ALITAGTAG COLLEGE, INC.

High School Department Main

Poblacion West, Alitagtag, Batangas 4205

Flexible Instruction Delivery Plan (FIDP)

Grade: Grade 11 Semester: Second Semester

Specialized Subject Title: Basic Calculus No. of Hours/Semester: 80 hours

Core Subject Description: At the end of the course, the students must know how to determine the limit of a function, differentiate, and integrate algebraic, exponential,
logarithmic, and trigonometric f problems involving continuity, extreme values, related rates, population models, and areas of plane regions.
Culminating Performance Standards: The learners are able to apply the concepts of Limits, Differentiation and Integration in real life situations and create a decision out of it.

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
3rd Quarter
The learners Limits and The learner shall
Limits and demonstrate an Continuity be able to The learners 1. Justifies real Problem
Continuity understanding formulate and 1. illustrate the K life statements U Understandin FAA1: Communica Posing/Problem
of the basic solve accurately limit of a using laws of g illustrate the tions/ Based
concepts of real-life function using a limits limit of a Representati
limit and problems table of values function using a on Think-Pair-Share
continuity of a involving and the graph table of values
function continuity of of the function and the graph Module’s Activity
functions of the function
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most Flexible
Content Performance Assessment
Essential Enabling Flexible
Content Standard Standard KUD Activities
Topics Complete Most Essential
KUD
RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)

2. illustrate the 2. Justifies real Problem

limit laws K life statements U Rememberi FAA2: Reasoning Posing/Problem
using laws of ng illustrate the and Proof Based
limits limit laws
Think-Pair-Share

Module’s Activity

3. apply the limit 3. Justifies real Applying FAA3: apply Problem

life D the limit laws Posing/Problem
laws in K Based
evaluating the statements in evaluating
limit of using laws of the limit of Problem
limits algebraic Solving Think-Pair-Share
algebraic
functions functions
Module’s Activity
(polynomial, (polynomial,
rational, and rational, and
radical) radical)

FAA5: Problem
4. compute the Cooperative
4. Justifies real D Creating compute the Solving
limits of D Learning
exponential, life limits of
logarithmic, and statements exponential,
trigonometric using laws of logarithmic,
functions using limits and
tables of values trigonometric
and graphs of the functions using
functions tables of values
and graphs of
the functions
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)

6. illustrate U 5. Justifies real U Understandin FAA5: illustrate Communic Cooperative

continuity of a life statements g continuity of a ation/ Learning
function at a using laws of function at a Representa
number limits number tion

Problem
6. determine U 7. Justifies real U Analyzing FAA6: Reasoning Posing/Problem
whether a life statements determine and Proof Based
function is using laws of whether a
continuous at a limits function is Think-Pair-Share
number or not continuous at a
number or not Module’s Activity
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
8. illustrate 7. Justifies real FAA7: illustrate Communic Cooperative
continuity of a K life statements U Creating continuity of a ation/ Learning
function on an using laws of function on an Representat
interval limits interval ion

FAA8: Reasoning Problem

8. determine 9. Justifies real determine and Proof Posing/Problem
whether a life statements whether a Based
function is U using laws of U Understandin function is
continuous on limits g continuous on an Think-Pair-Share
an interval or interval or not.
not. Module’s Activity
10.illustrate Representat Cooperative
different types 9. Justifies real FAA9: illustrate ion Learning
of discontinuity life statements different types of
(hole/removable U using laws of U Understandin discontinuity
, jump/essential, limits g (hole/removable,
asymptotic/infin jump/essential,
ite) asymptotic/infini
te)
11. illustrate the 10.Justifies real FAA10: Reasoning Cooperative
Intermediate K life statements U Analyzing illustrate the and Proof Learning
Value and using laws of Intermediate
Extreme Value limits Value and
Theorems Extreme Value
Theorems
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most
Content Performance Flexible
Essential
Content Standard Standard Assessment Enabling Flexible
Topics KUD KUD Activities (FAA)
Complete Classification
Most Essential Classification RBT Level General Learning
Performance Strategy Strategies (FLS)
Check(s)
11. solve problems Problem Problem
involving D 12. Justifies real D Evaluating FAA11: solve Solving Posing/Problem
continuity of a life problems Based
function statements involving
using laws of continuity of a Think-Pair-Share
limits. function
Module’s Activity

4th Quarter
Derivativ The learners Derivatives The learner shall 1. illustrate the 1. Justifies real FAA1: illustrate Representat Cooperative
es demonstrate be able to tangent line to U life statements U Analyzing the tangent line ion Learning
an formulate and the graph of a using laws of to the graph of a
understanding solve accurately function at a Derivatives function at a
of basic situational given point given point
concepts of problems
derivatives. involving
extreme values
2. applies the 2. Justifies real FAA2: applies Reasoning Problem
definition of U life statements U Applying the definition of and Proof Posing/Problem
the derivative using laws of the derivative of Based
of a function at Derivatives a function at a
a given given number Think-Pair-Share
number
Module’s Activity
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most
Content Performance Flexible
Essential
Content Standard Standard Assessment Enabling Flexible
Topics KUD KUD Activities (FAA)
Complete Classification
Most Essential Classification RBT Level General Learning
Performance Strategy Strategies (FLS)
Check(s)
3. relate the 3. Justifies real FAA3: relate Reasoning Cooperative
derivative of U life U Evaluating the derivative and Proof Learning
a function to statements of a function to
the slope of using laws the slope of the
the tangent of tangent line
line Derivatives

4. derive the 4. Justifies real FAA4: derive Represent Problem

differentiatio D life D Creating the ation Posing/Problem
n rules statements differentiation Based
using laws rules
of Think-Pair-Share
Derivatives
Module’s Activity
5. apply the 5. Justifies real FAA5: apply Communi Problem
differentiatio U life U Applying the cation/ Posing/Problem
n rules in statements differentiation Represent Based
computing using laws rules in ation
the derivative of computing the Think-Pair-Share
of an Derivatives derivative of an
Module’s Activity
algebraic, algebraic,
exponential, exponential,
and and
trigonometric trigonometric
functions functions
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill to
Learning Competencies Use in Developing the Highest
Assess Thinking Skills to Assess
Most Flexible
Content Performance Assessment
Essential
Content Standard Standard Activities (FAA) Enabling Flexible
Topics KUD KUD
Complete Classification
Most Essential Classification RBT Level General Learning
Strategy Strategies (FLS)
Performance
Check(s)
The learner shall 1. compute 1. Justifies real FAA1: compute Problem Problem
be able to higher -order D life D Creating higher -order Solving Posing/Problem
formulate and derivatives of statements derivatives of Based
solve accurately functions using laws of functions
situational Derivatives Think-Pair-Share
problems
involving related Module’s Activity
rates
2. illustrate the 2. Justifies real FAA2: illustrate Representa Cooperative
Chain Rule of K life K Understandin the Chain Rule tion Learning
differentiation statements g of differentiation
using laws of
Derivatives
3. solve problems 3. Justifies real FAA3: solve Problem Problem
using the U life U Applying problems using Solving Posing/Problem
Chain Rule statements the Chain Rule Based
using laws of
Derivatives
Module’s Activity
4. illustrate 4. Justifies real FAA4: illustrate Representa Cooperative
implicit K life K Understandin implicit tion Learning
differentiation statements g differentiation
using laws of
Derivatives
5. solve problems 5. Justifies real FAA5: solve Problem Problem
(including U life U Applying problems Solving Posing/Problem
logarithmic, statements (including Based
and inverse using laws of logarithmic, and
trigonometric Derivatives inverse Think-Pair-Share
functions) trigonometric
using implicit functions) using Module’s Activity
differentiation implicit
differentiation
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess Thinking Skills to Assess
Most
Content Performance Flexible
Essential
Content Standard Standard Assessment Enabling Flexible
Topics KUD KUD Activities (FAA)
Complete Classification
Most Essential Classification RBT Level General Learning
Performance Strategy Strategies (FLS)
Check(s)
Antiderivat The learner Correlation The learner is able 1. illustrate an 1. Explain FAA1: illustrate Representat Cooperative
ives demonstrate and to formulate and antiderivative U concepts of U Applying an antiderivative ion Learning
s Regression solve accurately of a function Integration and of a function
understandi Analyses situational apply it in
ng of problems solving real
antiderivativ involving life situation
es and population models problems.
Riemann 2. compute the 2. Explain FAA2: compute Communic Problem
integral general D concepts of D Creating the general ation Posing/Problem
antiderivative Integration antiderivative of Based
of polynomial, and apply it in polynomial,
radical, solving real radical, Think-Pair-Share
exponential, life situation exponential, and
and problems. trigonometric Module’s Activity
trigonometric functions
functions
3. compute the 3. Explain Communic Problem
antiderivative D concepts of D Creating FAA3: compute ation Posing/Problem
of a function Integration and the antiderivative Based
using apply it in of a function
substitution solving real life using Think-Pair-Share
rule and table situation substitution rule
of integrals problems. and table of Module’s Activity
(including integrals
those whose (including those
antiderivatives whose
involve antiderivatives
logarithmic involve
and inverse logarithmic and
trigonometric inverse
functions) trigonometric
functions)
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess Thinking Skills to Assess
Most
Content Performance Flexible
Essential
Content Standard Standard Assessment Enabling Flexible
Topics KUD KUD Activities (FAA)
Complete Classification
Most Essential Classification RBT Level General Learning
Performance Strategy Strategies (FLS)
Check(s)
Antiderivat The learner Correlation The learner is able 4. illustrate the 4 Explain FAA4: illustrate Representat Cooperative
ives demonstrate and to formulate and definite K concepts of K Understandi the definite ion Learning
s Regression solve accurately integral as the Integration and ng integral as the
understandi Analyses real-life problems limit of the apply it in limit of the
ng of involving areas of Riemann sums solving real life Riemann sums
antiderivativ plane regions situation
es and problems
Riemann 5. illustrate the 5. Explain FAA5: illustrate Representat Cooperative
integral Fundamental U concepts of U Understandi the Fundamental ion Learning
Theorem of Integration and ng Theorem of
Calculus apply it in solving Calculus
real life situation
problems.
6. compute the 6. Explain FAA6: compute Communic Problem
definite D concepts of D Evaluating the definite ation/ Posing/Problem
integral of a Integration and integral of a Representat Based
function using apply it in solving function using ion
the real life situation the Fundamental Think-Pair-Share
Fundamental problems Theorem of
Theorem of Calculus Module’s Activity
Calculus
7. compute the 7. Explain FAA7: compute Communic Problem
definite D concepts of D Evaluating the definite ation/ Posing/Problem
integral of a Integration and integral of a Representat Based
function using apply it in solving function using ion
the substitution real life situation the Fundamental Think-Pair-Share
rule problems Theorem of
Calculus Module’s Activity
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
Most to Assess Thinking Skills to Assess
Content Performance
Essential
Content Standard Standard Flexible Enabling Flexible
Topics KUD KUD
Complete Classification
Most Essential Classification RBT Level Assessment General Learning
Activities (FAA) Strategy Strategies (FLS)
8. Explain Problem
8. compute the
concepts of FAA8: compute Posing/Problem
area of a
Integration and the area of a Based
plane region Problem
D apply it in D Evaluating plane region
using the using the definite Solving Think-Pair-Share
solving real life
definite integral
situation
integral Module’s Activity
problems
9. Explain Problem
9. solve concepts of Posing/Problem
FAA9: solve
problems Integration and Based
problems Problem
involving D apply it in D Evaluating involving areas Solving Think-Pair-Share
areas of plane solving real life of plane regions
regions situation
problems Module’s Activity

Prepared by:

MR. GIAN CARLO N. ESGUERRA, L.P.T.

Teacher

Checked by: Approved by:

MISS JESSICA Q. ADAME, LP.T., M.A.Ed. ENGR. TEOFILO GERRY B. BANTA, L.P.T., M.A.Ed.
Asst. Principal for Academics Principal