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DEPARTMENT OF EDUCATION

Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/15/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
The importance of doing business beyond profit motivation.

B Performance Standards
IDENTIFY THE REASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPAR
A PERSONAL ACTION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO
AND SOCIAL RESPONSIBILITY IN THEIR BUSINESS OPERATION.

C Learning Competencies/Objectives Expalin the importance of establishing and susutaining business enterprise as a source of job
Write the LC code for each financial freedom.. ABM_ESR12-IVm-4.1

business beyond profit motivation


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing the importance of establishing and susutaining business enterprise as a source of job oppor
Previous Lesson freedom.
B Establishing the Purpose of the Lesson
Discuss theimportance of business Opreations and opportunities in financial freedom.

C ACTVITY - Presenting instance/s of the


Lesson
Ask students to identify reasons for establishing business enterprise

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills Identify business establishment that sustain job opportunities and gaining profit within the c

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding i
Developing Mastery
sustaining Business Profitable
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the importance of establishing and sustaining Business Successful.
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

f doing business beyond profit motivation.

ASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPARE AND IMPLEMENT
ION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO PRACTICE ETHIVS
PONSIBILITY IN THEIR BUSINESS OPERATION.

ance of establishing and susutaining business enterprise as a source of job opportunities and
ABM_ESR12-IVm-4.1

profit motivation

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

establishing and susutaining business enterprise as a source of job opportunities and financial

nce of business Opreations and opportunities in financial freedom.

dentify reasons for establishing business enterprise

stablishment that sustain job opportunities and gaining profit within the community

to explain further the definitions given for a better understanding in Establishing and
ss Profitable

cussion-Case study

ortance of establishing and sustaining Business Successful.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Organization and Management
Date 12/4/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
the value of customer relations and customer service
B Performance Standards

develop a program for customer service


C Learning Competencies/Objectives
Write the LC code for each
define “relationship marketing” ABM_PM11-Ic-d-5
explain the value of customers ABM_PM11-Ic-d-
II. CONTENT Customer Relationship: Customer Service
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Relationship marketing and the value of customer
B Establishing the Purpose of the Lesson
Let the students realize the importance of having relationship marketing and the value of cu
C ACTVITY - Presenting instance/s of the
Lesson
Let the students identify the value of customer relations and develop customer serv
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Identify the different strategy of building customer relationship

E FORMATIVE ASSESSMENT - Ask the students to re define relationship marketing and able to explain the value
Developing Mastery
customer
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Let the students answer this question"Why are customer relationship important to a
organization?
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of relationship marketing and how to develop customer relationshi

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

mer relations and customer service

rogram for customer service

_PM11-Ic-d-5
plain the value of customers ABM_PM11-Ic-d-6
lationship: Customer Service

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

customer

of having relationship marketing and the value of customer

customer relations and develop customer service


omer relationship

ship marketing and able to explain the value

n"Why are customer relationship important to an

marketing and how to develop customer relationship.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/12/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
the two major types of books of accounts, namely, journal and ledger
B Performance Standards
differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-I
Write the LC code for each
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate t
format of a general and subsidiary ledger (ABM_FABM11-IIIf-24)
Books of Accounts: Identify the uses of the two books of accounts (journal and ledg
record business transactions.
explain the use of general and special journals to record business transactions
discuss the use of general and
II. CONTENT subsidiary ledgers to record business transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource General Journal Description Entries Example (n.d.) Retrieved from
Portal
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Introduce the following learning objectives:
B Establishing the Purpose of the Lesson
Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of the
Lesson
Discuss the journals-General Journal,Journalizing process and Special Journals
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
What is General Journal?Enumerate the steps in journalizing and Identify different journals and their us
E FORMATIVE ASSESSMENT -
Developing Mastery
Sample problem to record business transaction in a general journal and special jour
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Ask the learners, “from the definition of accounting, where do we record the transactions th
Living have identified? What are the tools that we use to document these transactions? How impo
are these records in accounting?”
G MAKING GENERALIZATIONS and Re discuss General journal,the steps in journalizing and the uses of special journal in recordi
ABSTRUCTIONS ABOUT THE LESSON business transactions.
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

jor types of books of accounts, namely, journal and ledger

e a journal from a ledger and identify the types of journals and ledgers
shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-22);
format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the
general and subsidiary ledger (ABM_FABM11-IIIf-24)
ccounts: Identify the uses of the two books of accounts (journal and ledger) to
ness transactions.
in the use of general and special journals to record business transactions
discuss the use of general and
edgers to record business transactions.

Fundamentals of Accounting by Flocer Lao Ong


General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal

e following learning objectives:

earners by asking the definition of accounting.

journals-General Journal,Journalizing process and Special Journals

ral Journal?Enumerate the steps in journalizing and Identify different journals and their uses.

blem to record business transaction in a general journal and special journals.


ners, “from the definition of accounting, where do we record the transactions that we
ed? What are the tools that we use to document these transactions? How important
cords in accounting?”
eneral journal,the steps in journalizing and the uses of special journal in recording
nsactions.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/13/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the format of
and
and subsidiary ledgerto(ABM_FABM11-IIIf-24)
special journals record business transactions
II. CONTENT discuss the use of general and subsidiary ledgers to record business transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning
Resource Portal General Journal Description Entries Example (n.d.) Retrieved from http://www.accountingtools.c
journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or
Reviewing Previous Lesson Introduce the following learning objectives:
B Establishing the Purpose of the
Lesson Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of
the Lesson Illustrate the steps in journalizing and recording transaction in special journals.
D ANALYSIS - Discussion of New
Concepts and Practicing New Skills
What is General Journal?Enumerate the steps in journalizing and Identify different journals and
E FORMATIVE ASSESSMENT -
Developing Mastery Sample problem to record business transaction in a general journal and special journals.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Ask the learners, “from the definition of accounting, where do we record the transactions that w
Daily Living identified? What are the tools that we use to document these transactions? How important are
records in accounting?”
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON
Re discuss General journal,the steps in journalizing and the uses of special journal in recording b
transactions.
H EVALUATING LEARNING Recitation
I ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80%
on the Formative Assessment.

B Number of Learners who require


additional activities for remediation.

C Did the remedial lesson work?


Number of Learners who caught up
with lesson.
D Number of learners who continue to
require remediation.
E Which of my teaching strategies
worked well? Why did these work?
F What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

G What difficulty did I encounter which


my principal or supervisor can help
me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal
Prepared by: Approved:
VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

ger
als and ledgers

accounts (ABM_FABM11-IIIf-22); illustrate


; and, illustrate the format of a general

iness transactions.

er Lao Ong
http://www.accountingtools.com/general-

ial journals.

entify different journals and their uses.

l and special journals.


ecord the transactions that we have
sactions? How important are these

special journal in recording business


RNANDO E. GAPUZ
Assistant Principal

RITES M. VILLAMOR
dary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/17/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the
format of a general and subsidiary ledger (ABM_FABM11-IIIf-24)

Books of Accounts: Identify the uses of the two books of accounts (journal and ledger) to record
business transactions. expl
the use of general and special journals to record business transactions
discuss the use of general and subsidiary ledgers to record busin
II. CONTENT transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning
Resource Portal General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or
Reviewing Previous Lesson Introduce the following learning objectives:
B Establishing the Purpose of the
Lesson Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of
the Lesson Discuss the journals-General Journal,Journalizing process and Special Journals
D ANALYSIS - Discussion of New
Concepts and Practicing New Skills
What is General Journal?Enumerate the steps in journalizing and Identify different journals and
uses.
E FORMATIVE ASSESSMENT -
Developing Mastery Sample problem to record business transaction in a general journal and special journals.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Ask the learners, “from the definition of accounting, where do we record the transactions that w
Daily Living have identified? What are the tools that we use to document these transactions? How importan
are these records in accounting?”
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON
Re discuss General journal,the steps in journalizing and the uses of special journal in recording
business transactions.
H EVALUATING LEARNING Seatwork
I ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80%
on the Formative Assessment.

B Number of Learners who require


additional activities for remediation.

C Did the remedial lesson work?


Number of Learners who caught up
with lesson.
D Number of learners who continue to
require remediation.
E Which of my teaching strategies
worked well? Why did these work?

F What innovation or localized


materials did I use/discover which I
wish to share with other teachers?

G What difficulty did I encounter which


my principal or supervisor can help
me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal
Prepared by: Approved:
VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

ger
als and ledgers
accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the

(journal and ledger) to record


explain
ons
idiary ledgers to record business

ao Ong

) Retrieved from
l-journal

ial Journals

dentify different journals and their

l and special journals.


ecord the transactions that we
e transactions? How important

special journal in recording


NDO E. GAPUZ
istant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 8/29/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buying and
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managing a
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each The learners are able to: Illustrate how interest is computed specifically as applied to
mortgage, amortization, and on services/utilities and on deposits and loans
ABM_BM11BS-IIa-11
II. CONTENT Commissions and their types
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Teacher cites a certain situation which provides an idea to students about income and sources of
Previous Lesson income.
B Establishing the Purpose of the Lesson
Ask students to present their experience or experiences in selling products especially on how did
they earn from it.
C ACTVITY - Presenting instance/s of the
Lesson
Ask the students to cite a situation where commissions were introduced.
D ANALYSIS - Discussion of New Concepts Teacher cites examples on commissions and let students analyze the situation. This will allow students to
and Practicing New Skills
define commissions.
E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given by the students for a better
Developing Mastery
understanding and he/she provides illustrative examples.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Teacher give a situation where students are about to select which among the types is
better.
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is commission? 2.What are the different
types of commissions
H EVALUATING LEARNING Paper and pencil test/ seatwork.
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/18/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the f
a general and subsidiary ledger (ABM_FABM11-IIIf-24)
Books of Accounts: Identify the uses of the two books of accounts (journal and ledger)
record business transactions.
explain the use of g
and special journals to record business transactions
discuss the use of general and subsidiary ledgers to record business
II. CONTENT transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal
General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Introduce the following learning objectives:
Previous Lesson
B Establishing the Purpose of the Lesson Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of the
Lesson Discuss the ledger:General Ledger & Sussidiary Ledger.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Differentiate General Ledger and Subsidiary ledger?

E FORMATIVE ASSESSMENT -
Developing Mastery Sample problem to record business transaction in a general ledger and subsidiary ledge
F APPLICATION - Finding Practical Ask the learners, “from the definition of accounting, where do we record the transactions that w
Application of Concepts and Skills in Daily identified? What are the tools that we use to document these transactions? How important are
Living
records in accounting?”
G MAKING GENERALIZATIONS and Re discuss General ledger and subsidiary ledger.
ABSTRUCTIONS ABOUT THE LESSON
H EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

d ledger
journals and ledgers

accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the format of
ounts (journal and ledger) to

explain the use of general

dgers to record business

er Lao Ong

n.d.) Retrieved from


eral-journal

edger and subsidiary ledger.


ecord the transactions that we have
sactions? How important are these
ANDO E. GAPUZ
Assistant Principal

ES M. VILLAMOR
ry School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/19/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the
format of a general and subsidiary ledger (ABM_FABM11-IIIf-24)
Books of Accounts: Identify the uses of the two books of accounts (journal and ledger)
record business transactions.
explain the use of general and special journals to record business transactions
discuss the use of general and
II. CONTENT subsidiary ledgers to record business transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Introduce the following learning objectives:
B Establishing the Purpose of the Lesson
Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of the
Lesson
Illustrate on how to record business transaction in General Ledger and Subsidiary Ledge
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Differentiate General Ledger and Subsidiary ledger?
E FORMATIVE ASSESSMENT -
Developing Mastery
Sample problem to record business transaction in a general ledger and subsidiary ledge
F APPLICATION - Finding Practical Ask the learners, “from the definition of accounting, where do we record the transactions that w
Application of Concepts and Skills in Daily
Living have identified? What are the tools that we use to document these transactions? How importan
are these records in accounting?”
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss General ledger and subsidiary ledger.
H EVALUATING LEARNING Seatwork
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

d ledger
journals and ledgers

accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the
ounts (journal and ledger) to

d business transactions
the use of general and

Lao Ong
d.) Retrieved from
al-journal

dger and Subsidiary Ledger.

edger and subsidiary ledger.


ecord the transactions that we
e transactions? How important
NDO E. GAPUZ
sistant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 8/30/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Compute commissions on cash basis and commission o
installment basis ABM_BM11BS-IIa-12
II. CONTENT Commissions on cash and installment basis
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the definition of commission and their types.
B Establishing the Purpose of the Lesson
Students are asked if someone of them have their own vehicle which was paid on cash basis
installment basis.
C ACTVITY - Presenting instance/s of the
Lesson
Teacher provides illustrative examples on cash basis and installment basis
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to further explain the concepts of commissions on cash basis and installment basis. The
further discusses cash and installment type of commissions.
E FORMATIVE ASSESSMENT - Ask thestudents to provide illustrative examples for students to solve to obtain mast
Developing Mastery
commissions in cash and installment basis.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is commission in cash basis? 2.Wha
commissions on installment basis? 3. How to compute commission on installment
H EVALUATING LEARNING Paper and pencil test/ seatwork.
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

arners are able to: Compute commissions on cash basis and commission on
installment basis ABM_BM11BS-IIa-12
Commissions on cash and installment basis

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

definition of commission and their types.


e asked if someone of them have their own vehicle which was paid on cash basis or
basis.

ovides illustrative examples on cash basis and installment basis


ts to further explain the concepts of commissions on cash basis and installment basis. The teacher
sses cash and installment type of commissions.
dents to provide illustrative examples for students to solve to obtain mastery on
ns in cash and installment basis.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is commission in cash basis? 2.What are
s on installment basis? 3. How to compute commission on installment

pencil test/ seatwork.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/20/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the
format of a general and subsidiary ledger (ABM_FABM11-IIIf-24)
Books of Accounts: Identify the uses of the two books of accounts (journal and ledger)
record business transactions.
explain the use of general and special journals to record business transactions
discuss the use of general and
II. CONTENT subsidiary ledgers to record business transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal
General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Introduce the following learning objectives:
Previous Lesson
B Establishing the Purpose of the Lesson Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of the
Lesson Illustrate on how to record business transaction in General Ledger and Subsidiary Ledge
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Differentiate General Ledger and Subsidiary ledger?

E FORMATIVE ASSESSMENT -
Developing Mastery Sample problem to record business transaction in a general ledger and subsidiary ledge
F APPLICATION - Finding Practical Ask the learners, “from the definition of accounting, where do we record the transactions that w
Application of Concepts and Skills in Daily have identified? What are the tools that we use to document these transactions? How importan
Living
are these records in accounting?”
G MAKING GENERALIZATIONS and Re discuss General ledger and subsidiary ledger.
ABSTRUCTIONS ABOUT THE LESSON
H EVALUATING LEARNING Exercises
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

d ledger
journals and ledgers

accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the

ounts (journal and ledger) to

d business transactions
the use of general and

Lao Ong

d.) Retrieved from


al-journal

dger and Subsidiary Ledger.

edger and subsidiary ledger.


ecord the transactions that we
e transactions? How important
NDO E. GAPUZ
sistant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/24/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the
format of a general and subsidiary ledger (ABM_FABM11-IIIf-24)
Books of Accounts: Identify the uses of the two books of accounts (journal and ledger)
record business transactions.
explain the use of general and special journals to record business transactions
discuss the use of general and
II. CONTENT subsidiary ledgers to record business transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON
H
EVALUATING LEARNING SUMMATIVE TEST
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

d ledger
journals and ledgers

accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the

ounts (journal and ledger) to

d business transactions
the use of general and

Lao Ong
d.) Retrieved from
al-journal
NDO E. GAPUZ
sistant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 8/31/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Compute commissions on cash basis and commission o
installment basis ABM_BM11BS-IIa-12
II. CONTENT Commissions on cash and installment basis
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the definition of commission and their types.
B Establishing the Purpose of the Lesson
Students are asked if someone of them have their own vehicle which was paid on cash basis
installment basis.
C ACTVITY - Presenting instance/s of the
Lesson
Teacher provides illustrative examples on cash basis and installment basis
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to further explain the concepts of commissions on cash basis and installment basis. The
further discusses cash and installment type of commissions.
E FORMATIVE ASSESSMENT - Ask thestudents to provide illustrative examples for students to solve to obtain mast
Developing Mastery
commissions in cash and installment basis.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is commission in cash basis? 2.Wha
commissions on installment basis? 3. How to compute commission on installment
H EVALUATING LEARNING Paper and pencil test/ seatwork.
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

arners are able to: Compute commissions on cash basis and commission on
installment basis ABM_BM11BS-IIa-12
Commissions on cash and installment basis

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

definition of commission and their types.


e asked if someone of them have their own vehicle which was paid on cash basis or
basis.

ovides illustrative examples on cash basis and installment basis


ts to further explain the concepts of commissions on cash basis and installment basis. The teacher
sses cash and installment type of commissions.
dents to provide illustrative examples for students to solve to obtain mastery on
ns in cash and installment basis.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is commission in cash basis? 2.What are
s on installment basis? 3. How to compute commission on installment

pencil test/ seatwork.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/26/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The business transactions and their analysis, to include definition and nature of busines
transactions, types of source or business documents, and the rules of debits and credits

B Performance Standards
identify business and nonbusiness transactions, enumerate the types of business
documents, recite the rules of debit and credit, and apply these to simple cases
C Learning Competencies/Objectives
Write the LC code for each

describe the nature of business transactions and give examples ABM_FABM11-IIIg-j-25 • identify
different types of business documents ABM_FABM11-IIIg-j-26 • analyze common business
transactions using the rules of debit and credit ABM_FABM11-IIIg-j-27 • solve simple problems a
exercises in the analysis of business transactions ABM_FABM11-IIIg-j-28

Business Transactions and Their Analysis As Applied to the Accounting Cycle of a Service
II. CONTENT Business a. Rules of Debits and Credits b. Journalizing c. Posting
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal
The Chart of Accounts. (n.d.). Retrieved from http:// www.accountingtools.com/chart-
accounts-overview
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Review of types of businesses: Ask the learners to recall the discussion on types of businesses
Previous Lesson
according to activities and ask them to differentiate the following: • service business •
merchandising business • manufacturing business
B Establishing the Purpose of the Lesson Post/show the following pictures and ask the learners to identify the type of business. Picture
presentation with activity shown.
C ACTVITY - Presenting instance/s of the
Lesson Give examples of Service Business, Merchandising business and Manufacturing Busines
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Ask the learners to recall the discussion on types of businesses according to activities.
E FORMATIVE ASSESSMENT -
Developing Mastery
Discuss the accounting cycle of a service business
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Ask the learners for examples of assets, liabilities and equity accounts as previously discussed an
Living recall the different books of accounts.

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the accounting cycle in service business.
H EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?
F What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

tion and nature of business


e rules of debits and credits

he types of business
ese to simple cases

M_FABM11-IIIg-j-25 • identify the


alyze common business
-27 • solve simple problems and
-j-28

counting Cycle of a Service


ng

Lao Ong

ccountingtools.com/chart-of-

sion on types of businesses


• service business •

he type of business. Picture

nd Manufacturing Business

o activities.

nts as previously discussed and


NDO E. GAPUZ
sistant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/27/2017 Quarter
Grade Level 12 Teacher
I. OBJECTIVES
A Content Standards The business transactions and their analysis, to include definition and nature of business t
types of source or business documents, and the rules of debits and credits
B Performance Standards identify business and nonbusiness transactions, enumerate the types of business docume
rules of debit and credit, and apply these to simple cases
C Learning
Competencies/Objectives describe the nature of business transactions and give examples ABM_FABM11-IIIg-j-25 • identify t
Write the LC code for each
types of business documents ABM_FABM11-IIIg-j-26 • analyze common business transactions usin
debit and credit ABM_FABM11-IIIg-j-27 • solve simple problems and exercises in the analysis of bu
transactions ABM_FABM11-IIIg-j-28

Business Transactions and Their Analysis As Applied to the Accounting Cycle of a Service B
II. CONTENT Rules of Debits and Credits b. Journalizing c. Posting
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning
Resource Portal The Chart of Accounts. (n.d.). Retrieved from http:// www.accountingtools.com/chart-
overview
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or
Reviewing Previous Lesson Recall the discussion on the Chart of Accounts

B Establishing the Purpose of the


Lesson Illustrate Journal entries in a corporate set up.

C ACTVITY - Presenting instance/s


of the Lesson Posting Entries to General Ledger
D ANALYSIS - Discussion of New
Concepts and Practicing New Skills

Prepare Trial Balance


E FORMATIVE ASSESSMENT -
Developing Mastery

Discuss the accounting cycle of a service business


F APPLICATION - Finding Practical
Application of Concepts and Skills in Ask the learners for examples of assets, liabilities and equity accounts as previously discussed and
Daily Living
accounting equation

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE
LESSON
Re discuss the accounting cycle in service business.
H EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80%
on the Formative Assessment.

B Number of Learners who require


additional activities for remediation.

C Did the remedial lesson work?


Number of Learners who caught up
with lesson.
D Number of learners who continue to
require remediation.

E Which of my teaching strategies


worked well? Why did these work?

F What innovation or localized


materials did I use/discover which I
wish to share with other teachers?

G What difficulty did I encounter which


my principal or supervisor can help
me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
L

FIRST QUARTER
VOLTAIRE E. MADET

ude definition and nature of business transactions,


es of debits and credits
umerate the types of business documents, recite the
cases

amples ABM_FABM11-IIIg-j-25 • identify the different


nalyze common business transactions using the rules of
roblems and exercises in the analysis of business

to the Accounting Cycle of a Service Business a.


g

unting by Flocer Lao Ong

p:// www.accountingtools.com/chart-of-accounts-
rview

uity accounts as previously discussed and recall the


FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 8/10/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The business transactions and their analysis, to include definition and nature of busines
transactions, types of source or business documents, and the rules of debits and credits

B Performance Standards
identify business and nonbusiness transactions, enumerate the types of business docum
recite the rules of debit and credit, and apply these to simple cases
C Learning Competencies/Objectives
Write the LC code for each Describe the nature of transaction in a service business-ABM_FABM11-Iva-d-29
Record transactions of a service business in the general journal-Iva-d-30
Post transaction in the ledger-Iva-d-31
Prepare Trial Balance-Iva-d-32

Business Transactions and Their Analysis As Applied to the Accounting Cycle of a Service
II. CONTENT Business a. Rules of Debits and Credits b. Journalizing c. Posting
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal
The Chart of Accounts. (n.d.). Retrieved from http:// www.accountingtools.com/chart
accounts-overview
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Recall previos discussion on the nature of service business

B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery Enumerate the steps in Accounting cycle in Service Business

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON
H
SUMMATIVE TEST
EVALUATING LEARNING
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.
E Which of my teaching strategies worked well?
Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

tion and nature of business


e rules of debits and credits

he types of business documents,


cases
M11-Iva-d-29
ournal-Iva-d-30

counting Cycle of a Service


ng

r Lao Ong

accountingtools.com/chart-of-
NDO E. GAPUZ
ssistant Principal

S M. VILLAMOR
y School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/1/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Illustrate how to obtain down payment, gross balance, a
current increased balance ABM_BM11BS-IIa-13
II. CONTENT Down payment, gross balance, and current increased balance
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review/drill on commissions in cash and installment basis.
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson
Give illustrative examples on down payment, gross balance and current increased ba
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Teacher further discusses the concepts of down payment, gross balance and current increased balance
E FORMATIVE ASSESSMENT - Ask the students to further explain the concepts of down payment, gross balance an
Developing Mastery
current increased balance.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is a down payment, gross balance,
current increased balance? 2.How to compute down payment, gross balance, and current
increased balance?

H EVALUATING LEARNING Recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

rners are able to: Illustrate how to obtain down payment, gross balance, and
current increased balance ABM_BM11BS-IIa-13
Down payment, gross balance, and current increased balance

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

on commissions in cash and installment basis.

ative examples on down payment, gross balance and current increased balance

her discusses the concepts of down payment, gross balance and current increased balance.
udents to further explain the concepts of down payment, gross balance and
reased balance.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is a down payment, gross balance, and
eased balance? 2.How to compute down payment, gross balance, and current
alance?

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/4/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Illustrate how to obtain down payment, gross balance, a
current increased balance ABM_BM11BS-IIa-13
II. CONTENT Down payment, gross balance, and current increased balance
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review/drill on commissions in cash and installment basis.
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson
Give illustrative examples on down payment, gross balance and current increased ba
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Teacher further discusses the concepts of down payment, gross balance and current increased balance
E FORMATIVE ASSESSMENT - Ask the students to further explain the concepts of down payment, gross balance an
Developing Mastery
current increased balance.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is a down payment, gross balance,
current increased balance? 2.How to compute down payment, gross balance, and current
increased balance?

H EVALUATING LEARNING Recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

rners are able to: Illustrate how to obtain down payment, gross balance, and
current increased balance ABM_BM11BS-IIa-13
Down payment, gross balance, and current increased balance

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

on commissions in cash and installment basis.

ative examples on down payment, gross balance and current increased balance

her discusses the concepts of down payment, gross balance and current increased balance.
udents to further explain the concepts of down payment, gross balance and
reased balance.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is a down payment, gross balance, and
eased balance? 2.How to compute down payment, gross balance, and current
alance?

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Organization and Management
Date 8/29/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communication by
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

Discuss the nature of directing ABM_AOM11_IIc-e-27


II. CONTENT Leading defined; Differences between managing and leading
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages pp.77-78
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Organization and Management by Cabrera et.al. (2016)
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the previous topic reward system then connect it to the new topic, leading/directing
B Establishing the Purpose of the Lesson
Ask the students: What do you think is the importance of leading? Why do we have to lead?
C ACTVITY - Presenting instance/s of the
Lesson
Take the classroom officers as the leaders, as an example for leading/directing
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Define/discuss the nature of directing
E FORMATIVE ASSESSMENT -
Developing Mastery
From the example given above, let the students define the nature of directing/leading
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
From the example given above, let the students define the nature of directing/leading
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the nature of directing/leading

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Organization and Management
Date 9/18/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each Recognize the interrelationship of Filipino from
foreign cultures
ABM_AOM11_IIc-e-33
II. CONTENT Leading: Filipino and foreign Cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Organization and Management by Cabrera et.al. (2016)
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management.
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases
Recognize the interrelationship of Filipino from
foreign cultures
ABM_AOM11_IIc-e-33
Leading: Filipino and foreign Cultures.

Organization and Management by Cabrera et.al. (2016)

concept of management.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/1/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

Individual Cooperative Learning


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources

B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the Let the students identify their own strength and weaknesses and ask the characteris
Lesson
that they have that will enable them to lead in the future.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Define leading and differentiate it with managing.The students will write their answer in a 1/2 sheet of

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON

H
EVALUATING LEARNING
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

to know how motivation, leadership, and communication work in an


on.

e to demonsttrate knowledge in motivation, leadership, and communication by


siness cases

Cooperative Learning

dents identify their own strength and weaknesses and ask the characteristics
have that will enable them to lead in the future.
g and differentiate it with managing.The students will write their answer in a 1/2 sheet of paper.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/4/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

identify the different theories of motivation ABM_AOM11_IIc-e-29


Leading :definition,motivation,leadership theories,communication,Management Ch
II. CONTENT and diversity anf Filipino and foreign cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Organization and Management by Cabrera et.al. (2016)
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management and differentiate from leading through motivation
B Establishing the Purpose of the Lesson
Let the students realize the importance of having the qualities of a good leader especially in
motivating people.
C ACTVITY - Presenting instance/s of the Let the students identify their own strength and weaknesses and ask the characteris
Lesson
that they have that will enable them to lead in the future
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Identify the different theories of motivation.

E FORMATIVE ASSESSMENT - Ask the students to re define motivation and let them enumerate the theories of
Developing Mastery
motivation.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Word map the strengths and weaknesses of the students, based on their answers then relat
to motivation, then let the facilitated learning to take place
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of motivation and re enumerate the theories of motivation of a goo
leader.
H EVALUATING LEARNING recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases

identify the different theories of motivation ABM_AOM11_IIc-e-29


definition,motivation,leadership theories,communication,Management Change
and diversity anf Filipino and foreign cultures.

Organization and Management by Cabrera et.al. (2016)

concept of management and differentiate from leading through motivation


ents realize the importance of having the qualities of a good leader especially in
people.
dents identify their own strength and weaknesses and ask the characteristics
have that will enable them to lead in the future
different theories of motivation.

udents to re define motivation and let them enumerate the theories of


.

he strengths and weaknesses of the students, based on their answers then relate those
on, then let the facilitated learning to take place
he definition of motivation and re enumerate the theories of motivation of a good

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/5/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

differentiate styles of leadershipABM_AOM11_IIc-e-30


Leading :definition,motivation,leadership theories,communication,Management Ch
II. CONTENT and diversity anf Filipino and foreign cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


http://stylesofleadership.weebly.com/lesson-plan.html
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management and differentiate styles of leadership
B Establishing the Purpose of the Lesson
Let the students realize the importance of having the qualities of a good leader especially th
styles of Leadership.
C ACTVITY - Presenting instance/s of the
Lesson

Draw a tri-topic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic lead
and the third ‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram
them to write brief explanations of what each type of leadership involves and tell them that they shoul
use an example of somebody who has/is practicing that particular type of leadership style in each circle
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to write their opinions of autocratic, democratic, and laissez-faire leaders.

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to re define Autocratic Leader.Democrtic Leader and laissez-faire le
F APPLICATION - Finding Practical Oral discussion on the styles of leadership and how they apply to teaching, parenting, and e
Application of Concepts and Skills in Daily
Living managing a business. Make sure that students get a proper understanding of how important
leadership is in the ‘real world’.
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of the different styles in Leadership.

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases

differentiate styles of leadershipABM_AOM11_IIc-e-30


definition,motivation,leadership theories,communication,Management Change
and diversity anf Filipino and foreign cultures.

http://stylesofleadership.weebly.com/lesson-plan.html

concept of management and differentiate styles of leadership


ents realize the importance of having the qualities of a good leader especially the
adership.

pic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic leaders’,
‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram.Ask
e brief explanations of what each type of leadership involves and tell them that they should try to
ple of somebody who has/is practicing that particular type of leadership style in each circle.

ts to write their opinions of autocratic, democratic, and laissez-faire leaders.

udents to re define Autocratic Leader.Democrtic Leader and laissez-faire leaders.


ion on the styles of leadership and how they apply to teaching, parenting, and even
business. Make sure that students get a proper understanding of how important
s in the ‘real world’.

he definition of the different styles in Leadership.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/6/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

differentiate styles of leadershipABM_AOM11_IIc-e-30


Leading :definition,motivation,leadership theories,communication,Management Ch
II. CONTENT and diversity anf Filipino and foreign cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


http://stylesofleadership.weebly.com/lesson-plan.html
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management and differentiate styles of leadership
B Establishing the Purpose of the Lesson
Let the students realize the importance of having the qualities of a good leader especially th
styles of Leadership.
C ACTVITY - Presenting instance/s of the
Lesson

Draw a tri-topic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic lead
and the third ‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram
them to write brief explanations of what each type of leadership involves and tell them that they shoul
use an example of somebody who has/is practicing that particular type of leadership style in each circle
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to write their opinions of autocratic, democratic, and laissez-faire leaders.

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to re define Autocratic Leader.Democrtic Leader and laissez-faire le
F APPLICATION - Finding Practical Oral discussion on the styles of leadership and how they apply to teaching, parenting, and e
Application of Concepts and Skills in Daily
Living managing a business. Make sure that students get a proper understanding of how important
leadership is in the ‘real world’.
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of the different styles in Leadership.

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases

differentiate styles of leadershipABM_AOM11_IIc-e-30


definition,motivation,leadership theories,communication,Management Change
and diversity anf Filipino and foreign cultures.

http://stylesofleadership.weebly.com/lesson-plan.html

concept of management and differentiate styles of leadership


ents realize the importance of having the qualities of a good leader especially the
adership.

pic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic leaders’,
‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram.Ask
e brief explanations of what each type of leadership involves and tell them that they should try to
ple of somebody who has/is practicing that particular type of leadership style in each circle.

ts to write their opinions of autocratic, democratic, and laissez-faire leaders.

udents to re define Autocratic Leader.Democrtic Leader and laissez-faire leaders.


ion on the styles of leadership and how they apply to teaching, parenting, and even
business. Make sure that students get a proper understanding of how important
s in the ‘real world’.

he definition of the different styles in Leadership.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/11/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

differentiate styles of leadershipABM_AOM11_IIc-e-30


Leading :definition,motivation,leadership theories,communication,Management Ch
II. CONTENT and diversity anf Filipino and foreign cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


http://stylesofleadership.weebly.com/lesson-plan.html
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management and differentiate styles of leadership
B Establishing the Purpose of the Lesson
Let the students realize the importance of having the qualities of a good leader especially th
styles of Leadership.
C ACTVITY - Presenting instance/s of the
Lesson

Draw a tri-topic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic lead
and the third ‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram
them to write brief explanations of what each type of leadership involves and tell them that they shoul
use an example of somebody who has/is practicing that particular type of leadership style in each circle
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to write their opinions of autocratic, democratic, and laissez-faire leaders.

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to re define Autocratic Leader.Democrtic Leader and laissez-faire le
F APPLICATION - Finding Practical Oral discussion on the styles of leadership and how they apply to teaching, parenting, and e
Application of Concepts and Skills in Daily
Living managing a business. Make sure that students get a proper understanding of how important
leadership is in the ‘real world’.
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of the different styles in Leadership.

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases

differentiate styles of leadershipABM_AOM11_IIc-e-30


definition,motivation,leadership theories,communication,Management Change
and diversity anf Filipino and foreign cultures.

http://stylesofleadership.weebly.com/lesson-plan.html

concept of management and differentiate styles of leadership


ents realize the importance of having the qualities of a good leader especially the
adership.

pic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic leaders’,
‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram.Ask
e brief explanations of what each type of leadership involves and tell them that they should try to
ple of somebody who has/is practicing that particular type of leadership style in each circle.

ts to write their opinions of autocratic, democratic, and laissez-faire leaders.

udents to re define Autocratic Leader.Democrtic Leader and laissez-faire leaders.


ion on the styles of leadership and how they apply to teaching, parenting, and even
business. Make sure that students get a proper understanding of how important
s in the ‘real world’.

he definition of the different styles in Leadership.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/4/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards basic concepts of risk and
return, and the time value of
money
B Performance Standards compute for the net present
value of a project with a
conventional cash-flow
pattern
C Learning Competencies/Objectives
Write the LC code for each

Apply mathematical concept and tools in computing for finance and investment pro
II. CONTENT Basic Long term Financial Concept
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


https://www.accountingformanagement.org/net-present-value-method/
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Ask the learners to recall their lessons in computing the net present value since the NPV use
Previous Lesson same concept.
B Establishing the Purpose of the Lesson
Discuss the present value of a single amount.
C ACTVITY - Presenting instance/s of the Divide the class into groups with not more than six people each. Let them read and
Lesson
discuss the following cases among themselves then discuss their answers in class.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
What is Net Present value?
E FORMATIVE ASSESSMENT -
Developing Mastery
Illustrate how to calculate future value and present value of mixed streams of cash fl
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Sample Problem on how to compute Net Present Value.
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discus the Concept of Net present Value in computing for finance and investment problem

H EVALUATING LEARNING Seatwork/Problem Solving


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

basic concepts of risk and


return, and the time value of
money
compute for the net present
value of a project with a
conventional cash-flow
pattern

hematical concept and tools in computing for finance and investment problems.
Basic Long term Financial Concept

ttps://www.accountingformanagement.org/net-present-value-method/

ners to recall their lessons in computing the net present value since the NPV uses the
pt.

present value of a single amount.


class into groups with not more than six people each. Let them read and
e following cases among themselves then discuss their answers in class.

Present value?

ow to calculate future value and present value of mixed streams of cash flows

blem on how to compute Net Present Value.

e Concept of Net present Value in computing for finance and investment problems.

Problem Solving

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 8/9/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards Basic concepts of risk and
return, and the time value of
money
B Performance Standards compute for the net present
value of a project with a
conventional cash-flow
pattern
C Learning Competencies/Objectives
Write the LC code for each

explain the risk-return trade-off ABM_BF12-IIIg-h-22


II. CONTENT Basic Long term Financial Concept
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


https://www.accountingformanagement.org/net-present-value-method/
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Introduce the concept of risk.Ask the learners to identify the considerations taken and the ri
Previous Lesson involved in venturing into a new business
B Establishing the Purpose of the Lesson Ask the learners to read the following scenario to further introduce the topic.Provid
copy of an article.
C ACTVITY - Presenting instance/s of the
Lesson Explain the risk and return trade-off.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills What is risk return Trade off?

E FORMATIVE ASSESSMENT -
Developing Mastery Share an article related to capital expenditure or business expansion.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Ask learners on how the risk and return trade-off can be applied in real life.
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the Risk return trade off on how it affect in making investment decision.

H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

Basic concepts of risk and


return, and the time value of
money
compute for the net present
value of a project with a
conventional cash-flow
pattern

explain the risk-return trade-off ABM_BF12-IIIg-h-22


Basic Long term Financial Concept

ttps://www.accountingformanagement.org/net-present-value-method/

he concept of risk.Ask the learners to identify the considerations taken and the risks.
venturing into a new business
arners to read the following scenario to further introduce the topic.Provide a
article.
e risk and return trade-off.

eturn Trade off?

ticle related to capital expenditure or business expansion.

rs on how the risk and return trade-off can be applied in real life.

he Risk return trade off on how it affect in making investment decision.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/5/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Compute commissions on cash basis and commission o
installment basis ABM_BM11BS-IIa-12
II. CONTENT Commissions on cash and installment basis
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the definition of commission and their types.
B Establishing the Purpose of the Lesson
Students are asked if someone of them have their own vehicle which was paid on cash basis
installment basis.
C ACTVITY - Presenting instance/s of the
Lesson
Teacher provides illustrative examples on cash basis and installment basis
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to further explain the concepts of commissions on cash basis and installment basis. The
further discusses cash and installment type of commissions.
E FORMATIVE ASSESSMENT - Ask thestudents to provide illustrative examples for students to solve to obtain mast
Developing Mastery
commissions in cash and installment basis.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is commission in cash basis? 2.Wha
commissions on installment basis? 3. How to compute commission on installment
H EVALUATING LEARNING Paper and pencil test/ seatwork.
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

arners are able to: Compute commissions on cash basis and commission on
installment basis ABM_BM11BS-IIa-12
Commissions on cash and installment basis

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

definition of commission and their types.


e asked if someone of them have their own vehicle which was paid on cash basis or
basis.

ovides illustrative examples on cash basis and installment basis


ts to further explain the concepts of commissions on cash basis and installment basis. The teacher
sses cash and installment type of commissions.
dents to provide illustrative examples for students to solve to obtain mastery on
ns in cash and installment basis.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is commission in cash basis? 2.What are
s on installment basis? 3. How to compute commission on installment

pencil test/ seatwork.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/6/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Solve problems involving interests and commissions
ABM_BM11BS-IIb-14
II. CONTENT Interest and Commissions
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review / Drill of previous topic
B Establishing the Purpose of the Lesson
Ask the students to provide emphasis on the importance of interest computations and also w
computations of commissions of different types.
C ACTVITY - Presenting instance/s of the
Lesson
Illustrative examples of problems involving interests and commision
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Discuss/solve problems involving interest and commissions
E FORMATIVE ASSESSMENT - Teacher ask the students on how to solve problems involving specific topic. ( Interes
Developing Mastery
commissions)
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Further discussions on particular topics presented for lecture

H EVALUATING LEARNING short quiz


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

learners are able to: Solve problems involving interests and commissions
ABM_BM11BS-IIb-14
Interest and Commissions

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

ill of previous topic


dents to provide emphasis on the importance of interest computations and also with
ns of commissions of different types.

examples of problems involving interests and commision

e problems involving interest and commissions


k the students on how to solve problems involving specific topic. ( Interest and
ns)

udents of scenarios where concepts of interest and commissions are applied

cussions on particular topics presented for lecture

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/11/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Solve problems involving interests and commissions
ABM_BM11BS-IIb-14
II. CONTENT Interest and Commissions
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review / Drill of previous topic
B Establishing the Purpose of the Lesson
Ask the students to provide emphasis on the importance of interest computations and also w
computations of commissions of different types.
C ACTVITY - Presenting instance/s of the
Lesson
Illustrative examples of problems involving interests and commision
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Discuss/solve problems involving interest and commissions
E FORMATIVE ASSESSMENT - Teacher ask the students on how to solve problems involving specific topic. ( Interes
Developing Mastery
commissions)
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Further discussions on particular topics presented for lecture

H EVALUATING LEARNING short quiz


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

learners are able to: Solve problems involving interests and commissions
ABM_BM11BS-IIb-14
Interest and Commissions

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

ill of previous topic


dents to provide emphasis on the importance of interest computations and also with
ns of commissions of different types.

examples of problems involving interests and commision

e problems involving interest and commissions


k the students on how to solve problems involving specific topic. ( Interest and
ns)

udents of scenarios where concepts of interest and commissions are applied

cussions on particular topics presented for lecture

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
Amount borrowed 100,000
Periods 120
rate 0.01083333
Payment $1,493.11

Beginning Monthly
Months Balance Payment Interest Principal Ending Balance
1 100,000 $1,493.11 1083.3333 $409.77 $99,590.23
2 $99,590.23 $1,493.11 $1,078.89 $414.21 $99,176.01
3 $99,176.01 $1,493.11 $1,074.41 $418.70 $98,757.31
4 $98,757.31 $1,493.11 $1,069.87 $423.24 $98,334.08
5 $98,334.08 $1,493.11 $1,065.29 $427.82 $97,906.25
6 $97,906.25 $1,493.11 $1,060.65 $432.46 $97,473.80
7 $97,473.80 $1,493.11 $1,055.97 $437.14 $97,036.66
8 $97,036.66 $1,493.11 $1,051.23 $441.88 $96,594.78
9 $96,594.78 $1,493.11 $1,046.44 $446.66 $96,148.12
10 $96,148.12 $1,493.11 $1,041.60 $451.50 $95,696.61
11 $95,696.61 $1,493.11 $1,036.71 $456.39 $95,240.22
12 $95,240.22 $1,493.11 $1,031.77 $461.34 $94,778.88
13 $94,778.88 $1,493.11 $1,026.77 $466.34 $94,312.54
14 $94,312.54 $1,493.11 $1,021.72 $471.39 $93,841.16
15 $93,841.16 $1,493.11 $1,016.61 $476.49 $93,364.66
16 $93,364.66 $1,493.11 $1,011.45 $481.66 $92,883.00
17 $92,883.00 $1,493.11 $1,006.23 $486.87 $92,396.13
18 $92,396.13 $1,493.11 $1,000.96 $492.15 $91,903.98
19 $91,903.98 $1,493.11 $995.63 $497.48 $91,406.50
20 $91,406.50 $1,493.11 $990.24 $502.87 $90,903.63
21 $90,903.63 $1,493.11 $984.79 $508.32 $90,395.31
22 $90,395.31 $1,493.11 $979.28 $513.82 $89,881.49
23 $89,881.49 $1,493.11 $973.72 $519.39 $89,362.09
24 $89,362.09 $1,493.11 $968.09 $525.02 $88,837.08
25 $88,837.08 $1,493.11 $962.40 $530.71 $88,306.37
26 $88,306.37 $1,493.11 $956.65 $536.46 $87,769.92
27 $87,769.92 $1,493.11 $950.84 $542.27 $87,227.65
28 $87,227.65 $1,493.11 $944.97 $548.14 $86,679.51
29 $86,679.51 $1,493.11 $939.03 $554.08 $86,125.43
30 $86,125.43 $1,493.11 $933.03 $560.08 $85,565.35
31 $85,565.35 $1,493.11 $926.96 $566.15 $84,999.20
32 $84,999.20 $1,493.11 $920.82 $572.28 $84,426.91
33 $84,426.91 $1,493.11 $914.62 $578.48 $83,848.43
34 $83,848.43 $1,493.11 $908.36 $584.75 $83,263.68
35 $83,263.68 $1,493.11 $902.02 $591.08 $82,672.60
36 $82,672.60 $1,493.11 $895.62 $597.49 $82,075.11
37 $82,075.11 $1,493.11 $889.15 $603.96 $81,471.15
38 $81,471.15 $1,493.11 $882.60 $610.50 $80,860.65
39 $80,860.65 $1,493.11 $875.99 $617.12 $80,243.53
40 $80,243.53 $1,493.11 $869.30 $623.80 $79,619.73
41 $79,619.73 $1,493.11 $862.55 $630.56 $78,989.17
42 $78,989.17 $1,493.11 $855.72 $637.39 $78,351.78
43 $78,351.78 $1,493.11 $848.81 $644.30 $77,707.48
44 $77,707.48 $1,493.11 $841.83 $651.28 $77,056.20
45 $77,056.20 $1,493.11 $834.78 $658.33 $76,397.87
46 $76,397.87 $1,493.11 $827.64 $665.46 $75,732.41
47 $75,732.41 $1,493.11 $820.43 $672.67 $75,059.73
48 $75,059.73 $1,493.11 $813.15 $679.96 $74,379.77
49 $74,379.77 $1,493.11 $805.78 $687.33 $73,692.45
50 $73,692.45 $1,493.11 $798.33 $694.77 $72,997.67
51 $72,997.67 $1,493.11 $790.81 $702.30 $72,295.38
52 $72,295.38 $1,493.11 $783.20 $709.91 $71,585.47
53 $71,585.47 $1,493.11 $775.51 $717.60 $70,867.87
54 $70,867.87 $1,493.11 $767.74 $725.37 $70,142.50
55 $70,142.50 $1,493.11 $759.88 $733.23 $69,409.27
56 $69,409.27 $1,493.11 $751.93 $741.17 $68,668.09
57 $68,668.09 $1,493.11 $743.90 $749.20 $67,918.89
58 $67,918.89 $1,493.11 $735.79 $757.32 $67,161.57
59 $67,161.57 $1,493.11 $727.58 $765.52 $66,396.05
60 $66,396.05 $1,493.11 $719.29 $773.82 $65,622.23
61 $65,622.23 $1,493.11 $710.91 $782.20 $64,840.03
62 $64,840.03 $1,493.11 $702.43 $790.67 $64,049.36
63 $64,049.36 $1,493.11 $693.87 $799.24 $63,250.12
64 $63,250.12 $1,493.11 $685.21 $807.90 $62,442.22
65 $62,442.22 $1,493.11 $676.46 $816.65 $61,625.57
66 $61,625.57 $1,493.11 $667.61 $825.50 $60,800.07
67 $60,800.07 $1,493.11 $658.67 $834.44 $59,965.63
68 $59,965.63 $1,493.11 $649.63 $843.48 $59,122.15
69 $59,122.15 $1,493.11 $640.49 $852.62 $58,269.54
70 $58,269.54 $1,493.11 $631.25 $861.85 $57,407.68
71 $57,407.68 $1,493.11 $621.92 $871.19 $56,536.49
72 $56,536.49 $1,493.11 $612.48 $880.63 $55,655.86
73 $55,655.86 $1,493.11 $602.94 $890.17 $54,765.69
74 $54,765.69 $1,493.11 $593.30 $899.81 $53,865.88
75 $53,865.88 $1,493.11 $583.55 $909.56 $52,956.32
76 $52,956.32 $1,493.11 $573.69 $919.41 $52,036.91
77 $52,036.91 $1,493.11 $563.73 $929.37 $51,107.53
78 $51,107.53 $1,493.11 $553.66 $939.44 $50,168.09
79 $50,168.09 $1,493.11 $543.49 $949.62 $49,218.47
80 $49,218.47 $1,493.11 $533.20 $959.91 $48,258.56
81 $48,258.56 $1,493.11 $522.80 $970.31 $47,288.26
82 $47,288.26 $1,493.11 $512.29 $980.82 $46,307.44
83 $46,307.44 $1,493.11 $501.66 $991.44 $45,315.99
84 $45,315.99 $1,493.11 $490.92 $1,002.18 $44,313.81
85 $44,313.81 $1,493.11 $480.07 $1,013.04 $43,300.77
86 $43,300.77 $1,493.11 $469.09 $1,024.02 $42,276.75
87 $42,276.75 $1,493.11 $458.00 $1,035.11 $41,241.64
88 $41,241.64 $1,493.11 $446.78 $1,046.32 $40,195.32
89 $40,195.32 $1,493.11 $435.45 $1,057.66 $39,137.66
90 $39,137.66 $1,493.11 $423.99 $1,069.12 $38,068.55
91 $38,068.55 $1,493.11 $412.41 $1,080.70 $36,987.85
92 $36,987.85 $1,493.11 $400.70 $1,092.41 $35,895.44
93 $35,895.44 $1,493.11 $388.87 $1,104.24 $34,791.20
94 $34,791.20 $1,493.11 $376.90 $1,116.20 $33,675.00
95 $33,675.00 $1,493.11 $364.81 $1,128.29 $32,546.71
96 $32,546.71 $1,493.11 $352.59 $1,140.52 $31,406.19
97 $31,406.19 $1,493.11 $340.23 $1,152.87 $30,253.31
98 $30,253.31 $1,493.11 $327.74 $1,165.36 $29,087.95
99 $29,087.95 $1,493.11 $315.12 $1,177.99 $27,909.96
100 $27,909.96 $1,493.11 $302.36 $1,190.75 $26,719.21
101 $26,719.21 $1,493.11 $289.46 $1,203.65 $25,515.56
102 $25,515.56 $1,493.11 $276.42 $1,216.69 $24,298.88
103 $24,298.88 $1,493.11 $263.24 $1,229.87 $23,069.01
104 $23,069.01 $1,493.11 $249.91 $1,243.19 $21,825.81
105 $21,825.81 $1,493.11 $236.45 $1,256.66 $20,569.15
106 $20,569.15 $1,493.11 $222.83 $1,270.27 $19,298.88
107 $19,298.88 $1,493.11 $209.07 $1,284.04 $18,014.84
108 $18,014.84 $1,493.11 $195.16 $1,297.95 $16,716.89
109 $16,716.89 $1,493.11 $181.10 $1,312.01 $15,404.89
110 $15,404.89 $1,493.11 $166.89 $1,326.22 $14,078.66
111 $14,078.66 $1,493.11 $152.52 $1,340.59 $12,738.08
112 $12,738.08 $1,493.11 $138.00 $1,355.11 $11,382.96
113 $11,382.96 $1,493.11 $123.32 $1,369.79 $10,013.17
114 $10,013.17 $1,493.11 $108.48 $1,384.63 $8,628.54
115 $8,628.54 $1,493.11 $93.48 $1,399.63 $7,228.91
116 $7,228.91 $1,493.11 $78.31 $1,414.79 $5,814.12
117 $5,814.12 $1,493.11 $62.99 $1,430.12 $4,383.99
118 $4,383.99 $1,493.11 $47.49 $1,445.61 $2,938.38
119 $2,938.38 $1,493.11 $31.83 $1,461.27 $1,477.11
120 $1,477.11 $1,493.11 $16.00 $1,477.11 $0.00
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/8/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The core principles underlying fairness,accountability and transparency in business
operation and stewardship
B Performance Standards
Explain the core principles of fairness, accountability and transparency in the socio
economic development of a country
C Learning Competencies/Objectives
Write the LC code for each
Give examples of how fairness accountability and transparency is practiced and non profit
organizations -ABM-ESR12-IIIa-d-1.4
The Role of Business and Economic Development
II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

B. Other Learning Resources


IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson How fairness accountability and transparency is practiced in business and non profit organiz
B Establishing the Purpose of the Lesson
Define what is a Good Corporate Governance?

C ACTVITY - Presenting instance/s of the Discuss the importance of fairness, accountability, responsibility and transparency in
Lesson
business and non profit organization
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills What is Fairness,Accountability,Responsibility and Transparency?

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
four core principles in business and non profit organization
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Ask the students to explain the importance of fairness,
Living
transparency,accountability,responsibility in business and non profit organization.

G MAKING GENERALIZATIONS and Re discuss how fairness accountability and transparency is practiced in business and non pro
ABSTRUCTIONS ABOUT THE LESSON organizations
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

inciples underlying fairness,accountability and transparency in business


nd stewardship
core principles of fairness, accountability and transparency in the socio
development of a country

es of how fairness accountability and transparency is practiced and non profit


s -ABM-ESR12-IIIa-d-1.4
Business and Economic Development

s accountability and transparency is practiced in business and non profit organizations

is a Good Corporate Governance?

importance of fairness, accountability, responsibility and transparency in


nd non profit organization
ness,Accountability,Responsibility and Transparency?

dents to explain further the definitions given for a better understanding of the
rinciples in business and non profit organization

dents to explain the importance of fairness,


cy,accountability,responsibility in business and non profit organization.

ow fairness accountability and transparency is practiced in business and non profit


s

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/13/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the format of
and
and subsidiary ledgerto(ABM_FABM11-IIIf-24)
special journals record business transactions
II. CONTENT discuss the use of general and subsidiary ledgers to record business transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning
Resource Portal General Journal Description Entries Example (n.d.) Retrieved from http://www.accountingtools.c
journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or
Reviewing Previous Lesson Introduce the following learning objectives:
B Establishing the Purpose of the
Lesson Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of
the Lesson Illustrate the steps in journalizing and recording transaction in special journals.
D ANALYSIS - Discussion of New
Concepts and Practicing New Skills
What is General Journal?Enumerate the steps in journalizing and Identify different journals and
E FORMATIVE ASSESSMENT -
Developing Mastery Sample problem to record business transaction in a general journal and special journals.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Ask the learners, “from the definition of accounting, where do we record the transactions that w
Daily Living identified? What are the tools that we use to document these transactions? How important are
records in accounting?”
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON
Re discuss General journal,the steps in journalizing and the uses of special journal in recording b
transactions.
H EVALUATING LEARNING Recitation
I ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80%
on the Formative Assessment.

B Number of Learners who require


additional activities for remediation.

C Did the remedial lesson work?


Number of Learners who caught up
with lesson.
D Number of learners who continue to
require remediation.
E Which of my teaching strategies
worked well? Why did these work?
F What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

G What difficulty did I encounter which


my principal or supervisor can help
me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal
Prepared by: Approved:
VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

ger
als and ledgers

accounts (ABM_FABM11-IIIf-22); illustrate


; and, illustrate the format of a general

iness transactions.

er Lao Ong
http://www.accountingtools.com/general-

ial journals.

entify different journals and their uses.

l and special journals.


ecord the transactions that we have
sactions? How important are these

special journal in recording business


RNANDO E. GAPUZ
Assistant Principal

RITES M. VILLAMOR
dary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/17/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the
format of a general and subsidiary ledger (ABM_FABM11-IIIf-24)

Books of Accounts: Identify the uses of the two books of accounts (journal and ledger) to record
business transactions. expl
the use of general and special journals to record business transactions
discuss the use of general and subsidiary ledgers to record busin
II. CONTENT transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning
Resource Portal General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or
Reviewing Previous Lesson Introduce the following learning objectives:
B Establishing the Purpose of the
Lesson Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of
the Lesson Discuss the journals-General Journal,Journalizing process and Special Journals
D ANALYSIS - Discussion of New
Concepts and Practicing New Skills
What is General Journal?Enumerate the steps in journalizing and Identify different journals and
uses.
E FORMATIVE ASSESSMENT -
Developing Mastery Sample problem to record business transaction in a general journal and special journals.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Ask the learners, “from the definition of accounting, where do we record the transactions that w
Daily Living have identified? What are the tools that we use to document these transactions? How importan
are these records in accounting?”
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON
Re discuss General journal,the steps in journalizing and the uses of special journal in recording
business transactions.
H EVALUATING LEARNING Seatwork
I ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80%
on the Formative Assessment.

B Number of Learners who require


additional activities for remediation.

C Did the remedial lesson work?


Number of Learners who caught up
with lesson.
D Number of learners who continue to
require remediation.
E Which of my teaching strategies
worked well? Why did these work?

F What innovation or localized


materials did I use/discover which I
wish to share with other teachers?

G What difficulty did I encounter which


my principal or supervisor can help
me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal
Prepared by: Approved:
VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

ger
als and ledgers
accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the

(journal and ledger) to record


explain
ons
idiary ledgers to record business

ao Ong

) Retrieved from
l-journal

ial Journals

dentify different journals and their

l and special journals.


ecord the transactions that we
e transactions? How important

special journal in recording


NDO E. GAPUZ
istant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 8/29/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buying and
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managing a
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each The learners are able to: Illustrate how interest is computed specifically as applied to
mortgage, amortization, and on services/utilities and on deposits and loans
ABM_BM11BS-IIa-11
II. CONTENT Commissions and their types
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Teacher cites a certain situation which provides an idea to students about income and sources of
Previous Lesson income.
B Establishing the Purpose of the Lesson
Ask students to present their experience or experiences in selling products especially on how did
they earn from it.
C ACTVITY - Presenting instance/s of the
Lesson
Ask the students to cite a situation where commissions were introduced.
D ANALYSIS - Discussion of New Concepts Teacher cites examples on commissions and let students analyze the situation. This will allow students to
and Practicing New Skills
define commissions.
E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given by the students for a better
Developing Mastery
understanding and he/she provides illustrative examples.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Teacher give a situation where students are about to select which among the types is
better.
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is commission? 2.What are the different
types of commissions
H EVALUATING LEARNING Paper and pencil test/ seatwork.
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/18/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the f
a general and subsidiary ledger (ABM_FABM11-IIIf-24)
Books of Accounts: Identify the uses of the two books of accounts (journal and ledger)
record business transactions.
explain the use of g
and special journals to record business transactions
discuss the use of general and subsidiary ledgers to record business
II. CONTENT transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal
General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Introduce the following learning objectives:
Previous Lesson
B Establishing the Purpose of the Lesson Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of the
Lesson Discuss the ledger:General Ledger & Sussidiary Ledger.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Differentiate General Ledger and Subsidiary ledger?

E FORMATIVE ASSESSMENT -
Developing Mastery Sample problem to record business transaction in a general ledger and subsidiary ledge
F APPLICATION - Finding Practical Ask the learners, “from the definition of accounting, where do we record the transactions that w
Application of Concepts and Skills in Daily identified? What are the tools that we use to document these transactions? How important are
Living
records in accounting?”
G MAKING GENERALIZATIONS and Re discuss General ledger and subsidiary ledger.
ABSTRUCTIONS ABOUT THE LESSON
H EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

d ledger
journals and ledgers

accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the format of
ounts (journal and ledger) to

explain the use of general

dgers to record business

er Lao Ong

n.d.) Retrieved from


eral-journal

edger and subsidiary ledger.


ecord the transactions that we have
sactions? How important are these
ANDO E. GAPUZ
Assistant Principal

ES M. VILLAMOR
ry School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/19/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the
format of a general and subsidiary ledger (ABM_FABM11-IIIf-24)
Books of Accounts: Identify the uses of the two books of accounts (journal and ledger)
record business transactions.
explain the use of general and special journals to record business transactions
discuss the use of general and
II. CONTENT subsidiary ledgers to record business transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Introduce the following learning objectives:
B Establishing the Purpose of the Lesson
Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of the
Lesson
Illustrate on how to record business transaction in General Ledger and Subsidiary Ledge
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Differentiate General Ledger and Subsidiary ledger?
E FORMATIVE ASSESSMENT -
Developing Mastery
Sample problem to record business transaction in a general ledger and subsidiary ledge
F APPLICATION - Finding Practical Ask the learners, “from the definition of accounting, where do we record the transactions that w
Application of Concepts and Skills in Daily
Living have identified? What are the tools that we use to document these transactions? How importan
are these records in accounting?”
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss General ledger and subsidiary ledger.
H EVALUATING LEARNING Seatwork
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

d ledger
journals and ledgers

accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the
ounts (journal and ledger) to

d business transactions
the use of general and

Lao Ong
d.) Retrieved from
al-journal

dger and Subsidiary Ledger.

edger and subsidiary ledger.


ecord the transactions that we
e transactions? How important
NDO E. GAPUZ
sistant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 8/30/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Compute commissions on cash basis and commission o
installment basis ABM_BM11BS-IIa-12
II. CONTENT Commissions on cash and installment basis
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the definition of commission and their types.
B Establishing the Purpose of the Lesson
Students are asked if someone of them have their own vehicle which was paid on cash basis
installment basis.
C ACTVITY - Presenting instance/s of the
Lesson
Teacher provides illustrative examples on cash basis and installment basis
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to further explain the concepts of commissions on cash basis and installment basis. The
further discusses cash and installment type of commissions.
E FORMATIVE ASSESSMENT - Ask thestudents to provide illustrative examples for students to solve to obtain mast
Developing Mastery
commissions in cash and installment basis.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is commission in cash basis? 2.Wha
commissions on installment basis? 3. How to compute commission on installment
H EVALUATING LEARNING Paper and pencil test/ seatwork.
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

arners are able to: Compute commissions on cash basis and commission on
installment basis ABM_BM11BS-IIa-12
Commissions on cash and installment basis

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

definition of commission and their types.


e asked if someone of them have their own vehicle which was paid on cash basis or
basis.

ovides illustrative examples on cash basis and installment basis


ts to further explain the concepts of commissions on cash basis and installment basis. The teacher
sses cash and installment type of commissions.
dents to provide illustrative examples for students to solve to obtain mastery on
ns in cash and installment basis.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is commission in cash basis? 2.What are
s on installment basis? 3. How to compute commission on installment

pencil test/ seatwork.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/20/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the
format of a general and subsidiary ledger (ABM_FABM11-IIIf-24)
Books of Accounts: Identify the uses of the two books of accounts (journal and ledger)
record business transactions.
explain the use of general and special journals to record business transactions
discuss the use of general and
II. CONTENT subsidiary ledgers to record business transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal
General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Introduce the following learning objectives:
Previous Lesson
B Establishing the Purpose of the Lesson Review the learners by asking the definition of accounting.
C ACTVITY - Presenting instance/s of the
Lesson Illustrate on how to record business transaction in General Ledger and Subsidiary Ledge
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Differentiate General Ledger and Subsidiary ledger?

E FORMATIVE ASSESSMENT -
Developing Mastery Sample problem to record business transaction in a general ledger and subsidiary ledge
F APPLICATION - Finding Practical Ask the learners, “from the definition of accounting, where do we record the transactions that w
Application of Concepts and Skills in Daily have identified? What are the tools that we use to document these transactions? How importan
Living
are these records in accounting?”
G MAKING GENERALIZATIONS and Re discuss General ledger and subsidiary ledger.
ABSTRUCTIONS ABOUT THE LESSON
H EVALUATING LEARNING Exercises
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

d ledger
journals and ledgers

accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the

ounts (journal and ledger) to

d business transactions
the use of general and

Lao Ong

d.) Retrieved from


al-journal

dger and Subsidiary Ledger.

edger and subsidiary ledger.


ecord the transactions that we
e transactions? How important
NDO E. GAPUZ
sistant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/24/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the two major types of books of accounts, namely, journal and ledger
B Performance Standards differentiate a journal from a ledger and identify the types of journals and ledgers
C Learning Competencies/Objectives
Write the LC code for each
The learners shall be able to identify the uses of the two books of accounts (ABM_FABM11-IIIf-2
illustrate the format of a general and special journals (ABM_FABM11-IIIf-23); and, illustrate the
format of a general and subsidiary ledger (ABM_FABM11-IIIf-24)
Books of Accounts: Identify the uses of the two books of accounts (journal and ledger)
record business transactions.
explain the use of general and special journals to record business transactions
discuss the use of general and
II. CONTENT subsidiary ledgers to record business transactions.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal General Journal Description Entries Example (n.d.) Retrieved from
http://www.accountingtools.com/general-journal
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON
H
EVALUATING LEARNING SUMMATIVE TEST
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?
Checked by: Noted:
JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

d ledger
journals and ledgers

accounts (ABM_FABM11-IIIf-22);
11-IIIf-23); and, illustrate the

ounts (journal and ledger) to

d business transactions
the use of general and

Lao Ong
d.) Retrieved from
al-journal
NDO E. GAPUZ
sistant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 8/31/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Compute commissions on cash basis and commission o
installment basis ABM_BM11BS-IIa-12
II. CONTENT Commissions on cash and installment basis
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the definition of commission and their types.
B Establishing the Purpose of the Lesson
Students are asked if someone of them have their own vehicle which was paid on cash basis
installment basis.
C ACTVITY - Presenting instance/s of the
Lesson
Teacher provides illustrative examples on cash basis and installment basis
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to further explain the concepts of commissions on cash basis and installment basis. The
further discusses cash and installment type of commissions.
E FORMATIVE ASSESSMENT - Ask thestudents to provide illustrative examples for students to solve to obtain mast
Developing Mastery
commissions in cash and installment basis.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is commission in cash basis? 2.Wha
commissions on installment basis? 3. How to compute commission on installment
H EVALUATING LEARNING Paper and pencil test/ seatwork.
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

arners are able to: Compute commissions on cash basis and commission on
installment basis ABM_BM11BS-IIa-12
Commissions on cash and installment basis

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

definition of commission and their types.


e asked if someone of them have their own vehicle which was paid on cash basis or
basis.

ovides illustrative examples on cash basis and installment basis


ts to further explain the concepts of commissions on cash basis and installment basis. The teacher
sses cash and installment type of commissions.
dents to provide illustrative examples for students to solve to obtain mastery on
ns in cash and installment basis.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is commission in cash basis? 2.What are
s on installment basis? 3. How to compute commission on installment

pencil test/ seatwork.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/26/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The business transactions and their analysis, to include definition and nature of busines
transactions, types of source or business documents, and the rules of debits and credits

B Performance Standards
identify business and nonbusiness transactions, enumerate the types of business
documents, recite the rules of debit and credit, and apply these to simple cases
C Learning Competencies/Objectives
Write the LC code for each

describe the nature of business transactions and give examples ABM_FABM11-IIIg-j-25 • identify
different types of business documents ABM_FABM11-IIIg-j-26 • analyze common business
transactions using the rules of debit and credit ABM_FABM11-IIIg-j-27 • solve simple problems a
exercises in the analysis of business transactions ABM_FABM11-IIIg-j-28

Business Transactions and Their Analysis As Applied to the Accounting Cycle of a Service
II. CONTENT Business a. Rules of Debits and Credits b. Journalizing c. Posting
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal
The Chart of Accounts. (n.d.). Retrieved from http:// www.accountingtools.com/chart-
accounts-overview
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Review of types of businesses: Ask the learners to recall the discussion on types of businesses
Previous Lesson
according to activities and ask them to differentiate the following: • service business •
merchandising business • manufacturing business
B Establishing the Purpose of the Lesson Post/show the following pictures and ask the learners to identify the type of business. Picture
presentation with activity shown.
C ACTVITY - Presenting instance/s of the
Lesson Give examples of Service Business, Merchandising business and Manufacturing Busines
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Ask the learners to recall the discussion on types of businesses according to activities.
E FORMATIVE ASSESSMENT -
Developing Mastery
Discuss the accounting cycle of a service business
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Ask the learners for examples of assets, liabilities and equity accounts as previously discussed an
Living recall the different books of accounts.

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the accounting cycle in service business.
H EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?
F What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

tion and nature of business


e rules of debits and credits

he types of business
ese to simple cases

M_FABM11-IIIg-j-25 • identify the


alyze common business
-27 • solve simple problems and
-j-28

counting Cycle of a Service


ng

Lao Ong

ccountingtools.com/chart-of-

sion on types of businesses


• service business •

he type of business. Picture

nd Manufacturing Business

o activities.

nts as previously discussed and


NDO E. GAPUZ
sistant Principal

S M. VILLAMOR
School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 7/27/2017 Quarter
Grade Level 12 Teacher
I. OBJECTIVES
A Content Standards The business transactions and their analysis, to include definition and nature of business t
types of source or business documents, and the rules of debits and credits
B Performance Standards identify business and nonbusiness transactions, enumerate the types of business docume
rules of debit and credit, and apply these to simple cases
C Learning
Competencies/Objectives describe the nature of business transactions and give examples ABM_FABM11-IIIg-j-25 • identify t
Write the LC code for each
types of business documents ABM_FABM11-IIIg-j-26 • analyze common business transactions usin
debit and credit ABM_FABM11-IIIg-j-27 • solve simple problems and exercises in the analysis of bu
transactions ABM_FABM11-IIIg-j-28

Business Transactions and Their Analysis As Applied to the Accounting Cycle of a Service B
II. CONTENT Rules of Debits and Credits b. Journalizing c. Posting
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning
Resource Portal The Chart of Accounts. (n.d.). Retrieved from http:// www.accountingtools.com/chart-
overview
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or
Reviewing Previous Lesson Recall the discussion on the Chart of Accounts

B Establishing the Purpose of the


Lesson Illustrate Journal entries in a corporate set up.

C ACTVITY - Presenting instance/s


of the Lesson Posting Entries to General Ledger
D ANALYSIS - Discussion of New
Concepts and Practicing New Skills

Prepare Trial Balance


E FORMATIVE ASSESSMENT -
Developing Mastery

Discuss the accounting cycle of a service business


F APPLICATION - Finding Practical
Application of Concepts and Skills in Ask the learners for examples of assets, liabilities and equity accounts as previously discussed and
Daily Living
accounting equation

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE
LESSON
Re discuss the accounting cycle in service business.
H EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80%
on the Formative Assessment.

B Number of Learners who require


additional activities for remediation.

C Did the remedial lesson work?


Number of Learners who caught up
with lesson.
D Number of learners who continue to
require remediation.

E Which of my teaching strategies


worked well? Why did these work?

F What innovation or localized


materials did I use/discover which I
wish to share with other teachers?

G What difficulty did I encounter which


my principal or supervisor can help
me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
L

FIRST QUARTER
VOLTAIRE E. MADET

ude definition and nature of business transactions,


es of debits and credits
umerate the types of business documents, recite the
cases

amples ABM_FABM11-IIIg-j-25 • identify the different


nalyze common business transactions using the rules of
roblems and exercises in the analysis of business

to the Accounting Cycle of a Service Business a.


g

unting by Flocer Lao Ong

p:// www.accountingtools.com/chart-of-accounts-
rview

uity accounts as previously discussed and recall the


FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: ABM 1
Date 8/10/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The business transactions and their analysis, to include definition and nature of busines
transactions, types of source or business documents, and the rules of debits and credits

B Performance Standards
identify business and nonbusiness transactions, enumerate the types of business docum
recite the rules of debit and credit, and apply these to simple cases
C Learning Competencies/Objectives
Write the LC code for each Describe the nature of transaction in a service business-ABM_FABM11-Iva-d-29
Record transactions of a service business in the general journal-Iva-d-30
Post transaction in the ledger-Iva-d-31
Prepare Trial Balance-Iva-d-32

Business Transactions and Their Analysis As Applied to the Accounting Cycle of a Service
II. CONTENT Business a. Rules of Debits and Credits b. Journalizing c. Posting
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages Fundamentals of Accounting by Flocer Lao Ong
4 Additional Materials from Learning Resource
Portal
The Chart of Accounts. (n.d.). Retrieved from http:// www.accountingtools.com/chart
accounts-overview
B. Other Learning Resources
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Recall previos discussion on the nature of service business

B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery Enumerate the steps in Accounting cycle in Service Business

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON
H
SUMMATIVE TEST
EVALUATING LEARNING
I
ADDITIONAL ACTIVITIES for
application or remediation
V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.
E Which of my teaching strategies worked well?
Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
FIRST QUARTER
VOLTAIRE E. MADET

tion and nature of business


e rules of debits and credits

he types of business documents,


cases
M11-Iva-d-29
ournal-Iva-d-30

counting Cycle of a Service


ng

r Lao Ong

accountingtools.com/chart-of-
NDO E. GAPUZ
ssistant Principal

S M. VILLAMOR
y School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/1/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Illustrate how to obtain down payment, gross balance, a
current increased balance ABM_BM11BS-IIa-13
II. CONTENT Down payment, gross balance, and current increased balance
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review/drill on commissions in cash and installment basis.
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson
Give illustrative examples on down payment, gross balance and current increased ba
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Teacher further discusses the concepts of down payment, gross balance and current increased balance
E FORMATIVE ASSESSMENT - Ask the students to further explain the concepts of down payment, gross balance an
Developing Mastery
current increased balance.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is a down payment, gross balance,
current increased balance? 2.How to compute down payment, gross balance, and current
increased balance?

H EVALUATING LEARNING Recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

rners are able to: Illustrate how to obtain down payment, gross balance, and
current increased balance ABM_BM11BS-IIa-13
Down payment, gross balance, and current increased balance

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

on commissions in cash and installment basis.

ative examples on down payment, gross balance and current increased balance

her discusses the concepts of down payment, gross balance and current increased balance.
udents to further explain the concepts of down payment, gross balance and
reased balance.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is a down payment, gross balance, and
eased balance? 2.How to compute down payment, gross balance, and current
alance?

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/4/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Illustrate how to obtain down payment, gross balance, a
current increased balance ABM_BM11BS-IIa-13
II. CONTENT Down payment, gross balance, and current increased balance
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review/drill on commissions in cash and installment basis.
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson
Give illustrative examples on down payment, gross balance and current increased ba
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Teacher further discusses the concepts of down payment, gross balance and current increased balance
E FORMATIVE ASSESSMENT - Ask the students to further explain the concepts of down payment, gross balance an
Developing Mastery
current increased balance.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is a down payment, gross balance,
current increased balance? 2.How to compute down payment, gross balance, and current
increased balance?

H EVALUATING LEARNING Recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

rners are able to: Illustrate how to obtain down payment, gross balance, and
current increased balance ABM_BM11BS-IIa-13
Down payment, gross balance, and current increased balance

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

on commissions in cash and installment basis.

ative examples on down payment, gross balance and current increased balance

her discusses the concepts of down payment, gross balance and current increased balance.
udents to further explain the concepts of down payment, gross balance and
reased balance.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is a down payment, gross balance, and
eased balance? 2.How to compute down payment, gross balance, and current
alance?

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Organization and Management
Date 8/29/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communication by
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

Discuss the nature of directing ABM_AOM11_IIc-e-27


II. CONTENT Leading defined; Differences between managing and leading
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages pp.77-78
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Organization and Management by Cabrera et.al. (2016)
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the previous topic reward system then connect it to the new topic, leading/directing
B Establishing the Purpose of the Lesson
Ask the students: What do you think is the importance of leading? Why do we have to lead?
C ACTVITY - Presenting instance/s of the
Lesson
Take the classroom officers as the leaders, as an example for leading/directing
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Define/discuss the nature of directing
E FORMATIVE ASSESSMENT -
Developing Mastery
From the example given above, let the students define the nature of directing/leading
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
From the example given above, let the students define the nature of directing/leading
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the nature of directing/leading

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Organization and Management
Date 9/18/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each Recognize the interrelationship of Filipino from
foreign cultures
ABM_AOM11_IIc-e-33
II. CONTENT Leading: Filipino and foreign Cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Organization and Management by Cabrera et.al. (2016)
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management.
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases
Recognize the interrelationship of Filipino from
foreign cultures
ABM_AOM11_IIc-e-33
Leading: Filipino and foreign Cultures.

Organization and Management by Cabrera et.al. (2016)

concept of management.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/1/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

Individual Cooperative Learning


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources

B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the Let the students identify their own strength and weaknesses and ask the characteris
Lesson
that they have that will enable them to lead in the future.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Define leading and differentiate it with managing.The students will write their answer in a 1/2 sheet of

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON

H
EVALUATING LEARNING
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

to know how motivation, leadership, and communication work in an


on.

e to demonsttrate knowledge in motivation, leadership, and communication by


siness cases

Cooperative Learning

dents identify their own strength and weaknesses and ask the characteristics
have that will enable them to lead in the future.
g and differentiate it with managing.The students will write their answer in a 1/2 sheet of paper.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/4/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

identify the different theories of motivation ABM_AOM11_IIc-e-29


Leading :definition,motivation,leadership theories,communication,Management Ch
II. CONTENT and diversity anf Filipino and foreign cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Organization and Management by Cabrera et.al. (2016)
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management and differentiate from leading through motivation
B Establishing the Purpose of the Lesson
Let the students realize the importance of having the qualities of a good leader especially in
motivating people.
C ACTVITY - Presenting instance/s of the Let the students identify their own strength and weaknesses and ask the characteris
Lesson
that they have that will enable them to lead in the future
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Identify the different theories of motivation.

E FORMATIVE ASSESSMENT - Ask the students to re define motivation and let them enumerate the theories of
Developing Mastery
motivation.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Word map the strengths and weaknesses of the students, based on their answers then relat
to motivation, then let the facilitated learning to take place
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of motivation and re enumerate the theories of motivation of a goo
leader.
H EVALUATING LEARNING recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases

identify the different theories of motivation ABM_AOM11_IIc-e-29


definition,motivation,leadership theories,communication,Management Change
and diversity anf Filipino and foreign cultures.

Organization and Management by Cabrera et.al. (2016)

concept of management and differentiate from leading through motivation


ents realize the importance of having the qualities of a good leader especially in
people.
dents identify their own strength and weaknesses and ask the characteristics
have that will enable them to lead in the future
different theories of motivation.

udents to re define motivation and let them enumerate the theories of


.

he strengths and weaknesses of the students, based on their answers then relate those
on, then let the facilitated learning to take place
he definition of motivation and re enumerate the theories of motivation of a good

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/5/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

differentiate styles of leadershipABM_AOM11_IIc-e-30


Leading :definition,motivation,leadership theories,communication,Management Ch
II. CONTENT and diversity anf Filipino and foreign cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


http://stylesofleadership.weebly.com/lesson-plan.html
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management and differentiate styles of leadership
B Establishing the Purpose of the Lesson
Let the students realize the importance of having the qualities of a good leader especially th
styles of Leadership.
C ACTVITY - Presenting instance/s of the
Lesson

Draw a tri-topic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic lead
and the third ‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram
them to write brief explanations of what each type of leadership involves and tell them that they shoul
use an example of somebody who has/is practicing that particular type of leadership style in each circle
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to write their opinions of autocratic, democratic, and laissez-faire leaders.

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to re define Autocratic Leader.Democrtic Leader and laissez-faire le
F APPLICATION - Finding Practical Oral discussion on the styles of leadership and how they apply to teaching, parenting, and e
Application of Concepts and Skills in Daily
Living managing a business. Make sure that students get a proper understanding of how important
leadership is in the ‘real world’.
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of the different styles in Leadership.

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases

differentiate styles of leadershipABM_AOM11_IIc-e-30


definition,motivation,leadership theories,communication,Management Change
and diversity anf Filipino and foreign cultures.

http://stylesofleadership.weebly.com/lesson-plan.html

concept of management and differentiate styles of leadership


ents realize the importance of having the qualities of a good leader especially the
adership.

pic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic leaders’,
‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram.Ask
e brief explanations of what each type of leadership involves and tell them that they should try to
ple of somebody who has/is practicing that particular type of leadership style in each circle.

ts to write their opinions of autocratic, democratic, and laissez-faire leaders.

udents to re define Autocratic Leader.Democrtic Leader and laissez-faire leaders.


ion on the styles of leadership and how they apply to teaching, parenting, and even
business. Make sure that students get a proper understanding of how important
s in the ‘real world’.

he definition of the different styles in Leadership.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/6/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

differentiate styles of leadershipABM_AOM11_IIc-e-30


Leading :definition,motivation,leadership theories,communication,Management Ch
II. CONTENT and diversity anf Filipino and foreign cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


http://stylesofleadership.weebly.com/lesson-plan.html
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management and differentiate styles of leadership
B Establishing the Purpose of the Lesson
Let the students realize the importance of having the qualities of a good leader especially th
styles of Leadership.
C ACTVITY - Presenting instance/s of the
Lesson

Draw a tri-topic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic lead
and the third ‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram
them to write brief explanations of what each type of leadership involves and tell them that they shoul
use an example of somebody who has/is practicing that particular type of leadership style in each circle
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to write their opinions of autocratic, democratic, and laissez-faire leaders.

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to re define Autocratic Leader.Democrtic Leader and laissez-faire le
F APPLICATION - Finding Practical Oral discussion on the styles of leadership and how they apply to teaching, parenting, and e
Application of Concepts and Skills in Daily
Living managing a business. Make sure that students get a proper understanding of how important
leadership is in the ‘real world’.
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of the different styles in Leadership.

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases

differentiate styles of leadershipABM_AOM11_IIc-e-30


definition,motivation,leadership theories,communication,Management Change
and diversity anf Filipino and foreign cultures.

http://stylesofleadership.weebly.com/lesson-plan.html

concept of management and differentiate styles of leadership


ents realize the importance of having the qualities of a good leader especially the
adership.

pic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic leaders’,
‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram.Ask
e brief explanations of what each type of leadership involves and tell them that they should try to
ple of somebody who has/is practicing that particular type of leadership style in each circle.

ts to write their opinions of autocratic, democratic, and laissez-faire leaders.

udents to re define Autocratic Leader.Democrtic Leader and laissez-faire leaders.


ion on the styles of leadership and how they apply to teaching, parenting, and even
business. Make sure that students get a proper understanding of how important
s in the ‘real world’.

he definition of the different styles in Leadership.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/11/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards To be able to know how motivation, leadership, and communication work in an
organization.
B Performance Standards
Top be able to demonsttrate knowledge in motivation, leadership, and communicati
solving business cases
C Learning Competencies/Objectives
Write the LC code for each

differentiate styles of leadershipABM_AOM11_IIc-e-30


Leading :definition,motivation,leadership theories,communication,Management Ch
II. CONTENT and diversity anf Filipino and foreign cultures.
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


http://stylesofleadership.weebly.com/lesson-plan.html
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the concept of management and differentiate styles of leadership
B Establishing the Purpose of the Lesson
Let the students realize the importance of having the qualities of a good leader especially th
styles of Leadership.
C ACTVITY - Presenting instance/s of the
Lesson

Draw a tri-topic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic lead
and the third ‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram
them to write brief explanations of what each type of leadership involves and tell them that they shoul
use an example of somebody who has/is practicing that particular type of leadership style in each circle
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to write their opinions of autocratic, democratic, and laissez-faire leaders.

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to re define Autocratic Leader.Democrtic Leader and laissez-faire le
F APPLICATION - Finding Practical Oral discussion on the styles of leadership and how they apply to teaching, parenting, and e
Application of Concepts and Skills in Daily
Living managing a business. Make sure that students get a proper understanding of how important
leadership is in the ‘real world’.
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of the different styles in Leadership.

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

e able to know how motivation, leadership, and communication work in an


organization.

e to demonsttrate knowledge in motivation, leadership, and communication by


solving business cases

differentiate styles of leadershipABM_AOM11_IIc-e-30


definition,motivation,leadership theories,communication,Management Change
and diversity anf Filipino and foreign cultures.

http://stylesofleadership.weebly.com/lesson-plan.html

concept of management and differentiate styles of leadership


ents realize the importance of having the qualities of a good leader especially the
adership.

pic Venn Diagram (3 circles). Label one circle ‘autocratic leaders’, another ‘democratic leaders’,
‘laissez-faire leaders’. Have students take out a pen and paper and draw this same diagram.Ask
e brief explanations of what each type of leadership involves and tell them that they should try to
ple of somebody who has/is practicing that particular type of leadership style in each circle.

ts to write their opinions of autocratic, democratic, and laissez-faire leaders.

udents to re define Autocratic Leader.Democrtic Leader and laissez-faire leaders.


ion on the styles of leadership and how they apply to teaching, parenting, and even
business. Make sure that students get a proper understanding of how important
s in the ‘real world’.

he definition of the different styles in Leadership.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 9/4/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards basic concepts of risk and
return, and the time value of
money
B Performance Standards compute for the net present
value of a project with a
conventional cash-flow
pattern
C Learning Competencies/Objectives
Write the LC code for each

Apply mathematical concept and tools in computing for finance and investment pro
II. CONTENT Basic Long term Financial Concept
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


https://www.accountingformanagement.org/net-present-value-method/
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Ask the learners to recall their lessons in computing the net present value since the NPV use
Previous Lesson same concept.
B Establishing the Purpose of the Lesson
Discuss the present value of a single amount.
C ACTVITY - Presenting instance/s of the Divide the class into groups with not more than six people each. Let them read and
Lesson
discuss the following cases among themselves then discuss their answers in class.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
What is Net Present value?
E FORMATIVE ASSESSMENT -
Developing Mastery
Illustrate how to calculate future value and present value of mixed streams of cash fl
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Sample Problem on how to compute Net Present Value.
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discus the Concept of Net present Value in computing for finance and investment problem

H EVALUATING LEARNING Seatwork/Problem Solving


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

basic concepts of risk and


return, and the time value of
money
compute for the net present
value of a project with a
conventional cash-flow
pattern

hematical concept and tools in computing for finance and investment problems.
Basic Long term Financial Concept

ttps://www.accountingformanagement.org/net-present-value-method/

ners to recall their lessons in computing the net present value since the NPV uses the
pt.

present value of a single amount.


class into groups with not more than six people each. Let them read and
e following cases among themselves then discuss their answers in class.

Present value?

ow to calculate future value and present value of mixed streams of cash flows

blem on how to compute Net Present Value.

e Concept of Net present Value in computing for finance and investment problems.

Problem Solving

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Finance
Date 8/9/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards Basic concepts of risk and
return, and the time value of
money
B Performance Standards compute for the net present
value of a project with a
conventional cash-flow
pattern
C Learning Competencies/Objectives
Write the LC code for each

explain the risk-return trade-off ABM_BF12-IIIg-h-22


II. CONTENT Basic Long term Financial Concept
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


https://www.accountingformanagement.org/net-present-value-method/
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Introduce the concept of risk.Ask the learners to identify the considerations taken and the ri
Previous Lesson involved in venturing into a new business
B Establishing the Purpose of the Lesson Ask the learners to read the following scenario to further introduce the topic.Provid
copy of an article.
C ACTVITY - Presenting instance/s of the
Lesson Explain the risk and return trade-off.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills What is risk return Trade off?

E FORMATIVE ASSESSMENT -
Developing Mastery Share an article related to capital expenditure or business expansion.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Ask learners on how the risk and return trade-off can be applied in real life.
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the Risk return trade off on how it affect in making investment decision.

H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

Basic concepts of risk and


return, and the time value of
money
compute for the net present
value of a project with a
conventional cash-flow
pattern

explain the risk-return trade-off ABM_BF12-IIIg-h-22


Basic Long term Financial Concept

ttps://www.accountingformanagement.org/net-present-value-method/

he concept of risk.Ask the learners to identify the considerations taken and the risks.
venturing into a new business
arners to read the following scenario to further introduce the topic.Provide a
article.
e risk and return trade-off.

eturn Trade off?

ticle related to capital expenditure or business expansion.

rs on how the risk and return trade-off can be applied in real life.

he Risk return trade off on how it affect in making investment decision.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/5/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Compute commissions on cash basis and commission o
installment basis ABM_BM11BS-IIa-12
II. CONTENT Commissions on cash and installment basis
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the definition of commission and their types.
B Establishing the Purpose of the Lesson
Students are asked if someone of them have their own vehicle which was paid on cash basis
installment basis.
C ACTVITY - Presenting instance/s of the
Lesson
Teacher provides illustrative examples on cash basis and installment basis
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Allow students to further explain the concepts of commissions on cash basis and installment basis. The
further discusses cash and installment type of commissions.
E FORMATIVE ASSESSMENT - Ask thestudents to provide illustrative examples for students to solve to obtain mast
Developing Mastery
commissions in cash and installment basis.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Teacher ask the students the following questions: 1.What is commission in cash basis? 2.Wha
commissions on installment basis? 3. How to compute commission on installment
H EVALUATING LEARNING Paper and pencil test/ seatwork.
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

arners are able to: Compute commissions on cash basis and commission on
installment basis ABM_BM11BS-IIa-12
Commissions on cash and installment basis

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

definition of commission and their types.


e asked if someone of them have their own vehicle which was paid on cash basis or
basis.

ovides illustrative examples on cash basis and installment basis


ts to further explain the concepts of commissions on cash basis and installment basis. The teacher
sses cash and installment type of commissions.
dents to provide illustrative examples for students to solve to obtain mastery on
ns in cash and installment basis.

udents of scenarios where concepts of interest and commissions are applied


the students the following questions: 1.What is commission in cash basis? 2.What are
s on installment basis? 3. How to compute commission on installment

pencil test/ seatwork.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/6/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Solve problems involving interests and commissions
ABM_BM11BS-IIb-14
II. CONTENT Interest and Commissions
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review / Drill of previous topic
B Establishing the Purpose of the Lesson
Ask the students to provide emphasis on the importance of interest computations and also w
computations of commissions of different types.
C ACTVITY - Presenting instance/s of the
Lesson
Illustrative examples of problems involving interests and commision
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Discuss/solve problems involving interest and commissions
E FORMATIVE ASSESSMENT - Teacher ask the students on how to solve problems involving specific topic. ( Interes
Developing Mastery
commissions)
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Further discussions on particular topics presented for lecture

H EVALUATING LEARNING short quiz


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

learners are able to: Solve problems involving interests and commissions
ABM_BM11BS-IIb-14
Interest and Commissions

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

ill of previous topic


dents to provide emphasis on the importance of interest computations and also with
ns of commissions of different types.

examples of problems involving interests and commision

e problems involving interest and commissions


k the students on how to solve problems involving specific topic. ( Interest and
ns)

udents of scenarios where concepts of interest and commissions are applied

cussions on particular topics presented for lecture

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: BUSINESS MATHEMATICS
Date 9/11/2017 Quarter FIRST QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The learners are able to demonstrate an understanding of the key concepts of buyin
selling.
B Performance Standards
Learners are able to analyze and solve problems on important factors in managin
business: buying products and selling products
C Learning Competencies/Objectives
Write the LC code for each
The learners are able to: Solve problems involving interests and commissions
ABM_BM11BS-IIb-14
II. CONTENT Interest and Commissions
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource 1. Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, In
Portal
Wiley Publishing Inc.
Other Learning Resources http://www.pearsoncanada.ca/media/highered-showcase/multi-product-
showcase/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25,
http://www.accountingcoach.com/blog/gross-margin-markup
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review / Drill of previous topic
B Establishing the Purpose of the Lesson
Ask the students to provide emphasis on the importance of interest computations and also w
computations of commissions of different types.
C ACTVITY - Presenting instance/s of the
Lesson
Illustrative examples of problems involving interests and commision
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills
Discuss/solve problems involving interest and commissions
E FORMATIVE ASSESSMENT - Teacher ask the students on how to solve problems involving specific topic. ( Interes
Developing Mastery
commissions)
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the students of scenarios where concepts of interest and commissions are appli
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Further discussions on particular topics presented for lecture

H EVALUATING LEARNING short quiz


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

FIRST QUARTER
VOLTAIRE E. MADET

ers are able to demonstrate an understanding of the key concepts of buying and
selling.
rs are able to analyze and solve problems on important factors in managing a
business: buying products and selling products

learners are able to: Solve problems involving interests and commissions
ABM_BM11BS-IIb-14
Interest and Commissions

Sterling, Mary Jane. Business Math for Dummies. (2008) Indianapolis, Indiana:
Wiley Publishing Inc.
ttp://www.pearsoncanada.ca/media/highered-showcase/multi-product-
/showcase-websites-4q-2012/hummelbrunner_ch06.pdf (September 25, 2015)
http://www.accountingcoach.com/blog/gross-margin-markup

ill of previous topic


dents to provide emphasis on the importance of interest computations and also with
ns of commissions of different types.

examples of problems involving interests and commision

e problems involving interest and commissions


k the students on how to solve problems involving specific topic. ( Interest and
ns)

udents of scenarios where concepts of interest and commissions are applied

cussions on particular topics presented for lecture

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
Amount borrowed 100,000
Periods 120
rate 0.01083333
Payment $1,493.11

Beginning Monthly
Months Balance Payment Interest Principal Ending Balance
1 100,000 $1,493.11 1083.3333 $409.77 $99,590.23
2 $99,590.23 $1,493.11 $1,078.89 $414.21 $99,176.01
3 $99,176.01 $1,493.11 $1,074.41 $418.70 $98,757.31
4 $98,757.31 $1,493.11 $1,069.87 $423.24 $98,334.08
5 $98,334.08 $1,493.11 $1,065.29 $427.82 $97,906.25
6 $97,906.25 $1,493.11 $1,060.65 $432.46 $97,473.80
7 $97,473.80 $1,493.11 $1,055.97 $437.14 $97,036.66
8 $97,036.66 $1,493.11 $1,051.23 $441.88 $96,594.78
9 $96,594.78 $1,493.11 $1,046.44 $446.66 $96,148.12
10 $96,148.12 $1,493.11 $1,041.60 $451.50 $95,696.61
11 $95,696.61 $1,493.11 $1,036.71 $456.39 $95,240.22
12 $95,240.22 $1,493.11 $1,031.77 $461.34 $94,778.88
13 $94,778.88 $1,493.11 $1,026.77 $466.34 $94,312.54
14 $94,312.54 $1,493.11 $1,021.72 $471.39 $93,841.16
15 $93,841.16 $1,493.11 $1,016.61 $476.49 $93,364.66
16 $93,364.66 $1,493.11 $1,011.45 $481.66 $92,883.00
17 $92,883.00 $1,493.11 $1,006.23 $486.87 $92,396.13
18 $92,396.13 $1,493.11 $1,000.96 $492.15 $91,903.98
19 $91,903.98 $1,493.11 $995.63 $497.48 $91,406.50
20 $91,406.50 $1,493.11 $990.24 $502.87 $90,903.63
21 $90,903.63 $1,493.11 $984.79 $508.32 $90,395.31
22 $90,395.31 $1,493.11 $979.28 $513.82 $89,881.49
23 $89,881.49 $1,493.11 $973.72 $519.39 $89,362.09
24 $89,362.09 $1,493.11 $968.09 $525.02 $88,837.08
25 $88,837.08 $1,493.11 $962.40 $530.71 $88,306.37
26 $88,306.37 $1,493.11 $956.65 $536.46 $87,769.92
27 $87,769.92 $1,493.11 $950.84 $542.27 $87,227.65
28 $87,227.65 $1,493.11 $944.97 $548.14 $86,679.51
29 $86,679.51 $1,493.11 $939.03 $554.08 $86,125.43
30 $86,125.43 $1,493.11 $933.03 $560.08 $85,565.35
31 $85,565.35 $1,493.11 $926.96 $566.15 $84,999.20
32 $84,999.20 $1,493.11 $920.82 $572.28 $84,426.91
33 $84,426.91 $1,493.11 $914.62 $578.48 $83,848.43
34 $83,848.43 $1,493.11 $908.36 $584.75 $83,263.68
35 $83,263.68 $1,493.11 $902.02 $591.08 $82,672.60
36 $82,672.60 $1,493.11 $895.62 $597.49 $82,075.11
37 $82,075.11 $1,493.11 $889.15 $603.96 $81,471.15
38 $81,471.15 $1,493.11 $882.60 $610.50 $80,860.65
39 $80,860.65 $1,493.11 $875.99 $617.12 $80,243.53
40 $80,243.53 $1,493.11 $869.30 $623.80 $79,619.73
41 $79,619.73 $1,493.11 $862.55 $630.56 $78,989.17
42 $78,989.17 $1,493.11 $855.72 $637.39 $78,351.78
43 $78,351.78 $1,493.11 $848.81 $644.30 $77,707.48
44 $77,707.48 $1,493.11 $841.83 $651.28 $77,056.20
45 $77,056.20 $1,493.11 $834.78 $658.33 $76,397.87
46 $76,397.87 $1,493.11 $827.64 $665.46 $75,732.41
47 $75,732.41 $1,493.11 $820.43 $672.67 $75,059.73
48 $75,059.73 $1,493.11 $813.15 $679.96 $74,379.77
49 $74,379.77 $1,493.11 $805.78 $687.33 $73,692.45
50 $73,692.45 $1,493.11 $798.33 $694.77 $72,997.67
51 $72,997.67 $1,493.11 $790.81 $702.30 $72,295.38
52 $72,295.38 $1,493.11 $783.20 $709.91 $71,585.47
53 $71,585.47 $1,493.11 $775.51 $717.60 $70,867.87
54 $70,867.87 $1,493.11 $767.74 $725.37 $70,142.50
55 $70,142.50 $1,493.11 $759.88 $733.23 $69,409.27
56 $69,409.27 $1,493.11 $751.93 $741.17 $68,668.09
57 $68,668.09 $1,493.11 $743.90 $749.20 $67,918.89
58 $67,918.89 $1,493.11 $735.79 $757.32 $67,161.57
59 $67,161.57 $1,493.11 $727.58 $765.52 $66,396.05
60 $66,396.05 $1,493.11 $719.29 $773.82 $65,622.23
61 $65,622.23 $1,493.11 $710.91 $782.20 $64,840.03
62 $64,840.03 $1,493.11 $702.43 $790.67 $64,049.36
63 $64,049.36 $1,493.11 $693.87 $799.24 $63,250.12
64 $63,250.12 $1,493.11 $685.21 $807.90 $62,442.22
65 $62,442.22 $1,493.11 $676.46 $816.65 $61,625.57
66 $61,625.57 $1,493.11 $667.61 $825.50 $60,800.07
67 $60,800.07 $1,493.11 $658.67 $834.44 $59,965.63
68 $59,965.63 $1,493.11 $649.63 $843.48 $59,122.15
69 $59,122.15 $1,493.11 $640.49 $852.62 $58,269.54
70 $58,269.54 $1,493.11 $631.25 $861.85 $57,407.68
71 $57,407.68 $1,493.11 $621.92 $871.19 $56,536.49
72 $56,536.49 $1,493.11 $612.48 $880.63 $55,655.86
73 $55,655.86 $1,493.11 $602.94 $890.17 $54,765.69
74 $54,765.69 $1,493.11 $593.30 $899.81 $53,865.88
75 $53,865.88 $1,493.11 $583.55 $909.56 $52,956.32
76 $52,956.32 $1,493.11 $573.69 $919.41 $52,036.91
77 $52,036.91 $1,493.11 $563.73 $929.37 $51,107.53
78 $51,107.53 $1,493.11 $553.66 $939.44 $50,168.09
79 $50,168.09 $1,493.11 $543.49 $949.62 $49,218.47
80 $49,218.47 $1,493.11 $533.20 $959.91 $48,258.56
81 $48,258.56 $1,493.11 $522.80 $970.31 $47,288.26
82 $47,288.26 $1,493.11 $512.29 $980.82 $46,307.44
83 $46,307.44 $1,493.11 $501.66 $991.44 $45,315.99
84 $45,315.99 $1,493.11 $490.92 $1,002.18 $44,313.81
85 $44,313.81 $1,493.11 $480.07 $1,013.04 $43,300.77
86 $43,300.77 $1,493.11 $469.09 $1,024.02 $42,276.75
87 $42,276.75 $1,493.11 $458.00 $1,035.11 $41,241.64
88 $41,241.64 $1,493.11 $446.78 $1,046.32 $40,195.32
89 $40,195.32 $1,493.11 $435.45 $1,057.66 $39,137.66
90 $39,137.66 $1,493.11 $423.99 $1,069.12 $38,068.55
91 $38,068.55 $1,493.11 $412.41 $1,080.70 $36,987.85
92 $36,987.85 $1,493.11 $400.70 $1,092.41 $35,895.44
93 $35,895.44 $1,493.11 $388.87 $1,104.24 $34,791.20
94 $34,791.20 $1,493.11 $376.90 $1,116.20 $33,675.00
95 $33,675.00 $1,493.11 $364.81 $1,128.29 $32,546.71
96 $32,546.71 $1,493.11 $352.59 $1,140.52 $31,406.19
97 $31,406.19 $1,493.11 $340.23 $1,152.87 $30,253.31
98 $30,253.31 $1,493.11 $327.74 $1,165.36 $29,087.95
99 $29,087.95 $1,493.11 $315.12 $1,177.99 $27,909.96
100 $27,909.96 $1,493.11 $302.36 $1,190.75 $26,719.21
101 $26,719.21 $1,493.11 $289.46 $1,203.65 $25,515.56
102 $25,515.56 $1,493.11 $276.42 $1,216.69 $24,298.88
103 $24,298.88 $1,493.11 $263.24 $1,229.87 $23,069.01
104 $23,069.01 $1,493.11 $249.91 $1,243.19 $21,825.81
105 $21,825.81 $1,493.11 $236.45 $1,256.66 $20,569.15
106 $20,569.15 $1,493.11 $222.83 $1,270.27 $19,298.88
107 $19,298.88 $1,493.11 $209.07 $1,284.04 $18,014.84
108 $18,014.84 $1,493.11 $195.16 $1,297.95 $16,716.89
109 $16,716.89 $1,493.11 $181.10 $1,312.01 $15,404.89
110 $15,404.89 $1,493.11 $166.89 $1,326.22 $14,078.66
111 $14,078.66 $1,493.11 $152.52 $1,340.59 $12,738.08
112 $12,738.08 $1,493.11 $138.00 $1,355.11 $11,382.96
113 $11,382.96 $1,493.11 $123.32 $1,369.79 $10,013.17
114 $10,013.17 $1,493.11 $108.48 $1,384.63 $8,628.54
115 $8,628.54 $1,493.11 $93.48 $1,399.63 $7,228.91
116 $7,228.91 $1,493.11 $78.31 $1,414.79 $5,814.12
117 $5,814.12 $1,493.11 $62.99 $1,430.12 $4,383.99
118 $4,383.99 $1,493.11 $47.49 $1,445.61 $2,938.38
119 $2,938.38 $1,493.11 $31.83 $1,461.27 $1,477.11
120 $1,477.11 $1,493.11 $16.00 $1,477.11 $0.00
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 1/4/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards economics as an applied science and its utility in addressing the economic problems of
the country
B Performance Standards
analyze and propose solution/s to the economic problems using the principles of applied
economics
C Learning Competencies/Objectives
Write the LC code for each
explain how applied economics can be used to solve economic problems ABM_AE12-Ia-d-
3
II. CONTENT Basic economic problems and the Philippine socioeconomic development in the 21st century
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the previous topic reward system then connect it to the new topic
B Establishing the Purpose of the Lesson
Ask the students: What do you think are the economic problem in the Philippines. What are the
remedies?
C ACTVITY - Presenting instance/s of the Take the classroom officers as the leaders, To identify the basic economic problems of
Lesson
the country
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Analyze and propose solution/s to the economic problems in the phillipines

E FORMATIVE ASSESSMENT - Enumerate atleast five economic problems in the phillipines and cite possible
Developing Mastery
remedies/solutions.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Ask the learners to explain how applied economics can be used to solve economic
problems
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the Basic economic problems in the Phillipines

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Marketing
Date 1/8/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
the value of customer relations and customer service
B Performance Standards

develop a program for customer service


C Learning Competencies/Objectives
Write the LC code for each
define “relationship marketing” ABM_PM11-Ic-d-5
explain the value of customers ABM_PM11-Ic-d-
II. CONTENT Customer Relationship: Customer Service
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Relationship marketing and the value of customer
B Establishing the Purpose of the Lesson
Let the students realize the importance of having relationship marketing and the value of cu
C ACTVITY - Presenting instance/s of the
Lesson
Let the students identify the value of customer relations and develop customer serv
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Identify the different strategy of building customer relationship

E FORMATIVE ASSESSMENT - Ask the students to re define relationship marketing and able to explain the value
Developing Mastery
customer
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Let the students answer this question"Why are customer relationship important to a
organization?
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of relationship marketing and how to develop customer relationshi

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

mer relations and customer service

rogram for customer service

_PM11-Ic-d-5
plain the value of customers ABM_PM11-Ic-d-6
lationship: Customer Service

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

customer

of having relationship marketing and the value of customer

customer relations and develop customer service


omer relationship

ship marketing and able to explain the value

n"Why are customer relationship important to an

marketing and how to develop customer relationship.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 12/4/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The core principles underlying fairness,accountability and transparency in business
operation and stewardship
B Performance Standards
Explain the core principles of fairness, accountability and transparency in the socio
economic development of a country
C Learning Competencies/Objectives
Write the LC code for each
Give examples of how fairness accountability and transparency is practiced and non profit
organizations -ABM-ESR12-IIIa-d-1.4
The Role of Business and Economic Development
II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

B. Other Learning Resources


IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson How fairness accountability and transparency is practiced in business and non profit organiz
B Establishing the Purpose of the Lesson
Define what is a Good Corporate Governance?

C ACTVITY - Presenting instance/s of the Discuss the importance of fairness, accountability, responsibility and transparency in
Lesson
business and non profit organization
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills What is Fairness,Accountability,Responsibility and Transparency?

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
four core principles in business and non profit organization
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Ask the students to explain the importance of fairness,
Living
transparency,accountability,responsibility in business and non profit organization.

G MAKING GENERALIZATIONS and Re discuss how fairness accountability and transparency is practiced in business and non pro
ABSTRUCTIONS ABOUT THE LESSON organizations
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

inciples underlying fairness,accountability and transparency in business


nd stewardship
core principles of fairness, accountability and transparency in the socio
development of a country

es of how fairness accountability and transparency is practiced and non profit


s -ABM-ESR12-IIIa-d-1.4
Business and Economic Development

s accountability and transparency is practiced in business and non profit organizations

is a Good Corporate Governance?

importance of fairness, accountability, responsibility and transparency in


nd non profit organization
ness,Accountability,Responsibility and Transparency?

dents to explain further the definitions given for a better understanding of the
rinciples in business and non profit organization

dents to explain the importance of fairness,


cy,accountability,responsibility in business and non profit organization.

ow fairness accountability and transparency is practiced in business and non profit


s

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/10/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards common practices in business organizations (decorum, protocol, policies, marketing
bookkeeping, reportorial requirements and documentation, etc.)
B Performance Standards
craft simple “Codes of Ethics” or “Codes of Right Conduct”
C Learning Competencies/Objectives Share observations on business policies and practices ABM_ESR12-IIIa-d-1.5
Write the LC code for each Distinguish between good policies/practices and morally unacceptable policies/practic
ABM_ESR12-IIIa-d-1.6

The Role of Business and Economic Development


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strat
B. Management, 5th ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Share observations on business policies and practices
B Establishing the Purpose of the Lesson
Discuss what is Good Corporate Governance and Social responsibility

C ACTVITY - Presenting instance/s of the Ask students to form groups of four to five and read the Big-Eagle case on student
Lesson
worksheet provided.Ask students to read the case carefully then they will answer th
question that follow.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills What is Corporate Governance and Social responsibility.
E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
Corporate Governance.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and Re discuss the importance of corporate governance and its benefits to business/companys
ABSTRUCTIONS ABOUT THE LESSON performance.
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

ractices in business organizations (decorum, protocol, policies, marketing,


ng, reportorial requirements and documentation, etc.)

e “Codes of Ethics” or “Codes of Right Conduct”


vations on business policies and practices ABM_ESR12-IIIa-d-1.5
uish between good policies/practices and morally unacceptable policies/practices
-IIIa-d-1.6

Business and Economic Development

: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic


Management, 5th ed., ch. 2, Houghton Mifflin, NY, p

vations on business policies and practices

t is Good Corporate Governance and Social responsibility

ts to form groups of four to five and read the Big-Eagle case on student
provided.Ask students to read the case carefully then they will answer the
at follow.
porate Governance and Social responsibility.

dents to explain further the definitions given for a better understanding of a


Governance.

nd Discussion-Case study

he importance of corporate governance and its benefits to business/companys


e.

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 1/5/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
the law of supply and demand, and factors affecting the economic situation

B Performance Standards
conduct a survey of current economic situations within the vicinity
C Learning Competencies/Objectives
Write the LC code for each
explain the law of supply and demand, and how equilibrium price and quantity are
determined ABM_AE12-Ie-h-4
II. CONTENT Application of Supply and Demand
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the previous topic reward system then connect it to the new topic
B Establishing the Purpose of the Lesson
Ask the students: What do you think are the economic problem in the Philippines. What are the
remedies?
C ACTVITY - Presenting instance/s of the Take the classroom officers as the leaders, To identify the basic economic problems of
Lesson
the country
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Ask the students to describe the Law of Supply and demand

E FORMATIVE ASSESSMENT - Enumerate atleast five economic problems in the phillipines and cite possible
Developing Mastery
remedies/solutions.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Ask the learners to explain how applied economics can be used to solve economic
problems
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the law of supply and demand

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 1/9/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
the law of supply and demand, and factors affecting the economic situation

B Performance Standards
conduct a survey of current economic situations within the vicinity
C Learning Competencies/Objectives
Write the LC code for each

discuss and explain factors affecting demand and supply ABM_AE12-Ie-h-5


II. CONTENT Application of Supply and Demand
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review the previous topic reward system then connect it to the new topic
B Establishing the Purpose of the Lesson
Ask the students: What do you think are the economic problem in the Philippines. What are the
remedies?
C ACTVITY - Presenting instance/s of the Take the classroom officers as the leaders, To identify the basic economic problems of
Lesson
the country
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Ask the students to describe the Law of Supply and demand

E FORMATIVE ASSESSMENT - Enumerate atleast five economic problems in the phillipines and cite possible
Developing Mastery
remedies/solutions.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Ask the learners to explain how applied economics can be used to solve economic
problems
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the law of supply and demand

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 12/6/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards common practices in business organizations (decorum, protocol, policies, marketing
bookkeeping, reportorial requirements and documentation, etc.)
B Performance Standards
craft simple “Codes of Ethics” or “Codes of Right Conduct”
C Learning Competencies/Objectives Share observations on business policies and practices ABM_ESR12-IIIa-d-1.5
Write the LC code for each Distinguish between good policies/practices and morally unacceptable policies/practic
ABM_ESR12-IIIa-d-1.6

The Role of Business and Economic Development


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strat
B. Management, 5th ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Share observations on business policies and practices
B Establishing the Purpose of the Lesson
Discuss what is Good Corporate Governance and Social responsibility

C ACTVITY - Presenting instance/s of the Ask students to form groups of four to five and read the Big-Eagle case on student
Lesson
worksheet provided.Ask students to read the case carefully then they will answer th
question that follow.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills What is Corporate Governance and Social responsibility.
E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
Corporate Governance.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and Re discuss the importance of corporate governance and its benefits to business/companys
ABSTRUCTIONS ABOUT THE LESSON performance.
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

ractices in business organizations (decorum, protocol, policies, marketing,


ng, reportorial requirements and documentation, etc.)

e “Codes of Ethics” or “Codes of Right Conduct”


vations on business policies and practices ABM_ESR12-IIIa-d-1.5
uish between good policies/practices and morally unacceptable policies/practices
-IIIa-d-1.6

Business and Economic Development

: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic


Management, 5th ed., ch. 2, Houghton Mifflin, NY, p

vations on business policies and practices

t is Good Corporate Governance and Social responsibility

ts to form groups of four to five and read the Big-Eagle case on student
provided.Ask students to read the case carefully then they will answer the
at follow.
porate Governance and Social responsibility.

dents to explain further the definitions given for a better understanding of a


Governance.

nd Discussion-Case study

he importance of corporate governance and its benefits to business/companys


e.

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Principles of Marketing
Date 12/6/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
the value of customer relations and customer service
B Performance Standards

develop a program for customer service


C Learning Competencies/Objectives
Write the LC code for each
define “relationship marketing” ABM_PM11-Ic-d-5
explain the value of customers ABM_PM11-Ic-d-
II. CONTENT Customer Relationship: Customer Service
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Relationship marketing and the value of customer
B Establishing the Purpose of the Lesson
Let the students realize the importance of having relationship marketing and the value of cu
C ACTVITY - Presenting instance/s of the
Lesson
Let the students identify the value of customer relations and develop customer serv
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Identify the different strategy of building customer relationship

E FORMATIVE ASSESSMENT - Ask the students to re define relationship marketing and able to explain the value
Developing Mastery
customer
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Let the students answer this question"Why are customer relationship important to a
organization?
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of relationship marketing and how to develop customer relationshi

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

mer relations and customer service

rogram for customer service

_PM11-Ic-d-5
plain the value of customers ABM_PM11-Ic-d-6
lationship: Customer Service

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

customer

of having relationship marketing and the value of customer

customer relations and develop customer service


omer relationship

ship marketing and able to explain the value

n"Why are customer relationship important to an

marketing and how to develop customer relationship.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 12/11/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
classical philosophies specifically, virtue ethics (Socrates, Plato, Aristotle, Confucius,
B Performance Standards
identify the classical philosophies and their implication for business principles and p
C Learning Competencies/Objectives compare and contrast classical philosophies as they relate to the business setting ABM_ESR1
Write the LC code for each 2.1

Foundations of the Principles of Business Ethics


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Maximiano, Jose Mario B. Business Ethics and Corporate Social Responsibility.( M
B. Anvil Publishing, 2007).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson compare and contrast classical philosophies as they relate to the business setting
B Establishing the Purpose of the Lesson
Discuss Classical philosophies

C ACTVITY - Presenting instance/s of the


Lesson
Compare and contrast different classical philosophies

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills identify the classical philosophies and their implication for business principles and practices
E FORMATIVE ASSESSMENT - Compare and contrast classical philosophies and relate their implication to business
Developing Mastery
principles and practices
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss clasical philosophies
H
EVALUATING LEARNING short quiz
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

ilosophies specifically, virtue ethics (Socrates, Plato, Aristotle, Confucius, etc.)

classical philosophies and their implication for business principles and practices
d contrast classical philosophies as they relate to the business setting ABM_ESR12-IIIe-h-

s of the Principles of Business Ethics

no, Jose Mario B. Business Ethics and Corporate Social Responsibility.( Manila:
Anvil Publishing, 2007).

d contrast classical philosophies as they relate to the business setting

sical philosophies

nd contrast different classical philosophies

classical philosophies and their implication for business principles and practices

nd contrast classical philosophies and relate their implication to business


nd practices

nd Discussion-Case study

asical philosophies

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 12/12/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The impact of belief systems (Buddhism, Islam, Christianity, etc.)
B Performance Standards
describe various belief systems, and their similarities and differences in relation to th
business setting
C Learning Competencies/Objectives give examples of how belief systems affect business practices BM_ESR12-IIIe-h-2.2
Write the LC code for each

Foundations of the Principles of Business Ethics


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Maximiano, Jose Mario B. Business Ethics and Corporate Social Responsibility.( M
B. Anvil Publishing, 2007).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Belief System after business practices
B Establishing the Purpose of the Lesson
Discuss Belief system

C ACTVITY - Presenting instance/s of the


Lesson describe various belief systems, and their similarities and differences in relation to th
business setting
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills identify different belief system in business practices
E FORMATIVE ASSESSMENT -
Developing Mastery
give examples of how belief systems affect business practices
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss Belief System and its impact on business practices
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

of belief systems (Buddhism, Islam, Christianity, etc.)

rious belief systems, and their similarities and differences in relation to the
tting
es of how belief systems affect business practices BM_ESR12-IIIe-h-2.2

s of the Principles of Business Ethics

no, Jose Mario B. Business Ethics and Corporate Social Responsibility.( Manila:
Anvil Publishing, 2007).

m after business practices

ef system

rious belief systems, and their similarities and differences in relation to the
tting

rent belief system in business practices

les of how belief systems affect business practices

nd Discussion-Case study

elief System and its impact on business practices

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Principles of Marketing
Date 12/15/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards the importance of information, the market characteristics affecting consumer beha
and the bases of market segmentation
B Performance Standards
conduct marketing research, interpret market buying behavior on product or servic
identify the product or service target market
C Learning Competencies/Objectives
Write the LC code for each

select the appropriate target market segment and its positioning ABM_PM11-Ie-
II. CONTENT Market Opportunity Analysis and Consumer Analysis
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Target market segment and its positioning
B Establishing the Purpose of the Lesson
Let the students describe the importance of Target Market and its positioning
C ACTVITY - Presenting instance/s of the
Lesson
Let the students identify target markets
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Identify the different strategy of analyzing target market

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to describeTarget Market Segment
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Let the students answer this question"What are strategies to consider in creating Ta
Market Segment in Business
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of Target Market Segment ang Its Positioning

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

market characteristics affecting consumer behavior,


ses of market segmentation

et market buying behavior on product or service, and


oduct or service target market

et segment and its positioning ABM_PM11-Ie-i-15


ty Analysis and Consumer Analysis

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

e of Target Market and its positioning

ets
get market

arket Segment

n"What are strategies to consider in creating Target

t Segment ang Its Positioning

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 12/15/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The impact of belief systems (Buddhism, Islam, Christianity, etc.)
B Performance Standards
Describe various belief systems, and their similarities and differences in relation to t
business setting
C Learning Competencies/Objectives
Write the LC code for each Analyze simple business situations as they are affected by the Filipino value system
recommend ways of confronting ethical challenges in the business setting ABM_ESR
h-2.3

Foundations of the Principles of Business Ethics


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Maximiano, Jose Mario B. Business Ethics and Corporate Social Responsibility.( M
B. Anvil Publishing, 2007).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson The Filipino Value System
B Establishing the Purpose of the Lesson
Discuss Filipino belief system

C ACTVITY - Presenting instance/s of the


Lesson
Mini case Study

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills identify different belief system in business practices
E FORMATIVE ASSESSMENT -
Developing Mastery
give examples of how belief systems affect business practices
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON
H
EVALUATING LEARNING Short Quiz
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

of belief systems (Buddhism, Islam, Christianity, etc.)

rious belief systems, and their similarities and differences in relation to the
tting
mple business situations as they are affected by the Filipino value system and
d ways of confronting ethical challenges in the business setting ABM_ESR12IIIe-

s of the Principles of Business Ethics

no, Jose Mario B. Business Ethics and Corporate Social Responsibility.( Manila:
Anvil Publishing, 2007).

Value System

no belief system

tudy

rent belief system in business practices

les of how belief systems affect business practices

nd Discussion-Case study

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 12/15/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards industry analysis, its principles, tools, and techniques leading to the identification of
business opportunities
B Performance Standards
apply tools and techniques for business opportunities like the SWOT/TOWS analysis
C Learning Competencies/Objectives identify and explain different principles, tools, and techniques in creating a business
Write the LC code for each
ABM_AE12-IIa-d-
9
II. CONTENT Industry and Environmental Analysis: Business Opportunities Identification
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Types of Industries
B Establishing the Purpose of the Lesson
Ask the students to identify different tyoes of industreis

C ACTVITY - Presenting instance/s of the Take the classroom officers as the leaders, To identify different industries
Lesson
in the country
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Ask the students to discuss the Swot analysis

E FORMATIVE ASSESSMENT - Enumerate atleast five economic problems in the phillipines and cite possible
Developing Mastery
remedies/solutions.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Ask the learners to explain how applied economics can be used in creating business plans
and techniques
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the different types of industries

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 12/18/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards industry analysis, its principles, tools, and techniques leading to the identification of
business opportunities
B Performance Standards
apply tools and techniques for business opportunities like the SWOT/TOWS analysis
C Learning Competencies/Objectives identify and explain different principles, tools, and techniques in creating a business
Write the LC code for each
ABM_AE12-IIa-d-
9

II. CONTENT Industry and Environmental Analysis: Business Opportunities Identification


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Swot Analysis in Creating Business Opportunities
B Establishing the Purpose of the Lesson
Ask the students to apply SWOT analysis by conducting Macro and Micro environmental factors.

C ACTVITY - Presenting instance/s of the Conduct a survey on Micro and Macro environmental factors that affects business
Lesson
opportunities
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Discuss the concept of SWOT analysis

E FORMATIVE ASSESSMENT -
Developing Mastery
Apply tools and techniques for business opportunities like the SWOT analysis
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Ask the learners to explain how SWOT analysis can be used in creating business plans and
techniques
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the concept of SWOT analysis and its importance in creating business opportunities

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 12/19/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards industry analysis, its principles, tools, and techniques leading to the identification of
business opportunities
B Performance Standards
apply tools and techniques for business opportunities like the SWOT/TOWS analysis
C Learning Competencies/Objectives identify and explain different principles, tools, and techniques in creating a business
Write the LC code for each
ABM_AE12-IIa-d-
9

II. CONTENT Industry and Environmental Analysis: Business Opportunities Identification


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Swot Analysis in Creating Business Opportunities
B Establishing the Purpose of the Lesson
Ask the students to apply SWOT analysis by conducting Macro and Micro environmental factors.

C ACTVITY - Presenting instance/s of the


Lesson Identification of business opportunities
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Discuss the concept of SWOT analysis

E FORMATIVE ASSESSMENT -
Developing Mastery Apply tools and techniques for business opportunities like the SWOT analysis
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Ask the learners to explain how SWOT analysis can be used in creating business plans and
techniques
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the concept of SWOT analysis and its importance in creating business opportunities

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 12/18/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The Filipino Value System
B Performance Standards
Describe how the filipino value system affects the attitudes of business constituents
C Learning Competencies/Objectives
Write the LC code for each
Distinguish what is good vs. what is morally unacceptable among the given filipino v
ABM_ESR12IIIe-h-2.4

Foundations of the Principles of Business Ethics


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Business Ethics ans Social Responsibility by: Angelita Ong Camilar-Serrano-DBA
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson The Filipino Value System
B Establishing the Purpose of the Lesson
Discuss Filipino value system

C ACTVITY - Presenting instance/s of the


Lesson
Ethical Dilemma- Mini case Study; page 143-145

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills identify different filipino value system in business practices
E FORMATIVE ASSESSMENT -
Developing Mastery
Describe the different Filipino value system
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Case Question; page 145

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the different filipino value system.
H
EVALUATING LEARNING Short Quiz-page 147-148
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

o Value System

ow the filipino value system affects the attitudes of business constituents.

what is good vs. what is morally unacceptable among the given filipino values.
2IIIe-h-2.4

s of the Principles of Business Ethics

hics ans Social Responsibility by: Angelita Ong Camilar-Serrano-DBA

Value System

no value system

mma- Mini case Study; page 143-145

rent filipino value system in business practices

he different Filipino value system

tion; page 145

he different filipino value system.


page 147-148

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 12/19/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The Filipino Value System
B Performance Standards
Describe how the filipino value system affects the attitudes of business constituents
C Learning Competencies/Objectives
Write the LC code for each
Distinguish what is good vs. what is morally unacceptable among the given filipino v
ABM_ESR12IIIe-h-2.4

Foundations of the Principles of Business Ethics


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


Business Ethics ans Social Responsibility by: Angelita Ong Camilar-Serrano-DBA
B.
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON
H
EVALUATING LEARNING SUMMATIVE TEST
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

o Value System

ow the filipino value system affects the attitudes of business constituents.

what is good vs. what is morally unacceptable among the given filipino values.
2IIIe-h-2.4

s of the Principles of Business Ethics

hics ans Social Responsibility by: Angelita Ong Camilar-Serrano-DBA

E TEST

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Principles of Marketing
Date 12/18/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The essence of the new product development,pricing,placing and promoting a prod
service.
B Performance Standards
Design a new product or service.decide types of pricing approach and choose distrib
methods and promotion tools that respond to market trends
C Learning Competencies/Objectives
Write the LC code for each
Define a product and diffrentiates the product,services and experiences ABM_PM11
16
II. CONTENT Developing the marketing mix
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Developing the marketing mix
B Establishing the Purpose of the Lesson
Let the students describe the importance of Marketing mix

C ACTVITY - Presenting instance/s of the


Lesson Let the students able to identify the four marketing mix
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Analyse the product,pricing,promotion and placement approaches

E FORMATIVE ASSESSMENT -
Developing Mastery Ask the students the four Marketing mix
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Let the students discuss the four marketing mix
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of Pricing,Promotion,Product and placement in marketing trends.

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

elopment,pricing,placing and promoting a product or

de types of pricing approach and choose distribution


spond to market trends

e product,services and experiences ABM_PM11-Ie-i-

ping the marketing mix

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

e of Marketing mix

our marketing mix

lacement approaches

mix

rketing mix

otion,Product and placement in marketing trends.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Principles of Marketing
Date 12/19/2017 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The essence of the new product development,pricing,placing and promoting a prod
service.
B Performance Standards
Design a new product or service.decide types of pricing approach and choose distrib
methods and promotion tools that respond to market trends
C Learning Competencies/Objectives identify and describe the factors to
Write the LC code for each
consider when setting prices and
new product pricing and its general
pricing approachess ABM_PM11-Ie-i-17

II. CONTENT Developing the marketing mix


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Factors to consider in setting pricing approach
B Establishing the Purpose of the Lesson
Let the students describe the importance of pricing

C ACTVITY - Presenting instance/s of the


Lesson Let the students able to identify the pricing segment
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Define what is pricing

E FORMATIVE ASSESSMENT -
Developing Mastery Let the students describe the trends of setting prices in promoting a new product
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Let the students discuss the four marketing mix
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of Pricing,Promotion,Product and placement in marketing trends.

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

elopment,pricing,placing and promoting a product or

de types of pricing approach and choose distribution


spond to market trends

17

ping the marketing mix

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

roach

e of pricing

pricing segment

of setting prices in promoting a new product

rketing mix

otion,Product and placement in marketing trends.

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/3/2018 Quarter SECOND QU
Grade Level 12 Teacher VOLTAIRE E.
I. OBJECTIVES
A Content Standards
the responsibilities and accountabilities of entrepreneurs and accountabilities of ent
employees, government, creditors,suppliers,consumers, general public, and other
stakeholders;majorethical issues in
entrepreneurship

B Performance Standards
Identify responsibilities to the business organization he/she belongs to and explain t
frameworks of social responsibility
C Learning Competencies/Objectives Suggest ways to enhance employer employee relatiomship and encourage just and fair busin
Write the LC code for each such as recruitment promotion retention marketing and advertising intellectual property rig
funds and the like.- ABM_ESR12-IVi-I-3.1

SOCIAL RESPONSIBILITY OF ENTREPRENEURS


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Share observations on business policies and practices
B Establishing the Purpose of the Lesson
Discuss what is Good Corporate Governance and Social responsibility

C ACTVITY - Presenting instance/s of the


Lesson Ask students to form groups of four to five and read the Big-Eagle case on student w
students to read the case carefully then they will answer the question that follow.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills What is Corporate Governance and Social responsibility.

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
Governance.
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the importance of corporate governance and its benefits to business/companys p
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

and accountabilities of entrepreneurs and accountabilities of entrepreneurs toward the


ment, creditors,suppliers,consumers, general public, and other
ethical issues in

ities to the business organization he/she belongs to and explain the diff. models and
al responsibility
nce employer employee relatiomship and encourage just and fair business policies and practices
promotion retention marketing and advertising intellectual property rights sources and uses of
BM_ESR12-IVi-I-3.1

ILITY OF ENTREPRENEURS

es and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th ed.,
ch. 2, Houghton Mifflin, NY, p

n business policies and practices

Corporate Governance and Social responsibility

m groups of four to five and read the Big-Eagle case on student worksheet provided.Ask
e case carefully then they will answer the question that follow.

overnance and Social responsibility.

explain further the definitions given for a better understanding of a Corporate

ssion-Case study

tance of corporate governance and its benefits to business/companys performance.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/4/2018 Quarter SECOND QU
Grade Level 12 Teacher VOLTAIRE E.
I. OBJECTIVES
A Content Standards
the responsibilities and accountabilities of entrepreneurs and accountabilities of ent
employees, government, creditors,suppliers,consumers, general public, and other
stakeholders;majorethical issues in
entrepreneurship

B Performance Standards
Identify responsibilities to the business organization he/she belongs to and explain t
frameworks of social responsibility
C Learning Competencies/Objectives Suggest ways to enhance employer employee relatiomship and encourage just and fair busin
Write the LC code for each such as recruitment promotion retention marketing and advertising intellectual property rig
funds and the like.- ABM_ESR12-IVi-I-3.1

SOCIAL RESPONSIBILITY OF ENTREPRENEURS


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Recruitment, Promotion, Retention Marketing and advertising
B Establishing the Purpose of the Lesson
Discuss the responsibilities of business organization

C ACTVITY - Presenting instance/s of the


Lesson
Ask students to identify responsibilities of business organization

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills What are the Social responsibilities of Entrepreneurs

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
responsibilirties of entrepreneurs
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and Re discuss the importance of employee/employer relationship in social responsibilities and i
ABSTRUCTIONS ABOUT THE LESSON business/companys performance.
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

and accountabilities of entrepreneurs and accountabilities of entrepreneurs toward the


ment, creditors,suppliers,consumers, general public, and other
ethical issues in

ities to the business organization he/she belongs to and explain the diff. models and
al responsibility
nce employer employee relatiomship and encourage just and fair business policies and practices
promotion retention marketing and advertising intellectual property rights sources and uses of
BM_ESR12-IVi-I-3.1

ILITY OF ENTREPRENEURS

es and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th ed.,
ch. 2, Houghton Mifflin, NY, p

tion, Retention Marketing and advertising

bilities of business organization

ntify responsibilities of business organization

esponsibilities of Entrepreneurs

explain further the definitions given for a better understanding of a Social


entrepreneurs

ssion-Case study

tance of employee/employer relationship in social responsibilities and its benefits to


erformance.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/5/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
the responsibilities and accountabilities of entrepreneurs and accountabilities of ent
the employees, government, creditors,suppliers,consumers, general public, and othe
stakeholders;majorethical issues in
entrepreneurship

B Performance Standards
Identify responsibilities to the business organization he/she belongs to and explain t
frameworks of social responsibility
C Learning Competencies/Objectives Advocate honest policies and practices in all aspects of business operations.
Write the LC code for each ABM_ESR12-Ivi-3.2

SOCIAL RESPONSIBILITY OF ENTREPRENEURS


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Advocates honest policies and practices in environmental management.
B Establishing the Purpose of the Lesson
Discuss the responsibilities of business organization

C ACTVITY - Presenting instance/s of the


Lesson
Ask students to identify responsibilities of business organization

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills Explain the different models and frameworks of Social responsibility.

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
responsibilirties of entrepreneurs
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and Re discuss the importance of employee/employer relationship in social responsibilities and i
ABSTRUCTIONS ABOUT THE LESSON business/companys performance.
H
EVALUATING LEARNING Short quiz
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

es and accountabilities of entrepreneurs and accountabilities of entrepreneurs toward


overnment, creditors,suppliers,consumers, general public, and other
orethical issues in

bilities to the business organization he/she belongs to and explain the diff. models and
cial responsibility
olicies and practices in all aspects of business operations.

BILITY OF ENTREPRENEURS

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

policies and practices in environmental management.

sibilities of business organization

dentify responsibilities of business organization

nt models and frameworks of Social responsibility.

to explain further the definitions given for a better understanding of a Social


f entrepreneurs

cussion-Case study

ortance of employee/employer relationship in social responsibilities and its benefits to


s performance.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/8/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
the responsibilities and accountabilities of entrepreneurs and accountabilities of ent
the employees, government, creditors,suppliers,consumers, general public, and othe
stakeholders;majorethical issues in
entrepreneurship and Models and Frameworks of social responsibility in the practice

B Performance Standards
Identify responsibilities to the business organization he/she belongs to and explain t
frameworks of social responsibility
C Learning Competencies/Objectives Observes and promote policies and practices in environmental management.
Write the LC code for each ABM_ESR12-Ivi-3.3

SOCIAL RESPONSIBILITY OF ENTREPRENEURS


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Promote policies and practices in environmental management.
B Establishing the Purpose of the Lesson
Discuss the practices of environmental management

C ACTVITY - Presenting instance/s of the


Lesson Ask students to identify responsibilities in environmental practices within the comm
organization
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Explain the different models and frameworks of Social responsibility.

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
responsibilirties of entrepreneurs
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the the practices and frameworks of Environmental management in business orga
H
EVALUATING LEARNING Short quiz
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

es and accountabilities of entrepreneurs and accountabilities of entrepreneurs toward


overnment, creditors,suppliers,consumers, general public, and other
orethical issues in
and Models and Frameworks of social responsibility in the practice of sound business.

bilities to the business organization he/she belongs to and explain the diff. models and
cial responsibility
mote policies and practices in environmental management.

BILITY OF ENTREPRENEURS

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

nd practices in environmental management.

es of environmental management

dentify responsibilities in environmental practices within the community of business

nt models and frameworks of Social responsibility.

to explain further the definitions given for a better understanding of a Social


f entrepreneurs

cussion-Case study

practices and frameworks of Environmental management in business organizations.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/9/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
the responsibilities and accountabilities of entrepreneurs and accountabilities of ent
the employees, government, creditors,suppliers,consumers, general public, and othe
stakeholders;majorethical issues in
entrepreneurship and Models and Frameworks of social responsibility in the practice

B Performance Standards
Identify responsibilities to the business organization he/she belongs to and explain t
frameworks of social responsibility
C Learning Competencies/Objectives Cite examples of companies that practice social res[posibilities in the conduct of business.
Write the LC code for each ABM_ESR12-Ivi-3.4

SOCIAL RESPONSIBILITY OF ENTREPRENEURS


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Companies Social Responsibility in the conduct of business
B Establishing the Purpose of the Lesson
Discuss the Social Responsibility in business Opreations

C ACTVITY - Presenting instance/s of the


Lesson Ask students to identifySocial responsibilities in environmental practices within the
business organization
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Explain the different models and frameworks of Social responsibility.

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
responsibilirties of entrepreneurs
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the the practices and framework of Social Responsibility in business organizations
H
EVALUATING LEARNING Short quiz
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

es and accountabilities of entrepreneurs and accountabilities of entrepreneurs toward


overnment, creditors,suppliers,consumers, general public, and other
orethical issues in
and Models and Frameworks of social responsibility in the practice of sound business.

bilities to the business organization he/she belongs to and explain the diff. models and
cial responsibility
mpanies that practice social res[posibilities in the conduct of business.
-3.4

BILITY OF ENTREPRENEURS

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

esponsibility in the conduct of business

Responsibility in business Opreations

dentifySocial responsibilities in environmental practices within the community of


tion

nt models and frameworks of Social responsibility.

to explain further the definitions given for a better understanding of a Social


f entrepreneurs

cussion-Case study

practices and framework of Social Responsibility in business organizations.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/11/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
the responsibilities and accountabilities of entrepreneurs and accountabilities of ent
the employees, government, creditors,suppliers,consumers, general public, and othe
stakeholders;majorethical issues in
entrepreneurship and Models and Frameworks of social responsibility in the practice

B Performance Standards
Identify responsibilities to the business organization he/she belongs to and explain t
frameworks of social responsibility
C Learning Competencies/Objectives provide evidences that ethical/social responsibility is profitable .
Write the LC code for each

SOCIAL RESPONSIBILITY OF ENTREPRENEURS


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Ethical and Social responsibility
B Establishing the Purpose of the Lesson
Discuss theimportance of Social Responsibility in business Opreations

C ACTVITY - Presenting instance/s of the


Lesson
Ask students to identify Ethical and social responsibilities in business organization

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills Explain the different models and frameworks of Social responsibility tohave a sound busines

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding o
Developing Mastery
Social responsibilirties in making Business Profitable
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the Ethical and Social values to make Business Successful.
H
EVALUATING LEARNING Short quiz
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

es and accountabilities of entrepreneurs and accountabilities of entrepreneurs toward


overnment, creditors,suppliers,consumers, general public, and other
orethical issues in
and Models and Frameworks of social responsibility in the practice of sound business.

bilities to the business organization he/she belongs to and explain the diff. models and
cial responsibility
that ethical/social responsibility is profitable . ABM_ESR12-Ivi-3.5

BILITY OF ENTREPRENEURS

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

esponsibility

nce of Social Responsibility in business Opreations

dentify Ethical and social responsibilities in business organization

nt models and frameworks of Social responsibility tohave a sound business activity

to explain further the definitions given for a better understanding of an Ethical &
irties in making Business Profitable

cussion-Case study

cal and Social values to make Business Successful.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/12/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
the responsibilities and accountabilities of entrepreneurs and accountabilities of ent
the employees, government, creditors,suppliers,consumers, general public, and othe
stakeholders;majorethical issues in
entrepreneurship and Models and Frameworks of social responsibility in the practice

B Performance Standards
Identify responsibilities to the business organization he/she belongs to and explain t
frameworks of social responsibility
C Learning Competencies/Objectives provide evidences that ethical/social responsibility is profitable .
Write the LC code for each

SOCIAL RESPONSIBILITY OF ENTREPRENEURS


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living SUMMATIVE TEST

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON
H
EVALUATING LEARNING
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

es and accountabilities of entrepreneurs and accountabilities of entrepreneurs toward


overnment, creditors,suppliers,consumers, general public, and other
orethical issues in
and Models and Frameworks of social responsibility in the practice of sound business.

bilities to the business organization he/she belongs to and explain the diff. models and
cial responsibility
that ethical/social responsibility is profitable . ABM_ESR12-Ivi-3.5

BILITY OF ENTREPRENEURS

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/15/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
The importance of doing business beyond profit motivation.

B Performance Standards
IDENTIFY THE REASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPAR
A PERSONAL ACTION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO
AND SOCIAL RESPONSIBILITY IN THEIR BUSINESS OPERATION.

C Learning Competencies/Objectives Expalin the importance of establishing and susutaining business enterprise as a source of job
Write the LC code for each financial freedom.. ABM_ESR12-IVm-4.1

business beyond profit motivation


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing the importance of establishing and susutaining business enterprise as a source of job oppor
Previous Lesson freedom.
B Establishing the Purpose of the Lesson
Discuss theimportance of business Opreations and opportunities in financial freedom.

C ACTVITY - Presenting instance/s of the


Lesson
Ask students to identify reasons for establishing business enterprise

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills Identify business establishment that sustain job opportunities and gaining profit within the c

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding i
Developing Mastery
sustaining Business Profitable
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the importance of establishing and sustaining Business Successful.
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

f doing business beyond profit motivation.

ASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPARE AND IMPLEMENT
ION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO PRACTICE ETHIVS
PONSIBILITY IN THEIR BUSINESS OPERATION.

ance of establishing and susutaining business enterprise as a source of job opportunities and
ABM_ESR12-IVm-4.1

profit motivation

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

establishing and susutaining business enterprise as a source of job opportunities and financial

nce of business Opreations and opportunities in financial freedom.

dentify reasons for establishing business enterprise

stablishment that sustain job opportunities and gaining profit within the community

to explain further the definitions given for a better understanding in Establishing and
ss Profitable

cussion-Case study

ortance of establishing and sustaining Business Successful.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/16/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
The importance of doing business beyond profit motivation.

B Performance Standards
IDENTIFY THE REASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPAR
A PERSONAL ACTION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO
AND SOCIAL RESPONSIBILITY IN THEIR BUSINESS OPERATION.

C Learning Competencies/Objectives Expalin the importance of establishing and susutaining business enterprise as a source of job
Write the LC code for each financial freedom.. ABM_ESR12-IVm-4.1

business beyond profit motivation


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Job Opportunities and Financial freedom
Previous Lesson
B Establishing the Purpose of the Lesson
Discuss theimportance of business Opreations and opportunities in financial freedom.

C ACTVITY - Presenting instance/s of the


Lesson
Ask students to identify reasons for establishing business enterprise

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills Identify business establishment that sustain job opportunities and gaining profit within the c

E FORMATIVE ASSESSMENT - Ask the students to explain further the definitions given for a better understanding i
Developing Mastery
sustaining Business Profitable
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the importance of establishing and sustaining Business Successful.
H
EVALUATING LEARNING Short quiz
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

f doing business beyond profit motivation.

ASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPARE AND IMPLEMENT
ION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO PRACTICE ETHIVS
PONSIBILITY IN THEIR BUSINESS OPERATION.

ance of establishing and susutaining business enterprise as a source of job opportunities and
ABM_ESR12-IVm-4.1

profit motivation

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

and Financial freedom

nce of business Opreations and opportunities in financial freedom.

dentify reasons for establishing business enterprise

stablishment that sustain job opportunities and gaining profit within the community

to explain further the definitions given for a better understanding in Establishing and
ss Profitable

cussion-Case study

ortance of establishing and sustaining Business Successful.

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/18/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
The importance of doing business beyond profit motivation.

B Performance Standards
IDENTIFY THE REASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPAR
A PERSONAL ACTION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO
AND SOCIAL RESPONSIBILITY IN THEIR BUSINESS OPERATION.

C Learning Competencies/Objectives Encourage employees to play active roles as decision makers in the business enterprise.. AB
Write the LC code for each

business beyond profit motivation


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Review previous lesson
Previous Lesson
B Establishing the Purpose of the Lesson
Discuss theimportance of decision making in business

C ACTVITY - Presenting instance/s of the


Lesson
Ask students to implement and make an action plan of small businesses

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills Identify business establishment that sustain job opportunities and gaining profit within the c

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to explain practice social enterprise in dealing with small business
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the importance of decision making
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

f doing business beyond profit motivation.

ASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPARE AND IMPLEMENT
ION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO PRACTICE ETHIVS
PONSIBILITY IN THEIR BUSINESS OPERATION.

ees to play active roles as decision makers in the business enterprise.. ABM_ESR12-IVm-4.2

profit motivation

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

sson

nce of decision making in business

mplement and make an action plan of small businesses

stablishment that sustain job opportunities and gaining profit within the community

to explain practice social enterprise in dealing with small business

cussion-Case study

ortance of decision making

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/19/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
The importance of doing business beyond profit motivation.

B Performance Standards
IDENTIFY THE REASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPAR
A PERSONAL ACTION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO
AND SOCIAL RESPONSIBILITY IN THEIR BUSINESS OPERATION.

C Learning Competencies/Objectives Encourage employees to play active roles as decision makers in the business enterprise.. AB
Write the LC code for each

business beyond profit motivation


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Decision making process in business enterprise
Previous Lesson
B Establishing the Purpose of the Lesson
Discuss theimportance of decision making in business

C ACTVITY - Presenting instance/s of the


Lesson
Ask students to implement and make an action plan of small businesses

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills Identify business establishment that sustain job opportunities and gaining profit within the c

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to explain practice social enterprise in dealing with small business
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the importance of decision making
H
EVALUATING LEARNING Short quiz
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

f doing business beyond profit motivation.

ASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPARE AND IMPLEMENT
ION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO PRACTICE ETHIVS
PONSIBILITY IN THEIR BUSINESS OPERATION.

ees to play active roles as decision makers in the business enterprise.. ABM_ESR12-IVm-4.2

profit motivation

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

ocess in business enterprise

nce of decision making in business

mplement and make an action plan of small businesses

stablishment that sustain job opportunities and gaining profit within the community

to explain practice social enterprise in dealing with small business

cussion-Case study

ortance of decision making

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Business Ethics
Date 1/22/2018 Quarter SECOND QUA
Grade Level 12 Teacher VOLTAIRE E. M
I. OBJECTIVES
A Content Standards
The importance of doing business beyond profit motivation.

B Performance Standards
IDENTIFY THE REASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPAR
A PERSONAL ACTION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO
AND SOCIAL RESPONSIBILITY IN THEIR BUSINESS OPERATION.

C Learning Competencies/Objectives Suggest innovative ways of developing new products and intoducing.. ABM_ESR12-IVm-4.3
Write the LC code for each

business beyond profit motivation


II. CONTENT
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources


(Source: Hill, Charles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategi
B. ed., ch. 2, Houghton Mifflin, NY, p
IV. PROCEDURES
A Presenting the New Lesson or Reviewing Product innovation
Previous Lesson
B Establishing the Purpose of the Lesson
Discuss the Marketing concept as studied in principles of Marketing

C ACTVITY - Presenting instance/s of the


Lesson
Ask students to make marketing plan to introduce product innovation

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills Ask the students to define what is product innovation

E FORMATIVE ASSESSMENT -
Developing Mastery
Ask the students to explain the importance of product innovation
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Question and Discussion-Case study

G MAKING GENERALIZATIONS and Re discuss the ways ans means on how to develop products in introducing its marketing con
ABSTRUCTIONS ABOUT THE LESSON operation
H
EVALUATING LEARNING Recitation
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
NTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG

SECOND QUARTER
VOLTAIRE E. MADET

f doing business beyond profit motivation.

ASONS FOR ESTABLISHING BUSINESS BEYOND PROFIT AND PREPARE AND IMPLEMENT
ION PLAN TO ASSIT AN EXISTING SMALL BUSINESS ENTERPRISE TO PRACTICE ETHIVS
PONSIBILITY IN THEIR BUSINESS OPERATION.

ways of developing new products and intoducing.. ABM_ESR12-IVm-4.3

profit motivation

rles and Jones, Gareth, R. (2001) “Corporate Governance,” Strategic Management, 5th
ed., ch. 2, Houghton Mifflin, NY, p

ting concept as studied in principles of Marketing

make marketing plan to introduce product innovation

define what is product innovation

to explain the importance of product innovation

cussion-Case study

s ans means on how to develop products in introducing its marketing concept in business

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 1/3/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards industry analysis, its principles, tools, and techniques leading to the identification of
business opportunities
B Performance Standards
apply tools and techniques for business opportunities like the SWOT/TOWS analysis
C Learning Competencies/Objectives identify and explain different principles, tools, and techniques in creating a business
Write the LC code for each
ABM_AE12-IIa-d-
9

II. CONTENT Industry and Environmental Analysis: Business Opportunities Identification


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Macro and Micro environments affecting business in locality
B Establishing the Purpose of the Lesson
Ask the students to apply SWOT analysis by conducting Macro and Micro environmental factors.

C ACTVITY - Presenting instance/s of the


Lesson Identification of business opportunities
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Discuss the concept of SWOT analysis

E FORMATIVE ASSESSMENT -
Developing Mastery Apply tools and techniques for business opportunities like the SWOT analysis
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Ask the learners to explain how SWOT analysis can be used in creating business plans and
techniques
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the concept of SWOT analysis and its importance in creating business opportunities

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 1/4/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards industry analysis, its principles, tools, and techniques leading to the identification of
business opportunities
B Performance Standards
apply tools and techniques for business opportunities like the SWOT/TOWS analysis
C Learning Competencies/Objectives distinguish the different services/products of business and industry in the locality
Write the LC code for each
ABM_AE12-IIa-d-10
9
II. CONTENT Industry and Environmental Analysis: Business Opportunities Identification
III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson types of industries
B Establishing the Purpose of the Lesson
Discuss the different kind of industries

C ACTVITY - Presenting instance/s of the Define the diff.industries such as Agri business.manufacturing,retail and services and
Lesson international trade ( exports and imports)
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Differentiate the types of industries

E FORMATIVE ASSESSMENT -
Developing Mastery Apply tools and techniques in dtermining the different types of industries
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living
Ask the learners to explain how SWOT analysis can be used in diff. types of industries
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the diff. types of industries

H EVALUATING LEARNING short quiz


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 1/5/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
Various Socio economic impacts of business on the following sectors

B Performance Standards
Conduct socio economic impact study on consumers new product and services
C Learning Competencies/Objectives Identify and explain the varios socio economic factors affecting business and industry-
Write the LC code for each
ABM_AE12II-e-g-11

II. CONTENT socio economic impact study


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Consumer and Suppliers
B Establishing the Purpose of the Lesson
Discuss what is a consumer and a supplier

C ACTVITY - Presenting instance/s of the


Lesson Describe the activities of a consumer and supplier
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Differentiate consumer against supplier

E FORMATIVE ASSESSMENT -
Developing Mastery Identify the impact of consumer and a supplier in the socio econiomic activity
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Ask the learners to explain how SWOT analysis can be used in these two factors affecting
business and industry
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the importance of consumer and supplier within the community

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 1/8/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
Various Socio economic impacts of business on the following sectors

B Performance Standards
Conduct socio economic impact study on consumers new product and services
C Learning Competencies/Objectives analyze and evaluate the viability of a business and its impact on the community-
Write the LC code for each
ABM_AE12II-e-g-12

II. CONTENT socio economic impact study


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson investors and government,households and international trade
B Establishing the Purpose of the Lesson
Discuss who are investors, government,households and international trade

C ACTVITY - Presenting instance/s of the


Lesson Describe the activities of these sectors in socio economic impact
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Define who are investors,What is a government, households and international trade

E FORMATIVE ASSESSMENT -
Developing Mastery Identify the impact of these sectors in the socio econiomic activity
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily
Living Ask the learners to conduct SWOT analysis can be used in these sectors affecting business
and industry
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON Re discuss the impact of these sectors in the socio economic activities

H EVALUATING LEARNING short quiz


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 1/9/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
Various Socio economic impacts of business on the following sectors

B Performance Standards
Conduct socio economic impact study on consumers new product and services
C Learning Competencies/Objectives formulate recommendation and strategies on how to minimize and maximize a business
Write the LC code for each
negative impact and positive impact- ABM_AE12II-e-g-13

II. CONTENT socio economic impact study


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review research lesson
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living Ask the students to make research on the study of socio economic impact regarding
business activities
G MAKING GENERALIZATIONS and
ABSTRUCTIONS ABOUT THE LESSON

H EVALUATING LEARNING formulate recommendations and strategies


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Applied Economic
Date 1/10/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
Various Socio economic impacts of business on the following sectors

B Performance Standards
Conduct socio economic impact study on consumers new product and services
C Learning Competencies/Objectives formulate recommendation and strategies on how to minimize and maximize a business
Write the LC code for each
negative impact and positive impact- ABM_AE12II-e-g-13

II. CONTENT SUMMATIVE TEST


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Bautista, Germelino. Economics and Society. (Quezon City: Ateneo de Manila University
B. Press, 2013).
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review research all previos lessons
B Establishing the Purpose of the Lesson

C ACTVITY - Presenting instance/s of the


Lesson

D ANALYSIS - Discussion of New Concepts


and Practicing New Skills

E FORMATIVE ASSESSMENT -
Developing Mastery

F APPLICATION - Finding Practical


Application of Concepts and Skills in Daily
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON

H EVALUATING LEARNING
I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Principles of Marketing
Date 1/3/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards The essence of the new product development,pricing,placing and promoting a prod
service.
B Performance Standards
Design a new product or service.decide types of pricing approach and choose distrib
methods and promotion tools that respond to market trends
C Learning Competencies/Objectives Discuss the structures of distribution channels its function and the nature of supply
Write the LC code for each
and define and identify promotional tools- ABM_PM11-Iia-e-18 and 19

II. CONTENT Developing the marketing mix


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Channels of distribution and promotional tools
B Establishing the Purpose of the Lesson
Let the students describe the importance of pricing,plac promoting and distributioning

C ACTVITY - Presenting instance/s of the


Lesson Let the students able to identify the pricing segment
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills Define what is pricing

E FORMATIVE ASSESSMENT -
Developing Mastery Let the students describe the trends of setting prices in promoting a new product
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Let the students discuss the four marketing mix
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of Pricing,Promotion,Product and placement in marketing trends.

H EVALUATING LEARNING recitation


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

elopment,pricing,placing and promoting a product or

de types of pricing approach and choose distribution


spond to market trends
channels its function and the nature of supply chain
tools- ABM_PM11-Iia-e-18 and 19

ping the marketing mix

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

al tools

e of pricing,plac promoting and distributioning

pricing segment

of setting prices in promoting a new product

rketing mix

otion,Product and placement in marketing trends.

FERNANDO E. GAPUZ
SHS Assistant Principal
MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Principles of Marketing
Date 1/5/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The necessity of a marketing plan in business
B Performance Standards
Create a new product or service design and pricing and promotion and distribution
strategies
C Learning Competencies/Objectives Identify target market and positioning and explain the marketing plan-ABM_PM11-I
Write the LC code for each
& 23

II. CONTENT Managing the marketing effort


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Target positioning and marketing plan
B Establishing the Purpose of the Lesson
Let the students describe the importance of target positioning and marketing plan

C ACTVITY - Presenting instance/s of the Let the students able to illustrate target positioning and let them explain the signific
Lesson marketing mix.
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills What is the importance of target market and the marketing plan in business activity

E FORMATIVE ASSESSMENT -
Developing Mastery Let the students describe the trends of setting Marketing plan and target positioning
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Let the students discuss the four marketing plan and target market positioning
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the Marketing process,Marketing Plan and Target market positioning

H EVALUATING LEARNING short quiz


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

business

gn and pricing and promotion and distribution

g and explain the marketing plan-ABM_PM11-Iif-22

ng the marketing effort

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

e of target positioning and marketing plan

et positioning and let them explain the significane of

the marketing plan in business activity

of setting Marketing plan and target positioning

rketing plan and target market positioning

ting Plan and Target market positioning

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Principles of Marketing
Date 1/4/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
The necessity of a marketing plan in business
B Performance Standards
Create a new product or service design and pricing and promotion and distribution
strategies
C Learning Competencies/Objectives expalin the relationship between market analysis planning implementation and cont
Write the LC code for each
and analyze the companys situation markets and environment- ABM_PMII-Iif-20 &

II. CONTENT Managing the marketing effort


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Marketing process
B Establishing the Purpose of the Lesson
Let the students describe the importance of planning,swot analysis,implementation and con

C ACTVITY - Presenting instance/s of the


Lesson Let the students able to illustrate the marketing process
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills define the four types of marketing process

E FORMATIVE ASSESSMENT -
Developing Mastery Let the students describe the trends of setting Marketing process and strategies
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Let the students discuss the four marketing process
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the definition of swot analysis,planning,implementation and control

H EVALUATING LEARNING short quiz


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

business

gn and pricing and promotion and distribution

rket analysis planning implementation and control


markets and environment- ABM_PMII-Iif-20 & 21

ng the marketing effort

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

e of planning,swot analysis,implementation and control

marketing process

of setting Marketing process and strategies

rketing process

,planning,implementation and control

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I
DEPARTMENT OF EDUCATION
Region 02
Division of Nueva Vizcaya
SANTA FE NATIONAL HIGH SCHOOL
Santa Fe

DAILY LEARNING LOG


Learning Area: Principles of Marketing
Date 1/8/2018 Quarter SECOND QUARTER
Grade Level 12 Teacher VOLTAIRE E. MADET
I. OBJECTIVES
A Content Standards
proper interpretation of marketing strategies
B Performance Standards

orally defend the mini marketing plan


C Learning Competencies/Objectives ABM_PM11-Iig-j-24 & 25
Write the LC code for each

II. CONTENT Workshop and presentation of marketing plan


III. LEARNING RESOURCES
A. References
1 Teacher Guide Pages
2 Learner's Materials Pages
3 Textbook Pages
4 Additional Materials from Learning Resource
Portal

Other Learning Resources Ac-ac, Maria Victoria M. Principles of Marketing, Revised Ed., Pasig: Anvil Publishing
B. 2014
IV. PROCEDURES
A Presenting the New Lesson or Reviewing
Previous Lesson Review Panning Process in Marketing
B Establishing the Purpose of the Lesson
Discuss the steps in creating a Marketing concepts and strategies

C ACTVITY - Presenting instance/s of the


Lesson group the students into 3 to discuss on how to make a marketing plan
D ANALYSIS - Discussion of New Concepts
and Practicing New Skills What is the importance of marketing plan

E FORMATIVE ASSESSMENT -
Developing Mastery Let the students describe the trends of setting Marketing plan
F APPLICATION - Finding Practical
Application of Concepts and Skills in Daily Presentation of a marketing plan based on the group activity
Living

G MAKING GENERALIZATIONS and


ABSTRUCTIONS ABOUT THE LESSON Re discuss the proper steps on how to make a Strategic marketing plan

H EVALUATING LEARNING Present a mini marketing plan,orally and in writing


I
ADDITIONAL ACTIVITIES for
application or remediation

V. REMARKS
VI. REFLECTION TVL-GAS GAS ABM-GAS
A Number of learners who earned 80% on the
Formative Assessment.

B Number of Learners who require additional


activities for remediation.

C Did the remedial lesson work? Number of


Learners who caught up with lesson.

D Number of learners who continue to require


remediation.

E Which of my teaching strategies worked well?


Why did these work?

F What innovation or localized materials did I


use/discover which I wish to share with other
teachers?

G What difficulty did I encounter which my


principal or supervisor can help me solve?

Checked by: Noted:


JOEL B. GUINSAYAN FERNANDO E. GAPUZ
Head Teacher II, SHS-Subject Group Head SHS Assistant Principal

Prepared by: Approved:


VOLTAIRE E. MADET MARITES M. VILLAMOR
Teacher Secondary School Principal I
N

CHOOL

SECOND QUARTER
VOLTAIRE E. MADET

rategies

presentation of marketing plan

f Marketing, Revised Ed., Pasig: Anvil Publishing, Inc.,


2014

concepts and strategies

on how to make a marketing plan

of setting Marketing plan

ed on the group activity

ake a Strategic marketing plan

and in writing

FERNANDO E. GAPUZ
SHS Assistant Principal

MARITES M. VILLAMOR
Secondary School Principal I

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