DAILY LESSON LOG OF STEM_PC11AG-Ib-1 (Week Two-Day One)

School Grade Level 11

Teacher Learning Area Pre-Calculus
Teaching Date and Time 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
I. OBJECTIVES 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.
A. Content Standards The learners demonstrate an understanding of key concepts of conic sections
and systems of nonlinear equations.
B. Performance Standards The learners shall be able to model situations appropriately and solve problems
accurately using conic sections and systems of nonlinear equations.
Learning Competency:
 determine the standard form of equation of a parabola
(STEM_PC11AG-Ib-1)
C. Learning Competencies/ Learning Objectives:
Objectives  derive the standard form of the equation of a parabola at V(0,0)
 examine the properties of parabolas at V(0,0)
 manifest appreciation of one’s knowledge in parabolas since its shape
and characteristics are widely used in practical applications
II. CONTENT Standard Form of Equation of a Parabola
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Pages 20-32
2. Learner’s Materials Pages 19-32
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources 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
IV. PROCEDURES 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.
Recap:
1. What is the definition of a parabola?
2. How are the concepts of focus and directrix used to define a parabola?
A. Review previous lesson or
presenting the new lesson Model Answer:
A parabola is the set of all points in a plane equidistant from a fixed point and a
fixed line. The fixed point is called the focus, and the fixed line is called the
directrix.
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
B. Establishing a purpose for
applications such as the design of parabolic mirrors, searchlights, and
the lesson
automobile headlights; the path of a projectile motion; arches and cables of a
suspension bridge; and dish antennas.
C. Presenting examples/ Show pictures of the different applications of parabola.
instances of the new
lesson
D. Discussing new concepts  The teacher will discuss and illustrate thoroughly the derivation of the
and practicing new skills standard form of the equation of a parabola as presented on page 20 of the
#1 Learner’s Module.
 The teacher will ask the students to examine the figures found on page 21
of the learner’s module and generalize the features of the graph of a
parabola with standard equation x 2=4 cy or x 2=−4 cy , wherec >0 .
 Ensure that all concepts presented below are included:
o Vertex: origin V (0,0)
o Directrix: the line y = -c or y = c
o Focus: F (0,c) or F (0, -c)
o Axis of Symmetry: x = 0 (the y-axis)
o Latus Rectum:
( + √ 4 c 2 ,c ) ∧(−√ 4 c 2 , c )or ( + √ 4 c 2 ,−c ) ∧(−√ 4 c2 ,−c )
In groups of 4, the teacher will let the students discover the equations and
features of parabolas with horizontal axes by examining the figure below:

E. Discussing new concepts

and practicing new skills
#2

o Standard Equation: y 2=4 cx or y 2=−4 cx

o Vertex: origin V (0,0)
o Directrix: the line x = -c or x = c
o Focus: F (c,0) or F (-c,0)
o Axis of Symmetry: y = 0 (the x-axis)
o Latus Rectum:
( c ,+ √ 4 c 2) ∧( c ,−√ 4 c 2 )or (−c ,+ √ 4 c 2 )∧( −c ,−√ 4 c2 )
F. Developing mastery (leads From the given equation and graph; find the focus, equation of the directrix,
to formative assessment vertex, axis of symmetry, and the endpoints of the latus rectum by pair.
3) 1. x 2=12 y

2
2. y =7 x

Answer Key:
1.
 Focus: (0 , 3)
 Equation of the Directrix: y = -3
 Vertex: (0 , 0)
 Axis of Symmetry: x = 0
 Endpoints of the Latus Rectum: (-6 , 3) & (6 , 3)
2.
  Focus: ( 74 , 0)
−7
 Equation of the Directrix: x=
4
 Vertex: (0 , 0)
 Axis of Symmetry: y = 0

 Endpoints of the Latus Rectum: ( 74 , 72 )∧( 74 ,− 72 )

G. Finding practical Formulate 5 equations in standard form of a parabola with Vertex at the origin
applications of concepts and the focus at (a , 0) and (0 , a), where a is any integer except 0. This will be
and skills in daily living done by group.
Let the students generalize the equations of a parabola and their corresponding
features:
H. Making generalizations  An equation of the parabola having its focus at (0 , c) and having as its
and abstractions about directrix the line y = -c is x 2=4 cy and line y = c is x 2=−4 cy .
the lesson
 An equation of the parabola having its focus at (c , 0) and having as its
directrix the line x = -c is y 2=4 cx and line x = c is y 2=−4 cx .
I. For the parabola having the equation, find (a) the vertex, (b) the axis, (c) the
focus, and (d) an equation of the directrix, and (e) the endpoints of the latus
rectum.
1. x2 = 4y
2. x2 = -16y
3. y2 = 12x
4. y2 = -8x
II. Find an equation of the parabola having the given properties:
1. Focus, (0,4); directrix, y = -4
2. Focus, (2,0); directrix, x = -2

Answer Key:
I. Evaluating Learning
I.
1. a. (0,0) b. x = 0 c. (0,1)
d. y = -1 e. (-2,1) & (2,1)
2. a. (0,0) b. x = 0 c. (0,-4)
d. y = 4 e. (-8,-4) & (8,-4)
3. a. (0,0) b. y = 0 c. (3,0)
d. x = -3 e. (3,-6) & (3,6)
4. a. (0,0) b. y = 0 c. (-2,0)
d. x = 2 e. (-2,-4) & (-2,4)
II.
1. x2 = 16y
2. y2 = 8x
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:

JOHN NEIL V. SEMBLANTE, M.Ed. - Math

Teacher III (Senior High School)