DAILY LESSON School VICTORIA NATIONAL HIGH SCHOOL Grade Level 11

LOG Teacher JESUS M. DEL ROSARIO Learning Area PRE-CALCULUS

Teaching Dates and September 11-15, 2023 Quarter FIRST
Time

Session 1 Session 2 Session 3 & 4

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
I. OBJECTIVES may be done for developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Key concepts of conic sections and systems Key concepts of conic sections and systems of Key concepts of conic sections and systems of nonlinear equations.
of nonlinear equations. nonlinear equations.
B. Performance Standards Model situations appropriately and solve Model situations appropriately and solve Model situations appropriately and solve problems accurately
problems accurately using conic sections problems accurately using conic sections and using conic sections and systems of nonlinear equations.
and systems of nonlinear equations. systems of nonlinear equations.
Defines a circle. STEM_PC11AG-Ia-2 Learning Competency: Learning Competency:
Determines the standard form of equation Defines a parabola. STEM_PC11AG-Ia-5 determine the standard form of equation of a parabola
of a circle. STEM_PC11AG-Ia-3 Learning Objectives: (STEM_PC11AG-Ib-1)
Graphs a circle in a rectangular coordinate 1. Define a parabola Learning Objectives:
system STEM_PC11AG-Ia-4 2. Determine the properties of parabola 1. derive the standard form of the equation of a parabola at V(0,0)
C. Learning Competencies/Objectives Learning Objectives: 3. Show appreciation to the concept about 2.examine the properties of parabolas at V(0,0)
1. Convert standard form to general parabola 3.manifest appreciation of one’s knowledge in parabolas since its
form of equation of circle and vice versa shape and characteristics are widely used in practical applications
2. Solve problems involving circle
3. Demonstrate appreciation to the
concept about circles
II. CONTENT Circles Parabola Standard Form of Equation of a Parabola
III. LEARNING RESOURCES TG, LM, Chalkboard, Laptop, TV TG, LM, Chalkboard, Laptop, TV teacher’s guide, learner’s module
A. References Learner’s Materials Learner’s Materials
1. Teacher's Guide pages Pages 20-32
2. Learner's Material pages pp.12-18 pp.21-24 Pages 19-32
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources ck12.org, mathisfun.com ck12.org, mathisfun.com Garner, L. E. (1988). Calculus and Analytic Geometry. San
Francisco, California: Dellen Publishing Company.
Leithold, L. (2002). The Claculus 7. Singapore: Addison-Wesley
Publishing Company, Inc.

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative
assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they

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 learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step
ACTIVITY 1 ACTIVITY 1 Recap:
In this activity, the teacher will call In this activity, the students will work in pairs. 1. What is a parabola?
students to give their answers orally. Direction: In Grade 9 Mathematics, parabola 2. How are the concepts of focus and directrix used to
Direction: Given the standard equation is the graph of quadratic functions. To refresh define a parabola?
of the circle , identify the center and your idea about parabola, do the task below.
radius of the circle 1. Given the quadratic functions, determine Model Answer:
A. Reviewing previous lesson or
1. (x-2)2+(y+1)2=9 the concavity and vertex. A parabola is the set of all points in a plane equidistant
presenting the new lesson
2. (x+3)2+y2=9 a. y=x2-4 b. y=(x-2)2 + 3 c. y=-(x+1)2 from a fixed point and a fixed line. The fixed point is called
3. (x+2)2+(y-1)2=3 2
d. y=-x -3 the focus, and the fixed line is called the directrix.
Answer Key: Answer key:
1. Center (2,-1) , radius is 3 1. a.upward,(0,-4) b. upward, (3,3) c.
3. Center (-2,1), radius is √ 3 downward, (-1,0) d. downward, (0,-3)
2. Center (-3,0), radius is 3
The teacher presents the objectives of The teacher presents the objectives of the The teacher lets the students realize that one’s knowledge
the lesson to the class and let the lesson to the class and let the students in parabolas is very important since its shape and
students recognize the importance of recognize the importance of the concept of characteristics are widely used in practical applications such
B. Establishing a purpose for the
the concept of circles parabola as the design of parabolic mirrors, searchlights, and
lesson
automobile headlights; the path of a projectile motion;
arches and cables of a suspension bridge; and dish
antennas.
C. Presenting examples/ instances of ACTIVITY 2 ACTIVITY 2 Show pictures of the different applications of parabola.
the new lesson In this activity, the students will work in In this activity, the students will work with
pairs. the same partner.
Direction: To determine the equation Direction: Shown in the figure below is a
of the circle given the graph, locate the parabola. Do the task below. The teacher
center first and determine the distance goes around the room to provide needed
from the center to any point on the support.
circle to determine the radius. Do the Let the distance from a point on the parabola
task below. The teacher goes around to the point in parabola be equal to the
the room to provide needed support. distance from the same point on the
Given the graphs of the circles, give the parabola to line outside the parabola.
standard equation of the circle.

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 1. Determine the distance of the following:
a. A to D b. C to D c. B to D d. E
to D
2. Distance from the broken line to the
following points.
a. A b. B C. C D. D e.
E
Answer Key:
1. a.1 b.2 c. 1.6 d. 3
2. a.1 b. 1.6 c. 2 d. 2 e. 3

Answer Key:
1.(x-2)2+(y-3)2=9 2.(x+2)2+(y+1)2=4
2 2
3.x +(y-1) =9
D. Discussing new concepts and The teacher talks about the concept The teacher talks about the concept  The teacher will discuss and illustrate thoroughly the
practicing new skills #1 about general form of the equation of parabola. The teacher will relate the Activity derivation of the standard form of the equation of a
the circle. The teacher will relate the 1 and 2 to the topic about parabola. parabola as presented on page 20 of the Learner’s
Activity a1 and 2 to the topic about Furthermore, he/she describe the properties Module.
circles. In addition, he/she presents of parabola.  The teacher will ask the students to examine the figures
some sample problems involving circles found on page 21 of the learner’s module and
with solutions generalize the features of the graph of a parabola with
standard equation x 2=4 cy or x 2=−4 cy , where
c >0 . Ensure that all concepts presented below are
included:
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 o Vertex: origin V (0,0)
o Directrix: the line y = -c or y = c
o Focus: F (0,c) or F (0, -c)
o Axis of Symmetry: x = 0 (the y-axis)
o Latus Rectum:
( + √ 4 c 2 ,c ) ∧(−√ 4 c 2 , c )or
( + √ 4 c 2 ,−c ) ∧(−√ 4 c2 ,−c )
In groups of 4, the teacher will let the students discover the
equations and features of parabolas with horizontal axes by
examining the figure below:

E. Discussing new concepts and

practicing new skills #2

o Standard Equation: y 2=4 cx or y 2=−4 cx

o Vertex: origin V (0,0)
o Directrix: the line x = -c or x = c
o Focus: F (c,0) or F (-c,0)
o Axis of Symmetry: y = 0 (the x-axis)
o Latus Rectum:
( c ,+ √ 4 c 2) ∧( c ,−√ 4 c 2 )or
(−c ,+ √ 4 c 2 )∧( −c ,−√ 4 c2 )
F. Developing Mastery ACTIVITY 3 ACTIVITY 3 From the given equation and graph; find the focus, equation
(Leads to Formative Assessment 3) In this activity, the students will work In this activity, the students will work with of the directrix, vertex, axis of symmetry, and the endpoints
with the same partner. the same partner. of the latus rectum by pair.
Direction: The standard equation of the Direction: Do the task below. The teacher 1. x 2=12 y
circle describes the center and radius of goes around the room to provide needed
the circle, do the task below. The support.

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teacher goes around providing needed 1. Determine whether the following
support. equations describe a parabola or not.
1. Given the standard equation of the a. x2-4x+4-y=0 b. x-y2-2x+3=0 c. x2+y2-
circle transform them to general form. 2x+4y-1=0
a. (x-2)2 + (y+3)2=16 d. 4x2-2y+6x-3y+1=0
b. (x+5)2+ y2 = 9 2. Determine the opening of the following
2. Given the general equation of the equations of parabola.
circle transform them to standard a. y=2x2 b. x=-3y2-1 c. x=4(y-
form. 2
2) -3
a. x2+y2-2x+8y+4=0 d.y =-3(x+1)2
b. x2+y2-6x-2y-5=0 Answer Key: 2. 2
Answer Key: 1.a. parabola b. parabola c. not parabola
y =7 x
1. a. x2+y2-4x+6y-3=0 (circle) d. parabola
b. x2+y2+10x+16=0 2. a. upward b. to the left c. to the right
2. a. (x-1)2 + (y+4)2=13 d, downward
b. (x-3)2 + (y-1)2=15

Answer Key:
1.
 Focus: (0 , 3)
 Equation of the Directrix: y = -3
 Vertex: (0 , 0)
 Axis of Symmetry: x = 0
 Endpoints of the Latus Rectum: (-6 , 3) & (6 , 3)
2.

 Focus: ( 74 , 0)
−7
 Equation of the Directrix: x=
4
 Vertex: (0 , 0)
 Axis of Symmetry: y = 0

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 Endpoints of the Latus Rectum: ( 74 , 72 )∧( 74 ,− 72 )
ACTIVITY 4 Contextualize the lesson and give real life Formulate 5 equations in standard form of a parabola with
In this activity, the students will work examples. Vertex at the origin and the focus at (a , 0) and (0 , a), where
with the same partner. a is any integer except 0. This will be done by group.
Direction: Do the task below. The
teacher goes around providing needed
G. Finding practical application of support.
concepts and skills in daily living 1. A street with two lanes, each of 10 ft.
wide, goes through a semi-circular
tunnel with radius 12ft. How high is the
tunnel at the edge of each lane? Round
off to 2 decimal places.
Answer Key: 6.63 ft.
The teacher summarizes the The teacher summarizes the mathematical Let the students generalize the equations of a parabola and
mathematical concept of circles. concept of parabola. Likewise, he/she gives their corresponding features:
Moreover, he/she gives in dealing with examples to some applications of parabola.  An equation of the parabola having its focus at (0 ,
H. Making generalizations and problems involving circles. c) and having as its directrix the line y = -c is
2 2
abstractions about the lesson x =4 cy and line y = c is x =−4 cy .
An equation of the parabola having its focus at (c , 0) and
having as its directrix the line x = -c is y 2=4 cx and line x =
c is y 2=−4 cx .
I. Evaluating Learning Direction: Do the task given. Direction: Do the task given. I. For the parabola having the equation, find (a) the
1. Given the equation below, sketch its 1. Given the figure below, determine the vertex, (b) the axis, (c) the focus, and (d) an equation of
graph and indicate the center and distance of the following: the directrix, and (e) the endpoints of the latus rectum.
radius. 1. x2 = 4y
a. x2+y2+8y=0 b. x2+y2- 2. x2 = -16y
4x+2y=0 3. y2 = 12x
2. A circular play area with radius of 3m 4. y2 = -8x
is to be partitioned into two sections II. Find an equation of the parabola having the given
using a straight fence as shown in the properties:
figure below. How long should be the 1. Focus, (0,4); directrix, y = -4
fence? 2. Focus, (2,0); directrix, x = -2
a. A to D b. B to D c. C to D
2. Give an equation of parabola for the Answer Key:
following description I.
a. facing down b. opening to the left c. 1. a. (0,0) b. x = 0 c. (0,1)
facing to the right d. opening up
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 3. What is a parabola?
Answer Key: d. y = -1 e. (-2,1) & (2,1)
1. a. 2 b. 3.25 c. 5 2. a. (0,0) b. x = 0 c. (0,-4)
2. any equation of parabola will do as long as
it fits the description d. y = 4 e. (-8,-4) & (8,-4)
3. A parabola is a conic formed when the 3. a. (0,0) b. y = 0 c. (3,0)
plane intersects only one cone to form an
unbounded curve d. x = -3 e. (3,-6) & (3,6)
Answer Key: 4. a. (0,0) b. y = 0 c. (-2,0)

d. x = 2 e. (-2,-4) & (-2,4)

II.
1. x2 = 16y
2
y = 8x

center (0,-4)
radius is 4

center (2,-1)
radius is 3
2. 5.66 m

J. Additional activities for application

or remediation
V. REMARKS ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective. ___Lesson carried. Move on to the next objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
___of the learners got 80% mastery ___of the learners got 80% mastery ___of the learners got 80% mastery

VI. REFLECTIONS ___Learners did not find difficulties in answering ___Learners did not find difficulties in answering their ___Learners did not find difficulties in answering their lesson.
their lesson. lesson. ___Learners found difficulties in answering their lesson.
___Learners found difficulties in answering their ___Learners found difficulties in answering their lesson. ___Learners did not enjoy the lesson because of lack of knowledge, skills
lesson. ___Learners did not enjoy the lesson because of lack of and interest about the lesson.
___Learners did not enjoy the lesson because of knowledge, skills and interest about the lesson. ___Learners were interested on the lesson, despite of some difficulties
lack of knowledge, skills and interest about the ___Learners were interested on the lesson, despite of encountered in answering the questions asked by the teacher.
lesson. some difficulties encountered in answering the questions ___Learners mastered the lesson despite of limited resources used by the
___Learners were interested on the lesson, despite asked by the teacher.
teacher.

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 of some difficulties encountered in answering the ___Learners mastered the lesson despite of limited ___Majority of the pupils finished their work on time.
questions asked by the teacher. ___Some learners did not finish their work on time due to unnecessary
resources used by the teacher.
___Learners mastered the lesson despite of behavior.
___Majority of the pupils finished their work on time.
limited resources used by the teacher. ___Some learners did not finish their work on time due to
___Majority of the pupils finished their work on unnecessary behavior.
time.
___Some learners did not finish their work on
time due to unnecessary behavior.
A. No. of learners who earned 80% on the
formative assessment
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 worked well? Strategies used that work well: Strategies used that work well: Strategies used that work well:
Why did these work? ___Metacognitive Development: Examples: Self ___Metacognitive Development: Examples: Self ___Metacognitive Development: Examples: Self assessments, note taking
assessments, note taking and studying techniques, assessments, note taking and studying techniques, and and studying techniques, and vocabulary assignments.
and vocabulary assignments. vocabulary assignments. ___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
___Bridging: Examples: Think-pair-share, quick- ___Bridging: Examples: Think-pair-share, quick-writes, charts.
writes, and anticipatory charts. and anticipatory charts. ___Schema-Building: Examples: Compare and contrast, jigsaw learning,
___Schema-Building: Examples: Compare and ___Schema-Building: Examples: Compare and contrast, peer teaching, and projects.
contrast, jigsaw learning, peer teaching, and jigsaw learning, peer teaching, and projects. ___Contextualization:
projects. ___Contextualization:
___Contextualization: Examples: Demonstrations, media, manipulative, repetition, and local
Examples: Demonstrations, media, manipulative, opportunities.
Examples: Demonstrations, media, manipulative, repetition, and local opportunities. ___Text Representation:
repetition, and local opportunities. ___Text Representation:
___Text Representation: Examples: Student created drawings, videos, and games.
Examples: Student created drawings, videos, and games.
Examples: Student created drawings, videos, and ___Modeling: Examples: Speaking slowly and clearly, modeling the
___Modeling: Examples: Speaking slowly and clearly, language you want students to use, and providing samples of student work.
games.
modeling the language you want students to use, and
___Modeling: Examples: Speaking slowly and providing samples of student work. Other Techniques and Strategies used:
clearly, modeling the language you want students ___ Explicit Teaching
to use, and providing samples of student work. Other Techniques and Strategies used: ___ Group collaboration
___ Explicit Teaching ___Gamification/Learning throuh play
Other Techniques and Strategies used: ___ Group collaboration ___ Answering preliminary
___ Explicit Teaching ___Gamification/Learning throuh play activities/exercises
___ Group collaboration ___ Answering preliminary ___ Carousel
___Gamification/Learning throuh play activities/exercises ___ Diads
___ Answering preliminary ___ Carousel ___ Differentiated Instruction
activities/exercises ___ Diads ___ Role Playing/Drama
___ Carousel ___ Differentiated Instruction ___ Discovery Method
___ Diads ___ Role Playing/Drama ___ Lecture Method
___ Differentiated Instruction ___ Discovery Method
___ Role Playing/Drama ___ Lecture Method

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 ___ Discovery Method
___ Lecture Method

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?

Submitted by: Reviewed: Noted:

JESUS M. DEL ROSARIO MARLEN G. PEREZ ANGELITO S. MAGAT, EdD

Teacher III SSHT-III Mathematics Principal IV

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