La Immaculada Concepcion School

High School Department

A.Y. 2013-2014

Social Studies IV—Economics

Teacher’s Name: Mr. Junior Lim Dates of Implementation: July 15-August 14, 2013
Grade Level: Fourth Number of Meetings: Coverage: First Quarter

STAGE 1 DESIRED RESULT

Established Goal/s:
Essential Understanding(s): (EU) Essential Question(s) (EQ)

Students will understand that: Students keep considering on :

1. The consumers have their own set of willingness in
buying a particular product at a given price.
2. The buyers have their own level of sensitivity or
responsiveness to different degree of change in price.
3. There are different factors which might affect how
consumers buy a certain product.
Knowledge (K)
1. The effects of change in price to the degree or level of
consumer’s demand to a particular product.
2. The level of sensitivity or responsiveness of the consumers
to the price change.
3. the other factors that might affect their consumption
Skills (S)

Students will know the: Students will be able to:

1. Law of Demand 1. compute elasticity, demand function and total revenue
2. Effect of the various factor to demand change and 2. graph a demand curve
consumer’s preference. 3. construct a demand schedule
3. relationship of price and demand to the economic
activities

STAGE 2 ASSESSMENT EVIDENCE

Product or Performance Task/s (T) Other Evidence: (OE)
(Activity – based application of concepts)
The students should be able to list down several Graded Recitation
product or items in which their demand is high and
low. Quizzes

They should also identify the reasons behind their Homework

consumption for such products.
Seatwork
 Content
 Explanation
 Relevance

STAGE 3 LEARNING PLAN

LEARNING ACTIVITIES
DAY 1: Concept of Demand

I. Introduction
Through a short story about the origin of ICE CREAM, the teacher will be able to mention some important
concepts or terminologies about the topic such as; Demand, Consumer, Price, Preference, Scarcity,
Alternatives etc.
II. Interaction
a. The teacher should ask the students about the terminologies that they heard from the story.
b. The students should be able to enumerate at least 5 basic and important concepts in Demand.
c. The teacher will ask the students to define some of the term base from the given story about ICE CREAM.
d. The students will define each term according to their own perception.
Page 2 of 5 Social Studies IV Economics

III. List of Materials (per meeting)

PowerPoint Presentation
Chalk and Board
IV. Integration
Through the simple story and brainstorming, the students and teacher should be able to define the term
“DEMAND”
V. Closure
At the end of the session the students should define Demand as, the products or services in which the
consumers are willing to buy for a certain price at a particular period of time. The LAW OF DEMAND states that,
as Price increases, the demand Decreases while as Price Decreases, the Demand Increases.
VI. Agreement
A. Research on the following:
1. Demand Schedule
2. Demand Curve
3. Demand Function
B. Make an Example of each.
Day 2-5: Demand Schedule and Demand Curve

I. Introduction
The teacher will start the day with a situation. The teacher will let the students think about how they will
response if a certain product that they like became cheaper or expensive.
II. Interaction
a. The student should be able to give right responses base from the situation given.
b. The teacher will then try to make a tabular representation of the responses of the students.
c. The teacher will then present the table he/she made as a representation of the students ‘answers
d. Through the table, the teacher will be able to let the students define “Demand Schedule”
e. After defining Demand Schedule, the teacher should be able to convert the Demand Schedule to a graphical
form.
f. The teacher should be able to present the responses of the students to a graphic representation.
g. The students through the graph should be able to define Demand Curve.
III. List of Materials (per meeting)
PowerPoint Presentation
Chalk and Board
IV. Integration
From the situational analysis, the students were able to see the different ways on how demand can be
represented both tabular and graphical. The teacher will be able to explain how to make a demand schedule
and demand curve in order to represent a particular demand the consumers.
V. Closure
At the end of the day, students should be able to define demand schedule as, a tabular representation which
shows the relationship of demand to price change. Also, they can define demand curve as, a graphical
representation of the relationship between the price and demand.
VI. Agreement
A. Review for a short Quiz next meeting…
DAY 6: Formative Quiz #5 (Terms and Terminologies)

I. Introduction
The teacher will give a 20 item Terminology Quiz about the past lessons.
II. Interaction
a. The students will answer the quiz for 30 minutes only.
b. Upon finishing the quiz, the teacher and the students will have a comprehensive checking.
c. The student/s having the lowest score will sing or entertain the class.
III. List of Materials (per meeting)
a. Test Paper and Pencil
IV. Integration
 Students will be asked to answer the 20 item Quiz for 30 minutes about Concept of Demand, Making a
Demand Curve and Schedule
V. Closure
Through answering a formative test, students will be able to master the following: Concept of Demand, Making
a Demand Curve and Schedule
VI. Agreement
A. Study Demand Function
Page 3 of 5 Social Studies IV Economics

B. How to get the Demand Function of a Demand?

Day 7-9: Demand Function

I. Introduction
The teacher will show an Incomplete demand schedule to the students. The teacher will ask the students how
to complete such demand schedule.
II. Interaction
a. The teacher should be able to introduced demand function through completing a demand schedule.
b. The students will then enumerate the three formulas in determining the demand function
c. The teacher then explains the use of the different formulas to be use in solving for the demand function.
d. The teacher will show several examples to be answer by the students in order to have mastery of the
process.
e. The students should be able to somehow solve for the slope, intercept and demand function of the given
examples.
III. List of Materials (per meeting)
PowerPoint Presentation
Chalk and Board
IV. Integration
From the series of examples, the students should be able to appreciate the sense of computing the demand
function and why do we need to solve for such equation. The students should also apply all the formulas
presented in order to complete the demand schedule given.
V. Closure
At the end of the topic, the students should be able to define Demand Function as, the mathematical
representation showing the relationship between demand and price. There are 3 formulas in order to solve the
demand function of a given demand. 1. Slope Formula, 2. Intercept Formula and 3. Demand Function.
VI. Agreement
Review for a short Quiz next meeting…
DAY 10: Formative Quiz #6 (Computation)

I. Introduction
The teacher will give a 20 item Computation Quiz about the past lessons.
II. Interaction
d. The students will answer the quiz for 30 minutes only.
e. Upon finishing the quiz, the teacher and the students will have a comprehensive checking.
f. The student/s having the lowest score will sing or entertain the class.
III. List of Materials (per meeting)
b. Test Paper and Pencil
IV. Integration
 Students will be asked to answer the 30 item Quiz for 30 minutes about solving the Demand Function.
V. Closure
Through answering a computation test, students will be able to master the solving of Demand Function.
VI. Agreement
A. What is Market Demand?
B. How to solve for market Demand?
Day 11: Market Demand

I. Introduction
The teacher will show some pictures of famous products to the class. S/he will ask the students if who among
them is willing to buy those product and how many of such product are they willing to buy.
II. Interaction
a. The students will raise their hands in order for the teacher to identify their answers.
b. The teacher will use a table to represent the students’ answers.
c. Using the table, the teacher will ask the students to define Market Demand
d. Base from the Market Demand Schedule, the students should be able to make a Market Demand Curve.
III. List of Materials (per meeting)
PowerPoint Presentation
Chalk and Board
IV. Integration
From the series of demand schedule, the students should be able to define Market Demand, make a Market
Demand Schedule and Market Demand Curve.
Page 4 of 5 Social Studies IV Economics

V. Closure
At the end of the discussion, students should be able to define Market demand as, the combination of two or
more individual demands for a particular product at a given price within the right period of time.
VI. Agreement
A. List down the other factors which might affect demand except from Price
B. How does the demand curve shifts from one place to another or point to another point?
Day 12-13: Shifting of Demand Curve

I. Introduction
The teacher will start the day by letting the students make a demand curve. After which, s/he will mention
some situation and the students should response accordingly.
II. Interaction
a. The students will make a demand curve based from the schedule of demand given by the teacher.
b. After such, the teacher will present some situation which may affect the demand curve.
c. The student will identify what change might happen to the demand curve according to the given situations.
III. List of Materials (per meeting)
PowerPoint Presentation
Chalk and Board
IV. Integration
From the activity, the students should be able to enumerate all possible factors which may affect the demand
except from price.
Lastly, students should be able to identify the changes in the demand curve from one point to another and/or
from left to right or right to left.
V. Closure
At the end of the period, the students should identify the different factors which may affect demand except
from price. The factors are Taste of the consumers, Traditions, expectation, population, income, related goods
and substitute goods. Lastly, demand curve might change from left to right, right to left or from one point to
another.
VI. Agreement
A. What is elasticity?
B. How to compute elasticity?
C. What are the natures of elasticity?
Day 14-15: Elasticity of Demands

I. Introduction
The teacher will use a Rubber bond to introduce the topic for the day.
II. Interaction
a. Using the rubber bond, the teacher will introduce the topic.
b. The teacher will get the different responses from the students based from the different degree of striking
the rubber bond from the surface of their skin.
c. The students should be able to identify the intensity of their response and relate it to the topic.
d. The teacher will ask the students what is elasticity as illustrated by the rubber bond and their reactions.
III. List of Materials (per meeting)
PowerPoint Presentation
Chalk and Board
IV. Integration
From the activity, the students should be able define Elasticity. Also, they should be able to measure the level of
sensitivity or responsiveness of a consumer by solving the elasticity of a product based from the changes in
demand and price. Lastly, students should be able to identify the nature of elasticity using their computed
elasticity.
V. Closure
At the end of the day, students should be able to define elasticity as, the degree of responsiveness or sensitivity
of the consumers prior to the change in price of a particular product or services at a given period of time. There
are three ways of computing the elasticity such as; Income elasticity, price elasticity and cross elasticity. We can
interpret the elasticity through identifying whether it is elastic, inelastic or unitary.
VI. Agreement
A. What is Total Revenue?
B. How to compute for the total revenue?
C. How to graph a total revenue
Day 16: Total Revenue and TR graph
Page 5 of 5 Social Studies IV Economics

I. Introduction
The teacher will ask the students to make a demand schedule and demand curve.
II. Interaction
a. The students will make a table and graph representing their demand for a particular product.
b. The teacher will ask the students to multiply the Price and Demand of their demand schedule.
c. Using the computed total revenue, the students should be able to make the TR graph.
d. The students should notice that the Total revenue of demand is always a bell shape.
III. List of Materials (per meeting)
PowerPoint Presentation
Chalk and Board
IV. Integration
From the seatwork, the students should be able to compute for the total revenue, graph the total revenue and
demand, identify the nature of elasticity of a TR graph and show the relationship of a TR graph to the demand
curve.
V. Closure
At the end of the session, the students should be able to compute for the Total revenue of a particular product
at a given price and demand for a particular period of time. Lastly, they should be able to relate the TR graph
and Demand Curve through computing and identifying the nature of elasticity.
VI. Agreement
A. Pointers for review:
1. Analysis of situation
 Economic System
 Shifting of demand Curve
2. Definition of Terms
3. Computation
 Demand Function
 Elasticity
 Total Revenue
4. Demand Schedule
5. Graphing
 Demand Curve
 Total Revenue
6. Situational Essay

REFERENCES

Date Remarks
Designed by
Mr. Junior S. Lim

Date Remarks
Checked by Mr. Romeo B. Matta
Subject Area Coordinator – AP
Date Remarks
Noted by Ms. Marilou T. Albano
Department Head
Date Remarks
Approved by Mrs. Leticia V. Cruz
Principal