GRADES 1 to 12 School Fortunato F.

Halili National Agricultural School Grade Level 11

DAILY LESSON LOG Teacher Liezel F. Santos Learning Area Basic Calculus
Teaching Dates and Time Week 3 (November 7-11, 2016) Quarter 1st
Day Time Section
Monday 10:30-11:30 STEM 1
12:30-1:30 STEM 2
Tuesday 8:00-9:00 STEM 2
Wednesday 8:00-9:00 STEM 1
10:30-11:30 STEM 2
Thursday 8:00-9:00 STEM 2
9:30-10:30 STEM 1
Friday 8:00-9:00 STEM 1
Session 1 Session 2 Session 3 Session 4
I. OBJECTIVES 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 maybe done for developing content knowledge and competencies. These are assessed during 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 learners demonstrate an understanding of the basic concepts of limit and continuity of
a function
B. Performance Standards The learners shall be able to formulate and solve accurately real-life problems involving
continuity of functions
C. Learning The learners…
Competencies/Objectives 1. illustrate the limit of a function using a table of
Write the LC code for each values and the graph of the function
STEM_BC11LC-IIIa-1
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.

Administering a Pre-test Student’s Orientation Limit of a Function Using a Table Limit of a Function Using the graph
of Values of the Function
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages pp. 2-6 P8-

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the Lessor
C. Presenting examples/instances
of the new lesson
D. Discussing new concepts and
new skills # 1
Nancy’s Video of Limits
For starters, imagine that you are going to If one knows the graph of f(x), it
watch a basketball game. When you choose will be easier to determine its limits
seats, you would want to be as close to the as x approaches
action as possible. You would want to be as given values of c.
close to the players as possible and have the
best view of the game, as if you were in the
basketball court yourself. Take note that
you cannot actually be in the court and join
the
players, but you will be close enough to
describe clearly what is happening in the
game.
This is how it is with limits of functions.
We will consider functions of a single
variable and
study the behaviour of the function as its
variable approaches a particular value (a
constant).
The variable can only take values very, very
close to the constant, but it cannot equal the
constant itself. However, the limit will be
able to describe clearly what is happening to
the
function near that constant.
Consider a function f of a single variable x. Consider again f(x) = 1 + 3x. Its
Consider a constant c which the variable x graph is the straight line with slope
will approach (c may or may not be in the 3 and intercepts (0, 1) and (−1/3, 0).
domain of f). The limit, to be denoted by L, Look at the graph in the vicinity of
is x = 2.
the unique real value that f(x) will approach You can easily see the points (from
as x approaches c. In symbols, we write this the table of values in page 4)
(1, 4), (1.4, 5.2), (1.7, 6.1), and so
process as
on,
lim f ( x )=L approaching the level where y = 7.
x →c
This is read, ‘‘The limit of f(x) as x The same can be seen from the right
approaches c is L.” (from the table of values in page 4).
Hence, the graph clearly confirms
that
Example:
 1. lim (1+3 x) lim (1+3 x)=7
x →2 x →2

2. lim (x 2 +1)
x→−1

3. lim ⁡ |x|
x →0
2
x −5 x+ 4
4. lim
x →1 x−1
5. lim f (x )
x→ 4

f ( x )={ x+1 x <4

¿
Remark 1: We need to emphasize an
important fact. We do not say that
lim f (x )
x→ 4

“equals DNE”, nor do we write “lim f ( x )=

x→ 4
DNE”, because “DNE” is not a value. In the
previous example, “DNE” indicated that the
function moves in different directions as its
2. f(x) = x2 + 1
variable approaches c from the left and
from the right. In other cases, the limit fails
to
exist because it is undefined, such as for
1
lim which leads to division of 1 by zero.
x →0 X
Remark 2: Have you noticed a pattern in the
way we have been investigating a limit? We
have been specifying whether x will
approach a value c from the left, through
values less than c, or from the right, through
values greater than c. This direction may be
specified in the limit notation, lim
x →c
f ( x )by
adding certain symbols.
• If x approaches c from the left, or through
values less than c, then we write lim
x →c
f (x)
• If x approaches c from the right, or
through values greater than c, then we write
lim f ( x )
x →c
 3. f(x) = |x|.
Furthermore, we say
lim f ( x )=L
x →c
if and only if
lim ¿
−¿
x→ c f ( x ) =L∧ lim
+¿
¿¿
x→ c f ( x )=L ¿

In other words, for a limit L to exist, the

limits from the left and from the right must
both x2 −5 x + 4
exist and be equal to L. Therefore, 4. f(x) =
x−1
lim f ( x ) DNE whenever
x →c
lim ¿≠ lim ¿
−¿ +¿
x→ c f ( x ) ¿ x→ c f ( x ) ¿

5.lim f ( x )
x→ 4

f ( x )={ x+1 x <4

¿
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery Seatwork:
(Leads to Formative Assessment 3)
Identify the limit from the given f(x)

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning

J. Additional activities for application or A video will be sent to Activity #1

remediation everyone to watch Bring cutouts of
about the 1st topic. News items, articles, or drawings which for
them illustrate the idea of a limit.
Rubrics:
10 points for creativity
5 points for the content
V. REMARKS 1. Gives the
rules and
regulations.
2. Gives the
requirements
for the whole
semester.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. 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.

_______________ __________________ _______________

Prepared by: Liezel F. Santos Checked by: Ms. Leilani M. Mendoza Approved by: Mr. Joel G. Castillo
SHS Subject Teacher of Basic Calculus SHS Math Coordinator SHS Focal Person