DAILY LESSON LOG OF STEM_PC11AG-Ib-1 (Week Two-Day Two)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
Grade Level 11
Learning Area Pre-Calculus
Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
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 nonlinear equations.
Learning Competency:
 determine the standard form of equation of a parabola
(STEM_PC11AG-Ib-1)
Learning Objectives:
 determine the standard form of the equation of a parabola at V (h,k)
 examine the properties of parabolas at V (h,k)
 manifest appreciation of one’s knowledge in parabolas since its shape
and characteristics are widely used in practical applications
Standard Form of Equation of a Parabola
teacher’s guide, learner’s module
Pages 20-32
Pages 19-32
Garner, L. E. (1988). Calculus and Analytic Geometry. San Francisco, California:
Dellen Publishing Company.
Leithold, L. (2002). The Claculus 7. Singapore: Addison-Wesley Publishing
Company, Inc.
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher will ask questions to review the previous lesson:
1. What are the different standard forms of the equation of a parabola
when the vertex is at the origin?
2. What are the properties of parabolas at V (0,0)?
Model Answer:
1. x 2=4 cy or x 2=−4 cy and y 2=4 cx or y 2=−4 cx
2.
o Vertex: origin V (0,0) o Vertex: origin V (0,0)
o Directrix: o Directrix:
the line y = -c or y = c the line x = -c or x = c
o Focus: F (0,c) or F (0, -c) o Focus: F (c,0) or F (-c,0)
o Axis of Symmetry: o Axis of Symmetry:
or
x = 0 (the y-axis) y = 0 (the x-axis)
o Latus Rectum: o Latus Rectum:
(+ √ 4 c ,c ) ∧(−√ 4 c , c )or
2 2
( c ,+√ 4 c 2) ∧( c ,−√ 4 c 2 )or
( + √ 4 c ,−c ) ∧(−√ 4 c2 ,−c )
2
(−c ,+ √ 4 c 2 )∧( −c ,−√ 4 c2 )
The teacher lets the students realize that one’s knowledge in parabolas is very
important since its shape and characteristics are 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 examples/
instances of the new
lesson
D. Discussing new concepts The teacher will discuss and illustrate thoroughly the equation and properties of
and practicing new skills a parabola whose vertex is not at the origin { V (h,k) } presented on page 23-24
#1 of the Learner’s Module.
E. Discussing new concepts In groups of 5, let the students go over Examples 1.2.3 – 1.2.5 to illustrate and
and practicing new skills practice solving for the properties of a parabola at V (h,k) found on page 24-26
#2 of the Learner’s Module..
F. Developing mastery (leads Depending on the pace of the students and their level of readiness, the teacher
to formative assessment may provide more exercises (#’s 3, 4, & 6) found on page 29-30 of the Learner’s
3) Module.
G. Finding practical
applications of concepts
and skills in daily living
Let the students generalize the equations of a parabola at V (h,k) when the
directrix is horizontal and vertical.

H. Making generalizations
and abstractions about
the lesson

I. Evaluating Learning I. 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
2. y = -x2 + 4x – 5
3. x = y2 – 6y
4. x2 – 6x – 4y + 13 = 0
5. y2 + 4x + 12y = 0
II. A parabola has focus F (-2,-5) and directrix x = 6. Find the standard equation
of the parabola.

Answer Key:

1. a. (0,-4) b. x = 0
15
4(
c. 0 ,− )
d. y =
−17
4
e. (
1 15
2
,−
4
∧ )(
−1 15
2
,−
4 )
 2. a. (2,-1) b. x = 2 (
c. 2 ,−
5
4 )
d. y =
−3
4
e. ( 52 ,− 54 )∧( −32 ,− 54 )
3. a. (-9,3) b. y = 3 c.( −354 ,3)
d. x =
−37
4
e. ( −354 , 72 )∧( −354 , 54 )
4. a. (3,1) b. x = 3 c. (3,2)
d. y = 0 e. (5,2) & (1,2)
5. a. (9,-6) b. y = -6 c. (8,-6)
d. x = 10 e. (8,-4) & (8,-8)
II. (y+5)2 = -16 (x-2)
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
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
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers

Prepared by:

JOHN NEIL V. SEMBLANTE, M.Ed. - Math

Teacher III (Senior High School)