Republic of the Philippines
Department of Education
School Manaul National High School
Teacher Rodner Jr. L. Fruelda
Teaching Date and Time February 13, 2023
I. OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning Competencies/
Objectives
II. CONTENT
III.LEARNING RESOURCES
A.References
1. Teacher’s Guide pages
2.Learner’s Materials pages
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
(8 minutes)
MIMAROPA REGION
SCHOOLS DIVISION OF ORIENTAL MINDORO
Mansalay District
Grade Level Grade 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 learner demonstrates understanding of key concepts of conic sections and systems of
nonlinear equations
The learner shall be able to model situations appropriately and solve problems accurately
using conic sections and systems of nonlinear equations.
Learning Competency:
Illustrates the different types of conic sections: parabola, ellipse, circle, hyperbola, and
degenerate cases. STEM_PC11AG-Ia-1
Learning Objectives:
1. Illustrate the different conic sections
2. Distinguish the different conic sections
3. Show appreciation to the concept about conic sections
Conic Sections
Learner’s Materials
pp.6-8
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.
ACTIVITY 1
In this activity, the teacher will call students to give their answers orally.
Direction: With the use of the terms listed in the box, the students will identify the
following figures.
Circle polygon point hyperbola sphere
Line parabola ellipse ray cone
Answer key:
1. point 2. line 3. circle 4. parabola 5. Ellipse 6. Hyperbola
B.Establishing a purpose for the
lesson
(2 minutes)
C.Presenting examples/
instances of the new lesson
(10 minutes)
D.Discussing new concepts and
practicing new skills #1
(10 minutes)
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery (leads to
formative assessment 3)
G.Finding practical applications
of concepts and skills in daily
living
(15 minutes)
H.Making generalizations and
abstractions about the lesson
( 5 minutes)
I.Evaluating Learning
( 10 minutes)
J.Additional activities or
remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% of the
evaluation
B.No. of learners who require additional
activities for remediation who scored
below 80%
The teacher presents the objectives of the lesson to the class and let the students
recognize the importance of the concept of conic section
ACTIVITY 2
In this activity, the students will work individually.
Direction: Shown in the figure below is a right circular cone with marks when a plane
intersects the right circular cone. Do the task below. The teacher goes around the room to
provide needed support and checks the answer after 3 minutes.
Identify the figure formed when a plane intersects a right circular cone.
Answer Key:
1. Ellipse 2. Circle 3. Parabola 4. Hyperbola 5. Line
Note: Present a realia if it is possible.
The teacher talks about the concept about conics. The teacher will relate the Activity 2 to
the topic about conics. Moreover, he/she describe the different conic sections.
ACTIVITY 3
In this activity, the class will work in group of 3 members.
Direction: We can see in our surrounding the use of conics. Think of the different things
where we can use the conics, then do the task below. The teacher goes around in each
different group to provide needed support.
1. Draw the objects where we use the following conics:
a. circle c. ellipse
b. parabola d. hyperbola
The teacher summarizes the mathematical concept of conics. Similarly, he/she illustrates
give the properties of different conics.
Direction: Do the task given.
1. Identify the conics being describe by the following:
a. when the (tilted) plane intersects one of the cone to form a bounded curve
b. when the plane intersects one of the cone horizontally
c. when the plane (not necessarily vertical) intersects both cones to form unbounded
curves
d. when the plane intersects only one cone to form an unbounded curve
2. draw the four conics on a rectangular coordinate plane
Answer Key:
a. ellipse b. circle c. hyperbola d. parabola
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 instructional supervisors
can provide for you so when you meet them, you can ask them relevant questions.
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: Inspected by:

RODNER JR L. FRUELDA JULIANITA D. GUSTILO
Math Teacher School Head