Teacher: Joemard C.

Francisco Grade Level: 11-Ampere/Faraday

Daily Teaching Dates: Aug. 29-31,Sep. 01,2022 Learning Area: Pre-Calculus
Lesson Log Teaching Time: 10:50-11:50/3:50-4:50 Quarter: I-Week 1
Monday Tuesday Wednesday Thursday Friday
I. Learning Targets/ Specific Objectives
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.

The learners shall

1. illustrate the different types of conic sections: parabola, ellipse, circle, hyperbola, and generate cases
2. define a circle.
C. Most Essential Learning Competencies
3. determine the standard form of equation of a circle
4. graph a circle in rectangular coordinate system
(STEM_PC11AG-Ia-1 STEM_PC11AG-Ia-2 STEM_PC11AGIa-3 STEM_PC11AG-Ia-4)
Specific (Daily) Objective/s
A. The Circle
B. The Parabola
C. The Ellipse
II. Learning Content
D. The Hyperbola
E. General Second-degree Equation and;
F. System of Nonlinear Equations
III. Learning Resources
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pp.
4. Additional Materials from LR portal
White board and white board White board and white board White board and white board
B. Other Learning Resources marker Graphing Paper and marker Graphing Paper and marker Graphing Paper and
PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
IV. PROCEDURE
A. Reviewing previous Elicit: PLOTTING POINTS – FULL PLOTTING POINTS – FULL The class will be asked
lesson or presenting (The activities in this section will evoke or
draw out prior concepts or prior BODY STYLE. Transform the BODY STYLE. Transform the questions about the lessons
the new lesson experiences from the students)
whole classroom into a Cartesian whole classroom into a Cartesian tackled last meeting through the
Plane. Elaborating the x and y Plane. Elaborating the x and y attendance sheet.
axis. The students must be able axis. The students must be able
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 to identify their coordinates to identify their coordinates
according to their location inside according to their location inside
the classroom. the classroom.
B. Establishing a The students are presented with Continuation: The students are
purpose for the this problem. Every year, the presented with this problem.
lesson Philippines gets hit by Every year, the Philippines gets
approximately 20 typhoons. hit by approximately 20
The teacher will present a
Suppose typhoon X is in the typhoons. Suppose typhoon X is
scenario about a parabola
country and is predicted to have in the country and is predicted to
revolving about its axis, the
Engage: 350-km radius. Further, it was have 350-km radius. Further, it
result is what we called a
(The activities in this section will stimulate reported that town A located 260 was reported that town A located
their thinking and help them access and paraboloid.
C. Presenting connect prior knowledge as a jumpstart to km south and 225 km west from 260 km south and 225 km west
The teacher now presents the
examples/ instances
the present lesson.)
its eye is at the periphery of the from its eye is at the periphery of
lesson in which the learners can
of the new lesson typhoon. The townsfolks want to the typhoon. The townsfolks
identify the properties of the
verify this news want to verify this news
parabola and also its definition
The facilitator asks questions The facilitator asks questions
about the given problem being about the given problem being
presented and give the students presented and give the students
the topic for the session. the topic for the session.
The teacher provides illustrations The teacher provides illustrations Using the projected image, the
Explore: about the parts of right circular about the parts of right circular teacher will discuss the terms
D. Discussing new (In this section, students will be given time cone, the conic sections formed cone, the conic sections formed principal axis, vertex. Latus
to think, plan, investigate, and organize
concepts & collected information; or the performance of by cutting the cone through a by cutting the cone through a Rectum, focus and directrix.
practicing new skills the planned/prepared activities from the
students’ manual with data gathering with plane. Also, discusses the plane. Also, discusses the Every now and then, the teacher
Guide Questions)
properties of circle through properties of circle through must review their idea about the
graphing. graphing. properties of the parabola.
Explain: SIMON SAYS “PARABOLA” The
(In this section, students will be involved in
an analysis of their exploration. Their students will illustrate the
understanding is clarified and modified
following parabolic properties
because of reflective activities)/Analysis of
The learners are given 5 The learners are given 5
the gathered data and results and be able
using only their arms: principal
to answer the Guide Questions leading to problems to solve for a given problems to solve for a given
F. Developing mastery the focus concept or topic for the day.) axis, vertex. Latus Rectum, focus
time. Then, after that they have time. Then, after that they have
and directrix. The teacher will
to share it within the class. to share it within the class.
increase the pace of the
commands and see if the
students can keep going.
G. Finding practical Elaborate: The students are now tasked to The students are now tasked to Using a worded problem, the
applications of (This section will give students the
opportunity to expand and apply their output first from the apply their output first from the students are t asked to identify
concepts and skills solidify/concretize their understanding of
worded problems involving real worded problems involving real the different properties of the
the concept and/or apply it to a real-world
in daily living situation)
life applications and also in their life applications and also in their parabola.
daily experiences as students daily experiences as students

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H. Making The teacher summarizes everything
The teacher summarizes everything The teacher summarizes everything
generalizations and that have been discussed by
that have been discussed. that have been discussed.
abstraction every group.
Evaluation:
(This section will provide opportunities for The students are given illustrations
I. Evaluating Learning concept check test items and answer key
which are aligned to the learning objectives
The students given 20-item quiz. The students given 20-item quiz. and they must identify the parts of
– content and performance standards and the parabola.
address misconceptions- if any)

J. Additional activities Extend: The students are tasked to The students are tasked to The students are tasked to answer
(This section gives situation that explains
for application and the topic in a new context, or integrate it to answer their Problem Sets about answer their Problem Sets about their problem sets about properties
remediation another discipline/societal concern)
circle. circle. of parabola.
V. REMARKS National Holiday The time allotment of 3 day session is almost 3 hours
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation

C. Did the remedial lessons 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: Checked by:

JOEMARD C. FRANCISCO MARIA ELAINE A. CABUSO

Teacher II SHS-Focal Person

Noted:

LAURA A. CRUZ
OIC-Assistant School Principal II

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