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GRADE 11 BUSINESS MATH (Decimal, Fraction&Percent)

This document provides a supplementary learning module on fractions, decimals, and percents for senior high school learners. The module includes learning competencies, conceptual understanding questions, skill reinforcement exercises, word problems to solve, and assessments to evaluate learning. It aims to teach learners how to express fractions as decimals and percents, decimals as fractions and percents, and percents as fractions and decimals. Learners are also guided on solving business-related problems involving these concepts.

Uploaded by

Jesmar Sitao
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Download as DOCX, PDF, TXT or read online on Scribd
95 views7 pages

GRADE 11 BUSINESS MATH (Decimal, Fraction&Percent)

This document provides a supplementary learning module on fractions, decimals, and percents for senior high school learners. The module includes learning competencies, conceptual understanding questions, skill reinforcement exercises, word problems to solve, and assessments to evaluate learning. It aims to teach learners how to express fractions as decimals and percents, decimals as fractions and percents, and percents as fractions and decimals. Learners are also guided on solving business-related problems involving these concepts.

Uploaded by

Jesmar Sitao
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Department of Education

Bureau of Learning Delivery Teaching


and Learning Division

SUPPLEMENTARY
LEARNING MODULE
FOR SENIOR HIGH
SCHOOL LEARNERS Grade Levels: Grades 11
Core Subject:BUSINESS MATH
Quarter: FIRST

LEARNING COMPETENCY:

Express:
a. fractions to decimal and percent forms, b. decimals to fractions and percent forms, c. percent to fractions and
decimal forms (ABM_BM11FO-Ia-1)
b. Solve problems involving fractions, decimals and percent related to business (ABM_BM11FO-Id-5)
FRACTION, DECIMALS AND PERCENTS

Begin!

Students are queuing up for their lunch. Survey is conducted to know the preferred lunch meals of the
students. The number of students favoring a particular fraction, decimals and percent of the total
number of students being surveyed.

Your Targets

The learners
Express:
a. fractions to decimal and percent forms
b. decimals to fractions and percent forms
c. percent to fractions and
decimal forms

Try This!

Part A. Conceptual Understanding


Fill in the blank.
1. When the quantity is divided into parts, these are called______.
2. Fractions in base – 10 place value system are called _____.
True or false
3. Every faction can be expressed in decimal notation.
4. 25% is equal to ¼.
5. In converting decimal to percent, move the decimal point two place to the left and write the
symbol % at the end of the number.
Part B. Skill Reinforcement
6. Change each decimal to a fraction form in the lowest term.
A. 0.62 B. 0.84 C. 0.125
7. Change each fraction to decimal
A. 23/100 B. 47/50 C. 32/1000
8. Change each number of percent. Round the percent to two decimal places.
A. 0.0618 B. 7/8 C. 0.8225
9. Change each percent to its equivalent decimal and equivalent fraction in lowest term
A. 5 % B. 4/5% C. 0.3%
10. Change each fraction or decimal to a fraction in lowest term.
A. 6/24 B. 0.057
Part C. Solve the problem
11. As a partner venture, Mr. Diaz put 36% of their capital, while Mr. Janeo shared Php
1,500,000.00. How much did Mr. Diaz put in as part of their capital?
Do This!

Direction: Read each item carefully and use your notebook to write your answers.

A Senior high school has 5,00 students enrolled for the academic year 2020-2021. Of
these, 1,200 are taking STEM, 1500 are ABM, 700 are HUMMS, and the remaining are
TVL?

1) What are the percent of the enrollees take HUMMS?


2) What percent has chosen a major which is not HUMMS or ABM?
3) What are the percent are enrolled to TVL?
4) What are the fraction of the enrollees take HUMMS?
5) What fraction has chosen a major which is not HUMMS or ABM?
6) What are the fraction are enrolled to TVL?

Explore!

Answer the following question base on the activity:


1) How did you find the percent of the enrollees take HUMMS?
2) How did you find the percent percent has chosen a major which is not HUMMS or ABM?
3) How did you come up the percent percent are enrolled to TVL?
4) How did you find the percent fraction of the enrollees take HUMMS?
5) How did you come up the percent fraction has chosen a major which is not HUMMS or
ABM?

6) How did you find the percent the fraction are enrolled to TVL?

Keep This in Mind!

Fractions to Percent
• First turn the fractions into decimals.
• Then follow the process for turning Decimals into Percent.
Percent to Fractions
• First turn the percent into a decimal.
• Then turn the decimal into a fraction.
Decimal to Percent
• Move the decimal to the left 2 places.
• If there are not enough numbers to fill the spaces add a ‘0’ to fill it in.
Decimal to Fractions
• Any number to the left of the decimal is a whole number.
• The number to the right of the decimal is the numerator of the fraction.
• The place value of the LAST digit in the number is the denominator
Apply What You Have Learned!

• Create a short play in video with the word problem you created.
• Problems must make use of any concept taught – fraction, decimals, and percent.
• Use the characters from any fairy tales in your word problem.
• complete this task.

Rubrics

• Content 35%
• Creativity 30%
• Participants 15%
• Props 10%
• Audience Impact 10%
Total 100%

Reflect!

I have learned that ________________ ________________ ______.

I have realized that ________________ _________________ _____.

I will apply _____________ _________________ _______________.


Assess What You Have Learned!

Part A. Conceptual Understanding


Fill in the blank.
1. When the quantity is divided into parts, these are called______.
2. Fractions in base – 10 place value system are called _____.
True or false
3. Every faction can be expressed in decimal notation.
4. 25% is equal to ¼.
5. In converting decimal to percent, move the decimal point two place to the left and write
the symbol % at the end of the number.
Part B. Skill Reinforcement
6. Change each decimal to a fraction form in the lowest term.
A. 0.62 B. 0.84 C. 0.125
7. Change each fraction to decimal
A. 23/100 B. 47/50 C. 32/1000
8. Change each number of percent. Round the percent to two decimal places.
A. 0.0618 B. 7/8 C. 0.8225
9. Change each percent to its equivalent decimal and equivalent fraction in lowest term
A. 5 % B. 4/5% C. 0.3%
10. Change each fraction or decimal to a fraction in lowest term.
A. 6/24 B. 0.057
Part C. Solve the problem
11. As a partner venture, Mr. Diaz put 36% of their capital, while Mr. Janeo shared Php
1,500,000.00. How much did Mr. Diaz put in as part of their capital?

Glossary

Decimal – a number based on tens; a number written in decimal notation


Decimal point – the point between the whole number and the fractional part; indicates that the
numbers to its right are less than 1.
Fraction – the part which a whole quantity is divided into
Percent – a fraction or ratio in which the denominator is 100
Answer Key

Try This!
1. Fraction
2. Decimal
3. True
4. False
5. True
6. A)31/50 B)21/25 C) 5/4
7. A)0.23 B)0.94 C) 0.032
8. A)6.18 % B)87.5 % C) 82.25 %
9. A)0.05, 1/20 B)0.008, 1/125 C) 0.003, 3/1000
10. A)1/4 B)57/1000
11. Php 960,00.00

Do This!
1. 14%
2. 44%
3. 32%
4. 7/50
5. 11/25
6. 8/25
Explore
Answer may vary

Apply what You Have Learned


Answer may vary

Reflect
Answer may vary

Assess What You Have Learned


1. Fraction
2. Decimal
3. True
4. False
5. True
6. A)31/50 B)21/25 C) 5/4
7. A)0.23 B)0.94 C) 0.032
8. A)6.18 % B)87.5 % C) 82.25 %
9. A)0.05, 1/20 B)0.008, 1/125 C) 0.003, 3/1000
10. A)1/4 B)57/1000
11. Php 960,00.00

References

Lopez, B.R.C., Et al. Business Math. Vibal Group Inc.

Williams, Walter E. and James. Fundamental of Business Mathematics 7 th Edition. Hawkes


Learning

Prepared by:

JESMAR L. SITAO
Teacher II
Schools Division of Iloilo
Region VI

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