School: GREENHILL HIGH SCHOOL Grade Level: 10

GRADES 1 to 12 Teacher: MICHAEL L. DELA PEÑA Learning Area: TLE

DAILY LESSON LOG Teaching Dates and Time: AUGUST 19-23, 2024 (WEEK 4) Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

At the end of the lesson, the students are expected to:

a. Define ratio and proportion.
I. OBJECTIVES b. Identify the ratio of the given example.
c. Solve for the missing term of the given proportion.
d. Value the importance of ratio and proportion through real life word problems.
A. Content Standards The learner demonstrates an understanding of concepts and underlying principles in performing measurements and calculations.
B. Performance Standards The learner independently performs accurate measurements and calculation based on given tasks.
C. Learning Competencies/ LO 1 Carry out measurements and calculations.
Objectives Write the LC for TLE_IAAW7/8-MC-Oe-2
each
II. CONTENT
Ratio and Proportion
III. LEARNING
RESOURCES
A. References Technology And Livelihood Technology And Livelihood Technology And Livelihood Technology And Livelihood Technology And Livelihood
Education- SMAW- Exploratory Education- SMAW- Exploratory Education- SMAW- Exploratory Education- SMAW- Exploratory Education- SMAW- Exploratory
Course Course Course Course Course
1. Teacher’s Guide pages
2. Learner’s Materials pages
pp.58-61
3. Textbook pages

B. Other Learning
Resources

Convert the following English measurements to metric (vice-versa). Find the ratio:
I. English to Metric 30 centimeters to 2 meters
1. 5 Inches - ______Centimeters
2. 3 Feet - ______ Millimeters
3. 10 Yards- ______ Centimeters
4. 6 Feet - _______ Meters
A. Reviewing previous
5. 8 Inches- _______ Millimeters
lesson or presenting the new
lesson
II. Metric to English
6. 32 Millimeters - _____Inches
7. 15 Centimeters - ____Foot
8. 4 Meters - _____Feet
9. 7 Centimeters - ____Yards
10. 9 Meters - _______Inches
 N/A Identify the missing information in the following problems.
a) Joel bought a sandwich in the canteen. Chris also bought 3
B. Establishing a purpose
sandwiches. How much did Chris pay?
for the lesson
b) One hundred sixty-five boys and two hundred eighty-four girls
attended the parade. (Let the pupils explain their answers.)
N/A Joy and Dale are twins. They always share their things equally. Even
their mother gave them the same amount of anything, whether money,
toys, candies, and others. But one day, their father gave them 5
C. Presenting chocolates, 2 chocolates for Joy and3 chocolates for Dale.
examples/instances of the 1) What do you think each of the girls felt?
new lesson 2) Why did their mother give them things equally?
3) If you were one of the girls, what will you do?
4) Is it alright to have the same amount of things as your other siblings?
Why?
Ratio Proportion
The ratio of two numbers is a comparison of two quantities. It is expressed as Is the equality of two (2) ratios.
the indicated quotient of two numbers called TERMS of the ratio. The ratio of The Principle of Proportion:
C to D maybe expressed as C :D, read as C is to D, C/D or C ÷ D. The The product of the Means is equal to the product of the Extremes.
numbers 4/6, 6: 9, 8 : 12 or 14 : 21 have the same value as the ratio is 2 : 3.
When the ratios are between measurements, the term of the ratio must be Illustrative Example:
expressed in the
same units. The three angles of a triangle are usually expressed as 1 : 2 : 3,
read as 1 is to 2 is
to 3. If the sum of the angles of a triangle is 180 degrees, the measurement of
each angle can be
D. Discussing new concept determined using the following procedure.
and practicing new skills #1

1 and 12 are the Extremes

The second and third terms are the means, while the first and the fourth
terms are the extremes of the Proportion. The product of 2nd and 3rd
terms = 12 (3 x 4 = 12) The product of the 1st and 4 th terms = 12 (1 x 12
= 12) Thus, the product of the means is equal to the product of the
extremes.
E. Discussing new concepts Examples: Examples: A) 2 : 4 = 5 : X = 2x = 20 (2 x X) = 2X & 4 x 5 = 20
and practicing new skills #2 I. Find the measurement of each angle of a triangle, if the ratio of the angles of = x = 10
a triangle is 1 : 2 : 3 and the sum of the is 180 degrees. B) 4/X : 2/8 = 4 : X = 2 : 8 = 2X = 32
Solution: X = 16
Let X = measurement of the first angle
2X = measurement of the second angle Proportion is an equation with a ratio on each side. It is a statement that
3X = measurement of the third angle two ratios are equal.
X + 2X + 3X = 180 degrees – sum of the 3 angles of a triangle Example: 3/8 = 6/16
 6X = 180 degrees - sum of X‟s
When one of the four numbers in a proportion is unknown, cross
X = 30 degrees - measurement of the first angle
product maybe used to find the unknown number. Question marks or
2X = 2 (30) = 60 degrees – measurement of the second angle
letter x and n are frequently used in place of the un-known number.
3X = 3 (30) = 90 degrees – measurement of the third angle
Find the ratio of 4 hours to 2 days. Solve for n: ½ = n/4 Using cross product, we multiply 2 x n
F. Developing mastery
= 4 hours to 2 days
(Leads to formative
= 4 hours to 48 hours
assessment)
= 1:12 (dividing 4 and 48 by 4)
G. Finding What is the formula to get ratio? How do you solve word problems involving partitive proportion? What
practical/ are the processes involved?
application of concepts and
skills in daily living
H. Making generalizations Answer the following: Solve the given problems in your notebook.1) The salary of two
and abstractions about the Pedro has a box containing 5 ballpens,3 erasers, 2 pencils and 1 stapler. What workers is in the ratio 3:4. They received 12,250.00. How much did
lesson is the ratio of pencils to erasers? each worker receive?
Find the ratio of the following measurements given below. Use a separate Find the unknown term of proportions given below.
sheet of paper for your answer. 1. 5 : 10 = 6 : x
1. 6 inches to 3 feet 2. 4 : x = 2/8
I. Evaluating Learning 2. 15 centimeters to 1 meter 3. 6 : 3 = 12 : x
3. 3 feet to 5 yards 4. 2/3: = x : 6
4. 150 millimeters to 50 centimeters 5. 3 : 9 = 4 : x
5. 30 centimeters to 2 meters
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 who scored
below 80%

C. Did the remedial lessons

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?

Prepared By: Checked By: Monitored By: Monitored By:

MICHAEL L. DELA PEÑA CARMELA A. ALFONSA EMELIA B. SANTANDER _____________________

Teacher I Head Teacher I PSDS