ADE 1 to 12 School Grade 11

AMADEO NATIONAL HIGH SCHOOL

DAILY LESSON Level
LOG Teacher Learning BASIC CALCULUS
ARTHUR E. GUAPO
Area
Teaching Dates and Quarter THIRD
Time

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of basic concepts of derivatives.
B. Performance The learner shall be able to formulate and solve accurately situational problems involving related rates.
Standard
C. Learning The learner illustrates The learner solves The learners solve
Competency/Objectiv implicit differentiation. problems (including situational problems
es (STEM_BC11D-IIIi-2) logarithmic and involving related rates
Write the LC code for inverse trigonometric (STEM_BC11D-IIIj-2)
each. functions) using
implicit differentiation
(STEM_BC11D-IIIi-j-
1)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.168-179 pp 168-179 pp 180-190
pages
2. Learner’s
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning

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 Resource
(LR)portal
B. Other Learning http://tutorial.math.la http://tutorial.math.la http://tutorial.math.lamar
Resource mar.edu/terms.aspx mar.edu/terms.aspx .edu/terms.aspx
IV. PROCEDURE
S
A. Reviewing previous a. Teacher asks for Teacher asks: Teacher asks:
lesson or presenting reactions about the 1. What is implicit 1. When is your
the new lesson question: “Would differentiation? shadow longer, at
separation yield to a 2. How does it 11:30 am or 4:00
simpler or more differ from the pm? Why?
complicated life?” basic 2. What happens to
differentiation the size of an
b. (optional) rules? object, when you
Teacher plays the At what kind of move away from
first stanza and functions/equations it?
chorus of the song do we apply implicit 3. Why does it
“Bluer than Blue” by differentiation? become harder to
Barry Manillow” pump air in a
balloon when the
balloon already
reached its fullest
size?
4. What happens
when you drop a
stone into a still
water?
B. Establishing a Teacher says: “so Teacher says: “Last Teacher says: “There is
purpose for the far, we have time, you learned how a variety of applications
lesson determined the to obtain the of calculus. In this
derivative of basic derivative of functions section, you will
functions of the form and equations with understand why we
y=f (x ), in which x non-separable spend so much time
and y can be variables or variables taking calculus. We will

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 separated. But in that are impractical to cover problems in
other instances, x separate. Today, we physics, engineering,
and y are will extend the biological and other
inseparable or are concept of implicit sciences through the
difficult to separate. differentiation to other use of basic and implicit
Sometimes, when concepts in calculus. differentiations. I hope
they are separated, that, after covering the
the result is a more topic, you’ll develop a
complicated function greater appreciation of
which is very difficult calculus.
to differentiate.
Today, you will learn Let us jump right to a
how to differentiate problem and see how
such kind of function. calculus works.
C. Presenting a.Teacher a.Teacher Challenges a.Teacher poses the
examples/Instances Challenges learners: learners: problem:
of the new lesson “Find y ' in the “Find y ' in the A gas balloon is
equation √ x+ y=4 being filled at a rate
−1
sin x
equation y=x
b.Teacher asks: of 100 cm3/sec. At
“Why is it difficult to b.Teacher asks: “can what rate is the
find the derivative of you find any radius of the balloon
y with respect to x. differentiation formula increasing when the
c.Teacher entertains that will solve for the radius is 10 cm?
answers and queries derivative y '?
from learners. c.Teacher entertains b. Teacher asks:
d. Teacher asks answers and queries 1. What quantities are
learners to find y ' for from learners. given in the
the given function d. Teacher asks problem?
using the basic rules learners to find y ' for 2. How do we solve for
with separation of the given function the volume of a
variables. using the basic rules sphere in relation to
e. Teacher says: “we of differentiation. its radius?
can do it (faster) with e. Teacher says: “we 2. What does the
minimal steps. Let’s can do it by simply quantity 100 π cm3 / sec

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 do it and analyze our revising the equation mean?
solutions. I call this without violating any 3. What is the required
process “implicit rule of equality. Come quantity in the
differentiation”. on, let’s work on it problem? Represent
f. Teacher and together. it through symbols.
learners work on the c. Teacher guides the
derivative using f. Teacher and learner class in working with
“implicit work on the derivative the solution?
differentiation”. using “implicit
differentiation” and
other rules and
technique.
D. Discussing new (10 mins) Teacher asks Teacher provides
concepts and learners to work in worded problems and
practicing new skills # Teacher asks pairs: tells the class to work on
1 learners to work in 1.Find y ' for the the following problems
x
pairs and find the function y=x e
in groups with three
derivative of y, with 3 3 members.
respect to x, for the 2. If y −x =1 ,
functions: dx
what is ?
1 dy
1. xy=
2
2.
x 3 y 5 +3 x=8 y 3 +1
E. Discussing new Teacher asks the Teacher asks the Teacher asks the
concepts and following guide following guide following guide
practicing new skills # questions: questions: questions:
2 1. Which between 1. In what other 1. What preliminary
the two equations is types of steps did you do
separable? functions/equat in solving related
Inseparable? ions do we use rates problems?
2. What is the implicit 2. After the
difference between differentiation? preliminary steps,
finding the derivative 2. Do you find it what did you do

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 using the basic rules convenient, next?
and finding the working with 3. When does
derivative using implicit differentiation
implicit differentiation? enter in the
differentiation? Does implicit process?
3. What is implicit differentiation seem to 4. How would you
differentiation? be very different from simplify the
the other related rates
rules/techniques of problem so that
differentiation we you can solve for
have discussed? the required
quantity?
5. How would you
check if your
answer is
logically correct?
F. Developing mastery Teacher asks Teacher asks Teacher asks learners
(leads to Formative learners: learners: to answer the problem:
Assessment 3) Find y ' in the If x 2+ y 2=x and A tank is in the form of
equation x 2+ y 2=9 ( x , y ) =(1 ,−1), what is an inverted cone having
the value of y '? an altitude of 16 cm and
a radius of 4 m. Water is
flowing into the tank at
the rate of 2 m3/min.
How fast is the water
level rising when the
water is 5 m deep?

G. Finding practical Two cars, one going

application of east at a rate of 90
concepts and skills in km/hr and the other
daily living going south at a rate of
60 km/hr, are traveling
toward the intersection

48
 of the two roads. At
what rate are the two
cars approaching each
other at the instant
when the first car is 0.20
km and the second car
is 0.15 km from the
intersection?
H. Making Teacher and Teacher and Learners Teacher and Learners
generalizations and Learners discuss the discuss the following discuss the following
abstractions about the following key key concepts: key concepts:
lesson concepts: Uses of implicit Definition:
1. Implicit differentiation A “related rates”
Differentiation a. Equations problem is one involving
(or fake containing two two or more variables
differentiation)- a or more non- that are mathematically
process of finding separable related to each other
the derivative variables. and are both changing
2 2 2
without separating ex . x + y =a with respect to time.
the two variables b. Equations
in an equation. containing Steps in Solving
The differentials of logarithmic on Related Rates
both variables are both sides Problems:
taken ex . ln y=ln x 1. Read the problem
simultaneously c. Equations 2. Read the problem
with respect to the relating two or again, this time
independent more with
variable. transcendental understanding
functions 3. List down given
2. In finding ex . cos y=sin x quantities. Identify
derivatives with variables and
respect to x. constants.
dy 4. Identify the
=y'
dx required quantity.

49
 dx 5. Draw diagram to
=1
dx represent the
relationship
d 2 between variables.
( x )=2 x dx =2 x
dx dx 6. Determine a
formula relating
d 2 the variables.
( y )=2 y dy =2 yy ' 7. Limit the formula
dx dx
to only two related
variables.
8. Differentiate the
formula with
respect to time.
9. Plug-in the given
quantities and rate
of change.
10. Solve for the
required quantity.
11. Check if your
answer is logically
correct.
I. Evaluating learning Teacher says: Take A. Find y ' in each
time to study the equation. Teacher provides 6
x y x+ y
lesson because 1. e +e =e worded problems asks
tomorrow you will 2. y=x ? sin x learners to answer 4
make use of implicit x

3. y=x . e problems from the

differentiation in 4. following:
other concepts of y
calculus. ()
ln ( x 2 + y 2 )=2 tan−1
x
B. Find the equation
of the tangent line to
the curve y + √ x+ y=x
at the point (3,1).

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J. Additional activities
for application or
remediation
V. REMARKS Applications of implicit differentiation will be incorporated to the topic “related rates”

VI. REFLECTION

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

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 wish to share with
other teachers?

Checked by: Noted by:

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