DAILY LESSON LOG OF STEM_BC11I-IVd-1.
1) (Week Four-Day One)
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
MCCNHS Grade Level Grade 11
FELBIRT L. ATILLO Learning Area Basic Calculus
Quarter SECOND
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 sequences.
The learner is able to formulate and solve problems involving sequences.
Learning Competency: Separable differential Equation using anti-
differentation( STEM_BC11I-IVd-1.1)
Learning Objectives:
1. Recall the concept of order and solution,;
2. Determine if the given differential equation is separable or not; and
3. Demonstrate appreciation of determining differential equation as separable
or not..
Solve Separable differential equations using anti differentiation
teacher’s guide, learner’s module,
Pages
Pages 259-262
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.
Recall:
The concept of order
The concept of solution
The teacher lets the students realize the concept of order and solution.
The teacher would let the students observe the process on how to separate differential
equation
Equation Reason
1. 2y dx – 3x dy= 0 Given
2. 2y dx = 3x dy Transpose -3x dy to right side
2 3 Cross multiply their variable so that all
3. dx = dy x and y comes together.
x y
2 3 Integrate both sides
4. ∫ x dx=∫ y dy
2ln|x|=3 ln | y| + c
ln|x|2 – C= ln | y|3
| y|3 = e-C eln|x|2=e-C|x|2
 2 Solution
5. Y= where A= e-C in any
±√A x3 3

positive constant.
D. Discussing new concepts The teacher discusses with the students the process of separable equations.
and practicing new skills Emphasize that differential equation is said to be separable if it can be express as
#1 F(x) dx = G(y)dy
E. Discussing new concepts The teacher discusses and illustrates the process of a separable equation using
and practicing new skills the steps in their first activity
#2
Using by pair the students will try to solve the problem involving
F. Developing mastery separable equation.
(leads to formative
2
assessment 3) Solve the equation xy3 dx + e x dy = 0

G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the steps in determining if the differential equation is
H. Making generalizations separable or not.
and abstractions about Emphasize that differential equation is said to be separable if it can be express as
the lesson F(x) dx = G(y)dy

Determine whether each of the following differential equation is separable or

not, if it is separable write the equation in the form of g(y) dy = f(x) dx
dy
1. = y+3
dx
I. Evaluating Learning dy 2
2. = x y – xy +3y
dx
dy
3. = cos ( 3x-y )
dx
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:
FELBIRT L. ATILLO
SHS MATH TEACHER

Answer Key: