School St.
Vincent of Quebiawan Integrated School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write LC Code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
Grade Level 11-ABM
Teacher Angelica H. Paras Learning Area Business Mathematics
Teaching Dates and Time 12:15PM-1:00PM Quarter First
Day 1 Day 2 Day 3 Day4
July 22, 2019 (Monday) July 23, 2019 (Tuesday) July 24, 2019 (Wednesday) July 26, 2019 (Friday)
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 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 delivered from the curriculum guide.
The learners demonstrate an understanding
The learners demonstrate an understanding of key concepts in buying and selling
of key concepts of ratio and proportion
The learners are able to:
1.formulate and solve problems involving
ratio and proportion The learners are able to analyze and solve problems on important factors in managing a business: buying products and selling products
2. use the concept of proportion in making
life-decisions
The learners identify the different kinds of
proportion and give examples for each.
ABM_BM11RP-Ie-3 The learners differentiate Mark-on, Mark The learners illustrate how Mark-on, Mark- The learners illustrate how Mark-on, Mark-
down and Mark-up down, and Mark-up are obtained down, and Mark-up are obtained
The learners solve problems involving ABM_BM11BS-Ig-1 ABM_BM11BS-Ih-2 ABM_BM11BS-Ih-2
direct, inverse and partitive proportion
ABM_BM11RP-If-4
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the GC, the content can be tackled in a week or two.
Direct, Inverse, and Partitive Proportions Mark-up, Mark-on, Mark-down Mark-up, Mark-on, Mark-down Mark-up, Mark-on, Mark-down
List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
pp. 67-70 pp. 67-85 pp. 67-85 pp. 67-85
Business Math by Ian June Garces, PhD, Business Math by Ian June Garces, PhD, Business Math by Ian June Garces, PhD, Business Math by Ian June Garces, PhD,
pp. 50-54 pp. 72-77 pp. 72-77 pp. 72-77
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their experiences and previous knowledge.
Indicate the time allotment for each step.
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 Ask students to identify some big and small
businesses in their area that they are
A. Reviewing previous lesson familiar with. As they
Review of the previous lesson.
or presenting the new lesson volunteer their answers, ask them to identify
the main product or service for which the
said business is known for.
B. Establishing a purpose for
The teacher will administer the test.
the lesson
C. Presenting
examples/instances of the new
lesson
The teacher identifies and defines the
following terms:
Cost price
D. Discussing new concepts
Operating cost
and practicing new skills #1
Selling price
Profit
Mark-up
To compute for the MARK-UP:
MARK-UP = SELLING PRICE – COST
E. Discussing new concepts
PRICE
and practicing new skills #2
MU = S – C
where MU = Mark-up
Review of the previous lesson.
Some businesses will want to take
advantage of this peak season and thus,
increase the prices already pegged for their
commodities. This is what we call the
MARK-ON.
Ask the learners for other reasons why a
mark-on becomes an option for a business
owner. The following reasons may be
cited by the students:
• a calamity has hit the source of a raw
material or commodity therefore affecting its
supply
• seasonal demands (Christmas items,
Valentines, etc.)
• special occasion is being celebrated
(commemorative, death anniversary, etc.)
The teacher shows how to solve problems
involving mark-on problems by giving
various examples.
MARK-ON = PEAK SELLING PRICE –
REGULAR SELLING PRICE
MO = PS – S
PS = Peak Selling Price
S = Regular Selling Price
Review of the previous lesson.
Mark-downs commonly happen when the
mall decides to sell their items at cut down
prices to clear their warehouse collection.
For instance, some items which usually sold
for PhP150 are sold at 50% off during mall
sales and so the mark-down price is set at
PhP75.
Brainstorm with the students on the other
reasons why a mark-down is sometimes
thought of as an option for a business
owner. They may cite the following:
• the item is a perishable item and it is best
to dispose of it sooner than simply throw it
away
• the item has become dirty or worn out, or
possibly out of style
• competition forces the marking down of an
item
The teacher will show how to compute for
the mark-down.
MARK-DOWN: the difference between the
REGULAR SELLING PRICE and the SALE
PRICE
MARK-DOWN = SELLING PRICE – SALE
PRICE
MD = S – SP
where MD = Mark-Down
S = Selling Price
SP = Sale Price
Note that it is possible that instead of
making the business owner earn a positive
profit, selling an item on sale sometimes
gives rise to a negative profit. In this case,
the profit is said to be a LOSS.
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F. Developing mastery (leads to
Formative Assessment)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
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
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
S = Selling Price When an item is given a selling price where
C = Cost Price the profit ends up being zero, this is said to
Emphasize this significant difference be the BREAK-EVEN PRICE. In this case,
between mark-up and profit. While profit the selling price is simply equal to the total
accounts for both the cost price and of the cost price and the operating
operating cost incurred by the business expenses:
owner, mark-up only accounts for the cost of
raw materials necessary to produce the item
being produced for sale.
10-second Drill: 10-second Drill: 10-second Drill:
The learners will be given 10 seconds to The learners will be given 10 seconds to The learners will be given 10 seconds to
solve problems involving mark-up. solve problems involving mark-on. solve problems involving mark-on.
The learners will be grouped and solve real- The learners will solve problems involving The learners will solve problems involving
life word problems involving mark-up. mark-on. mark-down.
Ask volunteers to define the following terms
using their own words:
Cost price
Ask the learners how to compute for the Ask the learners how to compute for the
Operating cost
mark-on. mark-down.
Selling price
Profit
Mark-up
25-Item Quiz
I. Classify the following as direct, inverse, or
partitive proportion. Then write the correct
proportion statement for each
II. Solve each of the following problems.
Reflect on your teaching and assess yourself as teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
you so when you meet them, you can ask them relevant questions.
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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?

COMMENTS/SUGGESTIONS:

Checked by: ____________________________________________

Date: __________________________________________________

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