Description
DAILY LESSON LOG
DAILY LESSON LOG (Based on DepED Order No. 42, s. 2016)
School
Ocampo National High School
Teacher
Genaro N. de Mesa, Jr.
Teaching Dates and Time
September 5, 2017 4:30 - 5:30 p.m.
Grade Level Learning Area Quarter
11 Mathematics (Pre-Calculus) 1st
I. OBJECTIVES A. Content Standard
The learners demonstrate an understanding of key concepts of conic sections. (Circle) B. Performance The learners shall be able to model situations appropriately and solve Standard problems accurately using conic sections. (Circle) C. Learning Determine the standard form of equation of a circle. Competency (STEM_PC11AG-Ia-3) D. Learning Objectives In this lesson, at least 80% of the learners are expected to: 1. determine the standard form of equation of a circle given its:a) center & radius; andb) general equation. 2. cite significant applications of circle as one of the conic sections in real-life. Determining the Standard Form of Equation of a Circle II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide 10-12 pages 2. Learner’s Material pages 3. Textbook pages Pre-Calculus by John Gabriel P. Pelias, pages 7-10 4. Additional Materials from Learning Resources (LR) Portal B. Other Learning Circle Equations. https://www.mathsisfun.com/algebra/circleResources equations.html Conics: Circles: Introduction&Drawing.http://www.purplemath.com/modules/circle.html IV. PROCEDURES A. Reviewing Recall (Previous Lesson: Definition of a Circle and Writing the Equation of a Circle from Standard to General form) previous lesson The students will sing “The Circle Song” downloaded from youtubein or presenting the reviewing the definition and basic concepts of circle as one of the conic new lesson sections. Motivation - “Complete and make it Perfect” (Group Game) - Direction: Each group will determine the missing value to complete the square and to make it perfect square trinomial. Then they will express each perfect square trinomial as a square of a binomial. The first group to accomplish the task correctly will be the winner and will receive a bonus points (4 ) in the performance task (group project) while the second, third and fourth group to accomplish the said task will receive 3, 2 and 1 respectively. Task 1: Find the missing value to complete the square and to make it perfect square trinomial. Then, express each as a square of a binomial.
B. Establishing the purpose for the lesson
C. Presenting instances of the new lesson
- To determine the standard form of equation of a circle given its:a) center & radius; and b) general equation. - To cite significant applications of circle as one of the conic sections in real-life. - The teacher will give each group steps (derivations) in determining the standard form of equation of a circle (given its general form) written in a 6 strips of colored papers. They will arrange the said steps and paste it in a ¼ manila paper - The group to arrange correctly the steps within 90 seconds will receive additional bonus points (1 ). - The teacher will facilitate the said task and unlock some expressions in the final step of the derivation.
D. Presenting/discussing new concepts/Practicing new skills # 1
Lesson Proper Activity a. Pre-activity -With the same group, they will perform two tasks (Task 3 & 4) about determining the equation of a circle in standard form given its center (h, k) & radius (r) and determining the equation of a circle in standard form given its general equation. - The rubrics in grading their group output are 4 points for correctness of answers, 3points for member’s participation and 3 points for presentation of the output. Task 3: Activity Title: “What is mystandard?” Direction: Determine the equation of a circle in standard form given its center (h, k) and radius (r).(3 items per group)
E. Presenting /Discussing new concepts/Practicing new skills # 2
Task 4: Activity Title: “I want you. Do you want me?”
Question: Where do you always find joy and satisfaction? To answer: Determine the equation of a circle in standard form given its general equation. Select the correct answer from the given choices and post the letters that correspond to the respective answers on the space provided. (3 or 4 letters per group)
b. Post-Activity F. Developing Mastery
- The students will post their group outputs on the board for presentation.After the presentation; processing and feedbacking will be given. Analysis - What can you say about the activity? - In task 3, how did you determine the equation of a circle in standard form given its center and radius? - In task 4, how did you determine the standard form of equation of a circle given its general equation? What mathematics concept(s) or principle(s) did you apply in writing equation of a circle from general to standard form?
G. Finding practical applications of concepts/skills in real life.
Situation:The Provincial Disaster and Risk Reduction Management Committee (PDRRMC) advised the residents living within the 10 km radius critical area to evacuate due to eminent eruption of a Mayonvolcano. On the map that is drawn on a coordinate plane, the coordinates corresponding to the location of the volcano is (3, 4). a) If each unit on the coordinate plane is equivalent to 1 km, what is the standard form of the equation of the circle enclosing the critical area? b) Suppose you live at point (11, 6). Would you follow the advice of the PDRRMC? Why? c) In times of eminent disaster, what precautionary measures should you take to be safe?
The students will cite significant applications of circle as one of the conic sections in real life. Short youtube video clip on “Circle-Application in Real Life” will be played.
H. Making generalizations and abstractions about the lesson
- What can you conclude about the process in determining the standard form of equation of a circle given its center and radius? - What are the steps that you have followed in determining the equation of a circle in standard form given its general equation? - Suppose two circles have the same center, should the equation in standard form defining these circles be the same? Why?
A. Determine the equation of a circle in standard form given its center and radius. I. Evaluating learning
J. Additional Activities for application/remediation
B. Answer the problem below. 4.On a grid map of Camarines Sur province, the coordinate that correspond to the location of a cellular phone tower is (-2, 8) and it can transmit signals up to a 12 km radius. What is the equation in standard form that represents the transmission boundaries of the tower? 5. What is the equation of a circle in standard form if its general equation is x2 + y2 + 6x − 10y − 15 = 0? C. Cite two significant applications of circle in real life. Solve the problem. 1. Cellular phone networks use towers to transmit calls to a circular area. On a grid of a Camarines Sur province, the coordinates that correspond to the location of the towers and the radius each covers are as follows: Wise Tower is at (-5, -3) & covers a 9 km radius; Global Tower is at (3, 6) & covers a 4 km radius; and Star Tower is at (12, -3) and covers a 6 km radius. What is the equation (in standard form) that represents the transmission boundaries of each tower? 2. What is the equation of a circle in standard form if its general equation is 3x2 + 3y2 + 4x + 5y − 7 = 0?
V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the formative assessment B. No. of learners who require additional activities for remediation C. Did the remedial lessons work? No. of learners who caught up 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/localized materials did I use/discover which I wish to share with other teachers?
Prepared by:
GENARO N. DE MESA, JR., LPT, MA.Ed. Demonstration Teacher
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