DAILY LESSON LOG OF STEM_BC11LC-IIIa-3 (Week One-Day Three)

School Grade Level Grade 11

Teacher Learning Area Basic Calculus
Teaching Date and Time Quarter Third
Objectives must be met over the week and connected to the curriculum standards.
To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing
I. OBJECTIVES content knowledge and competencies. These are assessed using Formative
Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner is able to demonstrate the basic concepts of limit and continuity of a
function
B. Performance Standards The learner is able to formulate and solve accurately real-life problems involving
continuity of functions
Learning Competency: Illustrate the limit laws. (STEM_BC11LC-IIIa-3)
C. Learning Learning Objectives:
Competencies/ 1. Enumerate the limit theorems.
Objectives 2. Evaluate the value of limit by using the limit theorems.
3. Display positivism in engaging to group work.
II. CONTENT Limits and Continuity
III. LEARNING RESOURCES Teacher’s Guide
A. References
1. Teacher’s Guide Pages 22-25
2. Learner’s Materials
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately
so that pupils/students will learn well. Always be guided by demonstration of
learning by the pupils/ students which you can infer from formative assessment
IV. PROCEDURES activities. Sustain learning systematically by providing pupils/students with multiple
ways to learn new things, practice the learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
The teacher will review the previous lesson by asking the students the question
below.
Is the limit of a function at c and the value of the function at c or lim f ( x ) and f (c)
A. Review previous lesson
or presenting the new x →c
lesson are the same?
Answer Key:
Not at all times
The teacher will give positive atmosphere as he /she tells the students that there’s
B. Establishing a purpose
other way of computing the limit without using the table of values and graphing.
for the lesson
That is through applying the limit theorems.
The teacher will ask the students do we always need to construct a table or graph
the function to determine a limit? Or graph the said function?
(Answers of the students may vary)
C. Presenting examples/
Answer Key:
instances of the new
Filling in a table of values sometimes requires very tedious calculations. Likewise, a
lesson
graph may be difficult to sketch but these are not the only way to get the limit of a
function.

D. Discussing new The teacher will enumerate the eight limit theorems and will let the students
concepts and practicing answer the exercises below in pair.
new skills #1
1. lim −3.14
x →c

2. lim 8
x →c

3. lim x
x→ 0.005

4. lim −11. f ( x ) ; where lim f ( x )=4

x →c x →c
 5. If lim f ( x ) =4∧¿ lim g ( x )=−5; find lim (f ( x ) −g ( x))¿
x→ c x →c x →c

6. If lim f ( x ) =4∧¿ lim g ( x )=−5; find lim f ( x ) . g( x )¿

x→ c x →c x →c
f (x)
7. If lim f ( x ) =4∧¿ lim g ( x )=−5; find lim ¿
x→ c x →c x →c g( x)
3
8. If lim f ( x ) =4 , find lim f ( x )
x→ c x →c

9. If lim f ( x ) =4 , find lim √ f (x )

x→ c x →c

Answer Key:
1. -3.14
2. 8
3. 0.005
4. -44
5. 9
6. -20
4
7.-
5
8. 64
9. 2
E. Discussing new
concepts and practicing
new skills #2
The teacher will let the students complete the table on their lecture notebook.
Evaluate the following limit if it exists.
1. lim 8−3 x +12 x 2
x →2

6+4 t
2. lim
t →−3 t 2 +1

x 2−25
3. lim
x→−5 x 2 +2 x−15

4. lim
2 z 2−17 z +8 .
F. Developing mastery z→8 8−z
(leads to formative
assessment 3)
Answer Key:

1.) 50

3
2. ) -
5

5
3.)
4

4.) -15

G. Finding practical
applications of
concepts and skills in
daily living
H. Making generalizations 1. The limit of a constant is itself. If k is any constant, then,
and abstractions about lim k=k
the lesson x →c
2. The limit of x as x approaches c is equal to c. This may be thought of as the
Substitution law, because x is simply substituted by c.
lim x =c
x →c
3. The Constant Multiple Theorem: This says that the limit of a multiple of a
function is simply that multiple of the limit of the function.
 4. The Addition Theorem: This says that the limit of a sum of functions is the sum
of the limits of the individual functions. Subtraction is also included in this law,
that is, the limit of a difference of functions is the difference of their limits.

5. The Multiplication Theorem: This is similar to the Addition Theorem, with

Multiplication replacing addition as the operation involved. Thus, the limit of a
product of functions is equal to the product of their limits.

6. The Division Theorem: This says that the limit of a quotient of functions is equal
To the quotient of the limits of the individual functions, provided the denominator
limit is not equal to 0.

7. The Power Theorem: This theorem states that the limit of an integer power p of
A function is just that power of the limit of the function.

8. The Radical/Root Theorem: This theorem states that if n is a positive integer, the
Limit of the nth root of a function is just the nth root of the limit of the function,
Provided the nth root of the limit is a real number. Thus, it is important to keep in
mind that if n is even, the limit of the function must be positive.

The teacher will instruct the students to get their activity notebook and will answer
the following.

Evaluate the following limits applying the limit theorems.

1. lim x5
x →2

2.lim ( x ¿¿ 3¿+ x)¿ ¿

x→ 4
I. Evaluating Learning
3. lim
x 2−1
x→ 4 x+1

Answer Key:
1.) 32
2.) 68
3.) 3

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
VI. REFLECTION
pupils/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% of the
evaluation
B. No. of learners who
require additional
 activities for
remediation who
scored below 80%
C. Did the remedial lesson
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

Prepared by:

MELANIE B. GARCIA
Teacher