DAILY LESSON LOG OF ABM - BM11BS-Ih-2 (Week Eight-Day One)

DAILY LESSON LOG OF ABM_BM11BS-Ih-2 (Week Eight-Day One)
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:
 Illustrate how Mark-on, Mark-down, and Mark-up are obtained
(ABM_BM11BS-Ih-2)
C. Learning Competencies/ Learning Objectives:
Objectives  illustrate how Mark-on, Mark-down, and Mark-up are obtained
 compute for the Mark-on, Mark-down, and Mark-up of products
 manifest appreciation of one’s knowledge in mark-on, mark-down, and
mark-up as it has effect on the selling price of a product
II. CONTENT Mark-on, Mark-down, and Mark-up of a Product
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.
Ask a set of questions for the teacher to check the students’ knowledge on the
pre-requisite concepts for the topic (rate, base, and percentage).
1. ₱18 is what percent of ₱100?
2. What is the 35% of ₱500?
3. ₱54 is what percent of ₱600?
4. If ₱300 is reduced by 40%, what will be the new cost?
A. Review previous lesson or 5. What is 60% of ₱850?
presenting the new lesson
Answer Key:
1. 18%
2. ₱175
3. 9%
4. ₱180
5. ₱510
B. Establishing a purpose for The teacher lets the students realize that one’s knowledge in mark-on, mark-
the lesson down, and mark-up is important as it has effect on the selling price of a product.
C. Presenting examples/ The teacher will present a scenario and ask students to answer questions related
instances of the new to the scenario:
lesson A brand of shoes costs to manufacture in Marikina. The shoes are then
shipped to shoe stores across the Philippines. When you see them on the
shelves, the price is ₱2,939. How do you think the price you pay for branded
shoes is determined? Use percent to describe the mark-up?
Possible Explanation/Reasoning:
 The store makes up a new price so they can make money.
 The store has to buy the sneakers and pay for any transportation costs
to get the shoes to the store.
 The store marks up the price to earn a profit because they had to buy
the shoes from the company.
 Mark-up is the amount of increase in a price from the original price.
Close the discussion by explaining how the price of an item sold in a store is
determined. For example, in order for the manufacturer to make a profit, the
store has to pay for the cost to make the item. Then, a store purchases the item
at a cost price from the manufacturer. The store then increases the price of the
item by a percent called the mark-up rate before it is sold to the store’s
customers. Stores do this to earn a profit.
 The teacher will let the students examine Examples 3.1.1 to 3.1.6 found
D. Discussing new concepts on pages 74-77 of the Learner’s Material.
and practicing new skills  Let the students develop operational definitions of the concepts; mark-
#1 on, mark-down, and mark-up according to their understanding of the
examples they examined.
Unlocking of Terms:
 Before the discussion of the concepts, the teacher will unlock first some
terms:
o Original Price – starting price; sometimes called the cost or
whole-sale price
E. Discussing new concepts
o Mark-up – amount of increase in a price
and practicing new skills
o Mark-down – amount of decrease in a price
#2
o Selling price – original price plus the mark-up or minus the
mark-down
o Mark-up/Mark-down rate – mark-up rate is the percent
increase in the price, and mark-down rate is the percent
decrease in the price.
F. Developing mastery (leads
to formative assessment
3)
G. Finding practical Post the question to the students: In what instances of your student life that you
applications of concepts experienced being into selling products?
and skills in daily living
Let the students generalize the important formulas for the concepts being
presented:
 Most mark-up problems can be solved by the equation:
Selling Price = (original) + r (original)
H. Making generalizations
Selling Price = (1 + r) x (original)
and abstractions about
where r is the mark-up rate.
the lesson
 Most mark-down problems can be solved by the equation:
Selling Price = (original) – r (original)
Selling Price = (1 – r) x (original)
where r is the mark-down rate.
Vida is a student who does buy-and-sell on her spare time. She buys and sells
anything she believes her classmates or schoolmates would buy. If she bought a
perfume for P150 a bottle and she wanted to sell it at P155. She later decided to
I. Evaluating Learning
price it P165 per bottle. But her classmates wanted to buy her perfume at P160 a
bottle which she later agreed. How much is her mark-on, mark-up & mark-
down? Defend your answer.
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

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School Grade Level 11

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