Republic of the Philippines

Department of Education
MIMAROPA REGION
SCHOOLS DIVISION OF ORIENTAL MINDORO
Mansalay District

School Manaul National High School Grade Level Grade 11

Teacher Rodner Jr. L. Fruelda Learning Area Pre Calculus
Teaching Date and Time February 21, 2023 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 learners demonstrate an understanding of key concepts of conic sections
and systems of nonlinear equations.
B. Performance Standards The learners shall be able to model situations appropriately and solve
problems accurately using conic sections and systems of nonlinear equations.
Learning Competency:
 graph a parabola in a rectangular coordinate system
(STEM_PC11AG-Ib-2)
C. Learning Competencies/ Learning Objectives:
Objectives  determine the steps on how to graph a parabola
 graph a parabola in a rectangular coordinate system
 manifest appreciation of one’s knowledge in parabolas since its shape
and characteristics are widely used in practical applications
II. CONTENT Standard Form of Equation of a Parabola
III. LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Pages 20-32
2. Learner’s Materials Pages 19-32
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Garner, L. E. (1988). Calculus and Analytic Geometry. San Francisco, California:
Resources Dellen Publishing Company.
Leithold, L. (2002). The Claculus 7. Singapore: Addison-Wesley Publishing
Company, Inc.
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.
A. Review previous lesson Ask the students recall the different equations of a parabola at V (h,k). Call on
or presenting the new volunteers to write the equation and illustrate the parabola when it is:
lesson a. opening upward;
b. opening downward;
c. opening to the left; and
d. opening to the right.
 Answer Key:

a. c.

b. d.

The teacher lets the students realize that one’s knowledge in parabolas is very
important since its shape and characteristics are widely used in practical
B. Establishing a purpose
applications such as the design of parabolic mirrors, searchlights, and
for the lesson
automobile headlights; the path of a projectile motion; arches and cables of a
suspension bridge; and dish antennas.
C. Presenting examples/
instances of the new
lesson
 Illustrative Example 1: (Parabola that Opens Upward or Downward)
Graph the equation: x2 – 6x + 5y = -34

Solution:
1. Find the properties of the equation of the parabola.
Vertex (3,-5), Focus (3, -6.25), Directrix y= - 3.75, Axis x = 3.
2. Express the equation in terms of y. Construct a table of values from

the transformed equation. y=

−x 2 +6 x−34
5
x -2 -1 0 1 2 3 4 5 6 7 8
D. Discussing new concepts y - - - - - - - - - - -
and practicing new skills 10 8.2 6.8 5.8 5.2 5 5.2 5.8 6.8 8.2 10
#1 3. Sketch the graph by plotting the properties and the table of values in
the Cartesian Plane.

Illustrative Example 2: (Parabola that Opens to the Left and to the Right)

( ) ( )
2
5 9
Graph the equation: y + =−5 x−
2 2

Solution:
1. Find the properties of the equation of the parabola.
Vertex (4.5,-2.5), Focus (3.25, -2.5), Directrix x = 5.75, Axis y = -2.5.
2. Express the equation in terms of y. Construct a table of values from
the two transformed equations. The union of the graph of these two
equations gives the graph of the parabola.

x -4 -3 -2
y 1=
-1
−5
2 √
+ −5 x−
0
9
2 ( )
1 2 3 4
y 4.0 3.62 3.20 2.74 2.2 1.68 1.04 0.24 -0.92
E. Discussing new concepts 2 4
and practicing new skills
#2

x -4 -3 -2
y 2=
−5
2
-1
√
− −5 x −
0
9
2 ( )
1 2 3 4
y - - - - - - - - -
9.02 8.62 8.20 7.74 7.24 6.68 6.04 5.24 4.08

3. Sketch the graph by plotting the properties and the table of values in
the Cartesian Plane.
F. Developing mastery Ask students to revisit the exercises in the past 2 days about the equation and
(leads to formative properties of a parabola at V (0,0) and at V (h, k) and let them graph it to
assessment 3) practice their skill in graphing a parabola.
G. Finding practical
applications of concepts
and skills in daily living
Ask the students to generalize the steps of graphing a parabola based on the
illustrative examples 1 & 2. Let them compare the steps if the graph is open
upward and downward or if open to the left and to the right.

Model Answer:
1. Find the properties of the equation of the parabola.
H. Making generalizations 2. Express the equation in terms of y.
and abstractions about 2.1. If the parabola is open upward and downward, construct a table
the lesson of values from the transformed equation.
2.2. If the parabola is open to the left and to the right, construct a
table of values from the two transformed equations. The union
of the graph of these two equations gives the graph of the
parabola.
3. Sketch the graph by plotting the properties and the table of values in
the Cartesian Plane.
Let the students answer Item # 1 from Exercise 1.2 found in page 30-31 of the
I. Evaluating Learning
teachers’ guide.
J. 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
VI. REFLECTION 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: Inspected by:

RODNER JR L. FRUELDA JULIANITA D. GUSTILO
Math Teacher School Head