Community MAGUIKAY / TAWASON / Program A&E

Learning Center REDEEMER

Learning Facilitator ROBERTO M. RAGAS, JR. Literacy Level AE
ALTERNATIVE
Month and Learning Strand LS3 Mathematical
LEARNING SYSTEM
Quarter and Problem
DAILY LESSON LOG
Solving Skills

I. OBJECTIVES
A. Content Standards Numeracy Skills

B. Performance Standards A: Show desirable attitudes and values in the application of mathematics in daily life.

C. Learning Competencies/ Objectives

Write the LC code for each.  Solves daily life problems involving ratio and proportion and rate.
(LS2CP/NS-NS-PSB-AE-64)

 Differentiates between ratio and rate, e.g.:

(LS2CP/NS-NS-PSB-AE-63)

II. CONTENT(Subject Matter) • Learning About Fractions

III. LEARNING RESOURCES

A. References
1. Session Guides pages
2. Module pages Learning About Fractions page 4-15

B. Other Learning Resources Pictures, Laptop, Activity cards, manila paper,

* Enhanced ALS K to 12 Basic Curriculum LS 3 page 16

IV. PROCEDURES
A. Springboard/Motivation (Establishing a purpose Activity 1:
for the lesson)
 Show learner’s pictures of comparing using different pictures.
 Ask learners what they can tell about the pictures.

B. Activity (Review of previous lesson/s or Activity 2: Pre-test

Presenting the new lesson)
AE: Answer the following test items first. This will determine what you already know about the
topic

A. 1. An NFE Facilitator found that there are 46 males and 54 females in all his
sessions. Find the ratio of the following.
a. The ratio of males to females.

b. The ratio of females to the entire population of learners.

 2. Give two equivalent ratios for the following. Solve for and
encircle the simplest form for each ratio. (2 points each)
a. 4 : 10

b. 15 : 30

C. Analysis (Presenting examples/instances of the Activity 3:

new lesson)

 Reporting of output calling learners who will report their answers in front of the
class.

D. Discussing new concepts and practicing new Activity 4: ERL Discussion

skills (sub-activity #1)

 Direct Instruction using PowerPoint presentation on Learning About Fractions.

E. Abstraction (Making generalizations about the Ask:

lesson)  How important is learning ration and proportion?
 In what way we use ration and proportion in our daily lives?
 What is rate?
 What are the two general types of rate?

F. Application (Developing mastery) Group Work

AE: Group 1

Answer the following questions. (Refer to page 13 & 15 on the module)

A. Give two equivalent ratios for each of the following:

1. 1 : 5 ______ ______

2. 10 : 20 ______ ______

3. 2 : 3 ______ ______

4. 8 : 4 ______ ______

5. 4 : 16 ______ ______

B. From the three sets of equivalent ratios below, encircle the ratio in its

simplest form.

1. 4 : 20 1 : 5 3 : 15

2. 5 : 10 3 : 15 1 : 2

3. 2 : 3 8 : 12 10 : 15

4. 24 : 12 2 : 1 8 : 4

5. 4 : 16 2 : 8 1 : 4

Group 2

Find the rate of the following.

1. A 50-kilo sack of rice costs P900.00. What is the price per kilo?

2. Bong can finish the 100-meter dash in 20 seconds.

How many meters can he cover per second?

3. 7 liters of gasoline costs P119.00. What is the price per liter?

4. Joy can type 325 words in 5 minutes. How many words can she type per minute?

5. A jeep traveled 161 kilometers in 3.5 hours. What is its speed per hour?

Group 3

Solve the following problems using ratio and proportion. Check your

answer also. The first one is done for you.

1. Miss Reyes needs to type a 420-page manuscript. She can type 15 pages in 2.5 hours. In how many hours
can she finish typing the

manuscript?
 2. Alex earns P700 in selling newspapers a week. How many weeks will it take him to earn P3,500.

3. If a 50-kilo sack of rice costs P900, how much will 27 kilos of rice cost?

G. Valuing (Finding practical application  How can you apply ratio and proportion in your life?
of concepts and skills in daily living)

H. Evaluation (Assessing learning) AE: Solve the following problems using ratio and proportion. Solve the

problems step by step. (5 points each) – 1 point for every correct step. (Refer to page 28 on the
module)

1. A recipe for making 24 cookies needs 200 grams of flour. How

many grams of flour are needed for making 36 cookies?

2. In a map with a scale of 2 centimeters is to 3 kilometers, the

distance between two towns is 5 centimeters. How many

kilometers is it between the two towns?

3. A survey showed that 3 people preferred brand A for every 5

people that preferred brand B. If a total of 27 people preferred

brand A, how many people preferred brand B?

I. Agreement (Additional activities for application or  Study the lesson at home.

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
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:
ROBERTO M. RAGAS, JR.
Mobile Teacher 1

Process Observers:

_________________________
Education Program Specialist II

_________________________
Education Program Supervisor