DEPED ORDER No.

42 School Diplahan National High School Grade Level 11

DAILY LESSON LOG Teacher MARK ANTHONY BELL R. BACANG Learning Area Pre-calculus

Date: Time 10:45-11:45 Quarter 2nd

SESSIONS SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

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
I. OBJECTIVES for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.

 Contents Standards The learner’s demonstrate an understanding key concepts of circular functions, trigonometric identities, inverse trigonometric functions, and the polar
coordinate system.

 Performance Standards The learner’s shall be able to formulate and solve accurately situational problems involving circular functions.

 Learning Competencies/
Objectives
(Write the LC Code for each)
CODE STEM_PC11T-IIc- CODE CODE STEM_PC11T-IIc-d- CODE
d-1 1

At the end of the lesson the students will be able to

OBJECTIVES OBJECTIVES OBJECTIVES OBJECTIVES OBJECTIVES

Graph the six circular

functions (a) amplitude,
(b) period, and (c) phase
shift

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II.CONTENT

Topic
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
III.LEARNING RESOURCES materials. Hands on learning promotes concept development..
 A. References

1. Teacher’s Guide pages Teaching Guide for Senior High School General Mathematics

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

(LR) portal
A. Other Learning
Resources

These steps should be done across the week. Spread out the activities approximately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation
to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson
of presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples
/Instances of the new lesson
Recall the graph of the following functions: The teacher lets the
a. y = sin x b. y = cos x c. y = tan x students recall that
cosecant is the reciprocal
of sine, and secant s the
reciprocal of cosine.
The teacher lets the students realize that phase shifts The teacher lets the
only affects the location of the graph. students know that aside
from the three circular
functions, we can also
graph the other co-
functions: secant and
cosecant.
Group Activity. The teacher lets the students work in pairs.
Each group is tasked to make the table of values of their
assigned function from Given the key numbers (that is, numbers where y = sinx
0 to 2 π . crosses the x-axis, attain its maximum and minimum
Group 1: y = sin (x+π) values) and some neighboring point.
Group 2: y = cos (x-π) They are tasked to find the y=csc x (which we know
Group 3: y = sin x + 2 that it’s the reciprocal of sin x.

And the teacher will call random students to share their

answers .

D. Discussing new concepts Group Activity. The teacher will present and discuss the graph of a
and practicing new skills #1 Using a table of values in secant and cosecant functions and give various
the previous activity and exmaples.
the 5-step procedure
discussed last meeting,
each group is tasked to
graph the following
functions then compare
it with the graph of the
function indicated.
Group 1: Graph y = sin
(x+π); compare with the
graph of y = sin x
Group 2: Graph y = cos
(x-π); compare with the
graph of y = cos x Figure 3.21 shows one cycle of the graphs of y = sin x
Group 3: Graph y = sin x (dashed curve) and y = csc x (solid curve). Notice the
+ 2; compare with the asymptotes of the graph y = csc x.
graph of y = sin x

Another way in graphing circular functions is through the

following:
a. amplitude b. period c. phase shift

a csc ( bx−c )+ d
 a csc ( bx−c )+ d

Example:

y=csc x

Use the form a csc ( bx−c )+ d to find the variables

used to find the amplitude, period, phase shift, and
vertical shift.

a=1
b=1
c= 0
d=0
1. Discussing new concepts The following questions The teacher lets the
and practicing new skills #2
will be raised to each students recall that cosecant
group and to the class. is the reciprocal of sine, and
1. What is the secant s the reciprocal of
difference between the cosine.
graph of the 2nd
equation to the graph of
the 1st equation?
2. What do you think
caused the change?
3. Is it also true for
tangent function?
2. Developing mastery Working in pairs, the teacher will let the students answer
(Leads for Formative
Assessment 3)
these practice exercises:

x
1. y=2csc
2

Possible answer:
 2. y=2−sec 2 x

Possible answer:

E. Finding practical
applications of concepts and
skills in daily living
3. Making generalizations and Ask volunteers to answer the following questions and The teacher will have a closure about the topic by giving
abstractions about the
discuss thoroughly with the class.
 lesson 1. What is a phase shift? the students things to remember.
2. What change does it do on the graph?
3. What determines the direction of the phase shift? Things to remember:

1.

We can also use the amplitude, period, and phase shift

in graphing secant and cosecant functions.

a csc ( bx−c )+ d

F. Evaluating learning The teacher will let the students work by pair (same pair
a while ago).

Direction: Sketch the graph of the following functions.

1. y=−sec x
2. y=csc 4 x−1

Answer Key:
1.
 2.

G. Additional activities for Problem Set

application or remediation
V. REMARKS Continuation for discussion Continuation to discuss and
and conducting a quiz Conduct a quiz.

VI. REFLECTION Reflect on your teaching and teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can provide for you so when you meet them , you can ask them relevant questions.

A. No. of learners who earned 80% in

the evaluation
B. No. of learners who require
additional activities for
 remediation who scored below
80%.
C. Did the remedial lessons 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?