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Daily Lesson Log of

The document outlines a daily lesson plan for a business mathematics class. The lesson focuses on gross margins in sales, with objectives of describing how gross margins are used in sales and explaining their importance. The plan details activities like reviewing a previous lesson, presenting new concepts, examples and practice problems, a group roleplaying activity, and an individual assignment.

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Aileen Joyce Escasinas
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73 views

Daily Lesson Log of

The document outlines a daily lesson plan for a business mathematics class. The lesson focuses on gross margins in sales, with objectives of describing how gross margins are used in sales and explaining their importance. The plan details activities like reviewing a previous lesson, presenting new concepts, examples and practice problems, a group roleplaying activity, and an individual assignment.

Uploaded by

Aileen Joyce Escasinas
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON LOG OF

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:
 Describe how gross margins is used in sales
C. Learning Competencies/ Learning Objectives:
Objectives  Describe how gross margins is used in sales
 Explain the importance of gross margins in sales.
 Practice teamwork and cooperation in performing group tasks.
II. CONTENT Gross Margins in Sales
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.
Short Recall of the Previous Lesson:
A. Review previous lesson or  Ask students to do a short recap of the last day's lesson.
presenting the new lesson (Student will recall the previous lesson about the difference between
mark up from margins.)
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 an essential question about gross margins:
D. Discussing new concepts
What is the relevance of the gross margins in sales?
and practicing new skills
(Generate students' ideas until they come up with the realization that: The
#1
margin is addressing the profit as it relates to selling price.)
E. Discussing new concepts The teacher will show a problem to be solved to the class and will solve it
and practicing new skills together with the learners:
#2
Problem: An appliance store realized a mark-up of P3,450 in selling TV sets. If its
items are sold at a mark-up of 40% of the selling price,
a. What is the regular selling price of the TV set?
b. What was the cost of the TV set?
c. What is the rate of mark-up based on cost for the TV set?
"Group Activity: Role Play (Rubric is needed in rating the output of each group.)

In preparation for the end-of the course requirement, ask students to group
themselves together so that there is a maximum of 5 students in one group.
These groups are going to pretend that they were planning a simple food sale to
raise funds for a project that their organization plans to pursue.

Provide a selection of simple food sale ideas that the groups can choose from.
Here are some ideas. They may also consider other items based on the wants
and needs of their clientele.
• ice cream
F. Developing mastery (leads
• fish balls
to formative assessment
• hotdog
3)
• kakanin
• sago’t gulaman

Ask the groups to plan the details of how to go about their simple food sale: how
they will design their booth, how the booth is going to be manned, how many
items they intend to sell in one day, and what other peripheral items they will
need to carry out the plan. Have them list down the estimated costs
corresponding to these details.

Based on these estimates, the objective of each group is to figure out and
defend their intended selling price for their commodity.
G. Finding practical
applications of concepts
and skills in daily living
Let the students generalize their learnings by describing the use of gross margins
H. Making generalizations in sales.
and abstractions about
the lesson The teacher may refer to the presentation of the concepts in the Learner’s
Module for better comprehension of the students.
Solve this problem:
A stall in Divisoria bought 225 blouses at P15,750. 25 of these blouses were sold
at a mark-up of 150% based on cost, 175 pieces were sold at a mark-up of 75%
of the cost, 10 pieces were sold during a clearance sale at PHP80 each and the
I. Evaluating Learning remaining blouses were sold at 20% below cost. Assuming that the blouses all
cost the same,
a. How much did each blouse cost?
b. What was the amount of mark-up realized on the purchase?
c. What was the percent mark-up based on the selling price?
Assignment:
J. Additional activities or
Find the definition of the following terms: base amount, discount, discount rate,
remediation
net price/discounted price/sales price.
V. REMARKS
VI. REFLECTION 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
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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