DAILY LESSON LOG OF STEM_BC11I-IVa-b-1 (Week Two - Day One)

School Grade Level Grade 11

Teacher Learning Area Mathematics
Teaching Date and Time Quarter Fourth
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 assessed using Formative
I. OBJECTIVES 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 key concepts of antiderivatives.
B. Performance The learner is able to formulate and solve accurately situational problems involving
Standards population models.
Learning Competency: Compute the general antiderivative of polynomial, radical,
exponential, and trigonometric functions. (STEM_BC11I-IVa-b-1)
C. Learning Learning Objectives:
Competencies/ 1. Recall the differentiation rules.
Objectives 2. Use the basic integration formulas in solving for the antiderivative of exponential
functions.
3. Compute the general antiderivative of exponential functions.
II. CONTENT Integration
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Page 200 – 201
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 activities. Sustain learning systematically by providing pupils/students with
IV. PROCEDURES 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.
Review on the differentiation formulas used involving exponents. You may call out
students to write these formulas on the board (See TG for differentiation formula or
write these formulas on strips of cartolina and ask the students to match the
function to its correct derivative..
A. Review previous
lesson or presenting
the new lesson

(Application of the rules.)

Because antidifferentiation is the inverse operation of differentiation, the following
theorem should be immediate.

Theorem 12. (Theorems on integrals yielding the exponential and

B. Establishing a logarithmic functions)
purpose for the
lesson

Find the integral of the function ∫ 3 x dx.

C. Presenting examples/ Show the students the solution to this problem.
instances of the new
lesson

D. Discussing new In pairs, allow the students to solve for the antiderivative of the exponential function
 ∫ 3 x+1 dx then let the students show their solution. Emphasize on the rule applied.
concepts and
practicing new skills
#1

Allow the students to solve for the antiderivative of the exponential function
∫ (e ¿ ¿ x+2 x )dx ¿ then let the students show their solution.
Emphasize on the rule applied.

E. Discussing new
concepts and
practicing new skills
#2
2
Proceed to finding the antiderivative of ∫ x dx .

F. Developing mastery
Let the students explain in their own words the characteristics of the different
(leads to formative
formulas for determining the antiderivative of exponential functions.
assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
generalizations and Synthesize students’ explanation of the characteristics of the different formulas for
abstractions about determining the antiderivative of exponential functions.
the lesson
Let the students solve the following integrals:

I. Evaluating Learning

J. Additional activities
or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
VI. REFLECTION works? What else needs to be done to help the pupils/students learn? 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
localized materials did I use/
discover which I wish to
share with other teachers

Prepared by:

CATHERINE C. MIRA