WHOLE-BRAIN LESSON PLAN

2nd QUARTER
SUBJECT: Basic Calculus GRADE: 11
UNIT TITLE: Integration WEEK:7
LESSON TITLE: Application of Definite Integrals in the Computation of Plane Areas NUMBER OF SESSIONS: 2

I. LEARNING ENDSTATES:
 THINK: Application of concepts on definite integrals on the computation of plane areas using integration applied to real life
situations. (STEM_BC111-IVi-j-1 & STEM_BC111-IVj-2)
 FEEL: Upholds equality and objectivity in assessing people and situation as they apply the concepts on definite integrals on the computation
of plane areas using integration to real life situations.
 DO: Applies mathematical concepts learned in solving community issues using the concepts of definite integrals on the computation of
plane areas using integration applied to real life situations.
 COMMUNICATE: Expresses the significance of sharing diverse ideas and strategies to solve real life problems using key concepts on definite
integrals on the computation of plane areas using integration.
 LEARNING TO LEAD: Encourages fairness and openness in assessing community issues in solving real life problems involving definite
integrals on the computation of plane areas using integration.
 LEARNING TO INTUIT: Foresees positive and negative consequences of one’s actions and decisions in solving real life problems involving
definite integrals on the computation of plane areas using integration.
 LEARNING TO BE : Systematic Problem Solver
 ETHICAL FORMATION: Express importance of appreciating different thoughts and ideas in solving real life problems involving definite
integrals on the computation of plane areas using integration.
 SOCIAL RESPONSIVENESS: Expresses the significance and the importance of appreciating and sharing diverse thought ideas in solving real
life problems involving on definite integrals on the computation of plane areas using integration.
II. ESSENTIAL QUESTIONS:
 How the key concepts of definite integrals on computing plane areas are used in solving real-life problems?
 Why illustrating accurately, the problems on definite integrals is very important on computing plane areas?
 What is the importance of definite integrals in computing plane areas?

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III. MATERIALS, METHODS, ACTIVITIES TO ACHIEVE THE ENDSTATES

MATERIALS METHODS ACTIVITIES

Learners Material Problem Solving Problem-Solving Activities

Graphing Calculator Problem Solving Group Work

IV. RUBRICS FOR ASSESSMENT

Attachment 1: RUBRIC FOR PERFORMANCE TASKS (Brochure)
Attachment 2: Problem-Solving Rubric

V. INSTRUCTIONAL PHASES

ACTIVITIES SAMPLE LEARNING ACTIVITIES

Session 1.
1) ACTIVATE Activity 1. Illustrate me. (Recall)
(Creating Focus Sketch the following equations on the Cartesian Plane
and Purpose)
Fig1. The area in the first quadrant bounded by the following lines: y= 5, x=3, and X=0

Fig2. The area bounded by the following lines: y= x + 1, x=1 and x=5

Fig3. The area bounded by the following lines: y = x2 + y2 = 1

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 Fig4. The area bounded by the following lines of the region bounded by
y= √ x +1 , y =x−1 ,∧the x−axis

Answer the following questions:

1. What type of Geometrical plane is the figure generated by the conditions given?
2. How do you find the areas of the given Geometric Planes?
3. What is the area of each figures?
4. Discuss your difficulties in answering the given problems.

Activity 2. Find my Areas.

Introduction to Areas of Plane Regions using Definite Integrals
n b
lim ∑ [ f ( x❑¿ ❑¿
k ) −g ( x k ) ] ∆k x=∫ [ f ( x )−g( x ) ]
∆ → 0 k=1 a

If the graph of y = f(x) over the interval [a, b] lies entirely above the x-axis, then the definite integral of the f(x) from [a,b]is the area
of the region bounded by the curves y = f(x), the x-axis, and the vertical lines x = a and x = b.

Activity 3. Study the given example (Think Pair Share)

Example 1.Find the area of the region bounded by y=2x , y =8 , and the y-axis. Intersection: (3,8)

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3 x
3 8 1 7
∫ (8−2x )dx=8 x − ln2 2 |0 (
¿ 24−
ln 2)(
− 0−
ln 2)¿ 24−
ln 12
0

Example 2. Find the area of the region bounded by y=x 2∧x= y 2 Intersection: (0,0) and (1,1)
h

1 3

∫ (√ x−x )dx= 23 x 2 − 31 x 2∨10 = 23 − 13 −0= 13

2

Example 3. Find the area of the region bounded by y= √ x +1 , y =x−1 ,∧the x−axis . Intersection: (3,2)

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 2 2

∫ [ ( y +1 ) −( y −1)] dy ¿ ∫ [ 2+ y− y 2 ] dy
2

0 0

y2 y3 2
¿ 2 y+ − ∨
2 3 0
8 10
¿ 4 +2− =
3 3

Guide Questions:
1. How do you find the activity? Is it interesting?
2. What is the importance of illustrating the problem correctly?
3. Is it easy to find the definite integrals of a given problems?
4. What is the importance of knowing how to integrate correctly?
5. What is the importance of definite integrals on computing plane areas?
6. Can you find the plane areas of a given problem alone?

Activity 3. Sketch and Answer the following problems.

1. Find the area in the first quadrant bounded by f(x)=4-x 2and thed x axis.
2. Find the area bounded by the following curves: y= 0, x=4, and y= x 2-4.
3. Find the area in the first quadrant bounded by f(x)=4+x 2,y=4, x=0.

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 4. Find the area in the first quadrant bounded by the following curves: y = arc tan x, y = 45 degrees, and x=0.

3) APPLY, Session 2. ICT INTEGRATION

PRACTICE, Activity 4. Illustrate Me (Group Activity).
FORMATIVE Introduce how to use the graphing calculator
ASSESSMENT

The learners will be grouped with 6 members. Each group will choose 1 representative to move in front and answer the
problems using a graphing calculator. The first student to illustrate problem correctly will be given points to the group.

1. The first quadrant bounded by f(x)=1-x2and the x axis.

2. The area bounded by the following curves: y= 0, x=3, and y= x2-1.
3. The area in the first quadrant bounded by f(x)=9+x2,y=2, x=0.
4. The area in the first quadrant bounded by the following curves: y = arc sin x, y = 45 degrees, and x=0.
5. The area in the first quadrant bounded by f(x)=8-x2and the x axis.

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 6. The area bounded by the following curves: y= 0, x=1, and y= x2-1.

Guide Questions:
1. How do you feel with the activity?
2. Is it easy to present the illustration of the given problem?
3. What is the importance of knowing the actual graph of a given equations?
4. Discuss your difficulties in illustrating the given problems.
5. Present your solution.

Solutions the problems will be discussed in the class.

4) SUMMATIVE Activity 5: Solve (Individual Assessment)

ASSESSMENT,  Solve the following problem (Academic).
CLOSURE AND A. Find the area bounded by the given curves.
REFLECTION
1. Find the area in the first quadrant bounded by f(x)=9-x2and the x axis.
2. Find the area bounded by the following curves: y= 0, x=3, and y= x 2-9.
3. Find the area in the first quadrant bounded by f(x)=2+x2,y=2, x=0.
4. Find the area in the first quadrant bounded by f(x)=1+x2,y=2, x=0.
5. Find the area in the first quadrant bounded by the following curves: y = arc cos x, y = 45 degrees, and x=0.

 Describe the application of definite integrals on plane areas using calculus in the real life context. Write your
reflection in your journal (Ethical)
Activity 6: BUILD ME BROCHURES(Assignment)
Do the following task by group consisting of four members:
1. Make a brochure on steps of solving plane areas using definite integrals.
2. Provide pictures, layout, drawing, and model to present the solution of 10 chosen problems.
3. Present illustrative examples of application of definite integrals on areas on real life context.

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 4. Pass the output next meeting.
(Use rubric for assessment of outputs).
Standards 5 POINTS 4 POINTS 3 POINTS 2 POINTS
Understanding Demonstrates a substantial Demonstrates understanding Demonstrates gaps in Demonstrates minimal
of Task understanding of the content, of the content and task, even their understanding of understanding of the content.
(Accuracy) processes and demands of the though some supporting ideas the content and task.
task. or details may have been
overlooked or misunderstood.
Completion of Fully achieves the purpose of Accomplishes the task. Completes most of the Attempts to accomplish the task,
Task the task, including thoughtful, task. but with little or no success.
(Quality) insightful interpretations and
conjectures.
Communication Communicates their ideas and Communicates their findings Communicates their Does not finish the investigation
of Findings findings effectively, raised effectively. ideas and findings. and/or were not able to
( Presentation) interesting and provocative communicate ideas very well.
questions, and went beyond
what was expected.
Group Process Uses all their time Works well together most of Works together some of Does not work very productively as
(Cooperation) productively. the time. the time. a group.
Everyone is involved and They usually listen to each Not everyone Not everyone contributes to the
contributed to the group other and used each other’s contributes equal group effort.
process and product. ideas. efforts to the task.

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 RUBRIC FOR PROBLEM SOLVING

Category 4 POINTS 3 POINTS 2 POINTS 1 POINT

Mathematical Errors 90-100% of the steps and Almost all (85-89%) of the Most (75-84%) of the steps More than 75% of the steps
solutions have no steps and solutions have and solutions have no and solutions have
mathematical errors. no mathematical errors. mathematical errors. mathematical errors.
Explanation Explanation is detailed Explanation is clear. Explanation is a little Explanation is difficult to
and clear. difficult to understand, but understand and is missing
includes critical several components or was
components. not included.
Neatness and The work is presented in a The work is presented in a The work is presented in The work appears sloppy and
Organization neat, clear, organized neat and organized an organized fashion but unorganized. It is hard to
fashion that is easy to fashion that is usually may be hard to read at know what information goes
read. easy to read. times. together.
Diagrams and Sketches Diagrams and/or sketches Diagrams and/or sketches Diagrams and/or sketches Diagrams and/or sketches are
are clear and greatly add are clear and easy to are somewhat difficult to somewhat difficult to
to the reader’s understand. understand. understand or are not used.
understanding of the
procedure(s).
Composition All problems are All but one of the All but two of the Several of the problems are
completed. problems is completed. problems are completed. not completed.

Prepared by: HARVEY O. BALICOCO

Special Science Teacher I
Sarrat National High School

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Checked by:
 
 
JENIFER B. BALISACAN
Master Teacher II
 
 
 
MICHAEL B. MALVAR
Master Teacher II
 
 
 
EDMUND T. RESPICIO
Head Teacher III, Mathematics
 

APPROVED BY:
 
 

 
MARIETTA B. YAP, Ed.D.
School Principal IV

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