2022-2023 MATHEMATICS DAILY LESSON LOG

PANSOL INTEGRATED NATIONAL

SCHOOL GRADE LEVEL: GRADE 11
HIGH SCHOOL
LEARNING AREA: MATHEMATICS
TEACHER LAMETTE A. AYONG
PRE-CALCULUS/ BASIC CALCULUS
October 10, 2022 (Monday)
11-Einstein (10:20 – 11:10AM)
TEACHING DATE/TIME : QUARTER: 1st Quarter
October 12, 2022 (Wednesday)
11-Pascal (11:10AM – 12:00NOON)
I.OBJECTIVES
The learners demonstrate an understanding of key concepts of conic sections and systems of
A.CONTENT STANDARD
nonlinear equations.
B. PERFORMANCE The learners shall be able to model situations appropriately and solve problems accurately using
STANDARD conic sections and systems of nonlinear equations.
C. LEARNING
COMPETENCIES/ The learners define an hyperbola and determine the standard equation of a hyperbola.
OBJECTIVES
II.CONTENT CONIC SECTIONS – HYPERBOLA
III.LEARNING RESOURCES
A.REFERENCES
1. Teacher’s Guide Pre – Calculus Teacher’s Guide pages 45 – 48
2. Learners’ Material Pre – Calculus Learner’s Material pages 46 – 50
3. Textbook page
4. Additional
Resource from (LR) Pre-Calculus First Quarter Grade 11 Learner’s Material pages 28 – 35
portal
B.OTHER LEARNING
RESOURCES
IV. PROCEDURES
A. Reviewing the
previous lesson or
Recall how to identify the characteristics of an hyperbola whose center is at the origin.
presenting the new
lesson
B. Establishing purpose How do we determine the characteristics of an hyperbola when the center is not at the
for the lesson origin?
C. Discussing new Give the coordinates of the foci, vertices, and asymptotes of the hyperbola with equation
concept and ( y−1 )2 ( x +1 )2 ( x+3 )2 ( y−8 )2
practicing new skill #1 1. − =1 2. − =1
36 64 64 9
D. Developing Mastery Give the coordinates of the foci, vertices, and asymptotes of the hyperbola with equation
Leads to formative ( x+3 )2 ( y−1 )2 ( y+ 2 )2 ( x−7 )2
assessment 1. − =1 2. − =1
144 49 25 144
E. Finding practical I want you to create your own design a hyperbolic vase of the table. You will be sketching this
application of in a rectangular coordinate system with 1 centimeter distance from each number. You will
concepts and skills in submit a sketch of the design with corresponding equation and parts of a hyperbola. Your
daily living output will be graded using the given rubric.
F. Making Hyperbola It is the set of all points on a plane such that the difference of the distances from
generalization and Properties of an Hyperbola with Center at (h, k)
abstraction of the
Standard form of the ( x−h )2 ( y−k )2 ( y−k )2 ( x−h )2
lesson 2
− 2
=1 2
− 2
=1
equation a b a b

Transverse Axis Horizontal Vertical

Foci ( h−c , k ) and ( h+ c , k ) ( h , k −c ) and ( h , k + c )

Vertices ( h−a , k ) and ( h+ a , k ) ( h , k −a ) and ( h , k + a )

 b a
Asymptotes y=± ( x−h ) +k y=± ( x−h ) +k
a b

Give the coordinates of the foci, vertices, and asymptotes of the hyperbola with equation
G. Evaluating Learning ( x−8 )2 ( y−2 )2 ( y+ 1 )2 ( x −9 )2
1. 1. − =1 2. + =1
81 1 6 00 49 100
H. Additional Activities
for application and
remediation
V. REMARKS
A. No. of learners who
earned 80 in the
evaluation
B. No. of learners who
require additional
activities for
remediation
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 work well?
Why did this work?
F. What difficulties did I
encounter which my
Principal and
Supervisor can help
me solve?
G. What innovation or
localized materials did
I discover which I wish
to share with other
teachers?

Prepared by:

LAMETTE A. AYONG
Teacher II

ROSETTE L. TAPALLA
Head Teacher I

ANICIA R. INDICIO EdD

Principal IV