DEPED ORDER No.

42 School Diplahan National High School Grade Level 11

DAILY LESSON LOG Teacher MARK ANTHONY BELL R. BACANG Learning Area Pre-calculus

Date: Time 10:45-11:45 Quarter 2nd

SESSIONS SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5

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
I. OBJECTIVES for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and enable children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the curriculum guide.

 Contents Standards The learner’s demonstrate an understanding key concepts of circular functions, trigonometric identities, inverse trigonometric functions, and the polar
coordinate system.

 Performance Standards The learner’s shall be able to formulate and solve accurately situational problems involving circular functions.

 Learning Competencies/
Objectives
(Write the LC Code for each)
CODE STEM_PC11T-IIc- CODE CODE STEM_PC11T-IIc-d- CODE
1 1

At the end of the lesson the students will be able to

OBJECTIVES OBJECTIVES OBJECTIVES OBJECTIVES OBJECTIVES

Determine the domain Graph the six circular

and range of the functions (a) amplitude, (b)
different circular period, and (c) phase shift
functions

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II.CONTENT

Topic
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based
III.LEARNING RESOURCES materials. Hands on learning promotes concept development..
 A. References

1. Teacher’s Guide pages Teaching Guide for Senior High School General Mathematics

2. Learner’s Materials pages

3. Textbook pages

4. Additional Materials from

(LR) portal
A. Other Learning
Resources

These steps should be done across the week. Spread out the activities approximately so that the students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
IV. PROCEDURES assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation
to their life experiences and previous knowledge. Indicate the time allotment for each step.

A. Reviewing previous lesson Recall the concept of domain and range. Recall the domain and
of presenting the new lesson
range of the different
circular functions
(STEM_PC11T-IIc-1) and
the table of values of the
following functions:
a. y = sin x
b. y = cos x
c. y = tan x
The teacher lets the students realize that determining The teacher lets the
B. Establishing a purpose for
the lesson
the domain and range of circular functions are essential students realize that in
in sketching their graph. graphing the trigonometric
functions, we start with
determining the domain
and range.
C. Presenting examples Individual Activity Group Activity
/Instances of the new lesson
Let the students complete the table below. Using the table of values
of y = sin x, y = cos x and y
Func Angle Linea Functi Angle Linear = tan x from the previous
tion Measu r on Measu Measur meeting’s activity, plot the
re (θ) Meas re (θ) e points of each function and
ure sketch the graph.
sin θ 30ᵒ cos θ 30ᵒ
sin θ 45ᵒ cos θ 45ᵒ Answer:
sin θ 60ᵒ cos θ 60ᵒ 1. y = sin x
sin θ 90ᵒ cos θ 90ᵒ
 2. y = cos x

3. y = tan x

D. Discussing new concepts 1. In the previous 1. Using the values of y = 3 sin x on [0,2 π ] from the
and practicing new skills #1
activity, which values previous meeting’s activity, ask the students to plot the
refers to the domain and points on a Cartesian plane and sketch the graph in a
range of the graphing paper.
A. Sine function 2. Compare it with the graph of y = sin x. Plot both
(Domain: angle functions on the same cartesian plane.
measures, Range: linear
measure)
B. Cosine
function(Domain: angle
measures, Range: linear
measure)
2. Is it the same to
tangent functions? Yes
 Analysis:

1. Discussing new concepts Since for a real number Using the values of y = sin 2x on [0,2 π ] from the previous
and practicing new skills #2
x, sin x = sin θ for an meeting’s activity, ask the students to plot the points in a
angle θ with measure x Cartesian plane and sketch the graph in a graphing
degrees, and that sin θ is paper. Compare it with the graph of y = sin x.
the second coordinate of Answer:
the point P(θ) on the
unit circle. Since each x
corresponds to an angle
θ, we can conclude that
1. sin x is defined for any
real number x or the
domain of the sine
function is R, and
2. the range of sine is the
set of all real numbers
between -1 and 1
(inclusive).
 Analysis:

2. Developing mastery Group Activity. Thorough discussion on the steps in sketching the
(Leads for Formative
Assessment 3)
Divide the class into 6 graph of sine and cosine function.
groups. Each group is
tasked to create a table
of values of their
assigned function from 0
to 2 π .
Group 1 & 4 – sine
function
Group 2 & 5 – cosine
function
Group 3 & 6 – tangent
function

Thorough discussion on the steps in sketching the

graph tangent and cotangent function.
E. Finding practical The following questions will be raised to each group and
applications of concepts and
skills in daily living to the class.
1. Is your assigned function defined to all real numbers
of x? If not, give the
interval.
2. Is your assigned function defined to all real numbers
of y? If not, give the
interval.
3. Making generalizations and Complete the table below by writing the domain and Ask volunteers to answer
abstractions about the
lesson range of every function. the following questions
(answers should be in interval notation) and discuss thoroughly
with the class.
FUNCTION DOMAIN RANGE
1. In y = a sin bx, how
y = sinx
does the value of a affect
y = cosx
the graph? How is it
y = tanx
different
from y = sinx?
2. In y = a sin bx, how
does the value of b affect
the graph? How is it
different
from y = sinx?
3. Will the following
observations be true for
cosine function? for
tangent function?

Ask volunteers to answer

the following questions
and discuss thoroughly
with the class.
1. How does amplitude
affect the graph of a
trigonometric function?
2. How does period affect
the graph of a
trigonometric function?
F. Evaluating learning Create a table of values from 0 to 2 π of the functions Graph the following:
below. 1. y = 2 tan x
 y = sin2x 2. y = - cos 3x
 y = 3 sinx 3. y = -4 sin 2x
 y = tan2x
 y = 2 cosx
 G. Additional activities for Problem Set
application or remediation
V. REMARKS Continuation for discussion Continuation to discuss and
and conduct a quiz Conduct a quiz.

VI. REFLECTION Reflect on your teaching and teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help
the 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% in

the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%.
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?