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DLL Oct18 Problem Solving Circle

This document contains a daily lesson log for a Grade 11 mathematics class covering conic sections and systems of nonlinear equations. [1] The objectives are for students to understand key concepts and solve problems involving conic sections. [2] The log details the procedures used in two lessons, which included reviewing circles, working through example problems on tunnels modeled as circles, and assessing student mastery. [3] Feedback is provided on student performance and areas requiring remediation.

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Lamette Ayong
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Download as DOCX, PDF, TXT or read online on Scribd
14 views

DLL Oct18 Problem Solving Circle

This document contains a daily lesson log for a Grade 11 mathematics class covering conic sections and systems of nonlinear equations. [1] The objectives are for students to understand key concepts and solve problems involving conic sections. [2] The log details the procedures used in two lessons, which included reviewing circles, working through example problems on tunnels modeled as circles, and assessing student mastery. [3] Feedback is provided on student performance and areas requiring remediation.

Uploaded by

Lamette Ayong
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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2022-2023 MATHEMATICS DAILY LESSON LOG

PANSOL INTEGRATED NATIONAL


SCHOOL GRADE LEVEL: GRADE 11
HIGH SCHOOL
LEARNING AREA: MATHEMATICS
TEACHER LAMETTE A. AYONG
PRE-CALCULUS/ BASIC CALCULUS
October 18, 2022 (Tuesday)
11-Einstein (10:20 – 11:10AM)
TEACHING DATE/TIME : QUARTER: 1st Quarter
October 19, 2022 (Wednesday)
11-Pascal (8:10AM – 9:00AM)
I.OBJECTIVES
The learners demonstrate an understanding of key concepts of conic sections and
A.CONTENT STANDARD
systems of nonlinear equations.
The learners shall be able to model situations appropriately and solve problems accurately
B. PERFORMANCE STANDARD
using conic sections and systems of nonlinear equations.

C. LEARNING COMPETENCIES/ The learners


OBJECTIVES  solves situational problems involving conic sections

II-CONTENT CONIC SECTIONS – CIRCLE


III-LEARNING RESOURCES
A.REFERENCES
1. Teacher’s Guide Pre – Calculus Teacher’s Guide pages 13 – 15
2. Learners’ Material Pre – Calculus Learner’s Material pages 12 – 14
3. Textbook page
4. Additional Resource
Pre-Calculus First Quarter Grade 11 Learner’s Material CLDM4 pages 36 - 43
from (LR) portal
B.OTHER
LEARNINGRESOURCES
IV- PROCEDURES
A. Reviewing the previous
lesson or presenting the Recall the equation of a circle.
new lesson
B. Establishing purpose for
What word serves as clue to what conic section to use in problem solving?
the lesson
C. Presenting A street with two lanes, each 10 ft wide, goes through a semicircular tunnel with radius
examples/Instances 12 ft. How high is the tunnel at the edge of each lane? Round off to 2 decimal places.
for the new lesson Use the following guide questions:
1. What conic section is involved in the problem?
2. What illustration best represent the problem?
3. What equation represents the problem?
4. How high is the tunnel at the edge of each lane?
D. Discussing new concept A tunnel has a shape that is 15 feet high at the center and 36 feet across at the base. At
and practicing new skill most how high should a passing truck be, if it is 12 feet wide, for it to be able to fit
through the tunnel? Round off your answer to two decimal places.
1. What conic section is involved in the problem?
2. What illustration best represent the problem?
3. What equation represents the problem?
4. How high should a passing truck be for it to be able to fit through the tunnel?
E. Developing Mastery Solve.
Leads to formative A ferris wheel is elevated 1 m above ground. When a car reaches the highest point on
assessment the ferris wheel, its altitude from ground level is 31 m. How far away from the center,
horizontally, is the car when it is at an altitude of 25 m?
F. Finding practical A piece of a broken plate was dug up in an archaeological site. It was put on top of a grid,
application of concepts as shown in Figure 1.13, with the arc of the plate passing through A(−7,0), B(1,4) and
and skills in daily living C(7,2). Find its center, and the standard equation of the circle describing the boundary of
the plate.
G. Making generalization and In solving situational problems involving conic sections, it is essential to follow these
abstraction of the lesson steps: 1. Identify the given. 2. Determine what is being asked. 3. Show solution
H. Evaluating Learning A student got curious about the circular logo just outside their school. He
speculates that the logo has a diameter of 2 meters. He tells his math teacher
that the equation of the circle can be 2x 2 + 2y2 – 4x – 4y – 2 = 0 if 1 meter is
treated as 1 unit. His teacher says that his constant is wrong. What should the
constant be to make his answer right?
I. Additional Activities for
application and
remediation
V- REMARKS
A. No. of learners who earned
80 in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lesson
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 work well? Why
did this work?
F. What difficulties did I
encounter which my
Principal and Supervisor
can help me solve?
G. What innovation or
localized materials did I
discover which I wish to
share with other teachers?

Prepared by:

LAMETTE A. AYONG
Teacher II

ROSETTE L. TAPALLA
Head Teacher I

ANICIA R. INDICIO EdD


Principal IV

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