School QUEZON NATIONAL HIGH SCHOOL Grade Level 11

Teacher JERLYN LOMBOY- MACADO Learning Area Precalculus-STEM

LESSON PLAN Teaching Dates and Time September 27, 2023 @ 8:00am Quarter/Week 1st Quarter/Week 4
I. OBJECTIVES 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 (ANNOTATIONS)
for developing content knowledge and competencies. These are assessed using -PPST
Formative Assessment strategies. Valuing objectives supports the learning of
INDICATORS/KRA
content and competencies and enables students to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum OBJECTIVES/
guides. RUBRIC
A. Content Key concepts of conic sections and systems of nonlinear equations INDICATORS TO BE
Standard OBSERVED DURING
THE CLASSROOM
OBSERVATION
B. Performance Model situations appropriately and solve problems accurately
Standard using conic sections and systems of nonlinear equations
C. Learning The learners should be able to… KRA 3, Obj. 9 (PPST
Competency/ Knowledge: 4.2.2)
Objectives  Define a hyperbola. - Set achievable and
Write the LC STEM_PC11AG-Id-1 appropriate learning
code for each Skills: outcomes that are
•Determine the standard form of equation of a hyperbola.
aligned with learning
STEM_PC11AG-Id-2
•Graph a hyperbola in a rectangular coordinate system competencies.
STEM_PC11AG-Id-3
MOV-Knowledge, skill,
Attitude: and attitude or KSA is
 appreciate the importance and application of hyperbolic shape applied in lesson
in real-life object/s. planning objectives to
meet learning
Objectives: competencies and
At the end of the session, learners are expected to: curriculum
requirements based on
1. illustrate a hyperbola.
the CG. Parts of the
2. write the standard form of equation of a hyperbola. DLP are based on the
3. graph a hyperbola in a rectangular coordinate system, and PPST Module.
4. appreciate the importance and application of hyperbolic shape
in real-life object/s.
II. CONTENT Main Topic: Conic Section
Sub-Topic: Hyperbola
VALUES  Appreciate the importance of hyperbola and its application to
INTEGRATION other disciplines and real-life situation. Execute cooperation,
independent, trust and honesty during class activity and
discussion.
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials
pages
3. Textbook Next Century Mathematics-Precalculus, pp. 62-102
pages
4. Additional
Materials
from
Learning
Resource
(LR)portal
B. Other Learning -Downloaded applications such Desmos/GeoGebra for checking of
Resources graph
Electronic Devices Needed: Laptop, LCD Projector, and Android
 Cellphone.
IV. PROCEDURES
A. Reviewing (5 mins) KRA 2, OBJ. #5
the previous *Setting class agreement -Established safe and
lesson or  The teacher will present the agreed rules/rubrics/standards for secure learning
presenting the whole duration of class and class activity. environments to
the new Class agreement: enhance learning
lesson O – obedient (Follow) through the consistent
B – balance (Equal) implementation of
E – efficient (Effective) policies, guidelines, and
Y – yare (Ready) procedures.

 For those students who are absent today due to their work, and MOV-Establishing safe
sickness, I have prepared here a compilation of lesson and secure environment
discussion, video presentation, and activity sheets for them to by setting class
cope with the lesson for today. agreement at the
beginning of the class
Engaging Interest and consistently
What am I!!! (3 mins) executing the class
Directions: The teacher will ask the learner to identify what type of agreement for the whole
conic section represents the real object they have and what it’s uses. duration of the class.

*To deepen the understanding of conic section, the teacher will also ask
some examples of real objects in their hometown manifesting a conic
section.

B. Establishing Engaging Interest (7 mins) KRA 1, OBJ. #1

a purpose for Make a Guess!!! - Apply knowledge of
the lesson Unlocking of Terminologies content within and
Mechanics
across curriculum
1. The whole class will sing the class rule “OBEY”, as the song
stop, the learners will look under their chair if there’s a word teaching areas.
placed to it.
2. The learner who will get the word will define its meaning MOV-English
according to their own knowledge and language. (Learner may integration through
give specific example/ sketch for deepening the meaning of the unlocking of difficulties
word.) terminologies and
giving its meaning by
TERMINOLOGIES
their own
 Asymptote
 Foci understanding.
 Vertices
 Center KRA1, OBJ.#4
 Endpoints of latus rectum -Displayed proficient
use of mother tongue,
 Conjugate Axis
Filipino and English to
 Transverse Axis facilitate teaching and
 Hyperbola learning.
MOV- Allowing the
*Presenting the lesson. learners to express their
“Our lesson for today is all about HYPERBOLA.” ideas using their own
mother tongue to
understand and deepen
the meaning of the
word.

KRA 1, OBJ. #2
- Used a range of
teaching strategies that
enhance learner’s
achievement in literacy
and numeracy skills.
MOV-Literacy and
numeracy skills clearly
shown as the learner’s
 able to define and
relate the word and its
application to other
concept of conic section
and real-life object.

C. Presenting Encoding Information (5 mins) KRA 3, Obj. 9 (PPST

examples/ 4.2.2)
instances of *From previous activity, let the learners locate/label the terminologies - Set achievable and
the new in the figure below.
appropriate learning
lesson
outcomes that are
aligned with learning
competencies.

MOV-Imparting the
needed concept of the
lesson such
characteristics of
hyperbola and its use to
determine the standard
Hyperbolas are conic sections that are not commonly encountered
form of the hyperbola.
formally. Its graph consists of two unbounded branches which extends
in different directions.
A hyperbola is a set of all coplanar points such that the difference of its
distance from two fixed points is called the foci of the ellipse.

Equations of Hyperbolas with Center at Origin:

To derive the equation of a hyperbola whose center is at the origin (0, 0)
and the two foci on the x axis, let points F1(c, 0) and F2(-c,0) be the
foci. Use distance formula.
The resulting equation is

Summary of Characteristics of Graph of Hyperbola

Hyperbola with foci on Hyperbola with foci on
Center (h,k) the the
x-axis (Horizontal) y-axis (Vertical)
Equation 2 2 2 2
( x−h) ( y −k ) ( y −k ) ( x−h)
− =1 − =1
a2 b2 a2 b2

c= √ a + b c= √ a + b
2 2 2 2
Where and Where and
c >a c >a
Vertices Coordinates: (h ± a , k ) Coordinates : ( h , k ±a )
(Transverse
Length: 2a Length: 2 a

Axis) Equation: y=k Equation: x¿ h

Location: On the x-axis Location: On the y-axis
(Horizontal) (Vertical)
Foci Coordinates: (h ± c , k ) Coordinates: (h , k ± c )
Conjugate Axis Coordinates: ( h , k ± b ) Coordinates: ( h ± b , k )
Length: 2 b Length: 2 b
Equation: x=h Equation: y=k
Location: On the y-axis Location: On the x-axis
 (Vertical) (Horizontal)
Asymptotes b a
y=k ± (x−h) y=k ± (x−h)
a b
Latus Rectum Endpoints: Endpoints:
2 2
b b
(h+ c , k ± ) and (h ± , k + c) and
a a
2 2
b b
(h−c , k ± ) (h ± , k −c)
a a
2 2
Length:
2b Length:
2b
a a
2 2
Equation: x=k ±
b Equation: y¿ h ±
b
a a
Auxiliary Dimension: 2 a x 2 b Dimension: 2 a x 2 b
Rectangle
D. Discussing Elaborating Meaning (5 mins) KRA 1, OBJ. #1
new *Deepening the unlocking of difficulties: - Apply knowledge of
concepts and Example 1: Write the standard form of hyperbola and find coordinates content within and
practicing of the foci and vertices, the endpoints of the transverse axis, conjugate across curriculum
new skills #
axis, and the latus rectum with center at the origin. Draw its graph. teaching areas.
1
a. 9 y 2−16 x 2−144=0
MOV-Integration within
Graph Result the learning area
through applying the
basic concept of
algebra and graphing
of coordinates.

E. Discussing Elaborating Meaning (5 mins) KRA 1, OBJ. #1

new Example 2: Write the standard form of hyperbola and find the - Apply knowledge of
concepts and coordinates of the foci and vertices, the endpoints of the transverse axis, content within and
practicing conjugate axis, and the latus rectum with center at (h,k). Draw its graph. across curriculum
new skills #
2 teaching areas.
2 2
x −2 y −2 x−8 y−27=0
MOV-Integration within
Graph Result the learning area
through applying the
basic concept of
algebra and graphing
of coordinates.
F. Developing Evaluating Progress (10 mins) KRA 2, OBJ. #5
mastery Collaborative-Differentiated Activity: Construct Me! -Established safe and
(leads to secure learning
Formative FEEDBACK FORM environments to
Assessment Skill/ Criteria Met Not Met I Notice enhance learning
3) 1. Follow the instruction carefully through the consistent
2. Result are based on the
instruction. implementation of
3. Show understanding/ policies, guidelines, and
comprehension in executing the procedures.
instruction. MOV-Establishing safe
4. Able to show/ identify the and secure environment
expected output/result.
by setting rubrics for
Mechanics:
checking in the activity,
1. Group the class into four and assign one problem for each procedures and
group. directions and follow
2. Let the students choose their leader, recorder, solver, and the class agreement in
presenter. The time allotted is 5 minutes for execution and 2 executing the
minutes for presentation. collaborative activity.
3. Consistently implement the “OBEY” class agreement in doing
the activity. KRA 2, OBJ.#6
-Maintained learning
environments that
Directions: Write the standard form of hyperbola and find the promote fairness,
coordinates of the foci and vertices, the endpoints of the transverse axis, respect, and care to
conjugate axis, and the latus rectum. Draw its graph. encourage learning.
Group 1: Solve MOV- Differentiated
Group 2: Graph instruction is clearly
2
a. 25 y −4 x −100=02 shown in the activity as
the learners do variety
Group 3: Solve of performance
Group 4: Graph tasks/collaborative
2 2
b. 9 x −4 y −36 x +8 y−24=0 activities that reflects
their interest, explicit
Rubrics for Checking: gender equality and
CRITERIA RATING promotes fairness,
Group performed efficiently by the performance 5 points 4 points 3 points
4 or 3 2 out of 4 1 or none of
respect and care among
of the following indicators. criteria were
met
criteria were
met
the criteria
were met
groups to encourage
Get the attention by: learning.
 Stand with confidence and speak loud and
clear manifesting the mastery and
expertise of the subject content. KRA 3, Obj. 9 (PPST
 Showed the correct illustrations of
hyperbola. 4.2.2)
 Give correct coordinates of foci and - Set achievable and
vertices, the endpoints of the transverse
axis, conjugate axis, and the latus rectum. appropriate learning
 Give the correct standard form of outcomes that are
hyperbola.
TOTAL: aligned with learning
competencies.

C3B4ME (See Three Before Me)-Feedback Form MOV-Knowledge, skill

Let a volunteer student discuss their output within their group before and attitude or KSA is
presenting it to the front. applied in lesson
planning objectives in
order to meet learning
competency and
curriculum
requirements based on
the CG. The developing
part of the lesson plan
serve as the formative
outcomes of the
teaching-learning
process.
 KRA 3, OBJ. #10
- Used strategies for
providing timely,
accurate and
constructive feedback to
improve learner
performance.
MOV-Imposed
C3B4ME (See Three
Before Me) feedbacking
technique which urged
the leaners to see their
peers and discuss their
output before
discussing it in the
front. (Three means, I,
you, us).

MOV-Give immediate
positive feedback after
presenting the activity.

KRA 1, OBJ. #3
- Apply a range of
teaching strategies to
develop critical and
creative thinking, as
well as other higher-
order thinking skills.
MOV-Imposing
creative, critical and
HOTS in learners how
to think aloud through
modelling (Thinking
Hats) and uses
cooperative group work
where learners are
tasked to discuss
understanding, evaluate
their own work and
other’s work, and
reflect on learning.
G. Finding Evaluating Progress (3 minutes) KRA1, OBJ.#4
practical Learning Beyond! -Displayed proficient
application Questions to Ponder: use of mother tongue,
of concepts  Let’s go back with your first activity, among those realia, what Filipino and English to
and skills in object is a hyperbolic in shape? Can you give another example facilitate teaching and
daily living that you can see within your community/ area you are residing? learning.
MOV- Allowing the
 Are you familiar with the ethnic group where you belong? If learners to response
yes, can you site a specific custom/ tradition, thing, or any using their own mother
objects that you use and involves hyperbola. tongue that shows
understanding the
concept of the lesson
and its application in
real-life situation.

KRA 1, OBJ. #3
- Apply a range of
teaching strategies to
 develop critical and
creative thinking, as
well as other higher-
order thinking skills.
MOV-Imposing
creative, critical and
HOTS in learners as
they apply the concept
and use of hyperbola in
real-life objects/
situations.
H. Making Evaluating Progress (3 minutes) KRA 3, Obj. 9 (PPST
generalizations Mathematical Journal 4.2.2)
and Directions: Summarize the result of the activities by labeling the - Set achievable and
abstractions properties of hyperbola and determine its standard form.
appropriate learning
about the
lesson outcomes that are
aligned with learning
competencies.

MOV-Knowledge, skill,
and attitude or KSA is
applied in lesson
planning objectives to
meet learning
competencies and
curriculum
requirements based on
the CG. Part of this
lesson plan summarizes
the concept of
hyperbola, its
characteristics and
standard equations.

I. Evaluating Evaluating Progress (5 minutes) KRA 3, Obj. 9 (PPST

learning Directions: Write the standard form of hyperbola and find the 4.2.2)
standard form and the coordinates of the foci and vertices, the endpoints - Set achievable and
of the transverse axis, conjugate axis, and the latus rectum. Draw its appropriate learning
graph.
outcomes that are
2 2 aligned with learning
9 y −4 x −36=0
competencies.

MOV-Knowledge, skill,
and attitude or KSA is
applied in lesson
planning objectives to
meet learning
competencies and
curriculum
requirements based on
the CG. The result of
index of mastery implies
the level of achieved
learning outcomes.

CRITERIA RATING
Group performed efficiently by the performance 10 points 9 points 8 points
 of the following indicators. All 3 2 out of 3 1 or none of
criteria were criteria were the criteria
met met were met
Get the attention by:
 Showed the correct illustrations of
hyperbola.
 Give correct coordinates of foci and
vertices, the endpoints of the transverse
axis, conjugate axis, and the latus rectum.
 Give the correct standard form of
hyperbola.
TOTAL:

Index of Mastery
SCORES NUMBER OF STUDENT/S
10
9
8
7 and below
TOTAL:
*Note: Classroom Observation Indicators 7,8, and 9 will observe in classroom observations quarter 2 and 4 only.

Prepared by:

JERLYN L. MACADO
SHS Teacher III
Checked and reviewed by:

JENNY LOREN M. ECHANES

Master Teacher II