TANQUE NATIONAL HIGH

SCHOOL Grade Level 11

SCHOOL -SENIOR HIGH SCHOOL
GRADE Teacher Angie C. Agana Semester Second

1 to 12
Section/Teaching Learning
11 – STEM Basic Calcculus
DAILY LESSON Dates/Time Area
LOG

iPlan No.: 1 Quarter: 3 Duration:60 minutes

Learning The learners identify the limit of a function using a table of values. Code:
Competency/ies:
STEM_BC11LC-IIIa-1

Key Concepts/

Understandings Limits of Function

to be Developed

Learning Adapted Cognitive Process Dimensions (D.O. No. 8, s. 2015)

Objectives
Knowledge Remembering Define Limits

Understanding

Skills Applying Identify the limit of the function as x approaches a certain

value using a table of values.

Analyzing

Evaluating

Creating

Attitude Demonstrate collaboration in the accomplishment of the given task

Values Appreciate the beauty of mathematics in solving limits of function by paying

attention to the discussion.

Content Basic concepts of Limit

Leaning ● Pictures/Slides
Resources ● Power Point Presentations
● Activity Sheet/Bond Paper
● Smart TV
● Task Card
Procedure ● Prayer
● Greetings
● Checking of attendance
● Review of the previous lesson
Recall (Previous Lesson: Function)
- The students will sing “The Function Song” downloaded from YouTube in reviewing the
definition and basic concepts of Functions.
Motivation ( 5 minutes)

Limits Analysis (Individual Learning), In this activity, the teacher applies

knowledge of content within and across curriculum teaching areas.

Let’s count 1 to 7 with a twist!

Students will count from 1 up to 7 (but without saying the numbers 1-6) with
corresponding hand movements indicating the direction of the next person to
count. The person who loses/ gets wrong will answer the question in the
PowerPoint presentation. Explain your answer and if you answer it correctly
you will receive a reward. Some of the questions to be ask, are the following:

2. Given the function 𝑓(𝑥) = 2 𝑥 , what is the value of 𝑓(−2)?

1. What does a table of values contains?

Activity ( 18 minutes)

Limits Analysis (Cooperative Learning) In this activity, The teacher uses a

range of teaching strategies that enhance learner achievement in literacy and
or numeracy skills.

The teacher will group the students into four groups, each group will receive
a task activity. Given the equation 𝒇(𝒙) =
1
, each group will complete the
x
table of values and let the students show their output in maximum of 4
minutes.

Analysis (5 minutes)

The teacher will ask some questions to the students regarding the activity to
enhance learner achievement in literacy and or numeracy skills.

1. Does the function exist in x=0? Why or why not?

2. What happens to the value of 𝒇(𝒙) as x approaches

Group 1: 0?

Group 2: 0?

Group 3: negative infinity?

Group 4: positive infinity?

Abstraction ( 20 minutes)

The teacher manages learner behavior constructively by applying positive

and non-violent discipline to ensure learning-focused environments.

Let us take a look at this presentation. (Teacher presents a power point

presentation of the lesson).

Discuss the definition of Limits and identify the limit of the function as x
approaches a certain value using a table of values.

The idea of a "limit" is one of the most fundamental concepts in calculus.

It is in fact the backbone of calculus because we cannot define the continuity,
 derivative or the integral of anything (mathematically referred to as a

function) without knowing its limit. Conceptually, we cannot work something

out exactly but we can perceive what it should be as we get closer to a given
value.

Consider a function f of a single variable x. Consider a constant c which the

variable x will approach (c may or may not be in the domain of f). The limit, to
be denoted by L, is the unique real value that f (x) will approach as x approaches
c. In symbols, we write this process as lim f ( x )=L.
x →a

Roughly speaking, this means "as x gets closer and closer to a, it looks like f
(x) Is going to L".

Looking at a Table of Values

Let us consider 𝒇(𝒙) =

1
, by substituting the value of x in the given you
will get the value of 𝒇(𝒙).
x

Application ( 7 minutes)

The teacher plans, manages and implements developmentally sequenced

teaching and learning processes to meet curriculum requirements and varied
teaching contexts.

Answer the following;

 1. In a chemical reaction in a beaker start with two chemicals that form
a new compound over time, when the two chemicals express as limit
of 2x – 3 as x certainly approaches 3. What is the amount of the new
compound?

2. If a car accelerates from lim x+3 seconds, the car's velocity

approaches certainly 3 seconds, despite the speed changing constantly.
Find the precise speed of the car.

Evaluation Method: The teacher designs, selects, organizes, and uses diagnostic, formative
and summative assessment strategies consistent with curriculum
( 5 minutes) Observation requirements.

For the function f ( x )=x 2 +1, complete the table by finding the limit as x
approaches the following.

-2

Assignment Enhancing/

Individually, create a table of values of the function 𝒇(𝒙) = 𝒙+𝟏. Then find
inspiring the day’
lesson
the limits of the following:

1. lim f (x )
x →0

2. lim ¿
x→ 0−¿f (x)¿

3. lim f (x )
x→+∞

4. lim ¿
x→ 0+¿ f (x)¿

Preparing for the Preparing for the new lesson.

new lesson
How to graph the function as x approaches a certain value?
 Remarks

Reflections

A. No. of learners who earned

80% on the formative assessment

B. No. of learners who require

additional activities for

remediation

Total No. of students

Mastery Level

List of Learners NRR:

C. Did the remedial lessons

work? No. of learners who

caught up 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/localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
ANGIE C. AGANA
Teacher I

Checked by:

SARAH B. BRILLO ,Ph.D.

Master Teacher II

Approved:
MA. THERESA D. APOSIN
Principal IV