School Grade Level SENIOR HIGH

SCHOOL
Teacher Ana Rose M. Llamera Learning Area PRECALCULUS

Time & Date Quarter/Semester Q1-W9-D3

I. OBJECTIVES
A. CONTENT The learner demonstrates understanding of the key concepts
STANDARD of series and Mathematical induction and Binomial Theorem

B. PERFORMANCE The learner is able to keenly observe and investigate patterns,

STANDARD and formulate appropriate Mathematical statements and prove
them using Mathematical Induction and or Binomial Theorem.

C. LEARNING Prove the Binomial Theorem (STEM_PC11SMI-Il-3)

COMPETENCY At the end of the lesson the students are able to:
1. Prove Binomial Theorem using Pascal’s Identity.
2. Prove Binomial Theorem using Mathematical
Induction.
3. Compute the terms of Binomial Expansion of degree n
using Binomial Theorem.
4. Give examples of real life scenario applying the
concept of proving Binomial Theorem.

II. CONTENT Proving the Binomial Theorem

III. LEARNING RESOURCES

A. REFERENCES:
1. Teacher’s Guide Precalculus pp. 112-115
2. Learner’s Precalculus pp. 113-116
Materials
3. Textbook
4. Additional Website:
Materials from https://www.google.com/search?q=sample+maze&rlz=1C1GG
Learning RV_
Resources (LR) https://www.google.com/search?q=pascal%27s+triangle&safe
portal =strict

5. Other Learning Laptop & Television/ LCD Projector (if any), Colored Paper,
Resources Cartolina/ Manila paper, improvised sash/crown, paper
cabbage, marker, picture of a maze

IV. PROCEDURES
A. Reviewing Review
previous lesson or a. Activity 1: Mini Search for Senior Student (SS)
presenting the new MATHWIZARD 2019. Ask for three volunteers to join in
lesson the contest. A squared binomial will be presented and
each contestant will compute for the expansion of the
expression using the Pascal’s Triangle. Each contestant
will be having 1 minute to compute and write their
answer at the black part of the illustration board. After
 the time allotted, they will raise their answer by saying
the statements I believe, (answer) and I thank you. The
one who got the correct answer within the allotted time
will be the SS MATHWIZARD 2019. (The time depends
on the learners’ capability)
Given: Expand the expression (a+b)6.

Solution:
Triangular Array of Numbers (Pascal’s Triangle)

Answer: (a+b)6 = a6+6a5b+15a4b2+20a3b3+15a2b4+6ab5+b6

Presenting the new lesson
The teacher asks:
a. Based from the previous activity, do you think that using
the concept of Pascal’s Triangle in expanding squared
binomial is the most convenient and fastest way to do?
b. If the exponent of the given binomial term has a bigger
value, is Pascal’s Triangle still your choice?

B. Establishing a Motivation
purpose for the a. A Maze To You: Show picture of a maze and tell the
lesson students to find the easiest way to arrive at the finish line
in a short period of time. Challenge the class to provide
as many ways as they can. A hint will be given by
answering correctly the given expressions if needed.
Starts here

Finish

b. The teacher asks:

 Among the ways you presented in the maze which is the
most convenient way? How about the fastest way?
c. Present the objectives of the lesson.
d. Inform the class that this lesson provides a delightful way
to compute the terms of a binomial expansion of degree
n without going through the expansion of all the powers
less than n.

C. Presenting Discussion:
examples/ a. Presents the expansion of (a+b)n where n has high
instances of the positive value. Example (a+b)40.
new lesson b. Is Pascal’s Triangle still convenient for you to expand the
given Binomial term?
c. Introduce the concept of Pascal’s Identity follows from
the combination formula as a proof.

Pascal’s Identity:
n+1 = n + n
k k k-1

d. How Pascal’s Identify connected to Pascal’s Triangle?

e. Introduce Binomial Theorem.

f. Explain the concept of Binomial Theorem for any

positive integer n using Mathematical Induction as a
proof.

D. Discussing new Presents examples and demonstrates the process on how to

concepts and apply Binomial Theorem to expand the given expressions.
practicing new Example: 1. (x+y)6
skills 2. (a+b)5

Show the solutions.

Guide Questions:
a. Given the solutions of the expressions, what have you
observed?
b. Observe all the terms for item number 1 which are x and
y and a and b for number 2.
c. What have you observed on the sequence of its
exponents for both the first and the second terms?
d. How about the numerical coefficients of every term, is
there any similarity to Pascal’s Triangle?
e. Given the similarity of its numerical coefficient, is there
any advantage on the use of Binomial Theorem in
expanding Binomial Terms?
f. Which is the fastest way to expand Binomial terms with
high positive values for n?
 g. In some cases, can we both use Binomial Theorem and
Pascal’s Triangle to compute for Binomial Expansion
with the degree n, where n has high positive value?

Seatwork:
Use the Binomial Theorem to expand (x+y)10.

E. Developing Group Activity: Divide the class into two groups. Compute the
Mastery terms of Binomial Expansion of degree n using Binomial
Theorem.
Group 1: (2x-3)5

Group 2: 1 a + 2y 7
2

Using a paper-cabbage, a music will be played to determine

the student who will present in class. When the music starts the
paper cabbage will be passed around the group and when it
stops a student who is holding the cabbage will get a portion
and the one who will get a paper with a written word of “lucky”
will be the one to discuss or present his/ her answer in class.

F. Finding Practical AVERAGE ADVANCE LEARNERS

Applications of LEARNERS
Concepts and Asks students to The teacher posts a problem on the
Skills in Daily give examples of board. Read the word problem. Solve for
Living real life scenario the answer applying the concept of
that is similar or Binomial Theorem.
related to proving of
Binomial Theorem.
In the expansion of (a+2a3)n is the
coefficient of the 3 expansion
member greater by 44 than the 2
member’s coefficient. Find out a
positive integer meeting these
conditions.

G. Making Again, using a paper cabbage, a music will be played to

generalizations and determine the students who will share their learning in class.
abstractions about When the music starts the paper-cabbage will be passed around
the lesson and when it stops a student who is holding the cabbage will get
a portion and the one who will get a paper with a written word of
“Yes I knew it” will be the one to complete the following
sentences:
I have learned that proving Binomial Theorem is ____________.
In finding proof or solution to a given problem we have
to________.

H. Evaluating A. Use the Binomial Theorem to expand each expression.

Learning
1) (x - 2)5
7
2) x + 1
y
 B. Prove that Pascal’s Identity and Mathematical Induction for
any positive integer n in (a+b)n are both needed to determine
expand Binomial Expression. (Subjective Question)
I. Additional Use the Binomial Theorem to prove that:
Activity for 1.
application or
remediation

2.

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment.
B. Number of
learners who require
additional activities
for remediation.
C. Did the
remediation lessons
work? Number of
learners who have
caught up with the
lesson.
D. Number of
learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did it work?
F. What difficulties
did I encounter
which my principal or
supervisor can help
me solve?
G. What innovation
or localized
material/s did I use/
discover which I
wish to share with
other teachers?
References:
Jerico B. Bacani, Ph.d., et al. First Edition 2016 Precalculus Teacher’s Guide. Philippines:
Sunshine Interlinks Publishing House, Inc.

Joy P. Ascano., et al. First Edition 2016 Precalculus Learner’s Material. Philippines:
Sunshine Interlinks Publishing House, Inc.

Websites:
https://www.google.com/search?q=sample+maze&rlz=1C1GGRV_
https://www.google.com/search?q=pascal%27s+triangle&safe=strict

KEY TO CORRECTION

Motivation: Maze Solving Puzzle

Starts here

Finish

Discussing New Concepts

1. x6+6x5y+15x4y2+20x3y3+15x2y4+6xy5+y6
2. a5+5a4b+10a3b2+10a2b3+5ab4+b5

Developing Mastery
1. 32x5-240x4+720x3-1080x2+810x-243
2. 1 a7+ 7 a6y + 21 a5y2 + 35 a4y3 +70a3y4+168a2y5+224ay6+128y7
128 32 8 2

Finding Practical Applications of Concepts and Skills in Daily Living

ADVANCE LEARNERS

In the expansion of (a+2a3)n is the coefficient of the 3

expansion member greater by 44 than the 2
member’s coefficient. Find out a positive integer
meeting these conditions.

Solution: n - n = 44
2 1

n! - n= 44
(n-2)!.2!
n(n-1) - n= 44
2 2
n2 – n - 2n = 88
n2 – 3n – 88 = 0
(n-11) (n+8) = 0
n1=11
n2= -8 ϵ ꬾ
K= (11)

Evaluation:

A. Use the Binomial Theorem to expand each expression.

1. X5-10x4 + 40x3 - 80x2 + 80x - 32

2. x7 + 7x6 + 21x5 +35x4 + 35x3 + 21x2 +7x + 1

y y2 y3 y4 y5 y6 y7

Additional Activity for application or remediation

1.

2.
School Grade Level SENIOR HIGH
SCHOOL
Teacher Ana Rose M. Llamera Learning Area PRECALCULUS

Time & Quarter/Semester Q2-W8-D2

Date

I. OBJECTIVES
D. CONTENT The learner demonstrates understanding of the key
STANDARD concepts of circular functions, trigonometric identities,
inverse trigonometric identities, inverse trigonometric
functions, and the polar coordinates system.

E. PERFORMANCE The learner is able to formulate and solve accurately

STANDARD situational problems involving appropriate trigonometric
functions.

F. LEARNING Evaluate an inverse trigonometric expression

COMPETENCY (STEM_PC11T-IIh-2)
At the end of the lesson the students are able to:
1. Familiarize the set of domain and range of the six
inverse trigonometric functions.
2. Evaluate the inverse trigonometric expressions.
3. Solve situational problems involving inverse
trigonometric function.

II. CONTENT Evaluating an inverse trigonometric expression

III. LEARNING RESOURCES

A. REFERENCES:
4. Teacher’s Guide Precalculus pp. 231-239
5. Learner’s Precalculus pp. 213-218
Materials
6. Textbook
7. Additional
Materials from
Learning
Resources (LR)
portal
8. Other Learning Laptop, Television/ LCD Projector (if any), Colored Paper,
Resources Wheel of In-tri-gotion, marker, colored paper, cartolina/
manila paper

IV. PROCEDURES
A. Reviewing Review:
previous lesson or Filipinos are known to be nationalistic because of
presenting the new many heroes who become part of the history. Those
lesson heroes are said to be leaders during their era.
In today’s time, do you believe that all of you are
leaders?
Relate a characteristic of a good leader which is a
good follower.
 Activity 1: Act and follow me!
The students will act according to the given
instructions.
- Stand
- Sit
- Clap
- If the term state is Love, then say
the term Nation

Then, next is to interchange the actions to the given

command. For example, if the command is to stand, the
students should sit, also if the command is to clap, they
should say nation, but if the term stated is love the
students should clap.

Presenting the new lesson:

The teacher asks:
Did you enjoy the activity?
What was the hardest command you followed?
Explains that the term interchange as used in the
previous activity is related to the inverse of
trigonometric expression where the values of x
interchanged to the values of y. Thus, y=f-1(x) and
the same also as f(y)=x.

B. Establishing a Motivation
purpose for the
lesson a. Wheel of In-trigo-tion (Inverse Trigonometric
Function)
- Facilitates the game to the students to help
them familiarize the set of domain and range of
the six inverse trigonometric functions. Each
color has designated inverse trigonometric
function and let them determine its range and
domain. Divide the class into five groups and
assign number to each member. The teacher
will rotate the wheel of In-trigo-tion to determine
which trigonometric function has to be
answered.
- When the number is called each student from
every group who is assigned to that number will
stand to determine the corresponding range and
domain of the given function. Each group has
1/8 illustration board, chalk, and eraser. The
member will write their answer at the black
portion of the illustration board. Every correct
answer is equivalent to one point. The group
that will earn the highest point will be the winner
in the game. However, each group also has
grade according to its rank.
 Sample Wheel of In-Trigo-Tion

Csc-1x Sec-1x

Sin-1x Cot-1x

Cos-1x Tan-1x

b. What is the main focused of the previous activity?

c. Is it important to familiarize the range and domain of
the six inverse trigonometric functions?
d. Presents the objectives of the lesson.
C. Presenting Lesson Proper
examples/ a. Why do you need to familiarize the sets of domain
instances of the and range of inverse trigonometric functions?
new lesson b. Do you have any idea about the ways on how to
evaluate inverse trigonometric expressions?
c. Presents inverse trigonometric expressions (refer to
pages 214-215 Example 3.7.11 of the Precalculus
Learning Module) and let the students understand
the examples through brain storming by group.
Asks them to use some references if needed.
d. Group discussion and sharing in class. The group
should decide the member who will discuss the
assigned example in class.
e. Make some clarification about the misconception
and wrong explanation based on the presentations
of each representative.

D. Discussing new Presents another example and demonstrates ways on how

concepts and to use scientific calculator to evaluate inverse trigonometric
practicing new expressions. Round off to two decimal places.
skills 1. sin-1(1/3)
2. cos-1(-2/5)
3. tan-1(100
4. csc-1(11/9)
5. sec-1(-20/3)
6. cot-1(5/7)

Guide Question:
a. What are the advantages and disadvantages of
using calculator to evaluate inverse trigonometric
expressions?

E. Developing Evaluate and simplify the following if they exist:

Mastery
a. sec -1 (-2 )
b. csc -2√3
3
c. cot-1 (-√3 )
 d. sin sec-1 -3 - csc-1 -2√3
2 3

F. Finding Practical Problem Solving

Applications of Read the word problem. Solve it by applying the concept of
Concepts and Trigonometric Function.
Skills in Daily
Living
A woman is standing x ft from a wall with a
billboard nailed on it. The billboard is 15 ft tall, and its
base is 6 ft above the eye level of the woman. Find the
viewing angle subtended on the eyes of the woman
from the base to the top of the billboard.

G. Making Make a concept map about the topic and the ways on
generalizations and how to evaluate trigonometric function.
abstractions about
the lesson
H. Evaluating A. Simplify each expression.
Learning 1. cos-1 (cos 𝜋/3 )
2. csc -1 (tan 𝜋/6 )
3. tan -1 (tan 5𝜋/4 )
4. sin-1 (cos−𝜋/4 )
5. cos-1 (csc 𝜋/3 )

B. Solve for t in terms of x.

1. x=sin3t
2. x=2tan (t+1)
3. x=1/2 cos (2t+1)
4. x=2 - 3/2 sec (1-t)
5. x= ½ -cot(2-3t)

C. Solve the given word problem.

Given:
During a leap year, the number of hours of daylight in a city
can be modeled by D(t) = 12 + 2.4 sin(0:017t – 1.377),
where t is the day of the year (that is, t = 1 means January
1, t = 60 is February 29, and so on).
a. Give one day of that year whose number of hours
of daylight is about 14.4.
b. Find another day of that year whose number of
hours of daylight is the same as that of February
29.

J. Additional Word Problem

activities for After getting a job, a man started saving a percentage
of his annual income, which can be modeled by
application or P(t) = 2.5 cos (0.157t) + 5:2, where P(t) is the percentage
remediation of his annual income that he was able to save on year t after
he got a job.

(a) What percentage of his annual income did he save on

the second year?
(b) On what year right after getting a job did he save the
least?
(c) On what year right after getting a job did he save the
most? When would it happen again?
(d) If he got his job at the age of 20, how much will he
save on the year of his retirement (that is, when he is 60)?

V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80% on
the formative
assessment.

B. Number of
learners who
require additional
activities for
remediation.

C. Did the
remediation
lessons work?
Number of learners
who have caught
up with the lesson.
D. Number of
learners who
continue to require
remediation.

E. Which of my
teaching strategies
worked well? Why
did it work?
 F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
material/s did I use/
discover which I
wish to share with
other teachers?

References:

Jerico B. Bacani, Ph.d., et al. First Edition 2016 Precalculus Teacher’s Guide. Philippines:
Sunshine Interlinks Publishing House, Inc.

Joy P. Ascano., et al. First Edition 2016 Precalculus Learner’s Material. Philippines:
Sunshine Interlinks Publishing House, Inc.
KEY TO CORRECTION

Lesson Proper
Example 3.7.11
1. 4 𝜋
3
2. -2 𝜋
3
3. 5 𝜋
6
4. √5 – 2 √3
6
Discussing New Concepts and new skills
1. 0.34
2. 1.98
3. 1.56
4. 0.96
5. 1.72
6. 0.95
Developing Mastery
Evaluate and simplify the following if they exist:
a. 4 𝜋
3
b. -2 𝜋
3
c. 5 𝜋
6
d. √5 - 2√3
6
Finding Practical Applications
Answer: tan-1 15x___
X2 +126
Evaluation
A. Simplify each expression.
1. 𝜋
3
2. Undefined
3. 𝜋
4
4. 𝜋
4
5. 𝜋
6
B. Solve for t in terms of x.
1. 1
2. 1
3.undefined
4. -33/65
5. -1/2
C. Problem Solving
a. 173 days, so the day would be June 21
b. 287 days, so the day would be October 13

Additional activity for application or remediation

a. 7.58% of his annual income
b. 20 years after getting a job
c. 40 years after getting a job
d. 7.7% of his annual income
 Republic of the Philippines
Department of Education
Region V
Division of Sorsogon

LESSON PLAN
IN
PRECALCULUS

PROVING THE BINOMIAL THEOREM

EVALUATING AN INVERSE TRIGONOMETRIC
EXPRESSION
(content)

ANA ROSE M. LLAMERA

Writer