GRADE 1-12 School Grade Level

SENIOR HIGH SCHOOL Teacher Learning Area

DAILY LESSON LOG Teaching Date & Time Semester

MONDAY WEDNESDAY FRIDAY

I. OBJECTIVES
A. Content Standards Understand key concepts of ratio and proportion.
B. Performance Standards  Formulate and solve problems involving ratio and proportion.
 Use the concept of proportion in making life decisions.
C. Learning Competencies  Solve problems involving direct, inverse and partitive proportion
 Use the concept of proportion in making life decisions.
II. CONTENT Ratio and Proportion

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Material Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR) Portal
B. Other Learning Resources Handouts
IV. PROCEDURES
A. Reviewing the previous lesson or Begin by reviewing fundamental operations Recap Monday’s discussion on direct and inverse Review the scenarios discussed on
presenting the new lesson on fractions, decimals, and percentages from proportions, addressing any questions or areas of Wednesday and clarify any remaining
the previous lesson, emphasizing their difficulty. questions on direct, inverse, and partitive
importance in solving problems involving proportions.
ratio and proportion. Bridge to the current
lesson by asking, “How can understanding
ratios and proportions help us solve real-
world problems and make better decisions?”
B. Establishing a purpose for the Explain that today’s focus is on Highlight that today’s focus is on applying these Emphasize that today’s focus is on mastering
lesson understanding different types of proportions types of proportions to solve more complex problem-solving skills with proportions in real-
—direct, inverse, and partitive—and their problems, including partitive proportion. world contexts, reinforcing accuracy and clarity
applications in real-life and business in calculations.
contexts.
 C. Presenting examples / Instances of Provide simple examples to illustrate each Present a scenario that involves all three types of Provide a multi-step problem that incorporates
the new lesson type of proportion. For instance, direct proportions, such as a business dividing its profits direct, inverse, and partitive proportions, such
proportion: “If more products are made, more among departments (partitive), determining stock as budgeting for a marketing campaign or
materials are needed,” and inverse needs based on sales (direct), and calculating calculating the time and resources required for
proportion: “If speed increases, travel time a production increase.
decreases.” time needed for deliveries based on vehicle
speed (inverse).

D. Discussing new concepts and Introduce direct and inverse proportions in

practicing new skills # 1 detail, including their formulas and
characteristics. Explain partitive proportion as
a way of dividing a quantity in a specific ratio
among parts.
E. Discussing new concepts and Individual Activity: Assign students and provide
practicing new skill # 2 each with a real-life business scenario. Ask them
to identify which type of proportion applies and
solve the problem accordingly.
F. Developing mastery (leads to Individual Exercise: Have students solve Each student presents their solution, explaining
Formative Assessment 3) basic problems involving direct and inverse the type of proportion used and the steps taken to Individual Practice: Have students work
proportions to familiarize them with these solve the problem. independently to solve problems involving
concepts. each type of proportion, with clear instructions
on identifying which proportion to use.

G. Finding practical application of Discuss how understanding proportions is Discuss how mastering proportions can help
concepts and skills in daily living useful in daily life and business, such as in students make informed financial and life
pricing strategies, budgeting, and managing decisions, such as splitting expenses, planning
resources. travel, and allocating resources effectively.
H. Making generalizations and Summarize that each type of proportion—direct,
abstractions about the lesson inverse, and partitive—can be used in different
contexts to solve real-life business problems.
I. Evaluating learning Administer a short quiz on direct, inverse, and
partitive proportion to assess students’
understanding and application skills.
J. Additional activities for application For additional practice, assign homework
or remediation problems involving each type of proportion.
Ask students to think of a real-life example
where each proportion type might be used
and share it in the next class.
V. REMARKS
VI. REFLECTION
A. No of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
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. No. of learners who continue to
require remediation
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?

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