DAILY LESSON LOG OF STEM_BC11LC-IIIb-2

School Grade Level 11

Teacher Learning Area Mathematics
FIRST DAY
Teaching Date and Time Quarter 3RD
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 content knowledge and competencies. These are assessed using Formative
I. OBJECTIVES 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 demonstrates understanding of 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:
Evaluate limits involving the expressions (sint)/t, (1-cost)/t and (e t-1)/t using tables of
values.STEM_BC11LC-IIIb-2
Learning Objectives:
C. Learning Competencies/ 1. Compare the graph of the Three Special Functions;
Objectives 2. Construct table of values of the Three Special Functions;
3. Give the values of y using scientific calculator;
4. Helping one another (students who don’t have calculator).

II. CONTENT Limits and Continuity: Limits of Trigonometric Functions(Three special functions)
[Link] RESOURCES
A. References
1. Teacher’s Guide pages
[Link]’s Materials TG (pp. 46-48) , Scientific Calculator, Cartolina, Pentel Pen,Ruler , etc.
pages
[Link] pages
[Link] 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 activities. Sustain learning systematically by providing pupils/students with
[Link] 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.
A. Review previous lesson Activity no 1
or presenting the new Motivation:
lesson  The teacher present the graph of the three Special Functions
 sin t
 In a ¼ sheet of paper the students will guess on what graph is ,
t
1−cos t e¿ t−1
and (2 minutes)
t t
 The Teacher will collect their paper (not yet checked)
B. Establishing a purpose The teacher presents the objectives of the lesson to the class and let the students
for the lesson recognize the significance of the concept of evaluating limits involving the
(2 minutes) expressions (sint)/t, (1-cost)/t and (et-1)/t using tables of values
C. Presenting examples/ ACTIVITY 2
instances of the new In this activity, the students will work with the same group.
lesson  The teacher will assign values of x using the three special functions in
(10 minutes) order to get the values of y using scientific calculator.
sin t
1. f(t) = lim
t →0 t
t f(t)
-1 ?
-0.5 ?
-0.1 ?
-0.01 ?
-o.001 ?
-0.0001 ?

t f(t)
1 ?
0.5 ?
0.1 ?
0.01 ?
o.001 ?
0.0001 ?
1−cos t
2. f(t) = lim
t →0 t
t f(t)
-1 ?
-0.5 ?
-0.1 ?
-0.01 ?
-o.001 ?
-0.0001 ?

t f(t)
1 ?
0.5 ?
0.1 ?
0.01 ?
o.001 ?
0.0001 ?

e t −1
3. f(t) = lim
t →0 t
t f(t)
 -1 ?
-0.5 ?
-0.1 ?
-0.01 ?
-o.001 ?
-0.0001 ?

t f(t)
1 ?
0.5 ?
0.1 ?
0.01 ?
o.001 ?
0.0001 ?

D. Discussing new The teacher talks about the concept of evaluating limits involving the
concepts and practicing expressions (sint)/t, (1-cost)/t and (et-1)/t using tables of values. The teacher
new skills #1 relates the Activity 1 and 2 to the topic about the different methods of proof
(10 minutes) and disproof.
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery ACTIVITY 3
(leads to formative In this activity, the class will work with the same group.
assessment 3) Direction: Let students do the following. The teacher goes around in each of
(15 minutes) different groups to provide needed support.

 After finding the values of y the students can graph the table of values.

1−cos t
f(t) = lim
t →0 t

sin t
f(t) = lim
t →0 t

e t −1
f(t) = lim
t →0 t

 The students can explain how the answer was arrived at and can explain
their graph
 Returning of ¼ sheet of paper for checking purposes
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations The teacher summarizes the mathematical concept of evaluating limits involving the
and abstractions about expressions (sint)/t, (1-cost)/t and (et-1)/t using tables of values by using the given in
the lesson activity numbers 1-3.
( 5 minutes)
I. Direction: Do the task given. The class will work with the same group.

 Giving of 1 item test and graph

Evaluate the limit by constructing their respective tables of values and

graph.
t
1. lim
t →0 sin t
t h(t)
-1 ?
-0.5 ?
I. Evaluating Learning -0.1 ?
( 15 minutes) -0.01 ?
-o.001 ?
-0.0001 ?

t h(t)
1 ?
0.5 ?
0.1 ?
0.01 ?
o.001 ?
0.0001 ?

J. Additional activities or
remediation
[Link]
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
[Link] works? What else needs to be done to help the pupils/students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
[Link]. of learners who earned 80%
of the evaluation
[Link]. of learners who require
additional activities for
remediation who scored below
80%
[Link] the remedial lesson work?
No. of learners who have caught
up with the lesson.
[Link]. of learners who continue to
require remediation
[Link] of my teaching strategies
worked well? Why did these
work?
[Link] difficulties did I encounter
which my principal or supervisor
can help me solve?
[Link] innovation or localized
materials did I use/ discover
which I wish to share with other
teachers