DAILY LESSON LOG OF STEM_PC11AG-Ia-5 ( Week One- Day four)

School Grade Level 11

Teacher Learning Area Mathematics

Teaching Date and Time Quarter 1st

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
I. OBJECTIVES 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.
A.Content Standards The learner demonstrates understanding of key concepts of conic sections and
systems of nonlinear equations
B.Performance Standards The learner shall be able to model situations appropriately and solve problems
accurately using conic sections and systems of nonlinear equations.
Learning Competency:
Defines a parabola. STEM_PC11AG-Ia-5
C.Learning Competencies/ Learning Objectives:
Objectives 1. Define a parabola
2. Determine the properties of parabola
3. Show appreciation to the concept about parabola
II. CONTENT Parabola
III.LEARNING RESOURCES
A.References Learner’s Materials
1. Teacher’s Guide pages
2.Learner’s Materials pages pp.21-24
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)
portal
B.Other Learning Resources
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
IV.PROCEDURES 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.
ACTIVITY 1
In this activity, the students will work in pairs.
Direction: In Grade 9 Mathematics, parabola is the graph of quadratic functions. To
A.Review previous lesson or
refresh your idea about parabola, do the task below.
presenting the new lesson
1. Given the quadratic functions, determine the concavity and vertex.
(3 minutes)
a. y=x2-4 b. y=(x-2)2 + 3 c. y=-(x+1)2 d. y=-x2-3
Answer key:
1. a.upward,(0,-4) b. upward, (3,3) c. downward, (-1,0) d. downward, (0,-3)
B.Establishing a purpose for The teacher presents the objectives of the lesson to the class and let the students
the lesson recognize the importance of the concept of parabola
(2 minutes)
C.Presenting examples/ ACTIVITY 2
instances of the new lesson In this activity, the students will work with the same partner.
(15 minutes) Direction: Shown in the figure below is a parabola. Do the task below. The teacher
goes around the room to provide needed support.
Let the distance from a point on the parabola to the point in parabola be equal to the
distance from the same point on the parabola to line outside the parabola.
 1. Determine the distance of the following:
a. A to D b. C to D c. B to D d. E to D
2. Distance from the broken line to the following points.
a. A b. B C. C D. D e. E
Answer Key:
1. a.1 b.2 c. 1.6 d. 3
2. a.1 b. 1.6 c. 2 d. 2 e. 3
D.Discussing new concepts The teacher talks about the concept parabola. The teacher will relate the Activity 1
and practicing new skills #1 and 2 to the topic about parabola. Furthermore, he/she describe the properties of
(10 minutes) parabola.
E.Discussing new concepts
and practicing new skills #2
ACTIVITY 3
In this activity, the students will work with the same partner.
Direction: Do the task below. The teacher goes around the room to provide needed
support.
F.Developing mastery (leads 1. Determine whether the following equations describe a parabola or not.
to formative assessment 3) a. x2-4x+4-y=0 b. x-y2-2x+3=0 c. x2+y2-2x+4y-1=0 d. 4x2-2y+6x-3y+1=0
(10 minutes) 2. Determine the opening of the following equations of parabola.
a. y=2x2 b. x=-3y2-1 c. x=4(y-2)2-3 d.y =-3(x+1)2
Answer Key:
1.a. parabola b. parabola c. not parabola (circle) d. parabola
2. a. upward b. to the left c. to the right d, downward
G.Finding practical
applications of concepts and
skills in daily living
H.Making generalizations The teacher summarizes the mathematical concept of parabola. Likewise, he/she
and abstractions about the gives examples to some applications of parabola.
lesson
( 5 minutes)
I.Evaluating Learning Direction: Do the task given.
( 15 minutes) 1. Given the figure below, determine the distance of the following:

a. A to D b. B to D c. C to D
2. Give an equation of parabola for the following description
a. facing down b. opening to the left c. facing to the right d. opening up
3. What is a parabola?
Answer Key:
1. a. 2 b. 3.25 c. 5
2. any equation of parabola will do as long as it fits the description
3. A parabola is a conic formed when the plane intersects only one cone to form an
unbounded curve

J.Additional activities or
remediation
V.REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
VI.REFLECTION works? What else needs to be done to help the pupils/students learn? Identify what help your 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:

ROBERT P. ROM
Cabancalan NHS Math Teacher