DAILY School Grade Level

LESSON LOG Teacher Learning Area BASIC CALCULUS

Teaching Dates: Quarter

I. OBJECTIVES The learners are expected to illustrate the tangent line to the graph of a function at a given point.

A. Content Standards The learners demonstrate the understanding of basic concepts of derivatives

B. Performance Standards The learners shall be able to formulate and solve accurately situational problems involving extreme values

C. Learning Competencies / STEM_BC11D-IIIe-1

Objectives
II. CONTENT DERIVATIVES

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Basic Calculus, pp. 90-99

2. Learner’s Materials
pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES

A. Reviewing previous lesson or Review previous lesson on continuity of a function.

presenting the new lesson

B. Establishing a purpose for the Write the word “TANGENT LINE” on the board and ask the class what they know about a tangent line or where they first heard the
lesson word “tangent”.

C. Presenting examples/ instances Ask the class what they think are the tangent lines at the “peaks” and “troughs” of a smooth curve.
of the new lesson

D. Discussing new concepts and Draw the unit circle and mark several points (including (0;_1) and (_1; 0)) on it. Ask the class how they would draw tangent lines
practicing new skills #1 at these points. Elicit from them the following facts about the tangent lines to the circle at different points.

E. Discussing new concepts and

practicing new skills #2
F. Developing Mastery Construct the tangent line to y = f(x) at P.

Choose a point Q on the right side of P, and connect the two points to construct the secant line PQ.

Choose another point Q1 in between P and Q. Connect the two points P and Q1 to construct the secant line PQ1.

Choose another point Q2 in between P and Q1. Construct the secant line PQ2. y = f(x) P Q2 Q1Q

Consider also the case when Q is to the left of P and perform the same process. Intuitively, we can define the tangent line
through P to be the limiting position of the secant lines PQ as the point Q (whether to the left or right of P) approaches P.

If the sequence of secant lines to the graph of y = f(x) through P approaches one limiting position (in consideration of points Q
to the left
and from the right of P), then we define this line to be the tangent line to y = f(x) at P.

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and Definition:
abstractions about the lesson
Let C be the graph of a continuous function y = f(x) and let P be a point on C.

1. A secant line to y = f(x) through P is any line connecting P and another point Q on C.

2. The tangent line to y = f(x) at P is the limiting position of all secant lines PQ as Q ! P.

I. Evaluating learning Draw the curve y = √𝑥 and mark the point P(0; 0). Allow the class to determine the tangent line to the graph at P using the formal
3

definition.

Consider the two cases: when Q is to the right of P and when Q is to the left of P.

J. Additional activities for

application or remediation

V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.of learners who earned 80% on
the formative assessment

B. No.of learners who require additional

activities for remediation.

C. Did the remedial lessons work? No.of

learners who have caught up with the
lesson.

D. No.of learners who continue to

require remediation

E. 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?