PC Ii-13

School Yumbing National High School Grade Level Grade 11
Teacher Fritzie Jane B. Bayotlang Learning Area Pre-Calculus

Teaching Date and Time January 9-10, 2024 Quarter Second
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.
I. OBJECTIVES
These are 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 circular functions, trigonometric
identities, inverse trigonometric functions, and the polar coordinate system.
B. Performance The learner is able to formulate and solve accurately situational problems involving circular
Standards functions.
Learning Competency: Graph the six circular functions (a) amplitude, (b) period, and (c) phase
shift. (STEM_PC11T-IIc-d-1)
C. Learning
Learning Objectives:
Competencies/
1. Graph the circular functions: cosecant and secant.
Objectives
2. Find the amplitude, period and phase shift of cosecant and secant functions.
3. Display perseverance in graphing the secant and cosecant functions.
II. CONTENT Trigonometry
III. LEARNING teacher’s guide, learner’s module,
RESOURCES
A. References
1. Teacher’s Guide Pages 154-158
2. Learner’s Materials Pages 165-168
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Internet
Resources https://www.mathway.com/popular-problems/Precalculus/400999
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
IV. PROCEDURES systematically 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 The teacher lets the students recall that cosecant is the reciprocal of sine, and secant s the
or presenting the new reciprocal of cosine.
lesson
B. Establishing a purpose The teacher lets the students know that aside from the three circular functions, we can also
for the lesson graph the other co-functions: secant and cosecant.
C. Presenting examples/ The teacher lets the students work in pairs.
instances of the new
lesson Given the key numbers (that is, numbers where y = sinx crosses the x-axis, attain its maximum
and minimum values) and some neighboring point.
They are tasked to find the y=csc x (which we know that it’s the reciprocal of sin x.
And the teacher will call random students to share their answers in front.
Possible answer:
D. Discussing new The teacher will present and discuss the graph of a secant and cosecant functions and give
concepts and various exmaples.
practicing new skills
#1
Figure 3.21 shows one cycle of the graphs of y = sin x (dashed curve) and y = csc x (solid
curve). Notice the asymptotes of the graph y = csc x.
Another way in graphing circular functions is through the following:

a. amplitude b. period c. phase shift
a csc ( bx−c )+ d
a csc ( bx−c )+ d
Example:
y=csc x
Use the form a csc ( bx−c )+ d to find the variables used to find the amplitude, period, phase
shift, and vertical shift.
a=1
b=1
c= 0
d=0
E. Discussing new
concepts and
practicing new skills
#2
F. Developing mastery Working in pairs, the teacher will let the students answer these practice exercises:
(leads to formative
assessment 3) x
1. y=2csc
2
Possible answer:
2. y=2−sec 2 x
Possible answer:
G. Finding practical
applications of
concepts and skills in
daily living
H. Making The teacher will have a closure about the topic by giving the students things to remember.
generalizations and
abstractions about the Things to remember:
lesson 1.
2.
3. We can also use the amplitude, period, and phase shift in graphing secant and cosecant
functions.
I. Evaluating Learning The teacher will let the students work by pair (same pair a while ago).
Direction: Sketch the graph of the following functions.

1. y=−sec x
2. y=csc 4 x−1
Answer Key:
1.
2.
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
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: Checked by:
FRITZIE JANE B. BAYOTLANG LIEZL A. OCLARIT

Subject Teacher School Principal

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School Yumbing National High School Grade Level Grade 11

Teacher Fritzie Jane B. Bayotlang Learning Area Pre-Calculus

Another way in graphing circular functions is through the following:

Direction: Sketch the graph of the following functions.

Prepared by: Checked by:

FRITZIE JANE B. BAYOTLANG LIEZL A. OCLARIT

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