components of the components of the curriculum
Curriculum Guide curriculum guide guide in Business Mathematics
such as content, for the 2nd quarter
content standards,
performance
standards, learning 2. Apply appropriate LECTURE/WORKSHOP
competencies and mathematical operation COLLABORATIVE WORK
coding; in computing salaries DO: Group the class with 5 Manila Paper 5mins
and wages members. Pentel Pen
Definition of salary, Metacarts
2. determine appropriate wage, income, benefits SAY: Create a graphic 45 mins
pedagogy in Compute gross and net organizer, presenting the
translating learning earnings different terms related to
competencies. COMPENSATION, and
present it to the class.
3. Prepare proper
assessment activities DO: Discuss and provide Manila Papers 45 mins
for teaching/learning feedbacks on the presentation Pentel pen
activities across of each group. Lecture on how Tables( SSS,
competencies to compute for the deduction TAX, Phil-
Health)
 PPT(Hyperlink
slide no. 52)

SAY: Compute for your gross Slide No. 53 10 mins

and net pay

SAY: Solve the following Slide no. 54 10 mins

problem.

3. Solve problems in real- LECTURE/WORKSHOP

life business situations,
present data in graphical DO: Divide the class with 10 Slide no. 5 mins.
form and analyze them members each group.
Describe different kinds
of graphs for SAY: Given the following Manila Paper 45 mins
presentation situation Pentel Pen
Analyze and interpret Colored
the data presented in a Cartolina
graph/table
DO: Post the Activity guide Slide no. 55 10 mins
questions.

SAY: Each group will present 45 mins

their work.

DO: Process the understanding Slide no. 20 mins

of the class about the different 56(Hyperlink)
ways of presenting data.

SAY: Please practice your 10 mins

skills. Where do your salaries
go?
 DO: Read the quote. 5 mins

V. FACILITATORS NOTE:

Prepared by: Mr. Jerymie R. Rodriguez

Division of Pasig City