DAILY LESSON PLAN

MARIKINA SCIENCE Grade

School Grade 11
HIGH SCHOOL Level

Learning
Teacher Mr. Romualdo M. Dayrit Basic Calculus
Area

Teaching WEEK 6
Quarter 3
Dates & Time March 4 – March 7, 2024

TEACHING SCHEDULE

I. OBJECTIVES

A. Content Standards Demonstrates understanding of Basic Concepts of Derivatives

B. Performance Formulate and solve accurately situational problems involving extreme values
Standards

C. Learning Learning Competencies:

Competencies and 1. Determine the relationship between differentiability and continuity of a
Unpacked function (STEM_BC11D-111f-1) and
Objectives 2. Apply the differentiation rules in computing the derivatives of algebraic,
exponential, and trigonometric functions (STEM_BC11D-111f-3).

At the end of the lesson, the students will be able to:

a. Explain the relationship between continuity and differentiability.
b. Solve problems involving derivatives of algebraic, exponential, and
trigonometric functions using the appropriate differentiation rules.
c. Interpret the results of derivative calculations in the context of real-world
problems and applications.

II. CONTENT

III. LEARNING
RESOURCES

A. REFERENCES

1. Teacher’s Guide N/A

2. Learner’s Manual Basic Calculus SLM Quarter 3: Module 5: Basic Concepts of Derivatives
Basic Calculus Learners Materials: Published by Department of
Education
Elibro link: https://drive.google.com/file/d/15rHrHh6M9IttP-
GszNDE5CnBoEzfeWk6/view

3. Textbook
 4. Additional N/A
Materials from
(LR)portal

B. Other Learning https://www.youtube.com/watch?v=HP0JGjdiXmY&list=PLPPsDIdbG32BPGX

Resources 4ylRKDkl9UTJSgVm06&index=13

IV. PROCEDURE
Day 1
TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
MARCH 4, 2024
(Preliminaries) Daily Routine (5 Minutes) “Good morning, Mr. Dayrit”
Good morning class! In the name of the Father…Amen
Let’s PRAY first, Thank you, sir!

The teacher will ask the class The class monitor will give updates
monitor about the attendance. regarding the class attendance for
the day.

GUIDED CONCEPT EXPLORATION

A. Reviewing previous
TEACHER’S ACTIVITY LEARNERS’
lesson/s or ACTIVITY
presenting the new
lesson
Choose the correct letter that corresponds to the
exact answer. 1. A
2. B
3. B
1.Which of the following is/are true? 4.C
i. All differentiable functions are continuous 5. B
functions. 6. D
7. C
ii. All continuous functions are differentiable 8. C
functions. 9. B
iii. Not all differentiable functions are continuous 10.B
functions.
iv. Not all continuous functions are differentiable
functions.

2. Which of the following statements below is NOT

true in the given graph?

3. Is the graph shown below differentiable at x =

0? Why?
 4 Is the function differentiable for all values of x?
Why?

5. In which quadrant of the graph below will there

be a value of x that is non-differentiable

B. Establishing a
TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
purpose for the
lesson

1. Limit exists
2. Limit exists
3. DNE
4. Limit exists
5.DNE
C. Presenting TEACHER’S ACTIVITY
examples/instances
of the new lesson Give your insights into the given
situations.
Imagine that you are in an
amusement park with your friends.
All of you decided to ride on a roller
coaster. At first, you feel the
smoothness with safety and
steepness with thrills, but suddenly,
halfway of the second round, the
roller coaster unexpectedly stops.
1. What do you feel when the
roller coaster is smoothly moving?
2. What do you feel during the
unexpected stoppage of the roller
coaster halfway of the second round?
3. What do you think are the
factors that affect the sudden
stoppage of the roller coaster?
4. How will you connect the
concepts of riding on a roller coaster
to continuity and differentiability of
function?
LEARNERS’ ACTIVITY
Sir, 1. When the roller coaster is smoothly moving,
you likely feel a combination of excitement,
exhilaration, and perhaps a sense of weightlessness
as you are propelled through loops, twists, and
turns. The smoothness of the ride coupled with the
safety measures in place can create a feeling of
enjoyment and adrenaline rush.
Sir, 2. During the unexpected stoppage of the roller
coaster halfway through the second round, you
might experience a sudden jolt or jerk as the coaster
comes to an abrupt halt. This can evoke feelings of
surprise, concern, and even fear, especially since
roller coasters are designed to provide continuous
motion and sudden stops are not part of the expected
experience.
Sir for numbers 3 and 4, there are several factors
could contribute to the sudden stoppage of the roller
coaster, including mechanical failure, malfunctioning
of safety systems, human error, or external factors
such as adverse weather conditions. Mechanical
issues such as a malfunctioning brake system or a
problem with the power supply could lead to an
unexpected stop. Likewise, if the coaster's safety
sensors detect any irregularity or potential danger, it
may trigger an emergency stop to ensure the safety of
passengers.

D. Discussing new
TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
concepts
Day 2 A function at a given point can only be differentiable,
MARCH 5, 2024 if and only if, all of these three conditions are
(Preliminaries) satisfied:
1. The function must be continuous;
2. The graph must be smooth, with no sharp
bend; and,
3. The tangent line must be oblique (slanted) or
horizontal, not vertical.

Whenever any of those conditions is violated, the

derivative does not exist at that point. A derivative will
only exist if those three conditions mentioned above
are fulfilled to be true at a given point. Thus, you say
that a function f is differentiable at point a because
f’(a) derivative does exist.

Example 1: Determine whether f(x) is differentiable

and continuous at x = 3.
𝑓(𝑥) = { 𝑥2 , 𝑥 < 3
6𝑥 − 9, 𝑥 ≥ 3
For checking the continuity, we need to check the left
and right hand limits as well as the value of the
function at a point x = a.
𝒙𝟐, x < 3

𝟔𝒙 − 𝟗, 𝒙 ≥ 3
As you can observe, the graph continues at x = 3/2.
It is continuous at x = 3/2. It satisfies condition
(1). The graph is smooth, no sharp bend. It satisfies
condition (2). The tangent line (slope) is diagonal.
It satisfies condition (3). Therefore, it is
continuous and differentiable at x = 2.
Therefore, it is continuous but not differentiable at x =
0.

Example 3: Determine whether f(x) is differentiable

and continuous at x = 0.

𝑓(𝑥) = { 𝑥2 , 𝑥 < 0
𝑥 + 2, 𝑥 ≥ 0

For checking the continuity, we need to check the left

and right hand limits as well as the value of the
function at a point x = a.

𝒙𝟐, x < 0
 𝒙 + 𝟐, 𝒙 ≥ 𝟎

EXPERIENTIAL AND INTERACTIVE ENGAGEMENT

E. Continuation of the
TEACHER’S ACTIVITY LEARNERS’ ACTIVITY
discussion of the
new concepts
Day 3
March 6, 2024
F. Developing mastery TEACHER’S ACTIVITY LEARNERS’ ACTIVITY

Continuous, Not
Differentiable

G. Finding practical TEACHER’S ACTIVITY LEARNERS’ ACTIVITY

applications of
concepts and skills
in daily living Determine whether f(x) is
differentiable and continuous at x =
1.
Illustrate the graph of piecewise
function.

𝑓(𝑥) = { −3𝑥 + 1, 𝑥 ≤ 1
𝑥2 − 2𝑥 − 1, 𝑥 > 1

Determine whether f(x) is

differentiable and continuous at x =
0.
Graph the piecewise function.

𝑓(𝑥) = {4 − 𝑥2, 𝑥 ≤ 0
4 + 𝑥, 𝑥 > 0
H. Making TEACHER’S ACTIVITY
Generalizations
Day 4 What is the relationship between the
March 7, 2024 differentiability and continuity of a
function? In your own words, explain
the different conditions to be
satisfied for a given function to be
differentiable and continuous.
LEARNERS’ ACTIVITY
Sir, the relationship between
differentiability and continuity of a
function lies in how smoothly the
function behaves and how it changes
over its domain.
Continuity is about whether a
function can be drawn without lifting
your pen from the paper. In other
words, a function is continuous at a
point if it doesn't have any holes,
jumps, or breaks at that point. To be
continuous at a point x=c, three
conditions must be satisfied:
1. The function must be defined
at x=c (i.e., there's a value for
)f(c)).
2. The limit of the function as x
approaches c must exist.
3. The limit of the function as x
approaches c must be equal
to ()f(c). This ensures there
are no sudden jumps or holes
at x=c.
Differentiability, on the other hand,
is about how smoothly the function
changes at a point. A function is
differentiable at a point x=c if it has a
well-defined tangent line at that
 point. Mathematically, this means
that the derivative of the function at
x=c exists. To be differentiable at a
point, the function must be
continuous at that point, but that's
not enough. It also means that the
rate of change of the function as x
approaches c is consistent from both
sides. In other words, the derivative
from the left and right sides of x=c
must be the same.

• Continuity is a necessary
condition for differentiability.
• If a function is differentiable
at a point, it is necessarily
continuous at that point.
• However, a function can be
continuous at a point without
being differentiable at that
point.
• Differentiability implies
continuity, but continuity
does not necessarily imply
differentiability.

I. Evaluating Learners
Choose the correct letter that corresponds to the exact answer.

1. If f has a derivative at x = a, then f is continuous at x = a.

A. True
B. False
C. Sometimes
D. It depends on the given condition.

2. A function whose graph is otherwise continuous will fail to have a

derivative at a point where the graph has a
A. corner, cusp, horizontal tangent, discontinuity.
B. corner, cusp, vertical tangent, continuity.
C. corner, cusp, vertical tangent, discontinuity.
D. corner, curve, vertical tangent, continuity.

3. Where is the graph continuous yet NOT differentiable?

A. Continuous but not differentiable.

B. Differentiable but not continuous.
C. Neither continuous nor differentiable.
D. Both continuous and differentiable.
 5. Continuity implies differentiability.
A. True
B. False
C. Sometimes
D. Depends on the condition

Answer Key

1. A 2. C 3. D 4.D 5. A

LEARNER - GENERATED OUTPUT

J. Additional Activities
for Application or
remediation

___________ Accomplished
V. REMARKS ___________ Lesson to be continued
___________ Not accomplished

VI. REFLECTION

A. No. of learners who

earned 80% on the
Formative
Assessment

B. No. of learners who

require additional
activities for
remediation

C. Did the remedial

work? No. Of
learners who have
caught up with the
lesson

D. No. of learners who

continue to require
remediation

E. Which of my ____Experimentation _____ Hands-on demonstration

teaching strategies ____ Role Playing _____Authentic Activities
worked well? Why ____Collaborative Learning _____Debates
did this work? ____ Lecture _____Independent Study
____ Problem-based Learning
Others:
_____________________________________________________________________________
 F. What difficulties did ____ Bullying _____ Ventilation issues
I encounter which ____ Learners’ behavior _____Insufficient IM/ICT tools
my principal or ____Distraction during class hours
supervisor can help Others:
_____________________________________________________________________________
me solve?

G. What innovation or ____ Localized Videos _____ Musical Compositions

localized materials ____ Big Books _____ Localized/ Contextualized LP
did I use/discover ____ Recycled Materials _____ Use of Community as Laboratory
which I wish to Others:
_____________________________________________________________________________
share with other
teachers?
Prepared by: Checked by: Approved by:

Romualdo M. Dayrit Ruben B. Rivera Joseph T. Santos

Teacher I Master Teacher I Officer-In-Charge
Office of the Principal