Activity Sheet

Learning Competency/ies: The learners define basic terms in applied economic.

Code: ABM_AE12-Ia-d1

“I CAN FILL IT!”

Directions: Read each statement or definition below carefully and fill in the blank
with the correct answer.
Choose the correct answer from the following choices:
Labor Economics
Demographic Economics
Industrial Economics
Business Economics
Monetary Economics
1. ___________________________ is a branch of economics that provides a
framework for analyzing money in its functions as a medium of exchange,
store of values and unit of account.
2. __________________________ is a field in applied economics which uses
economic theory and quantitative methods to analyze business enterprises
and the factors contributing to the diversity of organizational structures and
the relationships of the firms with labor, capital and product markets.
3. __________________________ looks at the suppliers of labor services (workers)
and the demanders of the labor services (employers), and attempts to
understand the resulting pattern of wages, employment and income.
4. The ________________________ is the study of firms, industries and market.
5. _________________________ or population economics is the application of
economic analysis to the demography, the study of human populations,
including size, growth density, distribution and vital statistics.

Prepared by:
CLASS – B GROUP 1

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: Define basic terms in applied economics
Code: ABM_AE12-Ia-d-1

“Ayusinmoako”
Directions:
 Group students into 4 groups
 Each group will be given jumbled cardboard letters
 The teacher will dictate the questions to the students.
 The fastest group who can arrange, and post the letters on the board and
answer it correctly will be the winner

Prepared By: Justyn de San Juan

Position: Teacher I
School:
Division: Zambales

Accountancy, Business and

Management
 Activity Sheet
Learning Competency/ies: The learners identify the basic economic problems of
the country

Code: ABM_AE12-Ia-d2

“JUMBLED PROBLEMS”

Mechanics:
1. Learners will be divided into six groups and prepare a sheet of paper and a
pen.
2. Members must assign a leader who will write their answers.
3. Jumbled words representing economic problems below will be shown to the
class:

ECONOMIC PROBLEM
CARSCITY
CIMNOCOE ERSOUSECR
ALURATN ORSECESUR
ACTALPI ERSOECSRU
MANHU SOURCERES
SDEEN
STAWN

4. Teacher will read the definition of the each economic problem before the
class writes their answers.
 Scarcity - the limited nature of resources, which underlies the basic
economic problem
 Economic Resources - the problem of having unlimited wants, but limited
resources to satisfy them
 Natural Resources – came from nature that are used in production,
including land, raw materials, and natural process
 Capital Resources - the processed materials, equipment, and buildings used
in production
 Human Resources - the efforts of people involved in production, including
labour and entrepreneurship
 Needs - the essentials of life, such as food and shelter
 Wants - desires for non-essential items

5. Group with the highest score wins.

Prepared by:
CLASS – B GROUP 1

Accountancy, Business and

Management
 Activity Sheet

Learning Competency: Identify the basic economic problems of the country

Code: ABM AE12 Ia d 2

WORD HUNT

Directions:

From the letters below identify what economic problem is being described in the
picture. The students will have 2 points for every correct answer.

Note: There are letters that may double.

RTYPOVEFDUINACLKM

1. 2.

3. 4.

5. 6.

7. 8.

Accountancy, Business and

Management
 Activity Sheet

9. 10.

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: The learners identify the basic economic problems of the
country

Code: ABM_AE12-Ia-d-2

Kailangan mo ba talaga ako o gusto mo lang ako?

Directions:
The learners will be group into the group of six. Let them identify the following
words/ phrases if it is needs or a wants. The group who got a high score will
win.

WORDS / PHRASES

1. Bottled Water 2. School Uniform

3. Food 4. Hermes Bag

5. House 6. Medicine

7. Expensive Necklace 8. School Shoes

9. I Phone 8 10. Expensive Bed

Prepared By : Abigail V. Gonzales

Position: Teacher II
School:
Division: Nueva Ecija

Accountancy, Business and

Management
 Activity Sheet
Learning Competency/ies: The learners explain how applied economics can be
used to solve economic problems.
Code: ABM_AE12-Ia-d-3

“CAMERA, ACTION!”

Mechanics:

1. Divide the class into 5-6 groups.

2. Each group will be given 3 minutes to brainstorm about how applied
economics can be used to solve economics problem.
3. Each group will be given 3 minutes to perform 1 scenario that will show
applied economics as the solution to their chosen economic problem.

Criteria:

Creativity 50%
Presentation 30%
Team Work 20%
Total 100%

Prepared by:
CLASS B – GROUP 1

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: Explain how applied Economics can be used to solve
economic problems.

Code: ABM_AE12-iA-D-3

Role Playing
Directions: Group the class in four groups. Each group will role play a scenario of
economic problem ie. unemployment, population, poverty, and pollution.
Afterwards, they will act out the solution on that particular problem.
Rubric:
50% - Content. Cleary showed the Economic problem and its
solution.
30%- Performance Performed their roles well, clearly sent the
message.
20%- Audience Impact Audience is alive and eager to watch the play.

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: The learners explain how applied economics can be used to
solve economic problems
Code: ABM_AE12-Ia-d-3

Graphic Organizer

Directions:
1. The class will divided into 5 groups.
2. Each group will make a graphic organizer.
3. They will cite (5) economic problems in our country today and write possible
solution that the applied economics will help to solve the problems.
4. Assign representatives to explain their work in front of the class.
5. Time allotment is only 5 minutes.

Rubrics:
Presentation – 10 points

Participation – 10 points

Total - 20 points

Prepared By: Jayson P. Peña

Position: Teacher II
School:
Division: Pampanga

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: The learners will be able to explain the law of supply and
demand, and how equilibrium price and quantity are
determined.
Code: ABM_AE12-Ie-h-4

Guessing Game
Directions:
1. The students will be grouped into five.
2. Each group will be given 2minutes to arrange the jumbled letters.
3. When the question dictated, the group can start to arrange the jumbled
letters.
4. The first group who arranged the jumbled letters will be the winner. .
a. Supply
b. Demand
c. Surplus
d. Shortage
e. Market Equilibrium
Questions
1. It is the willingness of a consumer to buy a commodity at a given price.
2. Refers to the quantity of good that a seller is selling to offer for sale.
3. Is attained when quantity demanded is equal to the quantity
supplied.
4. This means that the supply is over than the quantity demanded.
5. Refers to the a supply is not enough to the quantity demanded.

Prepared By: Jayson P. Peña

Position: Teacher II
School:
Division: Pampanga

Accountancy, Business and

Management
 Activity Sheet
Learning Competencies: Explain the law of supply and demand, and how
equilibrium price and quantity are determined
Code: ABM_AE12-Ie-h-4

Directions: The class will be divided into 4 groups. Analyze the following pictures
and answer the questions. Each group will be given 10 minutes.

DEMAND SUPPLY

______________

a. P1,000.00 b. P800.00

______________
At what price will you produce more items if you
were the supplier? Explain your answer.
Which of the following picture have a higher _______________________________________
price? Explain your answer. _______________________________________
_________________________________________ _______________________________________
_________________________________________ _______________________________________
_________________________________________ _______________________________________
_________________________________________ _______________________________________
_________________________________________ _______________________________________
_________________________________________ _______________________________________
_________________________________________ _______________________________________
_________________________________________ _______________________________________
________________________ _______________________________________
___________

B. Give a schedule of product price for Quantity Demanded and Quantity

Supplied. Use coloring materials in graphing the schedule.

PRICE Quantity Demanded Quantity Supplied (pcs)

(pcs)
50 10 50

Accountancy, Business and

Management
 Activity Sheet
40 20 40
30 30 30
20 40 20
10 50 10

Prepared by:
ANDREA MARIE D. ALDUEZA RAINNER D. SABINO
T-II T-II
Limay National High School Lamao National High School
Division of Bataan Division of Bataan

Accountancy, Business and

Management
 Activity Sheet
Learning Competency/ies: Discuss and explain factors affecting demand and
supply.

Code: ABM_AE12-Ie-h-4

LAW OF SUPPLY AND DEMAND

Mechanics:

1. The class will group into four (4).

2. Each group will conduct a survey of current economic situation within the
vicinity of the school.
3. Identify the supply and demand of the following:
Group 1 – Rice
Group 2 – Eggs
Group 3 – Sugar
Group 4 – Coffee
4. The activity should be done within three (3) days.
5. Each group will present the supply and demand of their assigned product in
the class.

Materials:

Manila Paper, Pentel Pen, and other Decorating Materials

Criteria:

50 % - Content

25 % - Analysis

15 % - Competency

10 % - Creativity

Prepared by:
CLASS B – GROUP 2

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: Discuss and explain factors affecting demand and supply
Code: ABM_AE12_Ie_h_5

“Saanakolulugar?”

Directions:
- Group the students into five.
- Facilitator will give every group cartolina and marker.
- Facilitator will post the definition of one factor affecting demand and
supply.
- Group will write what factors affecting demand and supply is being
described.
- The fastest group who get the right answer will have one point.
- Group that will have the highest score will be the winner.

Rubrics : Not Applicable

Prepared By: DINA ROSE I. BAGASIN

Position: Teacher I
School:
Division: Zambales

Accountancy, Business and

Management
 Activity Sheet
Learning Competencies: Discuss and explain factors affecting demand and supply

Code: ABM_AE12-Ie-h-5

Directions: The class will be divided into 4 groups. Each group must answer this
activity sheet in 15 minutes.

Factors Affecting Demand

 Tastes and Preferences 1. Imagine your ideal cellphone would look

like?
 Income Levels

 Expectations

 Prices of complementary goods 2. If you were to price this cellphone how

much would it be? Can you afford it?
 Number of consumers

Factors Affecting Supply

1. Think of a local product. Determine the
 Number of producers
businesses who offer the same product.
 Future Expectation of Price 2. How about if the price for the product
tend to rise for
 Technology the next few weeks?
3. How would you increased the number of
 Prices of Complementary goods
produced goods?
or alternative 4. What are the complementary goods for
your product?

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________

Accountancy, Business and

Management
 Activity Sheet
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________

Prepared by:
ANDREA MARIE D. ALDUEZA RAINNER D. SABINO
T-II T-II
Limay National High School Lamao National High School
Division of Bataan Division of Bataan

Accountancy, Business and

Management
 Activity Sheet
Learning Competency/ies: Explain the law of supply and demand and how
equilibrium price and quantity are determined.

Code: ABM_AE12-Ie-h-5

EQUILIBRIUM PRICE

Mechanics:

1) Plot the following data in the graph:

PRICE QUANTITY DEMAND QUANTITY SUPPLY

Php 10 20, 000 5, 000

Php 15 15, 000 15, 000

Php 20 10, 000 25, 000

Php 25 5, 000 35, 000

2) Determine the equilibrium point.

3) Analyze and explain the graph.
4) The activity should be done for 15 minutes.

Prepared by:

CLASS B – GROUP 2

Accountancy, Business and

Management
 Activity Sheet

Learning Competencies: Compare the prices of commodities and analyze the

impact on consumers

Code: ABM_AE12-Ie-h-6

Directions: The class will be divided into 4 groups. Each group will think of at least 2
basic commodities, compare the prices and analyze the impact to customers.

FRUITS IN SUPERMARKET FRUITS IN PUBLIC MARKET

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
__________________________________________

Accountancy, Business and

Management
 Activity Sheet

Prepared by:
ANDREA MARIE D. ALDUEZA RAINNER D. SABINO
T-II T-II
Limay National High School Lamao National High School
Division of Bataan Division of Bataan

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: Compare the prices of commodities and analyse the
impact of consumers

Code: ABM_AE12-Ie-h-6

“NAME THAT PRICE”

Directions:
- Group the students into five.
- Facilitator will give every group card board and marker.
- Facilitator will flash an item and the learners need to give the price of the
said item.
- Group will write the price in the card board.
- The fastest group who get 5 points that correctly or nearly named the price
of the item will win.

Rubrics : N/A

Prepared By: RONIE MARC A. YUSI

Position: Teacher II
School:
Division: Pampanga

Accountancy, Business and

Management
 Activity Sheet
Learning Competency/ies: Compare the prices of commodities and analyze the
impact on consumers.

Code: ABM_AE12-Ie-h-6

Consumers Analyser

Mechanics:

1. Present two (2) different pictures of a product with the same use and ask the
students which one is more preferred by the consumers in terms of prices.
2. Ask them what are the factors of demand that affects the consumers’
buying behavior.

JOLLIBEE CARINDERIA

SM MALLS PUBLIC MARKET

NOKIA IPHONE

Prepared by:
CLASS B – GROUP 2

Accountancy, Business and

Management
 Activity Sheet

Learning Competency/ies: Explain market structures (perfect competition,

monopoly, oligopoly, and monopolistic competition.

Code: ABM_AE12-Ie-h-7

“NAME IT”

MECHANICS:

1. Group the students into 5 members.

2. Using video clips show example of companies picture to your students and then
they will determine the pictures whether it is an example of perfect competition,
monopoly, oligopoly and monopolistic competition types of market structures.

3. The one who can name the pictures will explain in front of the class.

4. The first group who can guess many pictures then explain in front will be the
winner and get higher points.

Prepared by:
CLASS B – GROUP 3

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: Explain market structures (perfect competition, monopoly,
oligopoly, and monopolistic competition)
Code: ABM_AE12-Ie-h-7

“KUHANIN MO, IDIDIKIT KO.”

Directions:

1. Form a group with 4 learners and choose a leader to represent the group.
2. Each group will be given a manila paper and marker.
3. The teacher already have cut out cardboard with corresponding word
related to the market structures (perfect competition, monopoly, oligopoly,
and monopolistic competition) and they give to every group to post it in the
manila paper, and distinguish according to perfect competition, monopoly,
oligopoly, and monopolistic competition
4. The teacher will give only 2 minutes to the learners to finish the activity and
post it in the board.
5. The first group who got the highest correct answer will be considered winner
in the contest

Prepared By: EVELYN L. SANTOS

Position: Teacher II
School:
Division: Nueva Ecija

Accountancy, Business and

Management
 Activity Sheet

Learning Competency/ies: Analyse the effects of contemporary issues such as

migration, fluctuation in the exchange rate, oil price
increases, unemployment, peace and order, etc. on
the purchasing power of the people.

Code: ABM_AE12Ie-h-8

Pass It On

Mechanics:

1. The class will be divided into 3 groups.

2. The teacher will make a draw lots to know who will go first, second and third.
3. Then the teacher will play a music while a box of cue cards is being pass on
to the group members one by one.
4. As the music stops, the box of cue cards stops to the respective students too.
5. Whomever the cue cards stops the student will pick cue card in the box and
will read it.
6. The other groups will have the chance to guess it. Only one clue will be given
or asked to the opposite group. If the second group did not answer it, the
third group will have a chance to know the second clue and a chance to
make a guess. If the two opposite groups did not answer it given two clues
already, then the group handling the cue card has the chance to guess the
word. (Hint: only the student were the cue card stops is allowed to make a
guess and NOT everybody in the group). If still unable to guess, then the
teacher will flashed the JUMBLED answer on the monitor screen and
everybody could guess it. Whoever guesses it will get the point or score.
7. The same procedure will be repeated until all cue cards have been revealed.

Prepared by:
CLASS B – GROUP 3

Accountancy, Business and

Management
 Activity Sheet

CUE CARDS JUMBLED WORDS

1.A. DOMESTIC
1.B. ABROAD 1. MIGRATION
1.C. TRAVEL

2.A. $ - DOLLARS 2. FLACTUATION IN EXCHANGE RATE

2.B. PESO VALUE
2.C. DECREASE

3.A. TRANSPORTATION 3. OIL PRICE INCREASES

3.B. COMMODITY

4.A. OVER POPULATION

4.B. LOW INCOME 4. UNEMPLOYMENT
4.C. HUMAN CAPITAL

5.A.CRIMES
5.B. SOCIETY 5. PEACE AND ORDER
5.C. POLICIES

Prepared by:
CLASS B – GROUP 3

Accountancy, Business and

Management
 Activity Sheet

Presentation of Analyzing and Evaluating of Businesses

Directions:

Create 5 groups with 10 members. Choose a leader. The group will present their
analysis and evaluation of business. The members of the group should be in formal
attire while presenting their analysis and evaluation of business. The group will be
given 10 minutes allotted time.

Rubrics:

40% - Quality of Content (marketing plan content is accurately portrayed;

Complete coverage of the marketing plan)

20% - Organization (Presentation was well-organized, time given is well maximized)

10% - Impact (Presentation fully engaged the student audience)

30% - Presentation Skills (All presenters spoke with appropriate eye contact,
volume, tone, use of pauses, and gestures. All presenters were well-prepared and
spoke with confidence).

Total: 100%

Prepared by: CLASS B

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: Analyze the effects of contemporary issues such as
migration, fluctuations in the exchange rate, oil price
increases, unemployment, peace and order, etc. on the
purchasing power of the people

Code: ABM_AE12-Ie-h-8

Havey…. Waley…..Effect!.

Directions:
1 The teacher will show pictures regarding contemporary issues in our
economy to the class and identify if it could affect the purchasing power of the
people. All students will act out their answers base on the questions that will be
shown by the teacher. The teacher will show the act of Havey which means with
effect and waleywihout effect. Representative from each group will then present
their analyzation on their answers in the activity to the class.

Rubrics: Not Applicable

Prepared By : Julie Ann F. Valeroso

Position: Teacher II
School:
Division: Science City Of Munoz

Accountancy, Business and

Management
 Activity Sheet
Learning Competency/ies: Identify and explain different principles, tools and
techniques in creating a business

Code: ABM_AE12-IIa-d-9

Think, think, think..

Mechanics

1. Group the class into five groups.

2. Identify and suggest what business organization of business do you prefer.
3. Justify the choice of business
4. Discuss among the members the tools and techniques in creating a business
5. Present it to the class.
Rubrics

Accuracy- 25%

Content- 25%

Creativity- 25 %

Presentation- 25%

100%

Experiential Activity:

1. Identify what Business Organization do you prefer

2. Think of the business that you want to put up.
3. Identify the following
a. Competition
b. Customers
c. Suppliers
d. Customers
e. Substitutes
4. Compile the ideas and present it to the class.

Accountancy, Business and

Management
 Activity Sheet
Gamestorming

Mechanics:

Teacher will be providing SWOT analysis board to be fill in by the use of the words
that will be given to the students. The words will be clues for them to come up with
the idea whether it is strength, weakness, opportunity or threat. Each of member of
the class should identify what group he/she belongs. Once they’d finished
identifying, they will choose four representative to explain each category. The
allotment time for this activity will take about 5 minutes to stick the words on the
board and find their groupmates, 2 minutes to brainstorm with the group and each
repsentative will be given 2 minutes to discuss in front.

Rubric:

This will be agreed on both parties (Teacher and learners)

___% Accuracy

___% Creativity

___% Content

___% Cooperation

--------

100% Total

Prepared by:
CLASS B – GROUP 4

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: The learners identify and explain different principles, tools,
and techniques in creating a business.

CODE: ABM_AE12-IIa-d-9

Spell your resources

Directions:
This is a good exercise for developing teams and reinforcing a subject. Divide the
learners into group of 4-6 and give each group a word that is relevant to the subject
/ topic. The groups have to spell the word using objects that they have in their
classroom as their resources. The initial letter of each object should be the same as
one of the letters in the word. For example, Egg, Candy, Orange, Nut, Oval, Milk,
Icing, Cookies, Sweets (E.C.O.N.O.M.I.C.S)

WORDS / PHRASES

1. Labor 2. Competition

3. Capital 4. Price

5. Product 6. Competitor

7. Customer 8. Consumer

9. Strategy 10. Survey

Rubrics: N/A

Prepared By : Abigail V. Gonzales

Position: Teacher II
School:
Division: Nueva Ecija

Accountancy, Business and

Management
 Activity Sheet
Learning Competency/ies: Distinguish the different services/products of business
and industry in the locality
Code: Code: ABM_AE12II-a-d10

NUEVA ECIJA
Below are the different companies in our area. Distinguish what type of industries
they belong
Legend:
Star Agribusiness
Circle Manufacturing
Heart Retail/Trading
Smile Face Services
Square International Trade

______ 1. Daisy’s Product

______ 2. Gamino’s Sandals
______ 3. Amparo’s Special Chicharon
______ 4. Aisha
______ 5. Joey & Divina Salon

BULACAN

______ 1. Duran Farm

______ 2. Bulacan Furniture
______ 3. Gourmet Baliuag
______ 4. Robinson’s Malolos
______ 5. Euro Bakeshop & Restaurant

PAMPANGA

______ 1. Mekeni’s Meat Products

______ 2. RTQ Accounting Firm
______ 3. Johnny’s Supermarket
______ 4. Kabigting’s Halo Halo
______ 5. Nanox Philippine Inc

Prepared by:
CLASS B – GROUP 4

Accountancy, Business and

Management
 Activity Sheet

Learning Competency: Distinguish the different services/products of business and

industry in the locality

CODE: ABM_AE12_IIa_d_10

“Mahalko o Mahalako?”

Directions:
- Group the students into four.
- Each group will have 5 pink heart shape cartolina and 5 red heart shape
cartolina.
- Facilitator will show a picture and tell the place where the business is
located.
- Distinguish whether it is services or products of business or industry in the
locality.
- Post pink heart shape cartolina if it is services/products of the business and
red heart shape cartolina if it is industry in the locality.
- The first group who will post the right color of cartolina will have one point.

Group that will have the highest score will be the winner.

Rubrics: Not Applicable

Prepared By : DINA ROSE I. BAGASIN

Position: Teacher I
School:
Division: Zambales

Accountancy, Business and

Management
 Activity Sheet

Learning Competency/ies: Identify and explain the various socioeconomic factors

affecting business and industry

Code: Code: ABM_AE12II-e-g11

ESSAY

1. Why consumers behavior affects the business performance? (5 pts)

2. Government? (5pts)

3. Source of income of every household (5pts)

Activity 2

Role Playing

1. Group the class into 3

2. Do a role playing of various socio-economic factors affecting business and
industry:
a. Government
b. Consumer
c. Supplier

Criteria:

Presentation: 30%

Relevance to the topic: 40%

Teamwork: 30%

Prepared by:
CLASS B – GROUP 4

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: Identify and explain the various socioeconomic factors
affecting business and industry.
Code: ABM_AE12-II-e-g-11

“AS MANY, AS YOU CAN”

Directions:

1. Form a group with 6 learners and choose a leader to represent the group.

2. Each group will be given a manila paper and marker.

3. The teacher will give a enough time to the learners to finish the activity.

4. Every group will cite the various socio economic factors affecting business and
industry.

5. The group who can give the highest number and discuss it correctly will be
considered winner.

Prepared By : EVELYN L. SANTOS

Position: Teacher II
School:
Division: Nueva Ecija

Accountancy, Business and

Management
 Activity Sheet
Learning Competency/ies: Analyze and evaluate the viability of business and its
impact on the community.
Code: Code: ABM_AE12II-e-g-12

Instructions:
1. The class is to be divided into five (5) groups.
2. Choose a leader and a presenter.
3. Read the given statements.
4. Draw a smiley face for positive and sad face for negative.
5. Give example 1 for positive and 1 for negative on how these scenarios or
statement its impact to the community.
6. Do it in 5 minutes and report to the class.

Statements:
1. Developing great leaders.
2. Decreased productivity.
3. High turnover.
4. Stalled change initiatives.
5. Take care of themselves and extend care to others.
6. Increase in stress and health care cost.
7. Do not waste time on arguing.
8. Handle emotions of anxiety or fear.
9. Decreased customer loyalty.
10. Lack of innovation and creativity.
11. Allow people to think clearly under pressure.
12. Slow development of high potential talent.

Prepared by:
CLASS B – GROUP 5

Accountancy, Business and

Management
 Activity Sheet

Learning Competency: Analyze and evaluate the viability of a business and its
impact on the community
Code: ABM_AE12II-e-g12

Act your Best…..!

Direction:
The class will be divided into 5 groups. Each group will present a role play
regarding the viability to a business and its impact on the community. After the
role playing, a member of each group will explain their presentation/role playing.

Prepared By : Julie Ann F. Valeroso

Position: Teacher II
School:
Division: Science City of Munoz

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: Formulate recommendations and strategies on how to
minimize and maximize a business’s negative impact and
positive impact, respectively

Code: ABM_AE12II-e-g-13

Role Play

Directions:

Create 5 groups with 10 members. Choose a leader. The group will create one
scenario about business and formulate recommendations and strategies on how
to minimize and maximize a business’s negative impact and positive impact,
respectively.

Rubric for Role Playing

30% - Quality of Content (Story content is accurately portrayed & Complete

coverage of the Story)

15% - Quality of Scenario (Scenario was realistic)

20% - Organization (Presentation was well-organized. The transitions between the

role-plays and the narrator and other presentation components flowed smoothly)

15% - Impact (Presentation fully engaged the student audience)

20% - Presentation Skills (All presenters spoke with appropriate eye contact,
volume, tone, use of pauses, and gestures. All presenters were well-prepared and
spoke with confidence).

Total: 100%

Accountancy, Business and

Management
 Activity Sheet

Mannequin Challenge

Directions:

Create 5 groups with 10 members. Choose a leader. The groups will portray a
scenario in tableau for 20 seconds. Then the learners-audience can describe what
they see and guess what kind of strategies they are presenting. The group who
guess right will get 10 points for their recitations.

Prepared by: Anna Lisa S. Bayrante

Zyra G. Gimeno
Position: Teacher II
School: Assemblywoman Felicita G.
Bernardino Memorial Trade School
Division:

Prepared by: Hazel P. Capatian

Position: Teacher II
School: Pasig National Highschool
Division:

Accountancy, Business and

Management
 Activity Sheet
Learning Competency/ies: Formulate recommendations and strategies on how to
minimize and maximize a business negative and
positive impact respectively.
Code: ABM_AE12II-e-g-13

Instructions:
1. The class is to be divided into five (5) groups.
2. Choose a leader and a presenter.
3. Group discussion for 5 minutes regarding different ideas on strategies for
minimizing or maximizing business opportunities.
4. The group to have at least 2 negative and 2 positive strategies.
5. The teacher will have a bottle and let turn and to what group it will stop and
be able to give an answer until all teams had finish their turn.

Prepared by:
CLASS B – GROUP 5

Accountancy, Business and

Management
 Activity Sheet
Learning Competency: Formulate recommendations and strategies on how to
minimize and maximize a business’s negative and positive
impact, respectively
Code: ABM_AE12II-e-g-13

“The more, the merrier”

Directions:
 Group students into 4 groups
 Each group will be given a manila paper and marker
 The teacher will give allotted time to finish the activity
 Teacher will present the picture of activity of business/business itself
 Each group will give the negative and positive impacts of the business
 Each group will present their answers in front of the class
 The group who can give highest number of negative and positive impacts
will be the winner

Rubrics: None

Prepared By : Justyn de San Juan

Position: Teacher I
School:
Division: Zambales

Accountancy, Business and

Management