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Instructional Plan (Iplan)

This instructional plan outlines a 60 minute lesson for 11th grade business mathematics students on calculating selling price and mark-up. The lesson begins with an introductory activity to engage students in entrepreneurship. Students then estimate costs for a hypothetical banana cue business. Key terms like cost price and selling price are defined and formulas are presented. Students work in groups to solve sample problems calculating selling price and mark-up. The lesson concludes with an individual assessment involving two word problems applying the concepts. The teacher will provide remediation and reflect on what learning strategies and materials worked well and areas for improvement.

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Seniforo Jr Perido
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34 views5 pages

Instructional Plan (Iplan)

This instructional plan outlines a 60 minute lesson for 11th grade business mathematics students on calculating selling price and mark-up. The lesson begins with an introductory activity to engage students in entrepreneurship. Students then estimate costs for a hypothetical banana cue business. Key terms like cost price and selling price are defined and formulas are presented. Students work in groups to solve sample problems calculating selling price and mark-up. The lesson concludes with an individual assessment involving two word problems applying the concepts. The teacher will provide remediation and reflect on what learning strategies and materials worked well and areas for improvement.

Uploaded by

Seniforo Jr Perido
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Instructional Plan (iPlan)

Grade Level: 11
Learning Area: BUSINESS MATHEMATICS (Computing Section:
Selling Price and
Mark-up
iPlan No.: Quarter: 4 Duration:
Date: 60 minutes
Learning Differentiating cost price, operating cost, Code:
Competency/ies: selling price, profit and mark-up given
price of a product.
ABM_BM11BS-Ig-1
Key Concepts/
Understandings to This is about understanding the use of mathematics in negotiating
be Developed problems in business operations. It includes exploring the basic
principle of the retailing equation, more importantly the concept of
selling price and mark-up.
Learning At the end of one hour period (60 minutes), 75% of the students will
Objectives: be able to:

KNOWLEDGE: define and differentiate cost price, operating cost,


selling price, profit and mark-up;
SKILLS: Compute for the selling price and mark-up based on a given
problem;
ATTITUDE: appreciate the application of selling price and mark-up,
on business enterprises in a changing environment.
VALUES: Providing significant implication towards survival through
planning a business.

Inquiry-based method is intended for science and English classes but


it can also be adopted for teaching Mathematics (Lee, 2014).

http://www.ijarp.org/published-research-papers/jan2020/The-
Inquiry-based-Approach-In-Teaching-Probability-Among-Grade-8-
Students-Of-X-National-High-School.pdf

Resources Needed: Laptop, HMDI cord, television, paper and pen


Methodology
Introductory -Prayer
Activity Activity 1

-Ask the students if they have their own family business or let them
identify at least one kind of a business that they want to have. (Values
Education)
-Ask them, what are the steps to be considered in planning for a
business. (Entrepreneurship)

Activity KNOW ME!

-Let the students assume to have their own business such as banana
cue.
-Let them list all the ingredients and materials they need for their

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banana cue business: (TLE Integration)

Analysis (Lecture-Discussion Method (Active Learner Involvement)


(CONSTRUCTIVIST APPROACH)

-Once they already have the list of materials and expenses, let the
students estimate the cost of the raw materials that they will need for
their banana cue. (TLE Integration)

Example:

Other Expenses:

Abstraction (Lecture-Discussion Method (Schematic Theory)) (Inquiry-Based


Instruction)

1. The teacher will present or show a visual-aid for them to


ponder with assign numbers (1, 2, 3, 4 and 5).
2. Call a student to select a number.
3. Once student is called, ask this question, based on the previous
activity about on assuming to have a banana cue business,
select a scenario or where you can say that (cost price,
operating cost, selling price, cost price, or mark-up) this is
referring to what number that the students choose on the
board.
4. Let the student think for a while and let him/her ask his/her
seatmate and discuss his/her answer to his pair. Once they
already discuss their both answers, let them share to the class
their answers. (THINK-PAIR-SHARE)
5. The teacher will accept and commend their answers and reveal
the meaning of each term on the board. (cost price, operating
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cost, selling price, cost price, or mark-up)
6. If done unlocking all the terms, the teacher shows the different
formulas on how to compute selling price and Mark-Up.
Application (Cooperative and Collaborative Learning (Jigsaw Method))
Activity Instruction:
1. The students will be able to solve problem that would require
them to compute the selling price and mark-up.
2. Divide students into 5 or 6 person jigsaw groups. The groups
should be diverse in terms of gender, ethnicity, race, and
ability.
3. Appoint one student from each group as the leader. Initially,
this person should be the most mature students in the group.
4. Divide the problem into 2 segments:
4.1 Solving for the SELLING PRICE
4.2 Solving for the MAR-UP
5. The teacher will form temporary “expert groups” by having
one student from each jigsaw group join other students
assigned to the same segment.
6. Give students in these expert groups time to discuss the main
points of their segment and to rehearse the presentations they
will make to their jigsaw group.
7. Bring the students back into their jigsaw groups.
8. Ask each student to present her or his segment to the group.
Encourage others in the group to ask questions for
clarification.

The given Problem:

Directions: Perform and solve the given problem:


1. Aling Ana would like to sell little trinkets she purchased from
Divisoria for ₱12 each. If the operating cost is set at 25% of
the cost and she would like to have a 15% profit on the cost of
each item,
a. Determine the mark-up price for each trinket.
b. Help Aling Ana determine the selling price for each
trinket.

“The sharper their critical thinking skills, the better mathematical


student are able to solve problems and to formulate arguments by
drawing on a wide base of knowledge”

Su, H.F., Ricci, F.A., & Mnatsakanian, M. (2016). Mathematical


teaching strategies: Pathways to critical thinking and metacognition.
Journal of Research in Education and Science (IJRES), 2 (1), 190-
200.
Assessment (Cooperative and Collaborative Learning (Think-Pair-Share))

Instructions: Perform and solve the following problems.


1. A jacket which costs ₱1,350 is being sold at ₱2,025. What is
the rate of mark-up based on cost?
2. A top costs Mang Mario ₱280 and he decides to mark it up by
30% of the selling price. Find the selling price and mark-up
for the said top.
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“Problem-Based Approach is a learning approach that is
used to stimulate student’s high-order thinking in a situation
that is oriented to real-world problems, including thinking
how to learn.”

Teacher Guide
1. The teacher will give two word problems that provokes
students’ thinking on how to apply the given formula.
2. The students should take a few moments just to THINK about
the questions.
3. Using designated partners, nearby neighbors, or a desk mate,
students PAIR up to talk about the answer each came up with.
They compare their mental or written notes and identify the
answers they think are correct.
4. After students talk in pairs for a few moments, the teacher
calls for pairs to SHARE their thinking with the rest of the
class.

Tanujaya & Mumu (2019) stated that Think Pair Share is an


instructional strategy designed to provide students a topic for
thinking about.

https://www.researchgate.net/publication/337533446_Implementa
tion_of_think-pair-share_to_mathematics_instruction
Assignment Read in advance about MARK-ON and how to compute MARK-
ON in a given word problem.
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
learning strategies
worked well? Why
did these works?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
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or localized
materials did I
use/discover which I
wish to share with
other teachers?

Prepared by:

Name: SENIFORO G. PERIDO JR. School: OCAÑA NATIONAL HIGH SCHOOL

Position/Designation: Teacher 1 Division: CARCAR CITY DIVISION

Contact Number: 09201421699 Email address: [email protected]

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