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    DLL Precalculus Week 9

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    Elswhere Escosar
    1) The lesson plan summarizes a Pre-Calculus lesson on ellipses taught to 11th grade students. The objectives are to define an ellipse, determine its standard form equation, and demonstrate cooperation. 2) Examples of ellipses are shown in pictures and diagrams. Their key characteristics are explained, including that the sum of distances from two foci is constant. 3) Students practice identifying ellipses and deriving the standard form equations for ellipses with the center at (0,0) and not at (0,0). Formative assessment is used to evaluate student learning.

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    DLL Precalculus Week 9

    Uploaded by

    Elswhere Escosar
    72 views4 pages
    1) The lesson plan summarizes a Pre-Calculus lesson on ellipses taught to 11th grade students. The objectives are to define an ellipse, determine its standard form equation, and demonstrate cooperation. 2) Examples of ellipses are shown in pictures and diagrams. Their key characteristics are explained, including that the sum of distances from two foci is constant. 3) Students practice identifying ellipses and deriving the standard form equations for ellipses with the center at (0,0) and not at (0,0). Formative assessment is used to evaluate student learning.

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    1) The lesson plan summarizes a Pre-Calculus lesson on ellipses taught to 11th grade students. The objectives are to define an ellipse, determine its standard form equation, and demonstrate cooperation. 2) Examples of ellipses are shown in pictures and diagrams. Their key characteristics are explained, including that the sum of distances from two foci is constant. 3) Students practice identifying ellipses and deriving the standard form equations for ellipses with the center at (0,0) and not at (0,0). Formative assessment is used to evaluate student learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    72 views4 pages

    DLL Precalculus Week 9

    Uploaded by

    Elswhere Escosar
    1) The lesson plan summarizes a Pre-Calculus lesson on ellipses taught to 11th grade students. The objectives are to define an ellipse, determine its standard form equation, and demonstrate cooperation. 2) Examples of ellipses are shown in pictures and diagrams. Their key characteristics are explained, including that the sum of distances from two foci is constant. 3) Students practice identifying ellipses and deriving the standard form equations for ellipses with the center at (0,0) and not at (0,0). Formative assessment is used to evaluate student learning.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    DAILY LESSON LOG OF STEM_PC11AG-Ic-1&Ic-2(Week Three-Day One)

    School Grade Level Grade 11


    Teacher Learning Area Pre-Calculus
    Teaching Date and Time Quarter First
    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
    I. OBJECTIVES assessed using Formative 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 non-linear equations.
    B. Performance The learner shall be able to model situations appropriately and solve problems
    Standards accurately using conic sections and systems of non-linear equations.
    Learning Competency: defines an ellipse (STEM_PC11AG-Ic-1)
    determines the standard form of equation of an ellipse
    C. Learning (STEM_PC11AG-Ic-2)
    Competencies/ Learning Objectives:
    Objectives 1. Define an ellipse and its parts.
    2. Determine the standard form of equation of an ellipse.
    3. Demonstrate cooperation in class discussion.
    II. CONTENT Analytic Geometry
    III. LEARNING teacher’s guide, learner’s module
    RESOURCES
    A. References
    1. Teacher’s Guide
    2. Learner’s Materials 33-40
    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
    IV. PROCEDURES by providing 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.
    Picture Analysis: (Contextualization & Localization)
    1) Present to the class 2 pictures of a plaza such as Osmena Circle. First picture
    which is circle in form and the second picture which is elliptical.
    Ask the class: Which from the two pictures show a design that uses a circle?
    2) Present to the class another picture, the solar system.
    A. Review previous lesson or
    Ask the class: What shape do the planets are following when they orbit
    presenting the new lesson
    around the sun? Is it circular?
    After sharing of thoughts, make it clear to the class that the first picture of a
    plaza is circular while the second one is elliptical, or its form is an ellipse. With
    the solar system, its orbits is also elliptical in shape, thus it is an ellipse.

    The teacher emphasizes that with the different shapes around us, it is good to
    B. Establishing a purpose for
    be able to distinguish circle from an ellipse because they are not the same in
    the lesson
    many ways.
    C. Presenting examples/ Present different pictures of ellipse. Let them identify whether the pictures
    instances of the new lesson show ellipse or not.
    The following will be discussed to the class:
    What is an ellipse?
    An ellipse is the set of all points on the plane , the sum of whose distances from
    two fixed points , called the foci, is a constant. The line containing the foci is
    called the major axis. The line through the center and perpendicular to the
    major axis is called the minor axis. To explain, the teacher uses of the figures
    shown on page 34 of the learner’s module
    To discuss further (use the discussion found in Learner’s Module on pp 35-36),
    present to the class a general illustration of an ellipse with its parts such as
    center, foci, vertices and covertices. After such, another example of an ellipse
    with origin at (0,0) and with origin not at (0,0) will be shown for the students
    to try naming the parts and their respective coordinates . When students are
    able to determine the coordinates of the parts, present to them the equations
    of these ellipses for them to derive and determine the standard form of the
    equation of an ellipse.

    To determine the equation of an ellipse in standard form, use the following


    equations depending on position of the major axis.
    D. Discussing new concepts When center is at (0,0)
    and practicing new skills x2 y 2
    + = 1, major axis coincides the x – axis; a>b
    a2 b2
    2 2
    x y
    2
    + 2 = 1 , major axis coincides the y – axis; b>a
    b a

    When center is at (h,k)


    2
    ( y−k )
    ¿¿ + 2
    = 1, major axis coincides the x – axis; a>b
    b
    2 2
    ( x−h) ( y−k )
    2
    + 2
    = 1 , major axis coincides the y – axis; b>a
    b a

    In the standard equation, if the x-part has the bigger denominator, the ellipse
    is horizontal. If the y-part has the bigger denominator, the ellipse is vertical.
    E. Developing mastery
    F. Finding practical
    applications of concepts
    and skills in daily living
    The lesson will be summarized by letting students complete the statements.
    G. Making generalizations and 1) An ellipse is defined as such when it has the following parts such
    abstractions about the as________.
    lesson 2) The standard form of the equation of an ellipse is ___________when center
    is at (0,0)
    Give the center of an ellipse then create the equation.
    H. Evaluating Learning
    Identify the equation of an ellipse.
    I. Additional activities or
    remediation
    V. REMARKS
    Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
    What works? What else needs to be done to help the pupils/students learn? Identify what help your
    VI. REFLECTION 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:
    MARIA IVANA M. MAYOL
    Math Teacher

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