DAILY LESSON LOG OF STEM_BC11I-IVa-1 (Week One-Day One)

School Grade Level Grade 11

Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
lesson
(5 minutes)
Learning Area Basic Calculus
Quarter Fourth
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
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.
The learners demonstrate an understanding of antiderivatives
The learners shall be able to formulate and solve accurately situational problems
involving population models
Learning Competency: Illustrate an antiderivative of a function
(STEM_BC11I-Iva-1)
Learning Objectives:
1. Explain the antiderivative of a function.
2. Show that a function F is an antiderivative of the function f if F ' (x)=f ( x )
3. Demonstrate appreciation about the antiderivative of a function.
INTEGRATION
Teacher’s guide and learner’s module
pp. 193-195
pp. 225-226
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
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 reviews the previous lesson by letting the learners answer the
matching type activity below:
Instruction: Match the functions in Column A with their corresponding
derivatives in Column B

COLUMN A COLUMN B
1. F ( x )=x 3 +2 x2 + x A. F ( x )=2 x+ 2
2. F ( x )=x 3 + x 2+ x B. F ( x )=3 x 2+ 2 x +1
3. F ( x )=x 4 +3 x 3 +1 C. F ( x )=4 x 3+ 9 x2
4. F ( x )=x 4 + x 3 +2 D. F ( x )=4 x 3+ 3 x 2
5. F ( x )=x 2 +2 x +1 E. F ( x )=3 x 2+ 4 x +1

Answer Key:
1. E 4. D
 2. B 5. A
3. C

B. Establishing a purpose for The teacher lets the learners realize that illustrating the antiderivative of
the lesson functions are important skills needed to understand the concepts of integration.
(2 minutes)
The teacher explains to the class that they have learned how to find the
C. Presenting examples/ derivative of different functions. He/She lets the learners ponder on the
instances of the new question, “Given a function f, can we find a function F whose derivative is f?”
lesson
(3 minutes) Expected Response:
Answers may vary.
D. Discussing new concepts The teacher explains to the learners the definition, terminologies, and notations
and practicing new skills of an antiderivative of a function. Then, he/she goes back to the previous activity
#1 and explains to the students that the function in Column A are indeed the
(5 minutes) antiderivatives of their corresponding derivatives in Column B.
The teacher thoroughly explains the antiderivative of a function through an
example:
Example no.1
An antiderivative of f ( x)=12 x 2+ 2 x is F (x)=4 x 3 + x2 . As we can see, the
derivative of F is given by F ' (x)=12 x 2+ 2 x=f (x ).
E. Discussing new concepts
and practicing new skills
#2 The teacher then shows that the antiderivative of F of a function f is not unique.
(10 minutes) Example no.2
3 2
Other antiderivatives of f ( x )=12 x 2+ 2 x are F 1 ( x )=4 x + x −1 and
F 2 ( x )=4 x 3+ x 2 +1. In fact, any function of the form
3 2
F ( x )=4 x + x +C , where C ϵ R is an antiderivative of f(x). Observe that
' 2 2
F ( x )=12 x +2 x+ 0=12 x +2 x=f ( x).
In pairs, the teacher lets the learners show that:
F. Developing mastery
(leads to formative An antiderivative of f ( x )=9 x 2 +8 x +2 is F ( x )=3 x 3 +4 x 2 +2 x
assessment 3)
(15 minutes) Answer:
The derivative of F is given by F ' ( x )=9 x 2 +8 x+ 2=f (x)
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations The teacher summarizes the definition, terminologies and notations of an
and abstractions about antidifferentiation of a function:
the lesson  A function F is an antiderivative of the function f on an interval I if
(5 minutes) F ' (x)=f ( x )for every value of x in I.
 The antiderivative F of a function f is not unique.
 Theorem: If F is an antiderivative of f on an interval I, then every
antiderivative of f on I is given by F(x) + C, where C is an arbitrary
constant. we can conclude that if F1 and F2 are antiderivatives of f, then
F 2(x )=F 1 (x)+C . That is, F 1 and F 2 differ only by a constant.
 Antidfferentiation is the process of finding the antiderivative.
 The symbol ∫ ❑, also called the integral sign, denotes the operation of
 antidifferentiation.
 The function f is called the integrand.
 If F is an antiderivative of f, we write ∫ f (x )dx=F ( x )+C .
 ∫
The symbols ❑ and dx go hand-in-hand and dx helps us identify the
variable of integration.
 The expression F(x) + C is called the general antiderivative of f.
Meanwhile, each antiderivative of f is called a particular antiderivative of
f.
The teacher lets the learners show that F is an antiderivative of the function f if
F ' (x)=f ( x ) and the antiderivative F of a function f is not unique.

An antiderivative of f ( x )=2 x +3 is F ( x )=x 2 +3 x+1

I. Evaluating Learning
(15 minutes) Answer:
The derivative of F is given by F ' ( x )=2 x+3=f ( x ) .
2
Another antiderivative of f ( x )=2 x +3 is F 1 ( x ) =x + 3 x −1.Observe that
F '1 ( x )=2 x+3=f ( x ) . Therefore, the antiderivative F of the function f is not
unique.
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
materials did I use/ discover
which I wish to share with other
teachers

Prepared by:
GIN RYAN D. TORREFIEL
Special Science Teacher 1