DAILY LESSON LOG OF STEM_PC11AG-Id-3(Week Four-Day Three)

School CANDUMAN NHS Grade Level Grade 11

Teacher ANABELLE S. PINEDA Learning Area Pre-Calculus
Teaching Date and Time Quarter First
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 may be done for developing content knowledge and competencies. These are
I. OBJECTIVES 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 The learner demonstrates an understanding of key concepts of conic sections and
systems of nonlinear equations.
B. Performance Standards The learner shall be able to model situations appropriately and solve problems
accurately using conic sections and systems of nonlinear equations.
Learning Competency: 1. graphs a hyperbola in a rectangular coordinate system.
(STEM_PC11AG-Id-3)
C. Learning Competencies/ Learning Objectives:
Objectives 1. Describe the graph of a hyperbola;
2. Graph a hyperbola in a rectangular coordinate system; and
3. Demonstrate appreciation of graphing hyperbola.
II.CONTENT Graph of a Hyperbola
III.
LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Pages 46-59
2. Learner’s Materials Pages 46-59
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Review previous lesson
or presenting the new Teacher asks the students to describe the graph of a hyperbola.
lesson
The teacher, after a short recall of the definition and properties of a hyperbola,
B. Establishing a purpose
emphasizes that knowing the properties of hyperbola is an important skill in
for the lesson
graphing hyperbola.
C. Presenting examples/ (Contextualization & Localization)
instances of the new Teacher presents real life situations of the uses of hyperbola.
lesson Satellites
Satellite systems make heavy use of hyperbolas and hyperbolic functions.
When scientists launch a satellite into space, they must first use mathematical
equations to predict its path. Because of the gravity influences of objects with
heavy mass, the path of the satellite is skewed even though it may initially launch
in a straight path. Using hyperbolas, astronomers can predict the path of the
satellite to make adjustments so that the satellite gets to its destination.
Radio
Radio systems’ signals employ hyperbolic functions. One important radio
 system, LORAN, identified geographic positions using hyperbolas. Scientists and
engineers established radio stations in positions according to the shape of a
hyperbola in order to optimize the area covered by the signals from a station.
LORAN allows people to locate objects over a wide area and played an important
role in World War II.
D. Discussing new concepts
and practicing new skills Teacher illustrates how to graph the hyperbola.
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
Teacher lets learners state the steps on how to graph hyperbola.
To graph a hyperbola, follow these simple steps.
1. Mark the center.
H. Making generalizations 2. From the center in step 1, find the transverse and conjugate axis.
and abstractions about 3. Use these points to draw a rectangle that will help guide the slope of your
the lesson hyperbola.
4. Draw diagonal line through the center and corner of the rectangle that extend
beyond the rectangle.
5. Sketch the curves.
I. Evaluating Learning Teacher lets learners answer the exercises by pair.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
 remediation who scored below
80%
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? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized In the development of the lesson. (Discussing new concepts and practicing new
materials did I use/ discover
skills #1)
which I wish to share with other
teachers
Prepared by:

ANABELLE S. PINEDA
Teacher