economics

1. SHS Demo Teaching August17, 2016
christopher d. balubayan cdbalubayan@gmail.com
Page1
School DOÑA CARMEN DENIA NHS Grade Level GRADE 11
Teacher CHRISTOPHER D. BALUBAYAN Learning Area ECONOMICS
Date and Time AUGUST 17,2016 9:00-10:00 AM (60 min) Quarter 2ND
I. Topic: Law of Demand
 Concepts: Demand, Law of Demand, Ceteris Paribus, and Prices
II. Objective: At the end of this lesson, students will be able to:
 Understand and analyze the likely change in demand given changes
in price or changes in the price of related goods such as substitutes
and compliments goods, income, taste and preferences, and
expectations.
 Apply the concept and the law of demand by creating their personal
demand curve and schedule as guide for daily economic decision-
making activity.
 Content
Standard:
Describe fundamental economic concepts as prescribed by the Department of
Education Grade 11 Economics of the K to 12 Curriculum.
 Performance
Standard:
Apply the law of demand and analyze the likely change in quantity demand
vis-a-vis the change in price ofa certain product or service through the use of
demand schedule and demand curve.
III. Learning Sources: Economics Module for Students Pp.115 – 124, Economics for Filipinos,
Miranda (2012 Edition), Pp 23 -35, Berrien RESA Economics in Marketing
Education, Michigan Career and Technical Education, 2015.
 Materials: Laptop, Projector, Student Handouts, SHO Answer Key
A. ACTIVITY
Procedure:
a. Introduce the lesson
 Video Presentation: “The Hula Strikes Back”.
 Discussion # 1: What elements went into the decision of the
owner to change the price of the hula-hoop?
 Discussion # 2: What factors could impact your decision to
demand (or not demand) a good/service?
b. Assess students’
economic aware-
ness as it relates to
the lesson.
 Student Handout Activity 1: What is Your Demand? (1 per Student).
 Distribute SHO 1: - Students will identify what they believe will
happen to demand for a good base on a given
scenario.
- The goal is to assess students’ prior
knowledge of the factors that impact demand.
 Discussion # 3: After students complete the sheet, lead a class
discussion for each problem.
B. ABSTRACTION
a. Work through the economic lesson as it is embedded in the objectives.
 Presentation : Concept of Demand on PPT
 Student Handout Activity 2: The Law of Demand (1 per student)
 Distribute SHO 2: The students take notes during presentation.
 Discussion # 4: Presentation for the concept of Demand, Ceteris Paribus, Law of
Demand, Substitution Effect, Income Effect and Demand Curve.
b. Work through related, contextual economic-in-CTE examples.
 Student Handout Activity 3: Graphing Practice (1 per student).
 Distribute SHO 3: - Students will demonstrate understanding ofmovement(slides) along
the demand curve.
- This exercise will provide practice in graphing, determining what a
change in price will do to the demand curve, and identifying why the
demand is changing based on the price change.
- Review the student answers as a class on the board

2. SHS Demo Teaching August17, 2016
christopher d. balubayan cdbalubayan@gmail.com
Page2
c. Work through traditional economic examples.
o Presentation: Shifts in Demand on PPT
 Student Handout Activity 4: Shifts in Demand (1 per student)
o Distribute SHO 4: The students may continue to take
notes with the presentation.
o Discussion # 5: Presentation for the Shift of Demand, Factors Affecting the shift of
Demand such as Income, Normal Good, Inferior Good, Neutral Good,
Taste and Preference, Price ofSubstitute and Complimentary Goods,
and Expectations.
C. APPLICATION
a. Students demonstrate their understanding.
 Student Handout Activity 5: Analyzing Shifts in Demand (1 per student).
o Distribute SHO 5: Students will graphically identify the proper “shift” or “slide” of the
demand curve for a given scenario.
Students will graphically identify the proper “shift” or “slide” of the
demand curve for a given scenario.
b. Valuing Understanding the concept of demand helps us in our economic
decision-making, plan our budget, and refrain from becoming an
impulsive buyers or consumers.
c. Assessment
 Student Handout Activity 6: Quiz on the Concept of demand (1 per student).
o Distribute SHO 6: Assessment which the students will complete individually.
D. ASSIGNMENT
1. Apply the concept and the law of demand by creating your personal demand curve and
schedule for various products and services you purchase or avail as guide for your daily
economic decision-making activity.
2. Write a three-paragraph essay concerning the importance of budget plan for your
allowances by refraining from becoming an impulsive. The rubric below will be used for your
work.
RUBRIC Clarity of Idea
Original Composition
Sincerity of Thought
30%
30%
40%
TOTAL 100%