Calculus 10 - 0214 - 1

LEARNING GUIDE
Enhanced SMU Multi-Modality learning Program (eSMLP)
Learning Area: Calculus

Grade & Section: Grade 10 – Explorers and Mariners
Pre-Service Teacher: Ms. Eden Grace P. Alipio
Cooperating Teacher: Dr. Agnes N. Madamba
Contact No./ email: 0969-579-8989 / alipioedengrace@gmail.com
Inclusive Date: February 14 and 15, 2023
Content Standard: The learner demonstrates understanding of key concepts of derivatives.
The learner investigates thoroughly mathematical relationships in various
Performance
situations, formulate real-life problems on differentiation and solve them using
Standard:
a variety of strategies.
Formation Standard: The learner becomes an objective investigator in meeting life’s adversities.
The learner …
a. defines monotonicity, relative maximum and minimum, concavity and
Learning inflection points
Competencies: b. sketch monotonicity, relative maximum and minimum, concavity and
inflection points
c. engage in solving and sketching equations patiently.
Learning Content: CURVE SKETCHING
Madamba, A. (2021). Introductory calculus: Modular approach. SMU Publishing
House, Inc.
Reference/s:
Google
YouTube
LEARNING EXPERIENCES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
PREPARATION
1. Opening Prayer
The teacher will call on the prayer leader. The prayer leader of the class will start the
class with an opening prayer.
2. Checking of Attendance and CHSF
The class monitors will tell the teacher who
are absent, late and incomplete uniform.
The teacher will evaluate the class if they are
clean, healthy, safe and friendly.
3. Warm- up Exercise
The teacher will play a video. The students will follow the simple dance
steps.
4. Motivational
HAPPY VALENTINE’S DAY “Happy Valentine’s Day”
A day of giving and loving.
“Has anyone of you already received simple “Yes, Ma’am.”
gifts from their friends or special friends?”
The teacher will give small hearts.

“Write the name of the person you love the The students will write the name of the
most inside the heart shape. Anyone who person they love the most.
comes up in your mind.”
Copyright © 2022 SMU Junior High School and

Learning Guide in Grade 10 CALCULUS
1 Science High School
Quarter 2 Week 4 All Rights Reserved
“Does your heart belong to you? Or it

belongs to someone else?” “Of course, it belong to ourselves.”
“Now, let’s try to graph these two equations.
√ 2
y= 1− (|x|−1 ) and
y=cos (1−|x|−π )
−1
“What did we create using these two “Heart, Ma’am”

equations?”
“Are the two equations functions? Why or “The two equations are functions because
why not? they don’t have the same x values for y values.
“Did you know that we can use the “No Ma’am.”

derivatives of a function to sketch the graph
of the said function.?”
5. Statement of the Lesson

“CURVE STKETCHING”
6. Statement of the Objectives

a. defines monotonicity, relative maximum
and minimum, concavity and inflection
points.
b. sketch monotonicity, relative maximum
and minimum, concavity and inflection
points.
c. engage in solving and sketching
equations patiently.
PRESENTATION
CURVE SKETCHING

“The graph is a graph of a function.”

“With the use of vertical test.”
“None, Ma’am.”
“Continuous.”
A function f(x) is continuous on an open

interval containing critical values. If f(x) is
“How do you describe this graph?” differentiable on the interval, except possibly
“What is your basis in saying so? at critical values.
“Does it have an end?”
“How do you call a line or a curve that has no
end?”
“So, what is a function?”
“None, Ma’am.”
“When there is no change in the rate.”

“Do you have any idea when you heard the
“Point c and point d Ma’am.”
critical value?”
“Critical value is a number “c” that is in the
domain of the function and either the derivative
is equal to zero or undefined.”
“When can you say that the derivative is zero or
undefined?”
“In this graph, what point when you say that the
rate is zero or undefined?”
“I noticed that it goes up and down.”
“The rate of change of a function with respect

to a variable.”
“Now, what do you notice in the movement of

the points from left to right?”
“Does anyone remember the definition of a
derivative?”
“Let’s label two points in both ends a and b.”
“The point is going upwards or it is

increasing.”

“Decreasing, Ma’am”
“Increasing.”
“Monotonicity.”
“When we go from point a to point c, what is the

behavior of the point?
“How about the behavior from point c to d?”

“What about the last range? From point d to
point b?
“What do we call that defines where a function

is increasing or decreasing?”
“A function is monotonic if it is increasing or
decreasing on an interval.”
“Look at this other graph.”
“Increasing”
“Decreasing”
“Increasing”
“What is the monotonicity of the interval from

the point (-3.5, 0) to (-2, 16)?”
“How about from (-2, 16) to (2, -16)?”
“What about from (2, -16) to 3.5, 0)?
“Three times, Ma’am.”
“Looking at this graph,
“The monotonicity changes.”

“It also changes, Ma’am.”

From point a to point b, how many times that 1. Relative Maximum if f ' (x) changes from
this curve increases or decreases?” positive to negative at c.
2. Relative Minimum if f ' (x) changes from
“What do you notice when you reach point c?” negative to positive at d.
“How about when you reach point d?” 3. If there is no change, then the critical value
is not a relative minimum or maximum.
“Let’s add points between a and c, c and d, and d
and b.”
“We know that c and d are the critical values.”

“The critical values can be classified as follows:
(-2,16)
(2,-16)
“Minima and maxima”

“What is the relative maximum of this graph?”

“How about the relative minimum?” “point b and point d”
“What are the plural forms of minimum and “point a and c”

maximum?”
“And these are the largest and smallest value
“Some functions have multiple critical value. of the function, either within a given range or
Like this graph.” on the entire domain of a function.
“There is an absolute minimum and

“What are the different relative maxima in this
maximum, and relative maximum and
graph?”
minimum."
“How about the relative minima?”
“The maxima and minima of a function are a

collection of extrema”
“There are relative extrema and absolute

minimum.”
“Absolute extrema are the largest and

“What do you notice in the graphs?” smallest value of the function in the entire
domain, while relative extrema are the largest
and smallest value of the function within a
given range.”
“We say that f (x) has an absolute maximum

at x=c if f (x)≥ f (c) for every x in the domain
of the function.”
“We say that f (x) has an relative maximum at

x=c if f (x)≥ f (c) for every x n some interval
around x=c .”

“How about this graph?”
“With the given graphs, in your own

understanding, what is the difference between
relative extrema and absolute extrema?”
“We say that f (x) has an absolute minimum at

x=c if f (x)≤ f (c) for every x in the domain of
the function.”
“We say that f (x) has an relative minimum at

x=c if f (x)≤ f (c) for every x n some interval
around x=c .”
PRACTICE
The students will identify and graph the
2 3 critical values, relative maximum and
f ( x )=6+3 x −x
5 2 minimum(if there are absolute extrema,
f ( x )=2 x −5 x + 1 identify it).
PURPOSEFUL CLOSURE
“If there are no ups and downs in our life – it
Quote for the day:
means we are dead.”
ASSIGNMENT
CLOSING PRAYER The prayer leader will end the class with a
prayer
REMARKS
Eden Grace P. Alipio Dr. Agnes N. Madamba

Pre- Service Teacher Cooperating Teacher
Mr. Gerome H. Bautista

Supervising Instructor


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LEARNING GUIDE

Enhanced SMU Multi-Modality learning Program (eSMLP)

Learning Area: Calculus

The teacher will give small hearts.

Copyright © 2022 SMU Junior High School and

“Does your heart belong to you? Or it

“Now, let’s try to graph these two equations.

“What did we create using these two “Heart, Ma’am”

“Did you know that we can use the “No Ma’am.”

5. Statement of the Lesson

6. Statement of the Objectives

Copyright © 2022 SMU Junior High School and

“The graph is a graph of a function.”

A function f(x) is continuous on an open

“When there is no change in the rate.”

“I noticed that it goes up and down.”

“The rate of change of a function with respect

“Now, what do you notice in the movement of

“The point is going upwards or it is

Copyright © 2022 SMU Junior High School and

“When we go from point a to point c, what is the

“How about the behavior from point c to d?”

“What do we call that defines where a function

“What is the monotonicity of the interval from

“The monotonicity changes.”

Copyright © 2022 SMU Junior High School and

“We know that c and d are the critical values.”

“Minima and maxima”

Copyright © 2022 SMU Junior High School and

“What is the relative maximum of this graph?”

“What are the plural forms of minimum and “point a and c”

“There is an absolute minimum and

“The maxima and minima of a function are a

“There are relative extrema and absolute

“Absolute extrema are the largest and

“We say that f (x) has an absolute maximum

“We say that f (x) has an relative maximum at

Copyright © 2022 SMU Junior High School and

“How about this graph?”

“With the given graphs, in your own

“We say that f (x) has an absolute minimum at

“We say that f (x) has an relative minimum at

Eden Grace P. Alipio Dr. Agnes N. Madamba

Copyright © 2022 SMU Junior High School and

Mr. Gerome H. Bautista

Copyright © 2022 SMU Junior High School and

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