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Alcalde SHS LP

This document outlines a Daily Lesson Log for an 11th-grade mathematics class focusing on conic sections and systems of nonlinear equations. The lesson objectives include illustrating different types of conic sections, defining a circle, and graphing it, with various activities designed to engage students and assess their understanding. The document also includes reflections on student performance and teaching strategies used during the lesson.

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18 views8 pages

Alcalde SHS LP

This document outlines a Daily Lesson Log for an 11th-grade mathematics class focusing on conic sections and systems of nonlinear equations. The lesson objectives include illustrating different types of conic sections, defining a circle, and graphing it, with various activities designed to engage students and assess their understanding. The document also includes reflections on student performance and teaching strategies used during the lesson.

Uploaded by

queendayannereyes
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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School Grade Level 11

Daily Lesson Log Teacher JESSE REAL ALCALDE, LPT Learning Area MATHEMATICS

Teaching Dates & Time Quarter 1

I - Objectives

A. Content Standard The learner demonstrates the understanding of key concepts of conic sections and systems of nonlinear equations.

B. Performance Standards The learner is able to model situations appropriately and solve problems accurately using conic sections and systems of nonlinear
equations.

C. Learning Competencies Illustrating Different Types of Conic Sections. Week 1 (STEM_PC11AG-Ia-1, STEM_PC11AG-Ia-2,
STEM_PC11AG-Ia-3, STEM_PC11AG-Ia-4)

Objectives At the end of the discussion, students are able to:


a) Illustrate types of conic sections and degenerate cases;
b) Define a circle;
c) Determine the standard form and general form of the equation of the circle.
d) Graph a circle in a rectangular coordinate system; and
e) Recognize the importance of circle into real-life situation
II – Content Illustrate the different types of conic sections: parabola, ellipse, circle, hyperbola, and degenerate cases.
III – Learning Resources

A. References

1. Teaching Guide Mathematics: Pre – Calculus Grade 11


Quarter 1 – Module 1: Pre – Calculus 1st Quarter
Week 1 (STEM_PC11AG-Ia-1, STEM_PC11AG-Ia-2, STEM_PC11AG-Ia-3, STEM_PC11AG-Ia-4)
2. Learning Materials Mathematics: Pre – Calculus Grade 11
Quarter 1 – Module 1: Pre – Calculus 1st Quarter
Board and chalk
Pen and graphing paper

3. Textbook

4. Additional Materials from LR portal

B. Other Learning Resources

IV - Procedures

C. Review/Presenting New Lesson Activity 1: Preliminary Activities


“Constructivism”, “Progressivism”  Prayer
 Greetings
 Seating Arrangements
 Checking of Attendance
D. Purpose of the lesson Activity 2: Read a loud
Before the teacher introduce the discussion, he will choose a student to read the objectives of the lesson.

Objectives:
At the end of the discussion, students are able to:
a) Illustrate types of conic sections and degenerate cases;
b) Define a circle;
c) Determine the standard form and general form of the equation of the circle.
d) Graph a circle in a rectangular coordinate system; and
e) Recognize the importance of circle into real-life situation
E. Presenting Examples/Instances of New Activity 3: Shape-out!
Lesson
 The teacher will group the students into 3 groups. Each group will select objects inside the classroom that corresponds to
the shape presented by the teacher. The group who got the low scores will have a consequence.

F. Discussing concepts and new skills #1


Activity 4: Show your Talent
 The group who got the lowest score will present something in front of the class as a consequence for the previous
activity.
G. Discussing concepts and new skills #2 Activity 5: Getting to know you more!
Illustrating Different Types of Conic Sections?

Figure at the left


shows the vivid
illustration of the
activity. It
implies that
when the plane
figure cut the
double napped
cone horizontally then it will generate or form a CIRCLE.
When the plane figure is tilted and cut only one cone to
form a bounded curve then it generates an ELLIPSE while
a PARABOLA is generated when it forms an unbounded
curve. And when the plane figure cut the double napped
cone not necessarily vertical to form two unbounded
curves then it generates a HYPERBOLA
H. Developing Mastery Activity 6: Run to the board!
 The same group, the teacher will let the students solve following problems and let every
representative from the group write their answers to the board. First group to get the correct answer
will have five points, and the second will have four points and soon. The group that has the highest
score will be considered as a winner.

The following problems that the students need to answer are:


.
Determine and graph the standard form of the equation of the circle.

I. Application Activity 7: I can do this!


 The teacher will let the students to answer the following problems.
Directions: In a one whole sheet of paper, answer the following problems.

J. Generalizations Activity 8: GeneREALIZEtion

 The teacher will ask the students what they have learned from the discussion.
Activity 9: Let’s evaluate
K. Evaluation  The teacher will let the students to answer the following problems.

DIRECTIONS: Transform the standard equation of a circle to general form and vice versa. Identify its radius
and graph the circle.
Questions:

1) How did you find the activity?


2) How did you Illustrate the situation presented in each problem?
3) What mathematical concept did you apply to have an accurate illustration?
4) How and why are these concepts important in your daily life?
5) Give one example of your experiences where these concepts are applicable.

L. Additional Activities/ Remediation Activity 10: Assignment


 The teacher will let the study the next discussion which is Defining Parabola & Determining Its Standard Equation Form.
VI-Reflections

M. No. of learners who earned 80% of the formative assessment

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

O. Did remedial lessons work? No. of learners of have caught up with the lesson

P. No. of learners who continue to require remediation

Q. Which of my teaching strategies worked well? Why did these works?

R. What difficulties did I encounter which my principal or supervisor can help me to solve?
S. What innovation or localized materials did I use/discover which I wish to share to other teachers?

Submitted by:

JESSE REAL ALCALDE, LPT


BSED - Mathematics

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