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Daily Lesson Log of Stem - Bc11Lc-Iiic-2 (Week Three-Day Two)

1. The document outlines a daily lesson log for a mathematics teacher teaching 11th grade students about the continuity of functions. 2. The lesson objectives are to determine if a function is continuous at a number, enumerate the conditions for continuity, and recognize the value of the concept. 3. Activities include determining the continuity of functions at given values, working through examples in pairs with teacher support, and a concluding assessment of additional functions.

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Erick Estira
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127 views3 pages

Daily Lesson Log of Stem - Bc11Lc-Iiic-2 (Week Three-Day Two)

1. The document outlines a daily lesson log for a mathematics teacher teaching 11th grade students about the continuity of functions. 2. The lesson objectives are to determine if a function is continuous at a number, enumerate the conditions for continuity, and recognize the value of the concept. 3. Activities include determining the continuity of functions at given values, working through examples in pairs with teacher support, and a concluding assessment of additional functions.

Uploaded by

Erick Estira
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON LOG OF STEM_BC11LC-IIIc-2 ( Week Three- Day Two)

School Grade Level 11


Teacher Learning Area Mathematics
Teaching Date and Time Quarter 1st
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 learner demonstrates understanding of basic concepts of limit and
continuity of a function.
B.Performance Standards The learner shall be able to formulate and solve accurately real-life problems
involving continuity of functions.
Learning Competency:
Determine whether a function is continuous at a number or not.
STEM_BC11LC-IIIc-2
C.Learning Competencies/ Learning Objectives:
Objectives 1. Determine whether a function is continuous at a number or not
2. Enumerate the conditions at continuity
3. Recognize the value of the concept on continuity of a function at a
number
II. CONTENT Continuity at a Point
III.LEARNING RESOURCES
A.References Learner’s Materials
1. Teacher’s Guide pages
2.Learner’s Materials pages pp.55-57
3.Textbook pages
4.Additional Materials from
Learning Resource (LR) portal
B.Other Learning Resources
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
IV.PROCEDURES 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.
ACTIVITY 1
In this activity, the teacher will call students to give their answers orally.
Direction: Given the graph below, determine if the function H(x) is continuous at
the following values of x:

A.Review previous lesson or


presenting the new lesson
(3 minutes)

1. x = 2 2. x= -3 3. x=0
Answer key:
1. Continuous 2. Continuous 3. Discontinuous
B.Establishing a purpose for the The teacher presents the objectives of the lesson to the class and let the
lesson students recognize the importance of concept of continuity of a functions \
(2 minutes)
C.Presenting examples/ ACTIVITY 2
instances of the new lesson In this activity, the students will work in pairs.
(10 minutes) Direction: Do the task below. The teacher goes around the room to provide
needed support.

1. Let f ( x )=
x 2−x−2 and solve the following:
x −2
a. f(2) b. f(0)
2. Solve the limits of the following:
a. lim
x 2−x−2 b. lim
x 2−x−2
x →2 x−2 x →0 x−2
Answer Key:
1.a. no answer, 2 is not part of domain b. 1
2. a. 3 b. 1
D.Discussing new concepts and The teacher talks about the concept about continuity of a function at a number.
practicing new skills #1 The teacher will relate the Activity 1& 2 to the topic about continuity. In
(10 minutes) addition, he/she explains the conditions of continuity.
E.Discussing new concepts and
practicing new skills #2
ACTIVITY 3
In this activity, the students will work with the same partner.
Direction: Do the task below. The teacher goes around providing needed
support.
1. Determine if the following functions are continuous at the given value of x.
F.Developing mastery (leads to
x−1
formative assessment 3) a. f(x) = x3+x2-2 at x=1 c. h(x)= at x=1
(15 minutes) x2 −1
x+1 if x <4
b. g(x)=√ x−1 at x=4 d. m(x) =
{
(x−4)2 +3 if x ≥ 4
at x=4

Answer Key:
a. Continuous b. Continuous c. Discontinuous D. Discontinuous
G.Finding practical applications
of concepts and skills in daily
living
H.Making generalizations and The teacher summarizes the mathematical concept of continuity of function at a
abstractions about the lesson number. Similarly, he/she asks the students to give their feedback about the
( 5 minutes) topic on continuity.
I.Evaluating Learning Direction: Do the task given.
(15 minutes) 1. Determine whether the following functions are continuous or not at x=2 and
at x=1.

a. f(x) = x2+2x-1 c. h(x)=


x2 −4 x +4
x−2
x2 −2 x +1 x−1 if x <2
b. g(x)=
x−1
d. m(x) =
{
(x−1)2 if x ≥2
Answer Key:
At x=2
a.Continuous b. Continuous c. Discontinuous d. Continuous
At x=1
a. Continuous b. Discontinuous c. Continuous d. Discontinuous

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:

ROBERT P. ROM
Cabancalan NHS Math Teacher

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