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CALBAYOG CITY NATIONAL HIGH
School SCHOOL Grade level GRADE 11 - STEM A
SENIOR HIGH SCHOOL DEPARTMENT
PRECALCULUS Learning
Teacher ENGR. CESAR M. DEL ROSARIO JR. PRECALCULUS 21ST CENTURY M
Area
DAILY SEPTEMBER 26-30, 2016, 3:30-4:30
LESSON LOG Teaching Dates and PM
Quarter FIRST
Time Monday/Tuesday/Wednesday/Thursd
ay

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY

A. Content Standards The learners demonstrate an understanding of key concepts of series and mathematical induction and the Binomial Theorem.
B. Performance
The learners shall be able to keenly observe and investigate patterns, and formulate appropriate mathematical statements and
Standards
C. Learning At the end of the At the end of the lesson,
the student is able to:
Competencies/ Objectives lesson, the learners
will solve problems (1) illustrate the unit
(Write the LC Code for using mathematical
circle and the
relationship between the
each) linear and angular
induction and the measures of arcs in a
unit circle, and
Binomial Theorem.
(2) convert degree
measure to
radian measure, and vice
STEM_PC11SMI-Ij-2 versa.

STEM_PC11T-IIa-1 and
IIa-2

Series and
II. CONTENT Mathematical Angles in a Unit Circle
Induction
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages Precalculus, Precalculus, Teachers
Teachers Guide, Guide, pages 123 12
pages 117 - 121
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2. Learners Materials Precalculus, Precalculus, Learners
pages Learners Material, Material, pages 123 -
pages 116-121 12
3. Textbook pages
4. Additional Materials from www. www.
Learning Resource (LR) analyzemath.com analyzemath.com
portal www.algebra.com www.algebra.com
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
Review the concepts
lesson or presenting the
discussed last meeting
new lesson
B. Establishing a purpose Find the nth term of Find the linear and
for the lesson (x+y)^n angular measure of arcs
Convert degree
measure to radian, and
vice versa
C. Presenting examples/ Convert deg, min, sec
instances to deg:

Convert deg to deg,

min, sec.:

D. Discussing new Concept: Concept:

concepts and practicing
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new skills #1 The Pascals Triangle Angles in trigonometry
does not allow us to differ
write the general from angles in Euclidean
expansion of the nth geometry in the sense of
power of a binomial. motion.
We need a way of
expressing the An angle in geometry is
coefficients in dened
algebraic symbols. as a union of rays (that
is, static) and has
We can obtain the measure
formula for expansion between 0 and 180.
using combinations.
For example, we can An angle in trigonometry
get the formula for is a rotation of a ray,
(x+y)^5 by using the and, therefore, has no
formula for the r limit. It has positive and
combination of n negative directions and
objects. measures.

1X^5 + 5x^4 y + Measurements

10x^3 y^2 + 10x^2 (conversion):
y^3 + 5xy^4 + 1 y^5
A central angle of a circle
measures one degree,
written 1, if it intercepts
1/360 of the
circumference of the
circle. One minute,
written 1, is
1/60 of 1, while one
second, written 1, is
1/60 of 1.

180 = radian
1 radian = 57.3
E. Discussing new Concept: Concept:
concepts and practicing
Using the formula of
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new skills #2 combination C(n, r) An angle is said to be
where n=5 because we positive if the ray (terminal
have 5,4,3,2,1 side) rotates in a
counterclockwise direction
C(5,5) = 1 from the initial side, and the
C(5,2) = 10 angle is negative if it
rotates in a clockwise
C(5,4) = 5 direction.
C(5,1) = 5
a)
C(5,3) = 10
C(5,0) = 1

Formula: C (n, r) =
n! / r ! (n-r)!

b)

c)

F. Developing mastery Problem: Problem:

Find the fourth term of In the following figure,
(Leads to Formative
(2x-y)^6. identify the terminal side
Assessment 2)
of an angle in
20 (2x)^3 * (-y)^3 =
standard position with
= 20 (8x^3) (-y^3)
given measure.
= -160 x^3 y^3
(Answer)
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G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
Simplify the discussed Simplify the discussed
and abstractions about
concepts concepts
the lesson
I. Evaluating learning
J. Additional activities for
Seatwork at pp. 118 to Seatwork at pp. 127 to
application
120 128
V. REMARKS INDUCTION INDUCTION/MATH QUIZ INDUCTION
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
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.
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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 wish
to share with other
teachers?

Prepared by: Checked by:

Cesar M. del Rosario, CE Calick D. Arrieta, PhD

SHS T-1 School Principal I