WHOLE-BRAIN LESSON PLAN

2nd QUARTER
SUBJECT: Basic Calculus GRADE: 11
UNIT TITLE: Integration WEEK:7
LESSON TITLE: Application of Definite Integrals in the Computation of Plane Areas NUMBER OF SESSIONS: 2

I. LEARNING ENDSTATES:
 THINK: Application of concepts on definite integrals on the computation of plane areas using integration applied to real life
situations. (STEM_BC111-IVi-j-1 & STEM_BC111-IVj-2)
 FEEL: Upholds equality and objectivity in assessing people and situation as they apply the concepts on definite integrals on the computation
of plane areas using integration to real life situations using Desmos and Graphing Calculator.
 DO: Applies mathematical concepts learned in solving community issues using the concepts of definite integrals on the computation of
plane areas using integration applied to real life situations Desmos and Graphing Calculator.
 COMMUNICATE: Expresses the significance of sharing diverse ideas and strategies to solve real life problems using key concepts on definite
integrals on the computation of plane areas using integration.
 LEARNING TO LEAD: Encourages fairness and openness in assessing community issues in solving real life problems involving definite
integrals on the computation of plane areas using integration through the use of Casio Graphing Calculator and Desmos Application.
 LEARNING TO INTUIT: Foresees positive and negative consequences of one’s actions and decisions in solving real life problems involving
definite integrals on the computation of plane areas using integration.
 LEARNING TO BE : Systematic Problem Solver
 ETHICAL FORMATION: Express importance of appreciating different thoughts and ideas in solving real life problems involving definite
integrals on the computation of plane areas using integration.
 SOCIAL RESPONSIVENESS: Expresses the significance and the importance of appreciating and sharing diverse thought ideas in solving real
life problems involving on definite integrals on the computation of plane areas using integration.
II. ESSENTIAL QUESTIONS:
 How the key concepts of definite integrals on computing plane areas are used in solving real-life problems?
 Why illustrating accurately, the problems on definite integrals is very important on computing plane areas?
 What is the importance of definite integrals in computing plane areas?

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III. MATERIALS, METHODS, ACTIVITIES TO ACHIEVE THE ENDSTATES

MATERIAS METHODS ACTIVITIES

Learners Material Problem Solving Problem-Solving Activities

Desmos Application and Casio Graphing Students Activity Group Activity

Calculator

Multimedia Presentation on Basic Calculus Interactive Discussion Activities

Contextualized Materials Brainstorming Group work

IV. RUBRICS FOR ASSESSMENT

Attachment 1: RUBRIC FOR PERFORMANCE TASKS (Brochure)
Attachment 2: Problem-Solving Rubric

V. INSTRUCTIONAL PHASES

ACTIVITIES SAMPLE LEARNING ACTIVITIES

Session 1.
1) ACTIVATE Activity 1. Finding my Definite Integrals (Group Activity)
(Creating Focus Do the following activity:
and Purpose)

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Answer the following questions:

1. What do you find with the activity?

2. How does integration help you in answering the given problems?
3. Is it easy to find the definite integrals?
4. Discuss your difficulties in answering the given problems.
Enrichment Activity :
Group the students into five groups. Present Desmos Application. Teach them how to use the Casio Calculator.
Let them choose one item and present their solution in Class.

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2) ACQUIRE Activity 2. Find my Areas (Think Pair Share Activity)

Introduction to Areas of Plane Regions

n b
❑¿ ❑¿
lim ∑ [ f ( x k ) −g ( x
k ) ] ∆k x=∫ [ f ( x )−g( x ) ]
∆ → 0 k=1 a

Study the given example

Example 1.Find the area of the region bounded by y=2x , y =8 , and the y-axis. Intersection: (3,8)

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3 x
2 3 8 1 7
∫ (8−2x )dx=8 x − ln2
0
|
0 (
¿ 24−
ln 2 )(
− 0−
ln 2 )
¿ 24−
ln 12

Example 2. Find the area of the region bounded by y=x 2∧x= y 2 Intersection: (0,0) and (1,1)

1 3

∫ (√ x−x )dx= 23 x 2 − 31 x 2∨10 = 23 − 13 −0= 13

2

Example 3. Find the area of the region bounded by y= √ x +1 , y =x−1 ,∧the x−axis . Intersection: (3,2)

2 2

∫ [ ( y +1 ) −( y 2−1)] dy ¿ ∫ [ 2+ y− y 2 ] dy
0 0

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 y2 y3 2
¿ 2 y+ − ∨
2 3 0
8 10
¿ 4 +2− =
3 3

Guide Questions:
1. How do you find the activity? Is it interesting?
2. What is the importance of illustrating the problem correctly?
3. Is it easy to find the definite integrals of a given problems?
4. What is the importance of knowing how to integrate correctly?
5. What is the importance of definite integrals on computing plane areas?
6. Can you find the plane areas of a given problem alone?

Activity 3. Sketch and Answer the following problems.

1. Find the area in the first quadrant bounded by the following curves: y = arc cot x, y = 45 degrees, and x=0.
2. Find the area in the first quadrant bounded by f(x)=4-x 2and the x axis.
3. Find the area bounded by the following curves: y= 0, x=4, and y= x 2-4.
4. Find the area in the first quadrant bounded by f(x)=4+x 2,y=4, x=0.
5. Find the area in the first quadrant bounded by the following curves: y = arc tan x, y = 45 degrees, and x=0.
Note: Student may use Desmos Application and Casio Graphing Application

3) APPLY, Session 2. ICT INTEGRATION

PRACTICE, Activity 4. Illustrate Me (Group Activity)
FORMATIVE Sketch the following using graphing applications(DESMOS) and solve the following:
ASSESSMENT

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 1. Find the area in the first quadrant bounded by f(x)=1-x2and the x axis.
2. Find the area bounded by the following curves: y= 0, x=3, and y= x 2-1.
3. Find the area in the first quadrant bounded by f(x)=9+x2,y=2, x=0.
4. Find the area in the first quadrant bounded by the following curves: y = arc sin x, y = 45 degrees, and x=0.
5. Find the area in the first quadrant bounded by f(x)=8-x2and the x axis.
6. Find the area bounded by the following curves: y= 0, x=1, and y= x 2-1.
Guide Questions:
1. How do you feel with the activity?
2. Is it easy to present the illustration of the given problem?
3. What is the importance of knowing the actual graph of a given equations?
4. Discuss your difficulties in answering the given problems.
5. Present your solution.
Note: Student may use Desmos Application and Casio Graphing Application
Activity 4: FIND MY AREAS (Dyad Activity). USE A GRAPHICAL APPLICATIONS

1. Find the area in the first quadrant bounded by f(x)=9-x2and the x axis.
2. Find the area bounded by the following curves: y= 0, x=3, and y= x 2-9.
3. Find the area in the first quadrant bounded by f(x)=2+x2,y=2, x=0.
4. Find the area in the first quadrant bounded by f(x)=1+x2,y=2, x=0.
5. Find the area in the first quadrant bounded by the following curves: y = arc cos x, y = 45 degrees, and x=0.
Note: Student may use Desmos Application and Casio Graphing Application
4) SUMMATIVE Activity 5: Solve (Individual Assessment)
ASSESSMENT,  Solve the following problem (Academic).
CLOSURE AND A. Find the area bounded by the given curves.
REFLECTION 1. y= 3x2, y=0, and x=3.
2. y= x2, y=2-x, x=0, x≥0.
3. x=2y2 and x=4+y2
4. x+y=0, y=x2-1

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 5. y=cos x, y=sin 2x and 90 degrees.
Note: Student may use Desmos Application and Casio Graphing Application
 Describe the application of definite integrals on plane areas using calculus in the real life context. Write your
reflection in your journal (Ethical)

Activity 6: BUILD ME BROCHURES(Assignment)

Do the following task by group consisting of four members:
1. Make a brochure on steps of solving plane areas using definite integrals.
2. Provide pictures, layout, drawing, and model to present the solution of 10 chosen problems.
3. Present illustrative examples of application of definite integrals on areas on real life context.
4. Present the output next meeting through reporting.
(Use rubric for assessment of outputs).

Prepared by: Checked by: Validated by:

JEFFREY D. MANGLIGOT ARNEL G. CALARO MARTINA R. AGULLANA

San Nicolas National High School Sarrat National High School Education Program Supervisor
Teacher I Teacher II

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 RUBRIC FOR PERFORMANCE TASKS
(Brochure, Journal, Reflection and PowerPoint Presentation)
Standards 5 POINTS 4 POINTS 3 POINTS 2 POINTS
Understanding Demonstrates a substantial Demonstrates understanding Demonstrates gaps in Demonstrates minimal
of Task understanding of the content, of the content and task, even their understanding of understanding of the content.
(Accuracy) processes and demands of the though some supporting ideas the content and task.
task. or details may have been
overlooked or misunderstood.
Completion of Fully achieves the purpose of Accomplishes the task. Completes most of the Attempts to accomplish the task,
Task the task, including thoughtful, task. but with little or no success.
(Quality) insightful interpretations and
conjectures.
Communication Communicates their ideas and Communicates their findings Communicates their Does not finish the investigation
of Findings findings effectively, raised effectively. ideas and findings. and/or were not able to
( Presentation) interesting and provocative communicate ideas very well.
questions, and went beyond
what was expected.
Group Process Uses all their time Works well together most of Works together some of Does not work very productively as
(Cooperation) productively. the time. the time. a group.

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 Everyone is involved and They usually listen to each Not everyone Not everyone contributes to the
contributed to the group other and used each other’s contributes equal group effort.
process and product. ideas. efforts to the task.

RUBRIC FOR PROBLEM SOLVING

Category 4 POINTS 3 POINTS 2 POINTS 1 POINT

Mathematical Errors 90-100% of the steps and Almost all (85-89%) of the Most (75-84%) of the steps More than 75% of the steps
solutions have no steps and solutions have and solutions have no and solutions have
mathematical errors. no mathematical errors. mathematical errors. mathematical errors.
Explanation Explanation is detailed Explanation is clear. Explanation is a little Explanation is difficult to
and clear. difficult to understand, but understand and is missing
includes critical several components or was
components. not included.
Neatness and The work is presented in a The work is presented in a The work is presented in The work appears sloppy and
Organization neat, clear, organized neat and organized an organized fashion but unorganized. It is hard to
fashion that is easy to fashion that is usually may be hard to read at know what information goes
read. easy to read. times. together.
Diagrams and Sketches Diagrams and/or sketches Diagrams and/or sketches Diagrams and/or sketches Diagrams and/or sketches are
are clear and greatly add are clear and easy to are somewhat difficult to somewhat difficult to
to the reader’s understand. understand. understand or are not used.
understanding of the
procedure(s).
Composition All problems are All but one of the All but two of the Several of the problems are
completed. problems is completed. problems are completed. not completed.

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Prepared by: Checked by: Validated by:

JEFFREY D. MANGLIGOT ARNEL G. CALARO MARTINA R. AGULLANA

San Nicolas National High School Sarrat National High School Education Program Supervisor
Teacher I Teacher II

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