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

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
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: Compute the antiderivative of polynomial, radical,
exponential, and trigonometric functions. (STEM_BC11I-IVa-b-1)
Learning Objectives:
1. Enumerate the theorems of antidifferentiation
2. Solve for the antidifferentiation of polynomials
3. Display appreciation on the concept of Integration
INTEGRATION
Teacher’s guide and learner’s module
pp. 196-198
pp. 227-230
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
following questions, orally:

1. What is antidifferentiation?
A. Review previous lesson or
2. Is the antiderivative F of a function f unique? Why?
presenting the new
lesson
(3 minutes) Expected Response:
1. Antidfferentiation is the process of finding the antiderivative.
2. No because according to the 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.
The teacher explains that the process of antidifferentiation is just the inverse
B. Establishing a purpose for process of finding the derivatives of functions. The teacher had shown in the
the lesson previous lesson that a function can have a family of antiderivatives. The teacher
(2 minutes) then asks, “Recall the differentiation formulas, Do these relate in finding the
antidifferentiation of a function?” Answers from learners may vary.
C. Presenting examples/ The teacher discusses the different differentiation formulas and these lead to the
 instances of the new following theorems which are used in obtaining the antiderivatives of functions.
lesson The teacher explains further that we apply them to integrate polynomial and
(3 minutes) rational functions
The teacher enumerates the different antidifferentiation theorems and then
emphasizes some points to observe while computing.
 Theorems on Antidifferentiation:
(a)∫ dx=x +C
D. Discussing new concepts (b) If n is any real number and n≠-1. Then
and practicing new skills x
n+1

#1 ∫ x dx= n+1
n
+C
(12 minutes)
(c) If a is any constant and f is a function, then
∫ af ( x ) dx=a ∫ f ( x ) dx
(d) If f and g are functions defined on the same interval
∫ [ f ( x ) ± g ( x ) ] dx=∫ f ( x ) dx ±∫ g ( x ) dx
In pairs, the teacher lets the learners try to compute the antidifferentiation of
the example functions. After trying to answer, the teacher lets them explain their
solutions and the teacher expounds the steps in computing the
antidifferentiation of the following examples:

Example 1: Determine the antiderivative of: ∫ 3 dx

Solution:
Using theorems (a) and (c), we have
∫ 3 dx =3∫ dx=¿ 3 x+C ¿
E. Discussing new concepts
and practicing new skills
Example 2: Determine the antiderivative of: ∫ x 6 dx
#2
Solution:
(10 minutes)
Using (b) of the theorem, we have
6+1 7
x x
∫ x 6 dx= 6+1 +C=¿ + C ¿
7
6
Example 3:Determine the antiderivative of: ∫ 1x dx
Solution:
Using (b) of the theorem, we have
6 −6+1
∫ 1x dx=∫ x−6 dx= −6+1
x 1
+C= 5 + C
5x
F. Developing mastery With the same partner, the teacher lets the students find the antiderivative of:
(leads to formative
assessment 3)
∫ ( 12 x 2+ 2 x ) dx
(10 minutes)
Solution:
∫ ( 12 x 2+ 2 x ) dx=∫ ( 12 x 2) dx +∫ ( 2 x ) dx
 3 2
12 x 2 x
¿ 12∫ ( x ) dx +2∫ ( x ) dx=
2 3 2
+ +C=4 x + x +C
3 2

G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the techniques in computing the antiderivative of the
polynomial and rational functions:
 Theorems on Antidifferentiation:
(a)∫ dx=x +C
(b) If n is any real number and n≠-1. Then
x n+1
∫ x dx= n+1 + C
n

(c) If a is any constant and f is a function, then

H. Making generalizations
and abstractions about ∫ af ( x ) dx=a ∫ f ( x ) dx
the lesson (d) If f and g are functions defined on the same interval
(5 minutes)
∫ [ f ( x ) ± g ( x ) ] dx=∫ f ( x ) dx ±∫ g ( x ) dx
1
The expressions of the form p and √ x pare integrated using the
q

x
formula (b) of the Theorem, since they can be rewritten into x− p and
p/ q
x respectively.
 A common mistake in antidifferentiation is distributing the integral sign
over a product or a quotient. In antidifferentiation, it is better to rewrite
a product or a quotient into a sum or difference
The teacher lets the learners find the antiderivative of:
2
∫ x x+1
2
dx
I. Evaluating Learning
(15 minutes) Solution:
2 −1
∫ x x+1
2
dx=∫ (1+ x ¿¿−2)dx=x+
x
−1
1
+ C=x − + C ¿
x

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:
JAIME P. RUELAN, Ed. D.
EPS in MATH