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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 SCHOOL
SENIOR HIGH SCHOOL DEPARTMENT
Teacher ENGR. CESAR M. DEL ROSARIO JR.
SEPTEMBER 26-30, 2016, 3:30-4:30
Teaching Dates and PM
Time Monday/Tuesday/Wednesday/Thursd
ay

MONDAY

TUESDAY

Quarter FIRST

THURSDAY

The learners shall be able to keenly observe and investigate patterns, and formulate appropriate mathematical statements and
At the end of the
lesson, the learners
will solve problems
using mathematical
induction and the
Binomial Theorem.

At the end of the lesson,

the student is able to:
(1) illustrate the unit
circle and the
relationship between the
linear and angular
measures of arcs in a
unit circle, and
(2) convert degree
measure to
radian measure, and vice
versa.
STEM_PC11T-IIa-1 and
IIa-2

Series and
Mathematical
Induction

Angles in a Unit Circle

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages

Learning
PRECALCULUS 21ST CENTURY M
Area

The learners demonstrate an understanding of key concepts of series and mathematical induction and the Binomial Theorem.

STEM_PC11SMI-Ij-2

II. CONTENT

WEDNESDAY

Grade level GRADE 11 - STEM A

Precalculus,
Teachers Guide,
pages 117 - 121

Precalculus, Teachers
Guide, pages 123 12

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2. Learners Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

Precalculus,
Learners Material,
pages 116-121

Precalculus, Learners
Material, pages 123 12

www.
analyzemath.com
www.algebra.com

www.
analyzemath.com
www.algebra.com

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson

Review the concepts

discussed last meeting
Find the nth term of
(x+y)^n

C. Presenting examples/
instances

Find the linear and

angular measure of arcs
Convert degree
measure to radian, and
vice versa
Convert deg, min, sec
to deg:

Convert deg to deg,

min, sec.:

D. Discussing new
concepts and practicing

Concept:

Concept:

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new skills #1

The Pascals Triangle

does not allow us to
write the general
expansion of the nth
power of a binomial.
We need a way of
expressing the
coefficients in
algebraic symbols.
We can obtain the
formula for expansion
using combinations.
For example, we can
get the formula for
(x+y)^5 by using the
formula for the r
combination of n
objects.
1X^5 + 5x^4 y +
10x^3 y^2 + 10x^2
y^3 + 5xy^4 + 1 y^5

Angles in trigonometry
differ
from angles in Euclidean
geometry in the sense of
motion.
An angle in geometry is
dened
as a union of rays (that
is, static) and has
measure
between 0 and 180.
An angle in trigonometry
is a rotation of a ray,
and, therefore, has no
limit. It has positive and
negative directions and
measures.
Measurements
(conversion):
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
concepts and practicing

Concept:
Using the formula of

Concept:

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new skills #2

combination C(n, r)
where n=5 because we
have 5,4,3,2,1
C(5,5) = 1
C(5,2) = 10
C(5,4) = 5
C(5,1) = 5

An angle is said to be
positive if the ray (terminal
side) rotates in a
counterclockwise direction
from the initial side, and the
angle is negative if it
rotates in a clockwise
direction.
a)

C(5,3) = 10
C(5,0) = 1
Formula: C (n, r) =
n! / r ! (n-r)!

b)

c)

F. Developing mastery
(Leads to Formative
Assessment 2)

Problem:
Find the fourth term of
(2x-y)^6.
20 (2x)^3 * (-y)^3 =
= 20 (8x^3) (-y^3)
= -160 x^3 y^3
(Answer)

Problem:

In the following figure,

identify the terminal side
of an angle in
standard position with
given measure.

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G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
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
learners who have caught
up with the lesson.
D. No. of learners who
continue to require
remediation.

Simplify the discussed

concepts

Seatwork at pp. 118 to

120

Simplify the discussed

concepts

Seatwork at pp. 127 to

128

INDUCTION

INDUCTION/MATH QUIZ

INDUCTION

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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:
Cesar M. del Rosario, CE
SHS T-1

Checked by:
Calick D. Arrieta, PhD
School Principal I