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School
PRECALCULUS
DAILY LESSON
LOG

I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/ Objectives
(Write the LC Code for
each)

CALBAYOG CITY NATIONAL HIGH

SCHOOL

Teacher ENGR. CESAR M. DEL ROSARIO JR.

Teaching Dates and AUGUST 1-5, 2016, 3:30-4:30
Time Monday-Friday

MONDAY

TUESDAY

WEDNESDAY

Grade level GRADE 11 STEM A

Learning PRECALCULUS 21ST
Area CENTURY MATHEMATICS
Quarter FIRST

THURSDAY

The learners demonstrate an understanding of key concepts of conic sections and systems of nonlinear equations.
The learners shall be able to model situations appropriately and solve problems accurately using conic sections and
systems of nonlinear equations.
The learners recognize
the equation and
important
characteristics of the
different types of
conic sections
STEM_PC11AG-Ie-1

The learners solves

situational problems
involving conic
sections
STEM_PC11AG-Ie-2

The learners illustrate

systems of nonlinear
equations and
determine the solutions
of systems of nonlinear
equations using
techniques such as
substitution,
elimination, and
graphing
STEM_PC11AG-If-1 & If-g-1

II. CONTENT

Analytic Geometry

Analytic Geometry

Analytic Geometry

pp. 60, 61, 63

pp. 62, 65-66

pp. 67 - 72

pp. 60, 61, 63

pp. 62, 65-66

pp. 67 - 72

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous

FRIDAY

Introduce the lesson

Review the concepts

Relate the lesson last

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lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances

objectives
Setting the mood and
presentation of
learning objectives
Identify the type of
conic sections:
(1) 9x+72x64y+128y+80
=0
(2) x+20x+y20y+200 = 0

discussed during the

first discussion

meeting to present
lesson

A circle has center at

the focus of the
parabola y+16x+4y =
44, and is tangent to
the directrix of this
parabola. Find its
standard equation.

Setting the mood and

presentation of learning
objectives
Use the substitution
method to solve the
system, and sketch
the graphs in one
Cartesian plane
showing the point of
intersection.
4x + y = 6
5x + 3y = 4

D. Discussing new
concepts and practicing
new skills #1

The nondegenerate
conics consist of
circle, parabola,
ellipse and hyperbola
while the degenerate
conics consist of
point, empty set and
lines.

E. Discussing new
concepts and practicing
new skills #2

To determine the type

of nondegenerate
conics:
(1) Circle: both x2 and
y2 appear, and their
coefficients are the
same.
(2) Parabola: exactly
one of x2 or y2 appear
(3) Ellipse: both x2
and y2 appear, and
their coefficients A

The standard equation

of the parabola is (y +
2) = -16(x-3). Its
vertex is V (3,-2). Since
4c = 16 or c = 4, its
focus is F (-1,-2) and
its directrix is x = 7.
The circle has center at
(-1,-2) and radius 8,
which is the distance
from F to the directrix.
Solve supplementary
problems.

There were three

methods used to solve
systems of linear
equations which are
substitution,
elimination, and
graphical methods.
These are usually done
simultaneously.

Seatwork, pp. 68

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and B have the same
sign and are unequal
(4)Hyperbola: both x2
and y2 appear, and
their coefficients A
and B have different
sign

F. Developing mastery
(Leads to Formative
Assessment 2)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson

pp. 61, 62, 63 TG/LM

The equation of
nondegenerate conics
which is the circle and
ellipse could also fall
into degeneracy like
the empty set, point
or lines.

I. Evaluating learning
J. Additional activities for
application

V. REMARKS
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

pp. 66, problem 9 -12

TG/LM

Extension is with a
system involving one
linear equation and one
quadratic equation. In
this case, it is always
possible to use
substitution by solving
the linear equation for
one of the variables.
pp. 66, problem 1 -8

HIMANGRAWAY
JD AVELINO DAY

pp. 69-72 TG/LM

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