Teacher: Joemard C.

Francisco Grade Level: 11-Ampere/Faraday

Daily Teaching Dates: Sept.26-29, 2022 Learning Area: Pre-Calculus
Lesson Log Teaching Time: 10:50-11:50/3:50-4:50 Quarter: I-Weeks 5
Monday Tuesday Wednesday Thursday Friday
I. Learning Targets/ Specific Objectives
A. Content Standards The learners demonstrate an understanding of key concepts of conic sections and systems of nonlinear equations.

The learners shall be able to model situations appropriately and solve problems accurately using conic sections and systems of nonlinear equations.
B. Performance Standards
At the end of session, the learners can be able to:
 Recognize the equation and important characteristics of the different types of conic sections.
C. Most Essential Learning Competencies STEM_PC11AG-Ie-1
 Solves situational problems involving conic sections.
STEM_PC11AG-Ie-2
Specific (Daily) Objective/s
Analytic Geometry:
A. The Circle
B. The Parabola
II. Learning Content C. The Ellipse
D. The Hyperbola
E. General Second-degree Equation and;
F. System of Nonlinear Equations
III. Learning Resources
A. References
1. Teacher's Guide Pages
2. Learner's Materials Pages
3. Textbook Pp.
4. Additional Materials from LR portal
White board and white board marker
Graphing Paper
PowerPoint Presentation
B. Other Learning Resources Chalk
Graphing Tools
Illustration Board

IV. PROCEDURE

/jt.04062018
 The students will be asked through practice exercises about the following:
A. Reviewing previous Elicit: -Complete a square of equation
Using the power point presentation, the teacher will try to show equations and the
lesson or presenting (The activities in this section will evoke or
draw out prior concepts or prior
-Equation of a line
students must recognize the conic sections.
the new lesson experiences from the students) -An empty set represented by an equation
-Solution of a literal equation
B. Establishing a Understanding that not all equations of the conic sections are written in standard
purpose for the form. There is also what we called general second degree equation (x-h) 2+(y-k) 2=1. The teacher will show different pictures of a conic sections then student will identify
Engage: Through this, student can be able to understand the characteristics of each conic the standard equations and their properties.
lesson (The activities in this section will stimulate
their thinking and help them access and sections (Standard and general form of a Circle, Parabola, Ellipse and Hyperbola).
C. Presenting connect prior knowledge as a jumpstart to
the present lesson.)
The teacher now presents the lesson in which the learners can be able to
examples/ instances -The teacher now presents the lesson which of the learners can able to write a text in comprehend and analyze the given in every problem.
of the new lesson cause and effect.
The teacher will present the general guidelines on how to solve any worded problem
such as:
Explore: a. Determine what is being asked
D. Discussing new (In this section, students will be given time b. Identify the given
to think, plan, investigate, and organize The teacher provides input on how to rewrite the standard form of the equation of the
concepts & collected information; or the performance of
conic sections to general equation by understanding the characteristics.
c. Show illustration and presentation
practicing new skills the planned/prepared activities from the d. Solution
students’ manual with data gathering with
Guide Questions) e. Answer
Given worded problems about conic sections, the teacher will use the
guidelines to solve the problem.
Explain: ROUND ROBIN BENEFIT: The teacher will put students in group of four. Assign
(In this section, students will be involved in each student a color pencil and have them record his/her name so you can see who
an analysis of their exploration. Their
understanding is clarified and modified is responsible for specific steps in the activity. Each group will have one problem to STUDENTS IN ACTION: In group of four, the students will collaborate to complete
F. Developing mastery because of reflective activities)/Analysis of
the gathered data and results and be able
solve about the conic sections. Each teammate will complete one operation or engineering and architectural challenges about the four conic sections. They must
to answer the Guide Questions leading to problem, and then pass on the worksheet to the next teammate. If students feel able to arrive in illustration and design, calculations and techniques.
the focus concept or topic for the day.) though someone on the item has made a mistake, they may politely ask their
teammates to reconsider.
G. Finding practical
Each group presents and discusses their output in the class. Each group should
applications of
Elaborate: present the techniques on how they arrive and recognize the conic section given only The students will act as engineer and architects while presenting their outcome.
concepts and skills (This section will give students the the equation.
in daily living opportunity to expand and
solidify/concretize their understanding of
H. Making the concept and/or apply it to a real-world
situation) The teacher summarizes everything that have been discussed by every The teacher summarizes everything that have been discussed by every
generalizations and
group. group.
abstraction
Evaluation:
(This section will provide opportunities for
Each group generates two questions for every other group which must be
I. Evaluating Learning concept check test items and answer key The students will answer 10-item quiz
which are aligned to the learning objectives answered in a piece of paper.
– content and performance standards and
address misconceptions- if any)

J. Additional activities Extend:

(This section gives situation that explains The students are tasked to answer their problem sets about recognizing The students are tasked to answer their problem sets about the worded
for application and the topic in a new context, or integrate it to
conic sections given the general second-degree equations. problems involving the 4 Conic Sections.
remediation another discipline/societal concern)

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the formative assessment

B. No. of learners who require additional activities for remediation

/jt.04062018
C. Did the remedial lessons 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: Checked by:

JOEMARD C. FRANCISCO MARIA ELAINE A. CABUSO

Teacher II SHS-Focal Person

Noted:

LAURA A. CRUZ
OIC-Assistant School Principal II

/jt.04062018