DAILY LESSON LOG OF STEM_BC11LC-IIIa-2 (Week One-Day Two)

School Grade Level Grade 11

Teacher Learning Area Basic Calculus
Teaching Date and Time Quarter Third
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
I. OBJECTIVES content knowledge and competencies. These are 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 is able to demonstrate the basic concepts of limit and continuity of a
function
B. Performance The learner is able to formulate and solve accurately real-life problems involving
Standards continuity of functions
Learning Competency: Distinguish between lim f ( x )∧f (c) (STEM_BC11LC-IIIa-
x →c
2)
C. Learning Learning Objectives:
Competencies/ 1. Differentiate the limit of a function at c from the value of the function at c.
Objectives 2. Evaluate the limit of a function at c.
3. Observe open-mindedness in accepting possible solutions to the problems
from classmates.
II. CONTENT Limits and Continuity
III. LEARNING RESOURCES Teacher’s Guide
A. References
1. Teacher’s Guide Pages 17-21
2. Learner’s
Materials
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
IV. PROCEDURES activities. Sustain learning systematically by providing 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.
 The teacher will recall the previous discussions through asking the students to find
the limit of : lim (1+3 x) through table of values.
x →2

Answer Key:

A. Review previous
lesson or presenting
the new lesson

Therefore , lim (1+ 3 x )¿ 7

x→ 2

B. Establishing a purpose The teacher will make the students analyzed the distinctions between the limit of a
for the lesson function at c from the value of the function at c
The teacher will first relate the review problem to f(2) if it is also equal to 7. Thus,
she will say, in comparison, f(2) = 7. So, from the example above the lim f (x ) and f
x →2
(2) are in the same value.
In group of 5, the teacher will give the activity below for the students to further
investigate if the above can happen all the time.
1.

lim ¿ ¿ f(c)
x →c
lim ( x ¿¿ 2¿−2)¿ ¿ f(2)
x →2
lim |x| f(0)
x →0

2.

C. Presenting examples/
instances of the new
lesson

lim f (x ) f(c)
x →c
lim |x| f (0)
x→ o

Answer Key:
1.) 2, 2
0,0

2.) 0, 2

D. Discussing new The teacher will allow students to speak up about the distinctions between the two.
 concepts and Thus, she will highlight the concept that the limit of a function at c from the value of
practicing new skills the function at c is not always the same. It still depends what is given from the
#1 problem just like the examples above.

E. Discussing new
concepts and
practicing new skills
#2
The teacher give further examples that would make students more guided
pertaining to this topic.

Quiz bee: (Mechanics pertaining to the points is left to the teacher)

In a group of 5, students are given 1 illustration board, chalk and eraser to give the
answers of the given below.

2. Use the graph of the function f(x) to answer each question.

Use ∞ , - ∞ or DNE where appropriate.

F. Developing mastery
(leads to formative
assessment 3)

1. f ( 0 )=
2. f ( 2 ) =
3. f ( 3 )=
4. lim f ( x )=¿
x→−1

5. lim f ( x )=¿
x→−0

6. lim ¿
x→−2+¿ f ( x ) =¿¿

Answer Key:
(1) 0 (2) DNE (3) 0 (4) DNE (5) 0 (6) - ∞
G. Finding practical
applications of
concepts and skills in
daily living
Critical to the study of limits is the understanding that the value of
lim f (x )
x →c
H. Making may be distinct from the value of the function at x = c, that is, f(c). As seen
generalizations and in previous examples, the limit may be evaluated at values not included in
abstractions about the the domain of f. Thus, it must be clear to a student of calculus that the
lesson exclusion of a value from the domain of a function does not prohibit the
evaluation of the limit of that function at that excluded value, provided of
course that f is defined at the points near c. In fact, these cases are actually
the more interesting ones to investigate and evaluate.
The teacher will instruct the students to answer on their activity notebook the
following questions for the piecewise defined function f(t) described on the right
I. Evaluating Learning
hand side.
I.
 II. From the graph below, find what is ask in every item

a. f ( 4 )

b.

c.

d.
Answer Key:
5
I. (a) DNE (b) 4 (c) 10 (d) DNE (e) (f) 4 (g) DNE
2
II. (a) 2 (b) 1 (c) 1 (d)1

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
VI. REFLECTION
learn? Identify what help your 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 materials did
I use/ discover which I
wish to share with
other teachers

Prepared by:

MELANIE B. GARCIA
Teacher