Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Division of Cavite
TANZA NATIONAL COMPREHENSIVE HIGH SCHOOL
SENIOR HIGH SCHOOL
Daang Amaya II, Tanza, Cavite

Name of Teacher: Tim V. Cruz Strand: Science, Technology, Engineering and Mathematics
Learning Delivery Modality: Modular Distance Learning Section: STEM 11-Y

WEEKLY HOME LEARNING PLAN IN BASIC CALCULUS

Quarter 3

WEEK Learning Competency Learning Tasks Mode of Delivery

Wednesday (13:00-15:00)

Basic Calculus Learners’ Packet/

Module, Lesson 1
Quarter 3 Week 1
The learners illustrate the limit of
a function using a table of values
and the graph of the function
Students will be answering
The learners distinguish
Learning Task under engagement Have the parent hand-in
between limx→c f (x) and f(c)
part as formative assessment the output to the teacher
The learners illustrate the limit
1 where answers can be seen at the in school and in assigned
laws
back of learners’ packet. Moreover, retrieval sites.
The learners apply the limit laws
students will be doing assessment
in evaluating the limit of
and assimilation part of learners’
algebraic
packet. The assessment will be
functions (polynomial, rational,
recorded as written work while
and radical
assimilation will be recorded as
performance task.

Basic Calculus Learners’ Packet/

Module, Lesson 2
Quarter 3 Week 2
The learners compute the limits
of exponential, logarithmic, and
trigonometric functions using Students will be answering
tables of values and graphs of Have the parent hand-in
Learning Task under engagement
the functions. the output to the teacher
part as formative assessment
2 The learners illustrate limits in school and in assigned
where answers can be seen at the
𝑠𝑖𝑛𝑡 retrieval sites.
involving the expressions , back of learners’ packet. Moreover,
𝑡
1−𝑐𝑜𝑠𝑡 𝑒 𝑡 −1 students will be doing assessment
𝑡
, 𝑡 and using tables of and assimilation part of learners’
values. packet. The assessment will be
recorded as written work while
assimilation will be recorded as
performance task.

The learners illustrate continuity
of a function at a number.
The learners determine whether
a function is continuous at a
3 number or not.
The learners illustrate continuity
of a function on an interval.
The learners Solves problems
involving continuity of a function
The learners illustrate the
tangent line to the graph of a
function at a given point.
The learners apply the definition
4 of the derivative of a function at
a given number.
The learners relate the
derivative of a function to the
slope of the tangent line.
The learners determine the
relationship between
differentiability and continuity of
a function.
The learners apply the
5 in school and in assigned
differentiation rules in computing
the derivative of an algebraic,
exponential, logarithmic,
trigonometric functions and
inverse trigonometric functions.
Basic Calculus Learners’ Packet/
Module, Lesson 3
Quarter 3 Week 3
Students will be answering
Have the parent hand-in
Learning Task under engagement
the output to the teacher
part as formative assessment
in school and in assigned
where answers can be seen at the
retrieval sites.
back of learners’ packet. Moreover,
students will be doing assessment
and assimilation part of learners’
packet. The assessment will be
recorded as written work while
assimilation will be recorded as
performance task.
Basic Calculus Learners’ Packet/
Module, Lesson 4
Quarter 3 Week 4
Students will be answering
Have the parent hand-in
Learning Task under engagement
the output to the teacher
part as formative assessment
in school and in assigned
where answers can be seen at the
retrieval sites.
back of learners’ packet. Moreover,
students will be doing assessment
and assimilation part of learners’
packet. The assessment will be
recorded as written work while
assimilation will be recorded as
performance task.
Basic Calculus Learners’ Packet/
Module, Lesson 5
Quarter 3 Week 5
Students will be answering
Have the parent hand-in
Learning Task under engagement
the output to the teacher
part as formative assessment
where answers can be seen at the
retrieval sites.
back of learners’ packet. Moreover,
students will be doing assessment
and assimilation part of learners’
packet. The assessment will be
recorded as written work while
assimilation will be recorded as
performance task.
 Basic Calculus Learners’ Packet/
Module, Lesson 6
Quarter 3 Week 6

The learners illustrate the

Students will be answering
Extreme Value Theorem. Have the parent hand-in
Learning Task under engagement
The learners solve optimization the output to the teacher
part as formative assessment
6 problems that yield polynomial in school and in assigned
where answers can be seen at the
functions. retrieval sites.
back of learners’ packet. Moreover,
The learners illustrate the Chain
students will be doing assessment
Rule of differentiation.
and assimilation part of learners’
packet. The assessment will be
recorded as written work while
assimilation will be recorded as
performance task.
Basic Calculus Learners’ Packet/
Module, Lesson 7
Quarter 3 Week 7

The learners solve problems

Students will be answering
using the Chain Rule. Have the parent hand-in
Learning Task under engagement
The learners illustrate implicit the output to the teacher
part as formative assessment
7 differentiation. in school and in assigned
where answers can be seen at the
The learners identify the length retrieval sites.
back of learners’ packet. Moreover,
of a confidence interval.
students will be doing assessment
and assimilation part of learners’
packet. The assessment will be
recorded as written work while
assimilation will be recorded as
performance task.
Basic Calculus Learners’ Packet/
Module, Lesson 8
Quarter 3 Week 8

The learners solve problems

Students will be answering
using the Chain Rule. Have the parent hand-in
Learning Task under engagement
The learners illustrate implicit the output to the teacher
part as formative assessment
8 differentiation. in school and in assigned
where answers can be seen at the
The learners identify the length retrieval sites.
back of learners’ packet. Moreover,
of a confidence interval.
students will be doing assessment
and assimilation part of learners’
packet. The assessment will be
recorded as written work while
assimilation will be recorded as
performance task.