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 24, 2023
The learner demonstrates…
Content Standard:
- understanding of key concepts of derivatives.
The learner…
Performance - investigates thoroughly mathematical relationships in various situations,
Standard: formulate real-life problems on differentiation and solve them using a
variety of strategies.
The learner becomes…
Formation Standard:
- an objective investigator in meeting life’s adversities.
Learning By the end of the session the learner should have…
Competencies: - sketched the graphs of functions using first and second derivative tests
Learning Content: CURVE SKETCHING (PETA MAKING)
Madamba, A. (2021). Introductory calculus: Modular approach. SMU Publishing
House, Inc.
Reference/s:
Google
YouTube
LEARNING EXPERIENCES
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

I. PREPARATION
1. OPENING PRAYER
The teacher will call on the prayer The prayer leader will lead the class.
leader. “Thank you, Ma’am.”
“Please be seated”

2. CHECKING OF ATTENDANCE and CHSF The class monitors will tell who are absent, who
The teacher will check the attendance. are not in their proper uniform and those who do
not have their I.D.

3. WARM- UP ACTIVITY The students will follow the steps in the video
The teacher will play a video.

4. MOTIVATIONAL ACTIVITY/ RECALL

“Pass the Ball”

The teacher will give a ball to the first The students will pass the ball around until the
student. music stops.
The student who will holds the ball when the
music stops. He/ She will pick a number and he/
she will answer the question given.

Copyright © 2022 SMU Junior High School and

Learning Guide in Grade 10 CALCULUS
1 Science High School
Quarter 2 Week 4 All Rights Reserved
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

“Different Functions”

1. “Linear Function”

“Constant Function”
2.

“Absolute Function”
3.

“Quadratic Function”
4.

Copyright © 2022 SMU Junior High School and

Learning Guide in Grade 10 CALCULUS
2 Science High School
Quarter 2 Week 4 All Rights Reserved
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

“Exponential Function”
5.

“Logarithmic Function”
6.

“The following pictures are all about conic

section”

“Parabola”

7.

“Circle”

8.

Copyright © 2022 SMU Junior High School and

Learning Guide in Grade 10 CALCULUS
3 Science High School
Quarter 2 Week 4 All Rights Reserved
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

“Ellipse”
9.

“Hyperbola”
10.

“Thank you for your participation.”

5. STATEMENT OF THE LESSON/

ACTIVITY “MATHEMATICAL THEME PARK MAKING”

6. STATEMENT OF THE LESSON

OBJECTIVES
By the end of the session, the students
should have:
a. formulated equations or functions
with their corresponding graphs.
b. designed their own mathematical
theme park,
c. manifested mathematical prowess in
designing their own mathematical
theme park.

II. PRESENTATION
1. MATHEMATICAL THEME PARK
“Formulate or write equations/
functions with their corresponding
graphs that you think can be used in a
mathematical theme park”

“You can use circles, parabolas, ellipsis,

or hyperbolas, or any functions that you
can think of.”

Copyright © 2022 SMU Junior High School and

Learning Guide in Grade 10 CALCULUS
4 Science High School
Quarter 2 Week 4 All Rights Reserved
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

“Draw your own version of your theme

park or amusement rides.” “Yes, Ma’am.”

“The criteria for this performance task

are the following:

The students will go to their respective groups.

“Go to your groupmates, find a
comfortable place inside the classroom.”

“At the end of the session, you should

pass your mathematical theme park.”

III. PRACTICE
1. MATHEMATICAL THEME PARK
The teacher will go around and see the The students will go to their groupmates and start
students’ activity. sketching and illustrating their theme park with
curve sketching and solve their curves.

IV. PURPOSEFUL CLOSURE

1. SUMMARY/ WRAP-UP
“What are the things we need to solve
and determine before we sketch a “Critical points”
curve?”
“Intervals of increase”
“Intervals of decrease”
“Relative Maximum”
“Relative Minimum”
“Inflection Point”
“Intervals where the graph is concave up”
“Intervals where the graph is concave down”

2. CLOSING ACTIVITY
Fill in the blanks.
A function is (1) monotonic if it is
increasing or decreasing on an interval.

A function f(x) is continuous on an open

interval containing critical values. If f(x)
is differentiable on the interval, except

Copyright © 2022 SMU Junior High School and

Learning Guide in Grade 10 CALCULUS
5 Science High School
Quarter 2 Week 4 All Rights Reserved
 TEACHER’S ACTIVITY STUDENTS’ ACTIVITY

possibly at (2) critical values.

The maxima and minima of a function is

known collectively as (3) extrema.

(4) Concavity defines the curvature of a

function.
(5) Point of Inflection/ Inflection Point is
a point on the graph where the concavity
changes.

3. QUOTE OF THE SESSION In life, as in art, the beautiful moves in curves.

- Edward G. Bulwer- Lytton
ASSIGNMENT
“List 2 things that can be reversed” “Yes, Ma’am”

CLOSING PRAYER
REMARKS

Submitted by: Checked by:

Eden Grace P. Alipio Dr. Agnes N. Madamba
Pre- Service Teacher Cooperating Teacher

Copyright © 2022 SMU Junior High School and

Learning Guide in Grade 10 CALCULUS
6 Science High School
Quarter 2 Week 4 All Rights Reserved