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 2 (November 21-25, 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… The learners… The learners… The learners…

Competencies/Objectives
Write the LC code for each
II. CONTENT
1. illustrate the limit of a function using a 1. Distinguish between lim f(x)and 1. llustrate the limit laws 1. apply the limit laws in evaluating
table of f(c) STEM_BC11LC-IIIa-3 the limit of algebraic functions
STEM_BC11LC-IIIa-2 (polynomial, rational, and radical)
values and the graph of the function STEM_BC11LC-IIIa-4
STEM_BC11LC-IIIa-1
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.

Limit of a Function Using Table of Limit of f(x) vs f(c) Illustration of Limit Theorems
Values and Graph
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages pp2-11 pp. 17-21 pp. 21-25

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
The class will be divided into 4. Each Critical to the study of limits is the Lesson 1 showed us how limits can
group will be given different task to understanding that the value of be determined through either a
accomplish. Before the class ends, lim f (x ) table of values or the graph of a
x →c
each task must be reported. function. One might ask: Must one
may be distinct from the value of the always construct a table or graph the
function at x = c, that is, f(c). As seen function to determine a limit? Filling
in previous examples, the limit may in a table of values sometimes
be evaluated at values not included requires very tedious calculations.
in the domain of f. Thus, Likewise, a graph may be difficult to
it must be clear to a student of sketch. However, these should not
calculus that the exclusion of a value be reasons for a student to fail to
from the domain of determine a limit.
a function does not prohibit the In this lesson, we will learn how to
evaluation of the limit of that compute the limit of a function using
function at that excluded value, Limit Theorems.
provided of course that f is defined
at the points near c. In fact, these
cases are actually the more
interesting ones to investigate and
evaluate.
A. Make a table of values of the Example: Divide the class into eight groups.
ff: 1: lim (1+3 x)= 7 The class will be asked the following
x →2
Group 1: lim (1+3 x) 2
given with the following theorems of
x →2
2
2: lim (x +1) = 2 limit.
x→−1
Group 2: lim (x +1)
x→−1 x 2−5 x+ 4
3: lim = -3
x 2−5 x+ 4 x →1 x−1
Group 3: lim
x →1 x−1 4: lim f ( x )
x→ 4
Group 4: lim f ( x )
x→ 4
f ( x )={ x+1 x <4 = DNE
f ( x )={ x+1 x <4 ¿
¿
 B. Graph each function
C. Write an observation about
the table of values and graph
of a function
D. Discussing new concepts and Group 1:
new skills # 1 The limit of a constant is itself. If k is
any constant, then,
lim k=k
x →c
Ex:
1. lim
x →c
2= 2

Examine the graph and give its limit. 2. lim

x →c
−3.14= -3.14

3. lim 789= 789

We restate the conclusions, adding
the respective values of f(c): x →c

lim f (x)=1 and f(-2) = 1 Group 2:

1.
x→−2 The limit of x as x approaches c is
2. lim
x →0
f ( x )=3 and f(0) = is equal to c. This may be thought of as
the substitution law, because x is
undefined
simply substituted by c.
3. lim
x →3
f ( x )=DNE and f(3) = lim x =c
x →c
undefined
Ex:
1. lim
x →9
x =9

2. lim x = 0.005
x→ 0.005

3. lim x = -10
x→−10
Group 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.
lim k ∙ f (x)=k ∙ lim f ( x )=k ∙ L
x →c x →c

For example, if lim f ( x )=4 , then

x →c

1. lim
x →c
8∙ f ( x )=32

2. lim
x →c
−11∙ f ( x ) =−44
 3
3. lim ⁡ 2 ∙ f ( x )=6
x →c
Group 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.
lim (f ( x) ¿ + g(x ))=lim f ( x ) + g( x )¿
x →c x→ c
= L+M
lim (f ( x) ¿−g( x ))=lim f ( x ) −g ( x) ¿
x →c x→ c
=L–M
Ex: If lim
x →c
¿ ¿ and lim ¿ ¿, find:
x →c

1. lim ( f ( x)¿+ g( x )) ¿
x →c

2. lim (f ( x)¿−g(x )) ¿
x →c
Group 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.
lim (f ( x) ¿ ∙ g (x))=lim f ( x ) ∙ g( x )¿
x →c x →c

Ex: If lim ¿ ¿ and lim ¿ ¿, find:

x →c x →c

1. lim (f ( x)¿∙ g (x))¿=-20

x →c
Group 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.
lim f (x )
f (x) x →c L
lim = =
x →c g(x ) lim g( x) M
x→c
Provided that L≠M
Ex:
1. If lim f (x )=4 and
x →c
lim g (x)=−5, find:
x →c
lim f (x )
f ( x) x →c
lim =
x →c g( x ) lim g( x)
x→c

2. If lim f ( x )=0 and

x →c
lim g (x)=−5, find:
x →c
lim f (x )
f ( x) x →c
lim =
x →c g( x ) lim g( x)
x→c

3. If lim f (x )=4 and

x →c
lim g (x)=0, find:
x →c
lim f (x )
f ( x) x →c
lim =
x →c g( x ) lim g( x)
x→c
Group 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.
lim ¿ ¿
x →c
Ex:
1. If lim f (x )=4 then, find:
x →c

lim ¿ ¿
x →c

2. If lim f (x )=4 then, find:

x →c
 lim ¿ ¿
x →c
Group 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.
lim √n f ( x)= n lim f (x)=√n L
√
x →c x→ c
Ex:
1. If lim f (x )=4 then, find:
x →c

lim √n f ( x)= n lim f ( x)=2

√
x →c x→ c

2. If lim f (x )=−4 then, find:

x →c

lim √n f ( x)= n lim f (x)=¿ not possible ¿

√
x →c x→ c

E. Discussing new concepts and

practicing new skills #2
F. Developing mastery Determine the limits of a function by Consider the f(x) whose graph is →
(Leads to Formative Assessment 3)
observing the graph. given below.

Based on the graph, fill in the table

with the appropriate values.
 G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning Let the students evaluate the graph
and let them give the limits.
J. Additional activities for application or The class will be required to bring a
remediation manila paper and a marker.

V. REMARKS

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