Republic of the Philippines
Department of Education
SCHOOLS DIVISION OF ORIENTAL MINDORO
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
C. Presenting examples/
instances of the new
lesson
MIMAROPA REGION
Mansalay District
Manaul National High School Grade Level Grade 11
Rodner Jr. L. Fruelda Learning Area Pre Calculus
February 22, 2023 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:
 graph a parabola in a rectangular coordinate system
(STEM_PC11AG-Ib-2)
Learning Objectives:
 graph a parabola in a rectangular coordinate system
 solve problems involving the concept of parabola
 manifest appreciation of one’s knowledge in parabolas since its shape
and characteristics are widely used in practical applications
Graphing and Solving Problems Involving the Concept 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.
Let the students recall the steps in graphing a parabola by calling volunteers to
recite it orally.
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.
 (LOCALIZATION/CONTEXTUALIZATION)
D. Discussing new concepts
Let the students go to their respective learning teams and go over Examples
and practicing new skills
1.2.6 and 1.2.7 about situational problems involving parabolas found in pages
#1
27-28 of the Learner’s Module.
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery (leads Depending on students’ pacing and readiness, the teacher may ask the students
to formative assessment to also try to answer with their group mates items 8 & 9 found in pages 30-31 of
3) the Learner’s Module.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
Let the students answer the odd numbers of Supplementary Problems 1.2 found
in pages 31-32 of the Learner’s Module.

Note: The teacher may limit the items to be answered by the students depending
I. Evaluating Learning
on their pace and readiness.

Answer Key:
Refer to the answer key found in pages 258-259 of the Learner’s Module.
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: Inspected by:

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