theInstructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)
Detailed Lesson Plan (DLP)
School Esperanza Senior High School Grade Level 11
Teacher Daisy Pao Learning Area Business
Mathematics
Time 7:30 - 8:20 am G11-Endurance Quarter Quarter 1 - Week 4
Dates/Days Sep. 21, 2023 - Thursday Semester First Semester
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of key concepts of ratio and
proportion
B. Performance Standards The learners are able to
1. formulate and solve problems involving ratio and proportion
2. use the concept of proportion in making life decisions
C. Learning Competencies / The learner should be able to:
Objectives Solve problems involving direct, inverse and partitive proportion
Write the LC code for each ABM_BM11RP-If-4
Solving Problems Involving Kinds of Proportion
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials Pages Business Mathematics Quarter 1 – Module 3 pp. 13-25
3. Textbook Pages
4. Additional Materials from [Link]
Learning Resource (LR) portal [Link]
B. Other Learning Resources Laptop, PowerPoint, DLP/TV, video
V. PROCEDURES
Preliminary Activity:
Introductory Activity I. Opening Prayer
II. Checking of attendance
III. Students are instructed to pick up trash on the floor instilling the value of
cleanliness. The students are also encouraged to arrange their chairs properly
to facilitate orderliness in the classroom.
VI. Review of the previous lesson
Ask the students if they still remember these lines, “if two ratios are equal,
then their reciprocals are also equal” or “the product of the extremes is equal
to the product of the means”?
Review:
Direct
Inverse and
Partitive proportions
Activity 1: Match It, Translate It!
Activity/Strategy Find your partner
In this activity, the students will find their partner to match the verbal sentences/
phrases to the mathematical expressions/ statements that
(The students will explain why the phrases/ statements match.)
Translate the following problems to mathematical statement:
Analysis A. It takes Andy 30 minutes to burn 200 calories in jogging. How long (T) will
it take Andy to burn 400 calories?
B. How many tea bags (B) are needed to make 15 liters of iced tea when eight tea
bags are needed to make 5 liters of iced tea?
Specific Learning Objectives:
Abstraction At the end of the lesson, the learner will be able to:
translate verbal statements involving proportions into mathematical
statements;
solve problems involving direct, inverse and partitive proportion.
SOLVING WORD PROBLEMS INVOLVING THREE (3) KINDS OF PROPORTIONS.
In the problem, the number of laptops and total cost are directly proportional
since the more laptops you buy, the higher is the cost or the lesser laptops you buy
the lower is the cost. Thus, the problem involves Direct Proportion.
Direction: Solve the following problems involving direct proportion.
Application 1. The ratio of boys to girls in a badminton tournament game is 4:3. Mariel counted
that there are 12 more boys than girls. How many boys and girls are there in the
tournament?
2. An artisan bread maker uses 2,000 grams of flour to make 4 loaves of
handcrafted bread. How many grams of flour is needed to make 2 loaves of
bread?
Paper and Pen Test
Assessment Part I. 1. A couple went out for a date and spent ₱1,500 on dinner and ₱400 at
the movie theater. What is the ratio of peso spent on dinner and the total
amount spent for a movie?_______________
2. A basketball team won 15 games and lost 5 games. What is the ratio of games
lost to the total games won?_________________
3. Which pair of ratios are proportional?
a. 3 laptops for ₱66; 6 laptops for ₱132
b. 16 points scored in 3 games; 48 points scored in 6 games
c. 98 words typed in 3 minutes; 162 words typed in 5minutes
d. 20 computers for 60 students; 40 computers for 130 students
4. What proportion states that as one variable increases, the other variable
decreases?________________
5. Which of the following is an example of direct proportion?
a. 3:18 = 9:6 c. 10:3 = 15:2
b. 6:30 = 5:25 d. 15:5 = 6:18
Part II
6. There are twice as many partners P as corporations C.
7. There are half as many laptops L as desktops D.
8. The number of P50 bills F is thrice as many as P100 peso bills H.
9. Five less than twice the sum of the salaries of Chris (C) and Jay (J).
10. Two more than half the difference of the mobile phone sales (M) and
Powerbank sales (P).
Assignment/Agreement
Solve the following problems and identify the kinds of proportion involved.
1. It takes 3 salesmen 8 days to sell 5,000 boxes of soap. If 2 more
salesmen are added, how long will it take them to sell the same number
of boxes of soap?
2. Mr. Faustino allocates his monthly salary for bills, food, transportation,
and other expenses at the ratio of [Link], respectively. If he receives
₱28,450.00 each month, how much is his budget for food?
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% 14 out of 23 students earned 80% on the formative assessment.
on the formative assessment.
B. No. of learners who require 9 students who require additional additional activities for remediation.
additional activities for remediation.
C. Did the remedial lessons work? After reviewing the lesson and conducting follow-up assessments, it was found
No. of learners who have caught up that more than 80% of the learners provided correct answers, indicating the
with the lesson. effectiveness of the remedial lessons in enhancing student learning.
D. No. of learners who continue to None of the learners required additional remediation activities.
require remediation.
E. Which of my teaching strategies My teaching strategies worked well in providing real-world examples or relatable
worked well? Why did these work? scenarios to illustrate complex concepts. This strategy works because it provides
concrete examples that help students grasp abstract ideas more effectively.
F. What difficulties did I encounter To address diverse learning preferences (visual, auditory, kinesthetic), balancing
which my principal or supervisor these styles can be challenging in a classroom setting. I prefer that students
can help me solve? enrolling in the ABM program have an average IQ level to effectively participate in
the classroom.
G. What innovation or localized By providing examples of businesses that can be seen in the local setting so that
materials did I use/discover which I students can better understand the concept of business. In teaching innovation
wish to share with other teachers? that I wish to share with other teachers is to be diligent in making useful learning
tools such as PPT’s which can be used in the next school years.
Prepared by: Checked by:
DAISY O. PAO RECHIE A. LAZALITA
Teacher II School Principal I
