School PACITA COMPLEX SENIOR HIGH SCHOOL
GRADE 11
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/Objectives
Write the LC Code for each
Grade Level 11
Teacher EDMAR A. TEEL Learning Area PRE-CALCULUS
Teaching Dates and Time AUGUST 1-5, 2016 Quarter/Semester FIRST
Session 1 Session 2 Session 3 Session 4 Session 5
Date: AUGUST 1, 2016 Date AUGUST 2, 2016 Date: AUGUST 3, 2016 Date: AUGUST 4, 2016 Date: AUGUST 5, 2016
At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson, At the end of the lesson,
the learner is able to: the learner is able to: the learner is able to: the learner is able to: the learner is able to:
A. Define a hyperbola A. Determine the standard A. Determine the standard A. Determine the standard A. Determine the standard
form of equation of a form of equation of a form of equation of a form of equation of a
B. Determine the standard hyperbola whose center is hyperbola whose center is hyperbola whose center is hyperbola whose center is
form of equation of a at the origin. at the origin. at (h, k) at (h, k)
hyperbola whose center is
at the origin. B. Graph a hyperbola in a B. Graph a hyperbola in a B. Manifest an B. Graph a hyperbola in a
rectangular coordinate rectangular coordinate understanding in rectangular coordinate
system. system. determining the equation of system.
a hyperbola whose center
is at (h, k).
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of… understanding of… understanding of… understanding of… understanding of…
Key concepts of conic Key concepts of conic Key concepts of conic Key concepts of conic Key concepts of conic
sections and systems of sections and systems of sections and systems of sections and systems of sections and systems of
nonlinear equations. nonlinear equations. nonlinear equations. nonlinear equations. nonlinear equations.
The learners shall be able The learners shall be able The learners shall be able The learners shall be able The learners shall be able
to… to… to… to… to…
Model situations Model situations Model situations Model situations Model situations
appropriately and solve appropriately and solve appropriately and solve appropriately and solve appropriately and solve
problems accurately using problems accurately using problems accurately using problems accurately using problems accurately using
conic sections and conic sections and conic sections and conic sections and conic sections and
nonlinear equations. nonlinear equations. nonlinear equations. nonlinear equations. nonlinear equations.
Define hyperbola Determine the standard Determine the standard Determine the standard Determine the standard
form of equation of a form of equation of a form of equation of a form of equation of a
STEM_PC11AG-Id-1 hyperbola. hyperbola. hyperbola. hyperbola.
STEM_PC11AG-Id-2 STEM_PC11AG-Id-2 STEM_PC11AG-Id-2 STEM_PC11AG-Id-2
Determine the standard
form of equation of a Graph a hyperbola in a Graph a hyperbola in a Graph a parabola in a
hyperbola. rectangular coordinate rectangular coordinate rectangular coordinate
system. system. system.
STEM_PC11AG-Id-2 STEM_PC11AG-Id-3 STEM_PC11AG-Id-3 STEM_PC11AG-Ia-3
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
Visual Aid; Worksheet
Introduction to Analytic
Geometry and Calculus by:
Melecio C. Deauna; Florita
C. Lamayo
Pages 118-126
Teacher presents basic
concepts about hyperbola
Teacher discusses the
different properties of
hyperbola.
Teacher gives examples for
better understanding.
Teacher explains the
process on how to
determine the equation of a
hyperbola when the
principal axis is the x-axis.
Teacher explains the
process on how to
determine the equation of a
hyperbola when the
principal axis is the y-axis.
Visual Aid; Worksheet
Introduction to Analytic
Geometry and Calculus by:
Melecio C. Deauna; Florita
C. Lamayo
Pages 118-126
Teacher recalls previous
lesson.
Teacher discusses further
the process on how to
determine the equation of a
hyperbola in standard form
and given the other
properties of the hyperbola
and explains on how to
graph the equation of a
hyperbola.
Teacher gives examples for
better understanding.
Teacher presents examples
and let the learner
determine the properties of
a hyperbola and asks the
learner graphs the equation
of a hyperbola in the
rectangular coordinate
system.
Learner explains to the
class their output. Then,
teacher elaborates the
lesson well.
Visual Aid; Worksheet
Introduction to Analytic
Geometry and Calculus by:
Melecio C. Deauna; Florita
C. Lamayo
Pages 118-126
Teacher recalls previous
lesson.
Teacher discusses further
the process on how to
determine the equation of a
hyperbola in standard form
and given the other
properties of the hyperbola
and explains further on how
to graph the equation of a
hyperbola.
Teacher gives examples for
better understanding.
Teacher asks the students
to answer the exercises
found in the book.
Learner explains to the
class their output. Then,
teacher elaborates the
lesson well.
Visual Aid; Worksheet
Pre-Calculus by: John
Gabriel P. Pelias
Pages 33-35
Teacher presents basic
concepts about the
equation of a hyperbola
whose center is at (h, k).
Teacher explains the
process on how to
determine the equation of a
hyperbola whose center is
at (h, k).
Teacher gives examples for
better understanding.
Teachers guides the
learners in the exercise
given.
Learner explains to the
class their output. Then,
teacher elaborates the
lesson well.
Visual Aid; Worksheet
Pre-Calculus by: John
Gabriel P. Pelias
Pages 33-35
Teacher recalls previous
lesson.
Teacher discusses further
the process on how to
determine the equation of a
hyperbola in standard form
and given the other
properties of the hyperbola
and explains on how to
graph the equation of a
hyperbola.
Teacher gives examples for
better understanding.
Teachers guides the
learners in the exercise
given.
Learner explains to the
class their output. Then,
teacher elaborates the
lesson well.
 Teacher presents examples Teacher presents examples Teacher presents more Teacher presents examples Teacher presents examples
F. Developing Mastery
for better understanding. for better understanding. examples for better for better understanding. for better understanding.
(Leads to Formative Assessment)
understanding.
G. Finding practical applications of
concepts and skills in daily living
Encourage the students to Encourage the students to Encourage the students to Encourage the students to Encourage the students to
H. Making generalizations and form the generalizations. form the generalizations. form the generalizations. form the generalizations. form the generalizations.
abstractions about the lesson Refer to the mathematical Refer to the mathematical Refer to the mathematical Refer to the mathematical Refer to the mathematical
concepts presented. concepts presented. concepts presented. concepts presented. concepts presented.
Teacher distributes the Teacher distributes the Teacher distributes the Teacher distributes the Teacher distributes the
I. Evaluating learning
worksheet. worksheet. worksheet. worksheet. worksheet.
J. Additional activities for application Teacher gives more Teacher gives more Teacher gives more Teacher gives more Teacher gives more
or remediation exercises for mastery. exercises for mastery. exercises for mastery. exercises for mastery. exercises for mastery.
V. REMARKS
VI. REFLECTION
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 lessons work? No. of
learners who have caught up with the
lesson
D. No. of students who continue to
require
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?