DAILY LESSON LOG OF STEM_BC11I-IVd-1.
1) (Week Four-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
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
Grade Level Grade 11
Learning Area Basic Calculus
Quarter SECOND
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 learner demonstrates understanding of key concepts of sequences.
The learner is able to formulate and solve problems involving sequences.
Learning Competency: Separable differential Equation using anti-
differentation( STEM_BC11I-IVd-1.2)
Learning Objectives:
1. Determine if the differential equation is separable or not,;
2. Find the particular solution to a given differential equation; and
3. Demonstrate appreciation of determining particular solution.
Solve Separable differential equations using anti differentiation
teacher’s guide, learner’s module,
Pages
Pages 262-263
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.
Recall on how to determine if the differential equation is separable or not.
The teacher lets the students realize that there is differential equation that is
separable or not.
The teacher will emphasize that Note that in the previous examples, a constant
of integration is always present. If there are initial conditions, or if we know that
the solution passes through a point, we can solve this constant and get a
particular solution to the differential equation.
Find the particular solutions of the following given their corresponding initial
conditions: (a) dy dt = 1 4 y when y = 100 and t = 0
The solution to Example 1 is y = Ae1/4t. Using the conditions y = 100 and t = 0,
we get 100 = Ae0. Hence, A = 100 and therefore the particular solution is y =
100e1 4t.
The teacher discusses with the students the process of finding the particular
solution.
E. Discussing new concepts The teacher will emphasize that particular solution can be determined if there
and practicing new skills are initial conditions, or if we know that the solution passes through a point.
#2
Using by pair the students will try to solve the problem involving
particular solution.
F. Developing mastery
(leads to formative
assessment 3) Solve 2y dx−3xdy = 0 when x = 1 and y = 1
The solution is y = B x2/3. Substituting (x,y) = (1,1) gives 1 = B 12/3 = B. Hence,
the particular solution is y = 3 √x2
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the steps in determining the particular solution.
H. Making generalizations
The teacher will emphasize that particular solution can be determined if there
and abstractions about
are initial conditions, or if we know that the solution passes through a point.
the lesson
Directions Find the particular solutions of the following given their corresponding
initial conditions.
1. xy3 dx + ex2 dy = 0 when x = 0 and y = 1
2. 3(y + 2)dx−xy dy = 0 when x = 1 and y = −1
Solutions:
1. The general solution is y = ± 1 pA−e−x2 . Substituting (x,y)
I. Evaluating Learning =(1 ,0) yields 1 = ± 1 √A−1. Since the square root of a real
number is never negative,√ A−1 = +1 and so A = 2. Finally, the
particular solution is y = ± 1 p2−e−x2 .
2. The general solution is 3ln|x| = y−2ln|y+2|+C. Substituting the
given values (x,y) = (1,−1), we obtain 3ln|1| = −1−2ln|−1+2|+C.
Simplifying this gives C = 1. Hence, the particular solution is the
relation 3ln|x| = y−2ln|y+2|+1.
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:
FELBIRT L. ATILLO
SHS MATH TEACHER

Answer Key: