Daily Lesson Log: Pre-Calculus

DAILY LESSON LOG
PRE-CALCULUS
Republic of the Philippines
Department of Education
Region XI
Division of Davao City
Davao Doctors College Inc.
General Malvar St., Davao City
JUNE 2018-0CTOBER 2018
WEEK 1 – 7: ANALYTIC GEOMETRY
Week 1
School Davao Doctors College Inc Grade Level 11

Grade 11
Teacher Ms. Khatrine Ann T. Arabilla Learning Area Specialized Subject
DAILY LESSON
LOG Teaching Dates and Time Week 1 Sessions 1-2 Quarter 1ST
Session 1 Session 2
I. OBJECTIVES 3 hours and 30 minutes 1 hour
A. Content Standard The learners demonstrate an understanding of key concepts of conic sections and systems of nonlinear equations.
The learners shall be able to model situations appropriately and solve problems accurately using conic sections and systems of
B. Performance Standards
nonlinear equations
The learners... The learners…
C. Learning Competencies/
1. illustrate the different types of conic sections: parabola, 1. define a parabola
Objectives
ellipse, circle, hyperbola, and degenerate cases STEM_PC11AG-Ia-5
1
2. define a circle.
3. determine the standard form of equation of a circle
4. graph a circle in a rectangular coordinate system
STEM_PC11AG-Ia-1 STEM_PC11AG-Ia-2 STEM_PC11AG-
Ia-3 STEM_PC11AG-Ia-4
Analytic Geometry: A. The Circle, B. The Parabola, C. The Ellipse, D. The Hyperbola, E. General Second-degree
II. CONTENT
Equation and F. System of Nonlinear Equations
III. LEARNING
RESOURCES
A. References Pre-Calculus for Senior High School Pre-Calculus for Senior High School
White board and white board marker
Graphing Paper
Graphing Paper
B. Other Learning Resources Graphing Tools
Graphing Tools
Projector
Projector
IV. PROCEDURES
PLOTTING POINTS – FULL BODY STYLE. Transform the
A. Reviewing previous lesson whole classroom into a Cartesian Plane. Elaborating the x and The class will be asked questions about the lessons tackled last
or presenting the new topic y axis. The students must be able to identify their coordinates meeting through the index cards.
according to their location inside the classroom.
The students are presented with this problem.
Every year, the Philippines gets hit by approximately 20
typhoons. Suppose typhoon X is in the country and is predicted
B. Establishing a purpose for a The teacher will present a scenario about a parabola revolving
to have 350-km radius. Further, it was reported that town A
lesson about its axis, the result is what we called a paraboloid.
located 260 km south and 225 km west from its eye is at the
periphery of the typhoon. The townsfolks want to verify this
news.
The facilitator asks questions about the given problem being The teacher now presents the lesson in which the learners can
C. Presenting the Lesson
presented and give the students the topic for the session. identify the properties of the parabola and also its definition.
2
Using the projected image, the teacher will discuss the terms
The teacher provides illustrations about the parts of right
principal axis, vertex. Latus Rectum, focus and directrix. Every
D. Discussing the concepts circular cone, the conic sections formed by cutting the cone
now and then, the teacher must review their idea about the
through a plane. Also, discusses the properties of circle through
properties of the parabola.
graphing.
SIMON SAYS “PARABOLA”
The students will illustrate the following parabolic properties
The learners are given 5 problems to solve for a given time.
E. Developing Mastery using only their arms: principal axis, vertex. Latus Rectum,
Then, after that they have to share it within the class.
focus and directrix. The teacher will increase the pace of the
commands and see if the students can keep going.
F. Finding Practical The students are now tasked to apply their output first from the
Using a worded problem, the students are tasked to identify the
Applications of concepts and worded problems involving real life applications and also in
different properties of the parabola.
skills in daily living their daily experiences as students.
G. Making Generalizations The instructor summarizes everything that have been discussed
The instructor summarizes everything that have been discussed.
and Abstractions by every group.
The students are given illustrations and they must identify the
H. Evaluating Learning The students are given 20-item quiz.
parts of the parabola.
I. Additional activities for The students are tasked to answer their Problem Sets about The students are tasked to answer their Problem Sets about
application or remediation circle. properties of parabola.
V. REMARKS
VI. REFLECTION
3
WEEK 2
School Davao Doctors College, Inc. Grade Level 11

Grade 11
DAILY LESSON
LOG Teaching Dates and Time Week 2 Sessions 1-2 Quarter 1st
Session 1 Session 2
I. OBJECTIVES 2 hours 2 hours
A. Content Standard The learners demonstrate an understanding of key concepts of conic sections and systems of nonlinear equations
nonlinear equations
At the end of the two-hour session, the learners are expected to At the end of the two-hour session, the learners are expected to
determine the standard form of equation of a parabola. graph a parabola in a rectangular coordinate system
Objectives
II. CONTENT
III. LEARNING
RESOURCES
White board and white board marker White board and white board marker
Graphing Paper Graphing Paper
Graphing Tools Graphing Tools
B. Other Learning Resources Projector Projector
Illustration Board Illustration Board
Chalk Chalk
IV. PROCEDURES
4
The students will be asked through a board work to illustrate or
solve the following:
The teacher will give a review about the properties and
A. Reviewing previous lesson • Degenerate form as intersections of a plane and a two-
standard equations of the parabola using flash cards. Every
or presenting the new topic napped cone- Circle
student is given a chance to answer one problem in a minute.
• Distance Formula
• Midpoint Formula
The students are asked with these questions:
1. Can we graph a parabola using its properties?
The students are asked to name a thing that is parabolic in shape
B. Establishing a purpose for a 2. How can we use the standard equations of the parabola to
or name any place in which we can see a parabola.
lesson illustrate its graph?
3. Is it possible to determine the standard equation of the circle
given its graph?
The teacher now presents the lesson in which the learners can The teacher now presents the lesson in which the learners can be
able to write the standard equation of the parabola. able to graph the parabola.
The instructor provides input about the 8 cases of parabola
namely:
1. Center at the origin, opens upward
2. Center at the origin, opens downward Using the knowledge about the properties and standard
3. Center at the origin, opens to the right equations of the parabola, the teacher will discuss the aids in
D. Discussing the concepts
4. Center at the origin, opens to the left graphing the parabola. Step by step process in which students
5. Center at (h, k), opens upward can easily follow.
6. Center at (h, k), opens downward
7. Center at (h, k), opens to the right
8. Center at (h, k), opens to the left
BEST THREE: The class will be divided into 18 groups with
3 members per group. They will be given problems about
parabola by projecting the questions using the projector. They
The class is divided into 10 groups with 5 members per group.
will be using illustration board and chalk to show their
E. Developing Mastery Each group is given a problem about graphing the parabola.
answers. The first group who can raise their illustration board
Then, the students will present their outcome.
with the correct answer will be given the corresponding points
for each question.
The group who has the highest accumulated points will be the
winner
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F. Finding Practical Each group presents and discusses their output in the class. Each
The students must be able to analyze the different cases of the
Applications of concepts and group should present some techniques on how to graph the
parabola and the process in identifying those cases.
skills in daily living parabola.
G. Making Generalizations The instructor summarizes everything that have been discussed The instructor summarizes everything that have been discussed
and Abstractions in the class by every group.
H. Evaluating Learning The class is given a 10-item quiz The class is given a 10-item quiz
I. Additional activities for . The students are tasked to answer their Problem Sets about the The students need to research about definition which will be
application or remediation standard equations of the parabola. discussed by next meeting.
V. REMARKS
VI. REFLECTION
6
WEEK 3
School Davao Doctors College Inc. Grade Level 11

Grade 11
DAILY LESSON
Session 1 Session 2
nonlinear equations.
At the end of the two-hour session, the learners are expected to
At the end of the two-hour session, the learners define an
C. Learning Competencies/ graph an ellipse in a rectangular coordinate system
ellipse, determine the standard form of equation of an ellipse
Objectives STEM_PC11AG-Ic-3
STEM_PC11AG-Ic-1 STEM_PC11AG-Ic-2
II. CONTENT
III.LEARNING
RESOURCES
B. Other Learning Resources Projector Projector
Chalk Chalk
IV. PROCEDURES
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The class will be asked questions about the lessons tackled last
A. Reviewing previous lesson The class will be asked questions about the lessons tackled last
meeting through oral participation (randomly choosing index
or presenting the new topic week.
card with names of students).
The students are asked a problem about a whispering gallery,
an enclosure wherein whispers emanating from one location
may be heard clearly in another location. With the given The students are asked with these questions:
B. Establishing a purpose for a
information, two friends want to validate if indeed the room is 1. can we graph the given ellipse given the standard equation?
lesson
a whispering gallery, how far should they stay away from the 2. How can we graph an ellipse given its properties.
center of the room and how far should they be from each other.
The teacher now presents the lesson in which the learners can be The teacher now presents the lesson in which the learners can be
able to define ellipse and determine the standard equations. able to graph the said conic section.
The instructor discusses the definition and properties of an
ellipse. Using the projected image, the following are being
illustrated as properties: foci, center, vertices, co-vertices,
principal axis, major axis and minor axis. Also, the 4 cases of
Using the graphing tools, the teacher will discuss the step by
D. Discussing the concepts the standard equations are given as follows:
step process in graphing the ellipse.
Case 1: Center at the origin: major axis along x axis
Case 2: Center at the origin: major axis along y axis
Case 3: Center at (h, k): major axis parallel to x-axis
Case 4: Center at (h, k): major axis is parallel to y-axis
THINK-GROUP-SHARE EXERCISE
The students must think individually about determining the
standard equations given the properties of the ellipse. Next, The class is divided into 10 groups. Each group is given a
E. Developing Mastery
group students into 5 to discuss their results and findings. problem and must arrive with a graph
Finally, have each group to share their ideas with the rest of the
class, and open the floor for further discussion.
F. Finding Practical Each group presents and discusses their output in the class. Each
Each group presents and discusses their output in the class. Each
Applications of concepts and group should present their techniques in arriving the standard
group should present their answer in the class
skills in daily living equations of the ellipse.
and Abstractions by every group. by every group.
H. Evaluating Learning The students will answer 10-item quiz The students will answer 10-item quiz
8
I. Additional activities for The students are tasked to answer their Problem Sets about the The students are tasked to answer their Problem Sets about
application or remediation standard equations of the ellipse. graphing an ellipse.
V. REMARKS
VI. REFLECTION
9
WEEK 4

Grade 11
DAILY LESSON
Session 1 Session 2
At the end of the session, the learners can be able to:
At the end of the session, the learners can be able to:
C. Learning Competencies/  define a hyperbola,
 graph a hyperbola in a rectangular coordinate system
Objectives  determine the standard form of equation of a hyperbola
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STEM_PC11AG-Id-1 STEM_PC11AG-Id-2
II. CONTENT
III. LEARNING
RESOURCES
Graphing Paper
Graphing Paper
Graphing Tools
B. Other Learning Resources Graphing Tools
Projector
Projector
Illustration Board
Illustration Board
IV. PROCEDURES
A. Reviewing previous lesson Using index cards, the teacher will randomly pick students that CABBAGE PASS: Have the students sit in their place. Give
or presenting the new topic will answer questions about the previous lessons about the three them the cabbage and let them pass it right next to them. When
10
conic sections. If a student can answer the question, she/he will the music stops, the one holding the cabbage will peel it, read
be given the chance to choose the next student to be asked. the problem indicated and answer it. If the student can’t answer,
he/she can ask for a friend or another classmate to answer.
The students are asked with these questions:
The teacher presents a problem about the panoramic
B. Establishing a purpose for a 1. Can we graph the hyperbola using its properties?
photography, a technique that captures a broad view into a
lesson 2. How can we graph a hyperbola given only its standard
photo.
equations.
The teacher will present the lesson through the projected images
C. Presenting the Lesson The teacher will present the lesson using the graphing tools.
about the hyperbola.
The instructor discusses the definition of the hyperbola.
Individually explains the different properties of hyperbola
namely: center, vertices, co- vertices, conjugate axis, transverse
axis, Latus Rectum, and equations of the asymptotes. With the
knowledge about the properties, the teacher will further discuss The teacher will discuss the step by step process in graphing the
the standard equations of the hyperbola namely: hyperbola.
1. Center at the origin; transverse axis along x-axis
2. Center at the origin; transverse axis along y-axis
3. Center at (h, k); transverse axis parallel to x-axis
4. Center at (h, k); transverse axis parallel to y-axis
1 vs. 55. All the students must secure an illustration board and
E. Developing Mastery chalk. The teacher will give problems about hyperbola. Each Individually, the students will graph the hyperbola given the
question corresponds to a specific time and points. The student standard equations and properties for 5 minutes per problem.
who will garner the highest point will be the winner.
F. Finding Practical The teacher will group the students into 4. Each group will try
The teacher will try to congest all the ideas about conic sections
Applications of concepts and to solve the problem given on the first part of this session about
to deliberately understand their application.
skills in daily living the panoramic photography.
and Abstractions by every group. inside the class.
H. Evaluating Learning The students will answer 10-item quiz The students will answer 10-item quiz
I. Additional activities for The students are tasked to answer their Problem Sets about the The students are tasked to answer their Problem Sets about
application or remediation standard equations of the hyperbola graphing hyperbola
V. REMARKS
11
VI. REFLECTION
WEEK 5

Grade 11
Teacher Ms. Khatrine Ann T. Arabilla Learning Area Core Track
DAILY LESSON
LOG Teaching Dates and Time Week 5 Sessions 1-2 Quarter Ist
Session 1 Session 2
The leaners can be able to:
The leaners can be able to:
C. Learning Competencies/  recognize the equation and important characteristics of
 solves situational problems involving conic sections
Objectives the different types of conic sections
STEM_PC11AG-Ie-2
STEM_PC11AG-Ie-1
II. CONTENT
III. LEARNING
RESOURCES
B. Other Learning Resources
Projector Projector
Chalk Chalk
IV. PROCEDURES
12
The students will be asked through practice exercises about the
following:
A. Reviewing previous lesson • Completing a square Using flash cards, the teacher will try to show equations and the
or presenting the new topic • Equation of a line students must recognize the conic sections.
• An empty set represented by an equation
• Solution of a literal equation
Understanding that not all equations of the conic sections are
The teacher will show different pictures of a conic sections
B. Establishing a purpose for a written in standard form. There is also what we called the
then the student will identify the standard equations and their
lesson General Second-Degree Equations. Through this, student can
properties.
be
able to understand the characteristics of each conic sections.
The teacher now presents the lesson in which the learners can The teacher now presents the lesson in which the learners can be
able to write a text in cause and effect. able to comprehend and analyze the given in every problem.
The teacher will present the general guidelines on how to solve
any worded problem such as:
a. Determine what is being asked
b. Identify the given
The instructor provides input on how to rewrite the standard
c. Show illustration and representation
D. Discussing the concepts form of the equation of the conic sections to general equation
c. Analyze what formula or equation to be used
by understanding the characteristics.
d. Solution
e. Answer
Given worded problems about conic sections, the teacher will
use the guidelines to solve the problem.
ROUND ROBIN BENEFIT. The teacher will put students in
group of four. Assign each student a color pencil and have
them record his/her name so you can see who is responsible for
STUDENTS IN ACTION. In group of four, the students will
specific steps in the activity. Each group will have one problem
collaborate to complete engineering and architectural
E. Developing Mastery to solve about the conic sections. Each teammate will complete
challenges about the four conic sections. They must able to
one operation or problem, and then pass on the worksheet to
arrive in illustration and design, calculations and techniques.
the next teammate. If students feel though someone on the item
has made a mistake, they may politely ask their
teammates to
reconsider
13
F. Finding Practical
Each group presents and discusses their output in the class. Each
The students will act as engineers and architects while
Applications of concepts and group should present the techniques on how they arrive and
presenting their outcome.
skills in daily living recognize the conic section given only the equation.
and Abstractions by every group. by every group.
Each group generates two questions for every other group which
H. Evaluating Learning The students will answer 10-item quiz
must be answered in a piece of paper.
The students are tasked to answer their Problem Sets about
I. Additional activities for The students are tasked to answer their Problem Sets about the
recognizing conic sections given the general second-degree
application or remediation worded problems involving the 4 Conic Sections.
equations.
V. REMARKS
VI. REFLECTION
14
WEEK 6

Grade 11
DAILY LESSON
Session 1 Session 2
The learners can be able to:
The learners can be able to:  determine the solutions of systems of nonlinear
 illustrate systems of nonlinear equations equations using techniques such as substitution,
Objectives
STEM_PC11AG-If-1 elimination, and graphing***
STEM_PC11AG-If-g-1
II. CONTENT
III. LEARNING
RESOURCES
Projector Projector
Chalk Chalk
IV. PROCEDURES
A. Reviewing previous lesson Solving linear and quadratic equations The teacher will ask questions about the last topic by randomly
or presenting the new topic Sketching the graph of linear and quadratic equations picking students’ name from the index card.
15
Sketching the graph of conic sections.
The teacher will present worded problem in which modelling it
through system of linear equations is not possible and
sufficient. Problem: The teacher will show some flashcard of liner equation with
Majo has a rectangular flower garden whose perimeter is 18m one variable. Then, the students will be determining the
lesson
and area is 14 meetr squared. She was told by her frien solution or the value of the variable.
Anthony that this information is enough to determine the
dimensions of her garden. Is Anthony’s claim true?
The teacher presents the topic through giving the equations or The teacher will give again the problems being presented last
modelling the problem through the equations. meeting and they have to solve for the values of the unknown.
The teacher defines the following terms:
Nonlinear equation The teacher will present the 3 ways on how to solve for the
system of nonlinear equations systems of nonlinear equations such as:
Solution 1. Elimination
D. Discussing the concepts Solution Set 2. Substitution
Then, the teacher will illustrate the systems of nonlinear 3. Graphing
equations by modeling different worded problems. The teacher will also discuss the four steps in substitution and
Dependent System elimination.
Inconsistent System
TRY THEM ALL. The class will be divided into three
groups. However, these three groups are given one and same
The students are given the chance to choose their own pair
problem but they have to solve it in different method.
whom they can share their ideas and comfortable to work with.
E. Developing Mastery Group 1- Elimination Method
Each pair, are given the 5 worded problems and they have to
Group 2- Substitution Method
make equations out of those given problems.
Group 3- Graphical Method
F. Finding Practical The given worded problems depict the real-life applications of
After they discussed on their group, each group must assign two
Applications of concepts and system of nonlinear equations in which student can fully grasp
students to share their answers and solution on the other groups.
skills in daily living and appreciate the topic.
G. Making Generalizations The teacher will summarize the both the process and outcomes
The teacher will summarize the presentation of the three groups
and Abstractions being presented by the students.
H. Evaluating Learning The teacher will give 10-item quiz. The teacher will give 10-item quiz.
16
application or remediation illustrating systems of nonlinear equations. solving systems of nonlinear equations.
V. REMARKS
VI. REFLECTION
17
WEEK 7

Grade 11
DAILY LESSON
Session 1 Session 2
nonlinear equations
 solve situational problems involving systems of nonlinear equations
Objectives
STEM_PC11AG-Ig-2
II. CONTENT
III. LEARNING
RESOURCES
A. References Pre-Calculus for Senior High School
Graphing Paper
Graphing Tools
Projector
Illustration Board
Chalk
IV. PROCEDURES
A. Reviewing previous lesson
The teacher will ask questions about the previous lessons being tackled through random picking of index card.
or presenting the new topic
18
The teacher will give worded problems and students will try to analyze how to solve the given problem.
lesson
C. Presenting the Lesson The teacher presents the lesson about the worded problems involving the systems of nonlinear equations.
Using the 3 ways on how to solve for the systems of nonlinear equations such as: elimination, substitution, and graphing, the
teacher will present five examples of worded problems. The teacher will show how to solve them applying the general guidelines
on how to solve worded problems.
MATH FACTS RACE. Divide the class into 10 groups with 5 students per team at the back of the class, posting a sheet 5 meters
away from them. One student from each team will run to the sheet, gets the question and goes back to the team to answer the
given
question. Once they have the answered, the team raises green flaglet to indicate that they are done. The teacher will check the
answer. Next student will get the question and do the same. The team who accumulate the highest points will be the winner
Applications of concepts and The students are able to solve worded problem with real life application.
skills in daily living
G. Making Generalizations
The teacher summarizes all the lesson for the day.
and Abstractions
H. Evaluating Learning The teacher will give 10-item quiz.
I. Additional activities for
The students are tasked to answer their Problem Sets about worded problems involving systems of nonlinear equations.
application or remediation
V. REMARKS
VI. REFLECTION
19
WEEK 8-10 Series and Mathematical Induction
WEEK 8

Grade 11
DAILY LESSON Teacher Ms. Khatrine Ann T. Arabilla Learning Area Specialized Subject
Session 1 Session 2
A. Content Standard The learners shall be able to determine key concepts of series and mathematical induction and the Binomial Theorem.
The learners shall be able to keenly observe and investigate patterns, and formulate appropriate mathematical statements and
prove them using mathematical induction and/or Binomial Theorem

 illustrate a series
The learners shall be able to:
STEM_PC11SMI-Ih-1
C. Learning Competencies/  illustrate the Principle of Mathematical Induction
 differentiate a series from a sequence
Objectives STEM_PC11SMI-Ih-4
STEM_PC11SMI-Ih-2
 apply mathematical induction in proving identities
 use the sigma notation to represent a series
STEM_PC11SMI-Ih-3
Series and Mathematical Induction: A. Sequences, Series, and the Sigma Notation, B. The Principle of Mathematical
II. CONTENT
Induction, C. Arithmetic Sequence and Series, D. Geometric Sequence and Series and E. The Binomial Theorem
III. LEARNING
RESOURCES
A. References Pre- Calculus for Senior High School Students Pre- Calculus for Senior High School Students
20
Projector Projector
Chalk Chalk
IV. PROCEDURES
TIC-TAC-TOE- Prepare by dividing a sheet into squares —
The teacher presents a problem about a man named Alex who
three vertical by three horizontal. Don’t leave them blank.
wants to train for a full marathon. He started training for a 21-
A. Reviewing previous lesson Instead, fill the boxes with questions that test their skills in
km run a month prior to a marathon. Given the information, the
or presenting the new topic operations in polynomials, laws of exponents and sigma
students will try to find out the distance he covers for the next
notation. The first one to link three Xs or Os — by correctly
two remaining days.
answering questions — wins.
The teacher will give a mathematical statement an and will try
B. Establishing a purpose for a The teacher emphasizes the importance of this topic to solve
to let the students identify if it is true or not. Emphasizing that
lesson problems such as the first problem given.
we cannot assume that all mathematical statements are correct.
The teacher will now present the topic which is the principle of
C. Presenting the Lesson The teacher will present different string of numbers.
mathematical induction
The teacher will discuss the following terms:
a. Sequence
b. Term
c. Finite Sequence The teacher will discuss the following:
d. Infinite Sequence a. Definition of PMI
e. General Term b. Steps in Proving Using PMI
f. Recursive Formula The teacher will discuss examples with different forms of the
g. Summation Notation equations.
h. Index of the Summation
i. Upper Limit and Lower Limit
j. Series
Give more string of numbers as examples.
BINGO CARDS. First, let the students create bingo cards that KNOWING THE PROCESS. The teacher will put students in
contain answers to different sequence and series problems. group of four. Assign each student a color pencil and have
E. Developing Mastery They can arrange the answers in any arrangement they want. them record his/her name so you can see who is responsible for
Make sure they have a separate sheet for calculations. Finally, specific steps in the activity. In round 1, each group will have
instead one statement to prove. Each teammate will complete one step,
of calling numbers, state the problem like what is the next term
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for the sequence 1, 5, 9, 13 …, they can check off the number and then pass on the worksheet to the next teammate. If
17 if it’s on their cards. If somebody formed already vertical, students feel though someone on the item has made a mistake,
horizontal and slant line, he/she will shout BINGO! they may politely ask their teammates to reconsider. In round 2
and 3, they
will interchange steps to complete.
The students will be given worded problems with real life
Applications of concepts and Each group presents and discusses their output in the class.
applications. They will also solve the first given problem.
G. Making Generalizations The teacher will summarize students’ answers in the worded The instructor summarizes everything that have been discussed
and Abstractions problems. by every group.
H. Evaluating Learning The teacher will give 10-item quiz. The teacher will give 10-item quiz.
application or remediation sequence and series. Principles of Mathematical Induction.
V. REMARKS
VI. REFLECTION
22
WEEK 9

Grade 11
Teacher Ms. Khatrine Ann T. A rabilla Learning Area Specialized Subject
DAILY LESSON
Session 1 Session 2
A. Content Standard The learners shall be able to determine the key concepts of series and mathematical induction and the Binomial Theorem.
prove
them using mathematical induction and/or Binomial Theorem
 illustrate Pascal’s Triangle in the expansion of for small positive integral values of
STEM_PC11SMI-Ii-2
Objectives
 prove the Binomial Theorem
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II. CONTENT
III. LEARNING
RESOURCES
A. References Pre- Calculus for Senior High School Students
Projector
Illustration Board
Chalk
IV. PROCEDURES
23
STAND UP, SIT DOWN: The teacher will give a straightforward review about evaluating functions: The teacher will pick a
number/expression, and students must stand if the answer to an equation the teacher read aloud matches that number. If it isn’t,
A. Reviewing previous lesson they remain seated in a circle. For example, you can tell students to stand if the answer is:
or presenting the new topic Greater than 10
An even number
(x+1)
The students are asked with the following questions:
1. Have you tried expanding binomials with larger exponent?
lesson
2. What are the techniques you used to make it easier?
C. Presenting the Lesson The teacher presents the lesson about the Pascal’s Triangle and Binomial Theorem.
The teacher will discuss the following:
a. Definition of Binomial Theorem
b. Give the Binomial Expansion
c. Proof of Binomial Theorem (by PMI)
d. Definition of Pascal’s Triangle.
e. Give examples
CREATE MNEMONIC DEVICES. The teacher will let the students discover a mnemonics/technique in which they can easily
expand binomials in a short span of time.
Applications of concepts and The students will present their mnemonics inside the class.
and Abstractions
The students are tasked to answer their Problem Sets about Binomial Theorem and Pascal’s Triangle.
V. REMARKS
VI. REFLECTION
24
WEEK 10

Grade 11
DAILY LESSON
Session 1 Session 2
A. Content Standard The learners shall be able to determine the key concepts of series and mathematical induction and the Binomial Theorem.
prove
them using mathematical induction and/or Binomial Theorem
 determine any term of , where is a positive integer, without expanding
STEM_PC11SMI-Ij-1
Objectives
 solve problems using mathematical induction and the Binomial Theorem
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II. CONTENT
III. LEARNING
RESOURCES
Projector
Illustration Board
Chalk
IV. PROCEDURES
25
PLEASE DON’T STOP THE MUSIC: the whole will stand and everybody must dance to the beat of the music. Once the music
stops, everybody must also stop. If a student failed to do it or stops lately, he/she will be thrown the question about the previous
topic they had (Pascal’s Triangle and Binomial Theorem)
B. Establishing a purpose for a The teacher will elaborate the importance of the new topic by letting the students solve a question without using the knowledge of
lesson the new lesson. Example is find the 7th term of the binomial (2𝑥 + 6)9
The teacher will present the new topic about rth term of the binomial expansion and solve problems involving mathematical
induction.
1. Formula for the rth term in the binomial expansion
2. Proving mathematical statements through PMI
3. Solving problems about the binomial expansion using the binomial theorem
SCRAMBLED BACK TO BACK. The teacher pre-group the students according to their ability. It involves 2 sets of 5 pair of
classmates standing beside the blackboard with chalk and illustration in hand, facing away from one another. The teacher will
use the chant “scramble scramble stops …” requiring each competitor to write their answer about binomial expansion and the nth
term
of the expansion on the board. Using this information, a competitor wins by raising the correct answer first.
Applications of concepts and The students will be given worded problems with real life applications of PMI and Binomial Theorem.
and Abstractions
The students are tasked to answer their Problem Sets about Binomial Theorem and PMI.
V. REMARKS
VI. REFLECTION
26
WEEK 11 - 20: TRIGONOMETRY
WEEK 11

Grade 11
DAILY LESSON
LOG Teaching Dates and Time Week 11 Sessions 1-2 Quarter 2nd
Session 1 Session 2
The learners shall be able to determine the key concepts of circular functions, trigonometric identities, inverse trigonometric
A. Content Standard
functions, and the polar coordinate system
B. Performance Standards The learners shall be able to formulate and solve accurately situational problems involving circular functions
 illustrate the unit circle and the relationship between the
linear and angular measures of a central angle in a unit
C. Learning Competencies/  illustrate angles in standard position and coterminal
circle
Objectives angles
STEM_PC11T-IIa-1
STEM_PC11T-IIa-3
 convert degree measure to radian measure and vice
versa STEM_PC11T-IIa-2
Trigonometry: a. Angles and Angular Measure, b. The Unit Circle, C. Circular Functions, d. Properties of Sine and
Cosine, e. Fundamental Identities, f. Sum and difference Identities, g. Double-angle and Half-Angle Identities, h. Inverse
II. CONTENT
Circular Functions, i. Equations involving Circular Functions, j. Application of Circular Functions and k. The Polar
Coordinate System
III. LEARNING
RESOURCES
Whiteboard and Marker
B. Other Learning Resources Manila Papers
Pentel pen
27
IV. PROCEDURES
A. Reviewing previous lesson The teacher will present illustrations about the angles then the students will identify what type of angle is it according to
or presenting the new topic measurement. The students who can give the correct answers will receive a prize.
B. Establishing a purpose for a The teacher will show images of anything that has angle. Then, discuss to the students the importance of knowing the
lesson measurement
of the angles.
C. Presenting the Lesson The teacher will present the lesson about angles, angular measures and conversion of radian to degrees and vice versa.
1. Definition of angle
2. Illustration of angle
3. Parts of angle
D. Discussing the concepts 4. Radian Measure
5. How to convert radian measure of an angle to its degree measure and vice versa
6. Coterminal Angles
7. Standard Position
WHO WANTS TO BE A MILLIONNAIRE?

The teacher will divide the whole class into 4 sets. The members of the 4 sets will be competing with each other. The teacher will
give questions about the discussed topic then whoever accumulate first a million points will be the winner in their set. The
winners in 4 sets will also compete with each other on the final round.
Applications of concepts and The teacher will discuss the importance of angular measures through the projected images on the first part of the class discussion.
The teacher will summarize all the lesson for the whole week
and Abstractions
H. Evaluating Learning The teacher will give a 30-point quiz.
I. Additional activities for The students are tasked to answer their Problem Sets about Angels and Angular Measures and Conversion of Radian to Degrees
application or remediation and Vice Versa.
V. REMARKS
VI. REFLECTION
28
WEEK 12

Grade 11
DAILY LESSON
Session 1 Session 2
A. Content Standard
 illustrate the different circular functions STEM_PC11T-IIb-1
Objectives
 uses reference angles to find exact values of circular functions STEM_PC11T-IIb-2
II. CONTENT
Coordinate System
III. LEARNING
RESOURCES
Projector
B. Other Learning Resources Illustration Board
Chalk
Pentel pen
IV. PROCEDURES
BATO-BATOBATO-BATOTOY:
The teacher will lead the group. If the teacher will say BATO, the students will place their hands on their head, BATOBATO-
students will place their hands on their shoulders and BATOTOY- students will place their hands on their knees. Here’s the catch,
29
the teacher will intentionally mismatch her actions to the command emphasizing “follow what I say, but do not follow what I do”
and increase the pace of the command. If students got wrong, they will choose a number that corresponds to a question about
angle
in standard position, terminal, reference and coterminal angles.
The teacher will introduce a new set of functions in which resulting values are dependent on the coordinates of points in the circle.
lesson
C. Presenting the Lesson The teacher will present the lesson about the circular functions.
1. Definition of the six Circular Functions
a. Sine function
b. Cosine function
D. Discussing the concepts c. Tangent function
d. Cosecant function
e. Secant function
f. Cotangent function
2. Finding the six circular functions given each angle in radian and degree form
MENTAL MATH: The teacher required the students to secure the following materials: Folder, Marker, Compass and any
E. Developing Mastery coloring materials. Each student must illustrate the circular functions and must make a mnemonic to help them familiarize the
circular
functions of special angles. After they familiarize, question and answer follow.
F. Finding Practical The teacher will discuss the importance of familiarizing the circular functions of special angles. (The students can be able to
Applications of concepts and identify circular functions without calculator
The teacher will summarize all the lessons discussed
and Abstractions
The students are tasked to answer their Problem Sets about the Circular Functions.
V. REMARKS
VI. REFLECTION
30
WEEK 13
School Davao Doctor’s College, Inc. Grade Level 11

Grade 11
DAILY LESSON
Session 1 Session 2
The learners shall be able to determine key concepts of circular functions, trigonometric identities, inverse trigonometric
A. Content Standard
functions,
and the polar coordinate system
C. Learning Competencies/ The learners shall be able to:
Objectives  determine the domain and range of the different circular functions STEM_PC11T-IIc-1
II. CONTENT
Coordinate System
III. LEARNING
RESOURCES
Projector
Chalk
Pentel pen
IV. PROCEDURES
A. Reviewing previous lesson The teacher will give the review about the lesson tackled last meeting through reshuffling index card, randomly picking names
or presenting the new topic of students.
lesson
31
C. Presenting the Lesson The teacher will present the lesson about the domain and range of six circular functions.
1. Domains of the Six Circular Functions
2. Signs of the Six Circular Functions
3. Range of Sine and Cosine Functions
4. General Sine and Cosine Functions
5. Range of the General Sine and Cosine Functions
6. Period of the General Sine and Cosine Functions
7. Range of the Tangent, Cotangent, Secant, and Cosecant Functions
8. Domain of the General Tangent, Cotangent, Secant, and Cosecant Functions
9. Range of the General Tangent, Cotangent, Secant, and Cosecant Functions.
POWER RANGER: The whole class will be divided into 10 groups with 5 members per group. Each member has a
E. Developing Mastery corresponding color like red, yellow, blue, pink and orange. Using fish bowl, the teacher will get the question as well as the
color assigned to
answer. The group who can give the first correct answer will be given the corresponding points.
The teacher will show to the students the importance of knowing the range and domain of the circular functions specially in
Applications of concepts and
graphing.
and Abstractions
The students are tasked to answer their Problem Sets about the Domain and Range of the Circular Functions.
V. REMARKS
VI. REFLECTION
32
WEEK 14
School Davao Doctors’s College, Inc. Grade Level 11

Grade 11
DAILY LESSON
Session 1 Session 2
A. Content Standard
functions,
 graph the six circular functions (a) amplitude, (b) period, and (c) phase shift
STEM_PC11T-IIc-d-1
Objectives
 solve problems involving circular functions
STEM_PC11T-IId-2
II. CONTENT
Coordinate System
III. LEARNING
RESOURCES
A. References Pre- Calculus for Senior High School Students Pre- Calculus for Senior High School Students
Projector
Chalk
Pentel pen
IV. PROCEDURES
33
lesson
1. Periodic Functions and its Period
2. Period of the General Sine and Cosine Functions
3. Definition of Amplitude
D. Discussing the concepts 4. Amplitude of Sine and Cosine Functions
5. Phase Shift of a Sine and Cosine functions
6. Period of the General Tangent, Cotangent, Secant and Cosecant Functions
7. Solve problems involving Circular Functions
SCAVENGER HUNT: The teacher will prepare ample of questions or items and let the students answer them. Through
E. Developing Mastery navigating
their phone or laptops, they can easily find the answers or anything that will help them solve the problems. Here’s the catch. They
must answer as many problems as they can in just a short period of time.
Applications of concepts and The teacher will be calling some students to explain their work.
and Abstractions
The students are tasked to answer their Problem Sets about Graph of Circular Functions.
V. REMARKS
VI. REFLECTION
34
WEEK 15

Grade 11
DAILY LESSON
Session 1 Session 2
A. Content Standard
The learners shall be able to apply appropriate trigonometric identities in solving situational problems
 determine whether an equation is an identity or a conditional equation
STEM_PC11T-IIe-1
 derive the fundamental trigonometric identities
Objectives
STEM_PC11T-IIe-2
 derive trigonometric identities involving sum and difference of angles
STEM_PC11T-IIe-3
II. CONTENT
Coordinate System
III. LEARNING
RESOURCES
Projector
Chalk
Manila Papers
35
Pentel pen
IV. PROCEDURES
A. Reviewing previous lesson SHOW US WHAT YOU’VE GOT. The teacher will give review in a form of questions about the six circular functions and
or presenting the new topic evaluation of circular function values. If the student failed to give the correct answer, he/she must show his/her talent.
B. Establishing a purpose for a The teacher will ask the students to bring out their calculators and let them solve the Secant, Cosecant and Cotangent functions if
lesson they are available in then calculators. If not, the lesson for this session is widely needed.
C. Presenting the Lesson The teacher will present the new lesson for the seek about the identities of trigonometric functions.
1. Identity and Conditional Equation
2. The Fundamental Identities
a. Reciprocal Identities
D. Discussing the concepts b. Quotient Identities
c. Pythagorean Identities
3. Tips on Proving Identities Circular Functions
4. Sum and Difference Identities
GIVE ME A NUMBER: The class will be divided into 5 groups with 10 members per group. Each member must have an
E. Developing Mastery assigned
number card. So, if the teacher will tell give me number 1, all number one’s will stand and represent their group. The group with
the highest point will be the winner.
Applications of concepts and The teacher will give worded problems involving real life applications of the identities.
and Abstractions
The students are tasked to answer their Problem Sets about Graph of Circular Functions.
V. REMARKS
VI. REFLECTION
36
WEEK 16

Grade 11
DAILY LESSON
Session 1 Session 2
A. Content Standard
C. Learning Competencies/  derive the double and half-angle formulas STEM_PC11T-IIf-1
Objectives  simplify trigonometric expressions STEM_PC11T-IIf-2
 prove other trigonometric identities STEM_PC11T-IIf-g-1
II. CONTENT
Coordinate System
III. LEARNING
RESOURCES
Projector
Chalk
Pentel pen
IV. PROCEDURES
37
A. Reviewing previous lesson The teacher will give a review about the evaluation of circular functions values, fundamental identities and sum and difference
or presenting the new topic identities.
The teacher will let the students discover that some identities discussed already are equal with double- identities
lesson
C. Presenting the Lesson The teacher will discuss the lesson about double-angle identities, trigonometric expressions and identities.
1. Double-angle Identities
D. Discussing the concepts 2. Half- angle Identities
3. Simplifying Trigonometric Functions
4. Proving Trigonometric Identities
AROUND THE WORLD: The teacher presents flashcards with series of questions. Let all the students stand up, the first
student stands next to the student behind them. The teacher will show a flashcard and whoever is the fastest to say the correct
answer between the two moves on. Here’s the catch, the idea is to be the best in the whole class.
For a bonus, if a student makes it all the way around the room then they get to go against the teacher. Surely, they will LOVE
this. Since the teacher made the questions and knew the answers faster, the teacher will give them 3 tries to beat her/him. If they
beat the teacher, the student will receive bonus points and a special prize
Applications of concepts and The teacher will ask the students to give and share their techniques and strategies on how to familiarize the trigonometric
skills in daily living identities.
The teacher will summarize the lesson for the week.
and Abstractions
The students are tasked to answer their Problem Sets about Double and Half-angle identities and trigonometric expressions
V. REMARKS
VI. REFLECTION
38
WEEK 17

Grade 11
DAILY LESSON
Session 1 Session 2
A. Content Standard
C. Learning Competencies/ The learners shall be able to:
Objectives  solve situational problems involving trigonometric identities STEM_PC11T-IIg-2
II. CONTENT
Coordinate System
III. LEARNING
RESOURCES
Projector
Chalk
Pentel pen
IV. PROCEDURES
GET OUT OF HERE:
The teacher divides the class into 10 groups. All groups must go outside their classrooms and if possible outside the campus. They
have to list all the tall things that they can see minimum of 10 things or buildings, infrastructure.
39
B. Establishing a purpose for a The teacher will emphasize the importance of knowing the trigonometric identities to determine the height of the buildings or any
lesson high infrastructures
C. Presenting the Lesson The teacher presents the steps on how to solve worded problems involving trigonometric functions.
The teacher will present the general guidelines on how to solve any worded problem such as:
a. Determine what is being asked
b. Identify the given
c. Show illustration and representation
c. Analyze what formula or equation to be used
d. Solution
e. Answer
Given worded problems about trigonometric, the teacher will use the guidelines to solve the problem
Session 1
Same groupings a while ago, each group constructs a clinometer, uses it to measure angles, and prepares for a practical
application of trigonometry to be undertaken in Session 2.
Issue each group with a clear plastic ruler, a clear plastic protractor, clear tape, cotton and a small weight. Before the session it is
suggested that the teacher drill a small hole in the centre of the protractors large enough to pass the cotton through. Each group
makes a clinometer. Using the list of students made to measure angles. Explain how it is done.
The clinometer allows the students to measure the angle ABC. They are then able to calculate the angle BAC. The students can
then be sent to a few places around the school to practise measuring such angles. Usually it is best for one person to hold the
clinometer in such a way that his or her eye looks along the ruler to the top of the object concerned, and a team member reads off
the angle. Students should take turns doing this. The aim, here, is to become proficient at taking angles so that this is not an issue
during Session 2. For each measurement, the students should sketch a diagram.
Session 2
In this session the students learn how to measure the height of one or more suitable objects, carry out the activity, and write up a
poster explaining how this procedure is carried out.
Each student will need to measure the distance between his or her feet and eyes. Imagine the tall object to be measured is a
building.
40
Students measure the distance d from the base of the tree. They use the clinometer to find the angle θ. Using tan they can find h
(because h = d x tan(θ)). And, of course, they need to add on the distance between their feet and eyes at the end.
Before the teacher sends the groups out, go through two practice examples using imaginary figures. Once you are sure the groups
understand the process get each group to take the necessary measurements and calculate the heights concerned. Each group
should make tree measurements of the angle concerned (each at a different distance); one for each member of the group.
On their return to class, lest the activity be quickly forgotten, get each student to make a small poster that fully describes how a
clinometer is made and how it was used for making the relevant measurements just completed.
Session 3
In this session the students are given an insight into how trigonometry might be used, under the appropriate circumstances, to
measure the height of the moon. But first the students need to be reminded what ‘latitude’ means, and what the moon rising or
setting over the horizon means.
Get the students to draw a circle representing the earth. Get them to mark a point P on the earth and imagine they are standing at
this point. Now they draw a tangent through that point.
The tangent is basically the horizon at P. When the moon is above this line it is above the horizon and visible from P. When it
crosses the line it is either rising or setting. When it is below the line it is not visible from P.
Get the student to find, using an atlas, four countries at a latitude of 20 degrees, two in the southern hemisphere and two in the
northern. If you are at latitude 60 degrees, where might you be? What is the weather likely to be at a latitude 0 degree? Why? If
you are at a latitude of 90 degrees, where are you?
Students complete this session by making a poster explaining what it means when the moon passes over the horizon, what
latitude means with some examples, how the calculation was made, and some interesting facts associated with this problem.
Applications of concepts and All groups must explain their work and share insights about the activity given to them.
41
and Abstractions
The students are tasked to answer their Problem Sets about Solving problems involving trigonometric functions.
V. REMARKS
VI. REFLECTION
42
WEEK 18

Grade 11
DAILY LESSON
Session 1 Session 2
A. Content Standard
functions,
B. Performance Standards The learners shall be able to formulate and solve accurately situational problems involving appropriate trigonometric functions
 illustrate the domain and range of the inverse trigonometric functions.
STEM_PC11T-IIh-1
Objectives
 evaluate an inverse trigonometric expression.
STEM_PC11T-IIh-2
II. CONTENT
Coordinate System
III. LEARNING
RESOURCES
A. References Pre-Calculus for Senior High School Students
Projector
Chalk
IV. PROCEDURES
43
BELIEVE IT OR NOT: IT’S JUST ALONG THE 4 CORNERS
The teacher prepares question about the domain and range of circular functions.
To begin the activity, teacher places one of the index cards face down on each student's desk. Instruct students to look at their
cards privately to find out if their role in the game is that of a Player or a Fibber. Tell students to not reveal their roles to their
classmates. Run through a couple of practice questions before beginning the game. Pose the first question and four possible
A. Reviewing previous lesson responses. Ask students which response they think is the correct one. Have students who think the correct answer is A stand by
or presenting the new topic the A sign. Students who think the correct answer is B, C, or D gather near their respective signs.
Here's the catch! Students who hold the Player cards go to their appropriate corners while students who hold the Fibber cards are
free to go to any corner. The Fibber's movements are intended to throw off the other students. Perhaps some of the brightest
students are Fibbers and some players will be tempted to follow those students to the wrong corners. Doing this encourages
students to think for themselves, not just follow the flock.
The class will consider the reverse process of getting the circular function values of a given angle.
lesson
C. Presenting the Lesson The teacher will present the lesson about the Inverse Circular Functions.
1. Inverse Sine Function
D. Discussing the concepts 2. Inverse cosine Function
3. Inverse tangent Function
4. Inverse Secant, Cosecant and Cotangent Functions
E. Developing Mastery Same groupings, the teacher will give problems to each group and they must have a correct and unified answer about the
discussion.
Applications of concepts and The students will discuss their work.
and Abstractions
The students are tasked to answer their Problem Sets about Solving problems involving trigonometric functions.
V. REMARKS
VI. REFLECTION
44
45
46

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DAILY LESSON LOG

JUNE 2018-0CTOBER 2018

WEEK 1 – 7: ANALYTIC GEOMETRY

School Davao Doctors College Inc Grade Level 11

School Davao Doctors College, Inc. Grade Level 11

School Davao Doctors College Inc. Grade Level 11

School Davao Doctors College, Inc. Grade Level 11

School Davao Doctors College, Inc. Grade Level 11

School Davao Doctors College, Inc. Grade Level 11

School Davao Doctors College, Inc. Grade Level 11

School Davao Doctors College, Inc. Grade Level 11

The learners can be able to:

School Davao Doctors College, Inc. Grade Level 11

School Davao Doctors College, Inc. Grade Level 11

School Davao Doctors College, Inc. Grade Level 11

WHO WANTS TO BE A MILLIONNAIRE?

School Davao Doctors College, Inc. Grade Level 11

School Davao Doctor’s College, Inc. Grade Level 11

School Davao Doctors’s College, Inc. Grade Level 11

School Davao Doctor’s College, Inc. Grade Level 11

School Davao Doctor’s College, Inc. Grade Level 11

School Davao Doctor’s College, Inc. Grade Level 11

School Davao Doctor’s College, Inc. Grade Level 11

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