DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL
APPLIED ECONOMICS
TEACHER: Andrew H. Alsol
SCHOOL: Rizal High School – Senior High School DAY: WEEK:
SECTION: Grade 12 – ABM ( F to J ) QUARTER: Fourth
+
The learners demonstrate an understanding of:
I. OBJECTIVES
a. the law of supply and demand, and factors affecting the economic situation
1. Content Standards
b. Philippine peso and foreign currencies
The learners shall be able to conduct a survey of current economic situations within the
2. Performance Standards
vicinity.
The learners analyze the effects of contemporary issues such as migration, fluctuations in
3. Learning Competencies the exchange rate, oil price increases, unemployment, peace and order, etc. on the
purchasing power of the people. ABM_AE12-Ie-h-8
The learners shall be able to:
a. Describe the Philippine peso and foreign currencies.
4. Specific Objectives
b. Perform an activity to know the different characteristic of money.
c. Appreciate the value and importance of money.
2.1 Application of Supply and Demand
II. CONTENT
d. The Philippine peso and foreign currencies
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages Applied Economics by. Eloisa Macalinao (pages 61 - 64)
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
https:// https://www.youtube.com/watch?v=wibm-A7QY_A
Resources
IV. PROCEDURES ELICIT (5 minutes)
The students will recall how business started in the Philippines.
A. Reviewing previous
Guide Questions:
lesson or presenting the 1. What is barter?
new lesson 2. How barter help ancient Filipino in business with other nearby countries?
ENGAGE (5 minutes)
B. Establishing a purpose for Link: https:// https://www.youtube.com/watch?v=wibm-A7QY_A
the lesson Directions The students will watch a video clip about History of Philippine Money
Guide Questions:
C. Presenting examples / 1. What is the video is all about?
instances of the new 2. How does Philippine money evolve from the past thru present?
lesson
EXPLORE (20 minutes)
Discuss the following:
Qualities of Good Money Material
1. Acceptability
2. Stability
D. Discussing new concepts 3. Portability
and practicing new skills 4. Durability
#1 5. Uniformity
6. Divisibility
7. Recognizability
Types of Money
1. Currency in Circulation
2. Demand Deposits
3. Traveler’s Checks
4. Other Checkable Deposit
Group Activity: Tableau
Directions: Each group is assigned to create a scenario showing how functions of money
E. Discussing new concepts works in a society.
and practicing new skills
#2 Procedure:
1. The teacher will randomly divide the class into four groups.
2. Each group will be assigned with the following different functions of money.
Group 1 – Money of Exchange
Group 2 – Unit of Account
Group 3 – Store of Value
DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL
APPLIED ECONOMICS
TEACHER: Andrew H. Alsol
SCHOOL: Rizal High School – Senior High School DAY: WEEK:
SECTION: Grade 12 – ABM ( F to J ) QUARTER: Fourth
Group 4 – Standard Deferred Payments
3. Discuss with your groupmates the different functions of money assigned to your
group.
4. Present it at your classroom.
EXPLAIN (10 minutes)
The students deliver/discuss their output in front of the class following the rubrics below.
Meets Approaches Needs
Excellent
Criteria Expectations Expectation Improvement
(20 points)
(15 points) (10 points) (5 points)
Content Student Student Student Student shows no
demonstrates demonstrates some demonstrates a understanding of
strong understanding of little understanding the ideas or
understanding of the ideas, through of the ideas, content of the
the ideas, through the use of detail through the use of piece.
the use of detail and tone. detail and tone.
and tone.
Teamwork The group worked The group worked Group Group did not
very well with each well with each communicated work well
other and the other and relatively well with together. There
presentation was communicated a few lapses in the were obvious
shared equally well. Some presentation; some miscommunications
F. Developing mastery among the group members students dominated and lapses in the
(leads to Formative members. participated slightly the presentation presentation.
Assessment) more than others. and others did not
participate much.
Delivery Eye contact is Eye contact with Eye contact with No eye contact is
effectively the audience is the audience is made with the
established with somewhat hardly established; audience; gestures
the audience; established; gestures and verbal and verbal cues are
gestures and verbal gestures and verbal cues are seldom not used to
cues are used to cues are used to reinforce reinforce
reinforce sometimes used to particularly particularly
particularly reinforce important ideas; important ideas;
important ideas; no particularly vocalized pauses vocalized pauses
excessive use of important ideas; are used are used in
vocalized pauses several vocalized frequently; student abundance and
(e.g., “ah”, “um”); pauses is not very distract from the
student is very are used; student is articulate. overall message.
articulate. Adheres somewhat
to time articulate. Adheres
limit/requirement. to time
limit/requirement.
ELABORATE (5 minutes)
G. Finding practical Character Traits
applications of concepts
and skills in daily living
Money
H. Making generalizations Importance to Importance to Importance to
and abstractions about you our community our country
the lesson
Direction:
1. Provide a statement about the importance to of money ( to you, to our community, to
our country.)
EVALUATE (10 minutes)
Identification: 10 items.
I. Evaluating learning 1-6. What are qualities of good money.
7-8. What are functions of money.
9-10. What are types of money.
J. Additional activities for EXTEND (5 minutes)
application or Read the topic about “Purchasing Power” and “Inflation”.
remediation
V. REMARKS
DAILY LESSON PLAN FOR SENIOR HIGH SCHOOL
APPLIED ECONOMICS
TEACHER: Andrew H. Alsol
SCHOOL: Rizal High School – Senior High School DAY: WEEK:
SECTION: Grade 12 – ABM ( F to J ) QUARTER: Fourth
V. REFLECTION
A. Number of learners who earned 75% in the
evaluation.
B. Number of learners who require additional
activities for remediation.
C. Did the remedial lessons work? Number of
learners who have caught up with the lesson.
D. Number of learners who continue to require
remediation.
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use / discover which I wish to share with
other teachers?
Prepared by: Checked by: Observed by:
_________________________
______________________________ ______________________________
ANDREW H. ALSOL
SHS Teacher Date: ____________________ Date: ____________________
