ALITAGTAG COLLEGE, INC.

High School Department Main

Poblacion West, Alitagtag, Batangas 4205

Flexible Instruction Delivery Plan (FIDP)

Grade: Grade 11 Semester: First Semester

Specialized Subject Title: Pre – Calculus No. of Hours/Semester: 80 hours
Core Subject Description: At the end of the course, the students must be able to apply concepts and solve problems involving conic sections, systems of nonlinear equations,
series and mathematical induction, circular and trigonometric functions, trigonometric identities, and polar coordinate system.
Culminating Performance Standards: The learner will be able to demonstrate understanding and appreciation on applying concepts and solve problems involving conic
sections, systems of nonlinear equations, series and mathematical induction, circular and trigonometric functions, trigonometric identities, and polar coordinate system.

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
1st Quarter

Analytic The learner Introduction The learners The learners D 1. Illustrate the D Applying/ Making Problem Printed/Digital
Geometry will be able to to Conic shall be able to... 1. Illustrate different types Analyzing generalizations Solving Materials
demonstrate Sections and model situations the of conic Open – ended
understanding Circles appropriately different sections: Questions
and and solve types of parabola, Solving
appreciation problems conic ellipse, circle, Situational
on applying accurately using sections: hyperbola, and Problems
concepts and conic sections parabola, degenerate
solve problems and systems of ellipse, cases.
involving nonlinear circle,
conic sections, equations hyperbola
systems of , and
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)

nonlinear degenerat
equations, e cases.
series and
mathematical 2. Describe U 2. Describe a U Understandi
induction, a Circle Circle ng
circular and
trigonometric
functions, 3. Describe
trigonometric 3. Describe U U Understandi
identities, and standard standard form of ng .
polar form of equation of a
coordinate equation circle
system
of a
circle

4. Graph a D 4 Graph a circle D Evaluating/

circle in in a rectangular Applying
a coordinate
rectangul system
ar
coordina
te
system

What to Teach? Why Teach? How to Assess? How to Teach?

 Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)

Parabola The learners U 1. Describe a U Understandi Making Problem Printed/Digital

1. Describe Parabola ng generalization Solving Materials
a Solving
Parabola situational Video
problems Presentation via
ClassIn
2. Determi U 2. Determine the U Understandi
ne the standard form of ng
standard equation of a
form of parabola
equation
of a
parabola

3. Graph a D 3. Solves rational D Applying/ 40 minutes

parabola equations and Evaluating virtual class via
in a inequalities. ClassIn
rectangul
ar
coordina
te
system

Ellipses U 1. Describe an U Understandi

The learners ellipse ng
1. Describe
an
ellipse
U 2. Determine the U Understandi
2. Determi standard for of ng
ne the
 What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)

standard equation of an
for of ellipse
equation
of an
ellipse

3. Graph an D 3. Graph an D Applying/

ellipse in ellipse in a Evaluating
a rectangular
rectangul coordinate
ar system
coordina
te D
system

Hyperbola The learners U 5. Describe a U Understandi Making Problem Printed/ Digital

1. Describe Hyperbola. ng generalization Solving Materials
a
Hyperbo
la

U 2. Determine the U Understandi Problem Video

2. Determi standard form of ng Solving Presentation via
ne the equation of a ClassIn
standard hyperbola
form of
equation
 of a

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
hyperbol
a

3. Graph a D 3. Graph a D Evaluating/

hyperbol hyperbola in a Applying
a in a rectangular
rectangul coordinate
ar system
coordina D D
te Creating
system

The learners U 1. Recognize the U Understandi

1. Recogni equation and ng
ze the important
equation characteristics of
and the different
importan types of conic
t sections
character
istics of
the
different
types of
conic
sections
D 1. Solves D Creating
2. Solves situational
 situation problems
al

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
 problem involving conic
s sections
involvin
g conic
sections

The learners D 1. Illustrate D Applying/ Open – ended Problem Printed/Digital

1. Illustrate systems of Analyzing Questions Solving Materials
systems nonlinear
of equations
nonlinea
r
equation
s

U 2. Determine the U Understandi Online quizzes

2. Determi solutions of ng
ne the systems of
solutions nonlinear
of equation using
systems techniques such
of as substitution,
nonlinea elimination, and
r graphing
equation
using
techniqu
es such

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Most Thinking Skills to Assess
Content Performance
Essential Flexible
Content Standard Standard Enabling Flexible
Topics KUD KUD Assessment
Complete Most Essential RBT Level General Learning
Classification Classification Activities
Strategy Strategies (FLS)
(FAA)
 Performance
Check(s)

as
substituti
on,
eliminati
on, and
graphing D 3. Solve D Creating Solve Problem
situational situational Solving
3. Solve problems problems
situation involving involving
al systems of systems of
problems nonlinear nonlinear
involvin U equations D Creating equations
g
systems
of
nonlinea
r
equation
s

Series and The learners Series and The learners The learners
Mathemat demonstrate Sigma shall be able to 1. Illustrate D 6. Illustrate a D Applying/ Making Problem Printed/Digital
ical an Notation keenly observe a series series Analyzing generalization Solving Materials
Induction understandin and investigate
g of key patterns, and
concepts of formulate
series and appropriate

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
 mathematical mathematical 2. Different U 2. Differentiate a U Understandi Open – ended Communic Video
induction and statements and iate a series from a ng Questions ation presentation via
the Binomial prove them series sequence ClassIn
Theorem. using from a
mathematical sequence
induction
and/or
Binomial
Theorem
D D

Mathemati 1. Illustrate D 1. Illustrate the D Applying/ Making Video

cal the Principle of Analyzing Generalizatio presentation via
Induction Principle Mathematical n ClassIn
of Induction
Mathem
atical
Inductio
n

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
2nd Quarter
Series and The learners The The learners The learner
Mathemat demonstrate Binomial shall be able to 1. Illustrate D 1. Illustrates D Applying/ “Worksheet” Problem 40 minutes
ical an Theory keenly observe s Pascal’s Triangle Analyzing Solving virtual class via
Induction understandin and investigate Pascal’s in the expansion ClassIn
g of key patterns, and Triangle of (x + y)n for
concepts of formulate in the small positive
series and appropriate expansio integral values of
mathematical mathematical n of (x + n.
induction and statements and y)n for
the Binomial prove them small
Theorem. using positive
mathematical integral
induction values of
and/or n.
Binomial
Theorem 2. Prove
the U 2. Prove the U Understandi Communic
Binomial Binomial ng ation
Theorem Theorem

3. Solve D 3. Solve D Evaluating/ Problem

problems problems using Applying Solving
using mathematical
mathema induction and the
tical Binomial
inductio Theorem
n and the
Binomial
Theorem

What to Teach? Why Teach? How to Assess? How to Teach?

Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
Trigonom The learner The learners
etry demonstrates shall be able
an to:
understandin The learner
g of key 1. Formulate 1. Illustrate D 1. Illustrate the D Applying/ FAA1: Problem Online quizzes
concepts of and solve the unit unit circle and Analyzing Worksheet Solving through (classin,
circular accurately circle the relationship Genyo and etc.)
functions, situational and the between the
trigonometric problems relations linear and
identities, involving hip angular measures
inverse circular between of a central angle
trigonometric functions. the linear in a unit circle
function, and 2. Apply and
the polar appropriate angular
coordinate trigonometric measures
system. identities in of a
solving central
situational angle in
problems a unit
circle

2. Determi U 2. Determine U Understandi FAA2: Communic 40 minutes

ne whether an ng Open ended ation virtual class via
whether equation is an questions ClassIn
an identity or a
equation conditional
is an equation
identity
or a
What to Teach? Why Teach? How to Assess? How to Teach?
Highest Enabling Strategy to
Higher Order Thinking Skill
Learning Competencies Use in Developing the Highest
to Assess
Thinking Skills to Assess
Most Flexible
Content Performance
Essential Assessment
Content Standard Standard Enabling Flexible
Topics KUD KUD Activities
Complete Most Essential RBT Level General Learning
Classification Classification (FAA)
Strategy Strategies (FLS)
Performance
Check(s)
 conditio
nal
equation

3. Graph D 3. Graph the six D Applying -Homework - Communic Online quizzes

the six circular functions Contribution ation through (classin,
circular (a) amplitude, (b) to group Genyo and etc.)
functions period and (c) discussion
(a) phase shift
amplitud
e, (b)
period
and (c)
phase
shift

Performance Task
Prepared by:

MR. GIAN CARLO N. ESGUERRA, L.P.T.

Teacher

Checked by:

MISS JESSICA Q. ADAME, LP.T., M.A.Ed.

Asst. Principal for Academics
Approved by:

ENGR. TEOFILO GERRY B. BANTA, L.P.T., M.A.Ed.

Principal