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BC Iv-8

1. The daily lesson log summarizes a calculus lesson on integration by substitution for a grade 11 class. 2. Students were taught how to compute antiderivatives using substitution and practiced examples involving logarithmic, exponential, trigonometric and other functions. 3. The teacher reflected on students' understanding through formative assessment and identified those requiring additional support to master the concepts taught.

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21 views3 pages

BC Iv-8

1. The daily lesson log summarizes a calculus lesson on integration by substitution for a grade 11 class. 2. Students were taught how to compute antiderivatives using substitution and practiced examples involving logarithmic, exponential, trigonometric and other functions. 3. The teacher reflected on students' understanding through formative assessment and identified those requiring additional support to master the concepts taught.

Uploaded by

sevyn
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DAILY LESSON LOG OF STEM_BC11I-IVb-c-1 (Week –Two-Three-Day One)

School Grade Level Grade 11


Teacher Learning Area Basic Calculus
Teaching Date and Time Quarter Fourth
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
OBJECTIVES knowledge and competencies. 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.
Content Standards The learner demonstrates understanding of key concepts of antiderivatives and Rieman Integral
Performance Standards The learner is able to formulate and solve accurately situational problems involving population
models.
Learning Competency: compute the antiderivative of a function using substitution rule and table of
integrals (including those whose antiderivatives involve logarithmic and inverse trigonometric
functions) (STEM_BC11I-IVb-c-1)
Learning Objectives:
1. Recall theorems on integrals yielding the exponential and logarithmic function
Learning Competencies/
2. compute the antiderivative of a function using substitution rule and table of integrals
Objectives
(including those whose antiderivatives involve logarithmic and inverse trigonometric
functions)
3. demonstrate self confidence in explaining one’s answer

CONTENT Intergration (Day 2)


LEARNING RESOURCES teacher’s guide, learner’s module,
References
Teacher’s Guide
Learner’s Materials
Textbook pages Pp.204-209
Additional Materials
from Learning Resource
(LR) portal
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.
PROCEDURES Sustain learning 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.
Recall theorems on integrals yielding the exponential and logarithmic function

Review previous lesson


or presenting the new
lesson

There are occasions when it is possible to perform a difficult piece of integration by first
making a substitution. This has the effect of changing the variable and the integrand. The ability to
Establishing a purpose
carry out integration by substitution is a skill that develops with practice and experience, but
for the lesson
sometimes a sensible substitution may not lead to an integral that can be evaluated. We must then be
prepared to try out alternative substitutions.
Suppose we are given an intergral of the form ∫ f ( g ( x ) ) ∙ g ' ( x ) dx . We can transform this
Presenting examples/ into another form by changing the independent variable x to u using the substitution u = g(x) . In this
instances of the new du
= g’(x) dx. Therefore, ∫ f ( g ( x ) ) ∙ g ( x ) dx = ∫ f (u) du. This change of variable is one of
'
lesson case,
dx
the most important tools available to us. This technique is called integration by substitution.
Discussing new Evaluate the following integral.
concepts and practicing
new skills #1
Example 7.1 ∫ e3 xdx
Example 7.2 ∫ 2 dx
4x
1
Example 7.3 ∫ 2 x−1 dx

Example 8: Evaluate ∫ cos ( 4 x +3 ) dx

Discussing new
concepts and practicing
new skills #2

Example 9: Evaluate the integral ∫ sinxcosxdx

Developing mastery
(leads to formative
assessment 3) Example 10: Evaluate the integral ∫ e sinx cosx dx

Finding practical
applications of concepts
and skills in daily living
Making generalizations Ask the students to explain the method of integration by substitution based on the examples
and abstractions about shown.
the lesson
Evaluating Learning

Additional activities or
remediation
REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to
REFLECTION be done to help the pupils/students learn? Identify what help your instructional supervisors can provide for you so when you
meet them, you can ask them relevant questions.
No. of learners who earned
80% of the evaluation
No. of learners who require
additional activities for
remediation who scored below
80%
Did the remedial lesson work?
No. of learners who have
caught up with the lesson.
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers

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