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 16, 2022 (Friday)
11-Einstein (11:10AM – 12:00NOON)
TEACHING DATE/TIME : QUARTER: 1st Quarter
September 19, 2022 (Monday)
11-Pascal (11:10AM – 12:00NOON)
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.

C. LEARNING COMPETENCIES/ The learners

OBJECTIVES  determine the standard equation of a parabola STEM_PC11AG_1b_1
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 The teacher will ask questions to review the previous lesson:
lesson or presenting the 1. What are the different standard forms of the equation of a parabola when the
new lesson vertex is at the origin?
2. What are the properties of parabolas at V (0,0)?
B. Establishing purpose for One’s knowledge in parabolas is very important since its shape and characteristics are
the lesson widely used in practical applications such as the design of parabolic mirrors, searchlights,
and automobile headlights; the path of a projectile motion; arches and cables of a
suspension bridge; and dish antennas.
C. Presenting The parabolas we considered so far are “vertical” and have their vertices at the origin.
examples/Instances Some parabolas open instead horizontally (to the left or right), and some have vertices
for the new lesson not at the origin. Their standard equations and properties are given in the box. The
corresponding computations are more involved, but are similar to the one above, and so
are not shown anymore.
In all four cases below, we assume that p > 0. The vertex is V (h, k), and it lies between
the focus F and the directrix l. The focus F is c units away from the vertex V , and the
directrix is p units away from the vertex. Recall that, for any point on the parabola, its
distance from the focus is the same as its distance from the directrix.
D. Discussing new concept Determine the vertex, focus, directrix, and axis of symmetry of the parabola with the
and practicing new skill given equation. Sketch the graph, and include these points and lines.
1. y2 + 4x − 14y = −53 2. y2 − 2x + 2y − 1 = 0 3. 2x2 − 12x + 28y = 38
E. Developing Mastery Determine the vertex, focus, directrix, and axis of symmetry of the parabola with the
Leads to formative given equation. Sketch the parabola, and include these points and lines.
assessment 1. y2 − 5x + 12y = −16 2. 5x 2 + 30x + 24y = 51
F. Finding practical A satellite dish shaped like a paraboloid has its receiver located at the focus. How far is
application of concepts the receiver from the vertex if the dish is 10 ft across and 3 ft deep at the center?
and skills in daily living
G. Making generalization and
abstraction of the lesson

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

For the parabola having the equation, find (a) the vertex, (b) an equation of the the axis,
(c) the focus, and (d) an equation of the directrix, and (e) the endpoints of the latus
rectum.
1. y = x2 – 4
H. Evaluating Learning
2. y = -x2 + 4x – 5
3. x = y2 – 6y
4. x2 – 6x – 4y + 13 = 0
5. y2 + 4x + 12y = 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