DAILY LESSON LOG OF STEM_BC11LC-IIIa-1 (Week One-Day One)

School Grade Level Grade 11

Teacher Learning Area Basic Calculus
Teaching Date and Time Quarter Third
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
I. OBJECTIVES knowledge and competencies. These are 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 is able to demonstrate the basic concepts of limit and continuity of a
function
B. Performance The learner is able to formulate and solve accurately real-life problems involving
Standards continuity of functions
Learning Competency: Illustrate the limit of a function using a table of values and
the graph of the function. (STEM_BC11LC-IIIa-1)
C. Learning
Learning Objectives:
Competencies/
1. Give the standard form of limit.
Objectives
2. Illustrate the limit of a function using a table of values.
3. Display critical thinking in analyzing the concepts.
II. CONTENT Limits and Continuity
III. LEARNING Teacher’s Guide
RESOURCES
A. References
1.
Teacher’s Guide Pages 3-16
2.
Learner’s
Materials
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
IV. PROCEDURES activities. Sustain learning systematically 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.
The teacher will give a pre-assessment about limits so that the teacher will know the
prior knowledge of the students about limits.

1.

2.

A. Review previous 3.
lesson or presenting
the new lesson
4.
 Answer Key:
1.) 16
2.) 0
3.) -
2
4.) a. 15 b. 5 c. 6 d.
3
B. Establishing a The teacher will discuss the standard form of limit and how to read it. The teacher
purpose for the will connect it though graphing and table of values for the students to understand it
lesson further.
The teacher will divide the students into 4 groups. Each group will be assigned the
following function to make a table of values and graph. They will write their answer
on a manila paper and present it in the class.

Instructions: Create a table of values and graph. Provide values of x that is

approaching but will never be equal to the given

Group 1: from the left

Group 2: from the right

Group 3: from the left

C. Presenting examples/
instances of the new
Group 4: from right
lesson

Questions:
1. What are the x values you consider on the table?
2. How do we determine the limit of a function to the left? Right?
3. Based on your own assessment when can we say that the limit of a function does
not exist?

Answer Key:
1. The x values approaches to left or right. (Varies on the given)
2. By assigning x values approaching the limit (Varies on the given)
3. If the function is not approaching to the same value.
The teacher will explain the concept of the example. Here, f(x) = 1+3x and the
constant c, which x will approach, is 2. To evaluate the given limit, we will make use
of a table to help us keep track of the effect that the approach of x toward 2 will
have on f(x). Of course, on the number line, x may approach 2 in two ways: through
values on its left and through values on its right. We first consider approaching 2
from its left or through values less than 2. Remember that the values to be chosen
D. Discussing new should be close to 2.
concepts and
practicing new skills Observe that as the values of x get closer and closer to 2, the values of f(x) get closer
#1 and closer to 7. This behavior can be shown no matter what set of values, or what
direction, is taken in approaching 2. In symbols,

The teacher will further discuss the concepts through the graph of f(x) and will say, if
one knows the graph of f(x), it will be easier to determine its limits as x approaches
given values of c. Consider again f(x) = 1 + 3x. Its graph is the straight line with slope
3 and intercepts (0, 1) and (−1/3, 0). Look at the graph in the vicinity of x = 2.

E. Discussing new
concepts and
practicing new skills
#2
 The teacher will emphasize to the students that they can easily see the points.
(1, 4), (1.4, 5.2), (1.7, 6.1), and so on, approaching the level where y = 7.
The same can be seen from the right (from the table of values in page 4).
Hence, the graph clearly confirms that

In pair, the teacher will let the students Investigate the following limit, by
constructing tables of values.
1.

2. | |

Answer Key:
1. We start again by approaching −1 from the left.

Now approach −1 from the right

F. Developing mastery
(leads to formative
assessment 3)

The tables show that as x approaches −1, f(x) approaches 2. In symbols,

2. Approaching 0 from the left and from the right, we get the following tables:

(Contextualization and Localization)

Imagine that you are going to watch a basketball game. When you choose seats, you
would want to be as close to the action as possible. You would want to be as close to
the players as possible and have the best view of the game, as if you were in the
G. Finding practical basketball court yourself. Take note that you cannot actually be in the court and join
applications of the players, but you will be close enough to describe clearly what is happening in the
concepts and skills in game. This is how it is with limits of functions. We will consider functions of a single
daily living variable and study the behavior of the function as its variable approaches a particular
value (a constant).
The variable can only take values very, very close to the constant, but it cannot equal
the constant itself. However, the limit will be able to describe clearly what is
happening to the function near that constant.
H. Making
generalizations and
abstractions about
the lesson
 On students’ activity notebook, the teacher will let them answer the following
exercises.

Investigate the following limits through table of values and constructing its graph.

1.

Answer Key:
1. Table: (Possible Response)

x f (x)
2.9 6.82
2.9997 6.9994
2.999993 6.999986
2.9999999 6.9999998

x f (x)
3.1 7.2
3.004 7.008
3.0001 7.0002
I. Evaluating Learning 3.000002 7.000004

Graph

Therefore, the =7

2. Table (Possible Response)

x f (x)
0.9 2.82
0.9998 2.9996
 0.999994 2.999988
0.99999999 2.9999998

x f (x)
1.1 3.2
1.003 3.006
1.0001 3.0002
1.000007 3.000014

Graph:

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?
VI. REFLECTION
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% 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 Part G
localized materials did
I use/ discover which I
wish to share with
other teachers

Prepared by:

MARY ANN DELOS SANTOS

Teacher