DAILY LESSON LOG OF M10GE-IIh-1 (Week Eight-Day 1) School Teacher Teaching Date and Time I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competencies/ Objectives II. CONTENT III. LEARNING RESOURCES A. References 1. Teacher’s Guide 2. Learner’s Materials 3. Textbook pages 4. Additional Materials from Learning Resource (LR) portal B. Other Learning Resources IV. PROCEDURES A. Review previous lesson or presenting the new lesson Grade Level Learning Area Quarter Grade 10 Mathematics 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. 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. The learner demonstrates understanding of key concepts of circles and coordinate geometry. The learner is able to formulate and find solutions to challenging situations involving circles and other related terms in different disciplines through appropriate and accurate representations. Learning Competency: Illustrates the center –radius form of the equation of a circle (M10GE-IIh-1) Learning Objectives: 1. Recall distance formula 2. Determine the coordinates of a point at the center and the radius of a circle drawn on a coordinate plane 3. Demonstrate appreciation in determining the coordinates of a point at the center and the radius of a circle The Equation of a Circle teacher’s guide, learner’s module, Pages 116-180 Pages 127-210 Next Century Mathematics; pages 356-363 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 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. The teacher lets the student by pair answer Activity 1 “Make It Perfect” on page 252 numbers 1-5 of the LM. The teacher lets somebody do a board work on how the answers are obtained. Then asks the following questions: a. How did you determine the number that must be added to each expression to produce a perfect square trinomial? b. How did you express each resulting perfect square trinomial as a square of a binomial? Varied answers are drawn from the students. B. Establishing a purpose for the lesson C. Presenting examples/ instances of the new lesson The teacher emphasizes that completing the square is a prerequisite to the lesson “Equation of a Circle”. The teacher lets the students, in triad, do Activity 2 “Is there a traffic in the air?” found on page253 of the Learner’s Module. The teacher discusses with the students the process of answering activity 2 with the following questions: (Recall the distance formula D. Discussing new concepts and practicing new skills #1 to solve each problem.) After discussing the answers to activity 2, the teacher says: “How is the given situation related to the new lesson? The teacher lets the students, by pair, perform activity 3 “How far am I from point of rotation?” on page 254-255 of the LM, then answer the question numbers 1 and 2. Answer: E. Discussing new concepts and practicing new skills #2 Working in pairs, the teacher lets the students answer the remaining questions on activity 3 “How far am I from point of rotation?” on page 255 of the LM. F. Developing mastery (leads to formative assessment 3) G. Finding practical applications of concepts and skills in daily living H. Making generalizations and abstractions about the lesson I. Evaluating Learning Answer: The teacher sees to it that the students should be able to realize that the Distance Formula can be used in finding the radius of a circle. And that the distance of a point from the center of a circle is also the radius of the circle. Thus, equation of a circle if the center is at the origin is x2 + y2 = r2 The teacher lets the students answer individually the formative assessment. Direction: Draw a circle with the given center and radius. 1. center at (0,0); radius 6 2. center at (3,4); radius 4 3. center at (-2,4); radius 2 The teacher asks the students who will volunteer to answer on the board. J. Additional activities or remediation Note: The teacher will provide a ready- made answer on a cartolina to be posted on the board to verify the answer of the students. The teacher lets the students note their assignment. Write the equation of a circle whose center and radius are given. 1. center at (0,0); radius 6 2. center at (3,4); radius 4 3. center at (-2,4); radius 2 V. REMARKS VI. REFLECTION A. B. C. D. E. F. G. 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 Prepared by: PERLA M. MANINGO Canduman NHS 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 instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
