2022-2023 MATHEMATICS DAILY LESSON LOG

PANSOL INTEGRATED NATIONAL

SCHOOL GRADE LEVEL: GRADE 11
HIGH SCHOOL
LEARNING AREA: MATHEMATICS
TEACHER LAMETTE A. AYONG
PRE-CALCULUS/ BASIC CALCULUS
September 14, 2022 (Wednesday)
11-Einstein (10:20AM – 11:10AM)
TEACHING DATE/TIME : QUARTER: 1st Quarter
September 17, 2022 (Monday)
11-Pascal (8:10AM – 9:00AM)
I.OBJECTIVES
The learners demonstrate an understanding of key concepts of conic sections and
A.CONTENT STANDARD
systems of nonlinear equations.
The learners shall be able to model situations appropriately and solve problems accurately
B. PERFORMANCE STANDARD
using conic sections and systems of nonlinear equations.
The learners
 define a parabola STEM_PC11AG_1a_5
C. LEARNING COMPETENCIES/  determine the standard equation of a parabola STEM_PC11AG_1b_1
OBJECTIVES Objectives
1. Define a parabola
2. Identify the key elements of a parabola
II-CONTENT CONIC SECTIONS – PARABOLA
III-LEARNING RESOURCES
A.REFERENCES
1. Teacher’s Guide Pre – Calculus Teacher’s Guide pages 20 – 32
2. Learners’ Material Pre – Calculus Learner’s Material pages 19 - 32
3. Textbook page
4. Additional Resource
Pre-Calculus First Quarter Grade 11 Learner’s Material pages 12 - 18
from (LR) portal
B.OTHER
LEARNINGRESOURCES
IV- PROCEDURES
A. Reviewing the previous Direction: In Grade 9 Mathematics, parabola is the graph of quadratic functions. To
lesson or presenting the refresh your idea about parabola, do the task below:
new lesson Given the quadratic functions, determine the opening of the parabola and vertex.
a. y = x2 – 4 b. y = (x – 2)2 + 3 c. y = -(x + 1)2 d. y = -x2 – 3
B. Establishing purpose for The teacher presents the objectives of the lesson to the class and let the students
the lesson recognize the importance of the concept of parabola.
C. Presenting Consider the point F(0, 2) and the line l having equation y = −2, as shown in Figure 1.25.
examples/Instances What are the distances of A(4, 2) from F and from l? (The latter is taken as the distance
for the new lesson of A from Al , the point on l closest to A). How about the distances of B(−8, 8) from F and
from l (from B l)?

D. Discussing new concept
and practicing new skill
Let F be a given point, and l a given line not containing F. The set of all points P such that
its distances from F and from l are the same, is called a parabola. The point F is its focus
and the line l its directrix.
Parabola is locus of points such that the distance from a point to a focus is equal to the
distance from the same point and the directrix. In deriving the standard form of the
equation of the parabola, distance formula will be utilized. Based on the illustration,
FP=PD . Point F has coordinates (0, p) therefore x 1 = 0 and x2 = p while point P has
coordinates (x, y) therefore x 2 = x and y2 = y. To find the distance between F and P
 √( x−0)2 +( y− p)2 . Likewise, point D has coordinates (x, -p) therefore x = x and y
1 1 =-
p. To find the distance between P and D, it will be √ ( x−x )2+( y−(− p))2 .
Since FP=PD therefore √ ( x−0)2 +( y− p)2=√ ( x−x )2+( y−(− p))2
Therefore, the standard form of the equation of the parabola opens upward whose
vertex is at the origin is x2 = 4py. Here are other formulas of the parabola.
Properties of a Parabola with vertex at the origin (0, 0)
Standard form of the Directri Opening of the
Focus
equation x graph

2
x =4 py ( 0 , p) y=−p Upward

2
x =−4 py ( 0 ,−p ) y= p Downward

2
y =4 px ( p , 0) x=− p Right

2
y =−4 px (- p , 0) x= p Left

Properties of a Parabola with vertex at (h, k)

Standard form of the Opening of the
Focus Directrix
equation graph

( x−h )2=4 p ( y−k ) ( h , k + p) y=k− p Upward

( x−h )2=−4 p ( y−k ) ( h , k −p ) y=k + p Downward

( y−k )2=4 p ( x−h ) ( h+ p , k ) x=h− p Right

( y−k )2=−4 p ( x −h ) ( h−p , k ) x=h+ p Left

E. Developing Mastery Identify the parts of the equation of the given parabola:
Leads to formative 1. 4y2 – 64x = 0 2. x2 – 18x + 36y – 207 = 0
assessment
F. Finding practical As a result of these observations, it follows the distribution of the field on the focal plane
application of concepts will be in phase and travelling in the same direction. This gives rise to the parabolic dish
and skills in daily living antennas highly directional radiation pattern. This is why the shape of the dish is
parabolic.
G. Making generalization and Parabola is locus of points such that the distance from a point to a focus is equal to the
abstraction of the lesson distance from the same point and the directrix.
Parts of Parabola
1. Vertex - sharpest turn point of the parabola. (represented by V)
2. Focus - a point which is used to determine or define the parabola. (represented by F)
3.Latus Rectum - a line passing through the focus, perpendicular to the axis of symmetry,
and it has two end points.
4. Directrix - a line perpendicular to axis of symmetry. (represented by D).
5. Axis of symmetry - a line that divides the parabola in half.

Identify the parts of the equation of the given parabola:

H. Evaluating Learning
1. 4x2 – 128y = 0 2. y2 – 10y – 40x + 25 = 0
I. Additional Activities for
application and
remediation
V- REMARKS
A. No. of learners who earned
80 in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies work well? Why
did this work?
F. What difficulties did I
encounter which my
Principal and Supervisor
can help me solve?
G. What innovation or
localized materials did I
discover which I wish to
share with other teachers?

Prepared by:

LAMETTE A. AYONG
Teacher II

ROSETTE L. TAPALLA
Head Teacher I

ANICIA R. INDICIO EdD

Principal IV