DAILY LESSON LOG OF STEM_BC11I-IVa-1 (Week One-Day Two)
School
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
(3 minutes)
B. Establishing a purpose for
the lesson
(2 minutes)
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
(10 minutes)
E. Discussing new concepts
and practicing new skills
Grade Level Grade 11
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 recall the
definition, terminologies, and notations of an antiderivative of a function.
The teacher lets the learners realize that illustrating the antiderivative of
functions are important skills needed to understand the concepts of integration.
The teacher explains that 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.
 #2

The teacher lets the learners identify the antiderivative F of the function f.
He/She then lets the learners explain why.

What is the antiderivate of the function f ( x )=( x−3 )( x +3 ) ?

a. F 1 ( x )=
1 3 b. F 2 ( x )=
1 3
x −9 x +1 x −9 x−10
3 3

1 3 1 3
c. F 3 ( x )= x −9 x 2 + x d. F 4 ( x ) = x −9 x+ 2
3 3

F. Developing mastery
(leads to formative Answer:
assessment 3) f ( x )=( x−3 )( x +3 ) =x −9.
2
(15 minutes)
Through trial and error the, the learners should look for the derivative of (a) and
(b) and should come up with the solutions:
' 2
(a). F 1 ( x )=x −9
' 2
(b) F 2 ( x )=x −9
' 2
(c) F 3 ( x )=x −18 x+ 1
' 2
(d) F 4 ( x ) =x −9

Therefore, the antiderivative of the function f ( x )=( x−3 )( x +3 ) are (a), (b), and
(d).
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
(10 minutes)  A function F is an antiderivative of the function f on an interval I if
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 Match the functions in Column A with their
corresponding antiderivatives in Column B.

COLUMN A COLUMN B
2
A. f (x)=3 x +2 x+1 A. F ( x)=x + x 2+ x
3

B. f ( x )=x ( 4−3 x) B. F ( x )=2 x −

1 2
2
x
3
3
2 1
C. f ( x )=x 2−2 C. F ( x ) =−2 x + x
I. Evaluating Learning
3
3
(20 minutes) D. f ( x)=( x +1)(x −1)
1
D. F ( x )= x −2 x +1
3
E. f (x)= x(x −4)
1 3
E. F ( x )= x −x +1
3

Answer:
Column A Column B
A A
B B
C D
D E
E C
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