ADE 1 to 12 School Grade 11

AMADEO NATIONAL HIGH SCHOOL

DAILY LESSON Level
LOG Teacher Learning BASIC CALCULUS
ARTHUR E. GUAPO
Area
Teaching Dates and Quarter THIRD
Time

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES
A. Content Standard The learner demonstrates an understanding of basic concepts of derivatives.
B. Performance Standard The learner shall be able to formulate and solve accurately situational problems involving related rates.
C. Learning The learner illustrates The learner solves The learners solve
Competency/Objectives implicit differentiation. problems (including situational problems
Write the LC code for each. (STEM_BC11D-IIIi-2) logarithmic and inverse involving related rates
trigonometric (STEM_BC11D-IIIj-2)
functions) using
implicit differentiation
(STEM_BC11D-IIIi-j-1)
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp.168-179 pp 168-179 pp 180-190
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning http://tutorial.math.lam http://tutorial.math.lama http://tutorial.math.lamar.e
Resource ar.edu/terms.aspx r.edu/terms.aspx du/terms.aspx

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 IV. PROCEDURES
A. Reviewing previous a. Teacher asks for Teacher asks: Teacher asks:
lesson or presenting reactions about the 1. What is implicit 1. When is your
the new lesson question: “Would differentiation? shadow longer, at
separation yield to a 2. How does it 11:30 am or 4:00
simpler or more differ from the pm? Why?
complicated life?” basic 2. What happens to
differentiation the size of an
b. (optional) rules? object, when you
Teacher plays the first At what kind of move away from
stanza and chorus of functions/equations do it?
the song “Bluer than we apply implicit 3. Why does it
Blue” by Barry differentiation? become harder to
Manillow” pump air in a
balloon when the
balloon already
reached its fullest
size?
4. What happens
when you drop a
stone into a still
water?
B. Establishing a purpose Teacher says: “so far, Teacher says: “Last Teacher says: “There is a
for the lesson we have determined time, you learned how variety of applications of
the derivative of basic to obtain the derivative calculus. In this section,
functions of the form of functions and you will understand why
𝑦 = 𝑓(𝑥), in which 𝑥 equations with non- we spend so much time
and 𝑦 can be separable variables or taking calculus. We will
separated. But in variables that are cover problems in
other instances, 𝑥 and impractical to separate. physics, engineering,
𝑦 are inseparable or Today, we will extend biological and other
are difficult to the concept of implicit sciences through the use
separate. Sometimes, differentiation to other of basic and implicit
when they are concepts in calculus. differentiations. I hope

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 separated, the result that, after covering the
is a more complicated topic, you’ll develop a
function which is very greater appreciation of
difficult to differentiate. calculus.
Today, you will learn
how to differentiate Let us jump right to a
such kind of function. problem and see how
calculus works.
C. Presenting a.Teacher Challenges a.Teacher Challenges a.Teacher poses the
examples/Instances of learners: learners: problem:
the new lesson “Find 𝑦 ′ in the equation “Find 𝑦 ′ in the equation A gas balloon is being
−1
√𝑥 + 𝑦 = 4 𝑦 = 𝑥 𝑠𝑖𝑛 𝑥 filled at a rate of 100
b.Teacher asks: “Why cm3/sec. At what rate
is it difficult to find the b.Teacher asks: “can is the radius of the
derivative of 𝑦 with you find any balloon increasing
respect to 𝑥. differentiation formula when the radius is 10
c.Teacher entertains that will solve for the cm?
answers and queries derivative 𝑦′?
from learners. c.Teacher entertains b. Teacher asks:
d. Teacher asks answers and queries 1. What quantities are
learners to find 𝑦′ for from learners. given in the problem?
the given function d. Teacher asks 2. How do we solve for
using the basic rules learners to find 𝑦′ for the volume of a
with separation of the given function using sphere in relation to its
variables. the basic rules of radius?
e. Teacher says: “we differentiation. 2. What does the quantity
can do it (faster) with e. Teacher says: “we 100𝜋 𝑐𝑚3 /𝑠𝑒𝑐 mean?
minimal steps. Let’s can do it by simply 3. What is the required
do it and analyze our revising the equation quantity in the
solutions. I call this without violating any problem? Represent it
process “implicit rule of equality. Come through symbols.
differentiation”. on, let’s work on it c. Teacher guides the
f. Teacher and together. class in working with
learners work on the the solution?

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 derivative using f. Teacher and learner
“implicit work on the derivative
differentiation”. using “implicit
differentiation” and
other rules and
technique.
D. Discussing new (10 mins) Teacher asks learners Teacher provides worded
concepts and practicing to work in pairs: problems and tells the
new skills # 1 Teacher asks learners 1.Find 𝑦′ for the class to work on the
𝑥
to work in pairs and function 𝑦 = 𝑥 𝑒 following problems in
find the derivative of 2. If y 3  x 3  1 , what is groups with three
𝑦, with respect to 𝑥, 𝑑𝑥 members.
for the functions: ?
𝑑𝑦
1
1. 𝑥𝑦 = 2 2.
3 5
𝑥 𝑦 + 3𝑥 =
8𝑦 3 + 1
E. Discussing new Teacher asks the Teacher asks the Teacher asks the
concepts and practicing following guide following guide following guide questions:
new skills # 2 questions: questions: 1. What preliminary
1. Which between the 1. In what other steps did you do in
two equations is types of solving related
separable? functions/equati rates problems?
Inseparable? ons do we use 2. After the
2. What is the implicit preliminary steps,
difference between differentiation? what did you do
finding the derivative 2. Do you find it next?
using the basic rules convenient, 3. When does
and finding the working with differentiation enter
derivative using implicit in the process?
implicit differentiation? differentiation? 4. How would you
3. What is implicit Does implicit simplify the related
differentiation? differentiation seem to rates problem so
be very different from that you can solve
the other for the required

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 rules/techniques of quantity?
differentiation we have 5. How would you
discussed? check if your
answer is logically
correct?
F. Developing mastery Teacher asks Teacher asks learners: Teacher asks learners to
(leads to Formative learners: If 𝑥 2 + 𝑦 2 = 𝑥 and answer the problem:
Assessment 3) Find 𝑦′ in the equation (𝑥, 𝑦) = (1, −1), what is A tank is in the form of an
𝑥2 + 𝑦2 = 9 the value of 𝑦′? inverted cone having an
altitude of 16 cm and a
radius of 4 m. Water is
flowing into the tank at the
rate of 2 m3/min. How fast
is the water level rising
when the water is 5 m
deep?

G. Finding practical Two cars, one going east

application of concepts at a rate of 90 km/hr and
and skills in daily living the other going south at a
rate of 60 km/hr, are
traveling toward the
intersection of the two
roads. At what rate are
the two cars approaching
each other at the instant
when the first car is 0.20
km and the second car is
0.15 km from the
intersection?
H. Making generalizations Teacher and Teacher and Learners Teacher and Learners
and abstractions about Learners discuss the discuss the following discuss the following key
the lesson following key key concepts: concepts:
concepts: Uses of implicit Definition:

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1. Implicit differentiation A “related rates”
Differentiation (or a. Equations problem is one involving
fake containing two or two or more variables that
differentiation)- a more non- are mathematically
process of finding separable related to each other and
the derivative variables. are both changing with
without separating 𝑒𝑥. 𝑥 2 + 𝑦 2 = 𝑎2 respect to time.
the two variables in b. Equations
an equation. The containing Steps in Solving
differentials of both logarithmic on Related Rates
variables are taken both sides Problems:
simultaneously with 𝑒𝑥. ln 𝑦 = ln 𝑥 1. Read the problem
respect to the c. Equations relating 2. Read the problem
independent two or more again, this time with
variable. transcendental understanding
functions 3. List down given
2. In finding 𝑒𝑥. cos 𝑦 = 𝑠𝑖𝑛 𝑥 quantities. Identify
derivatives with variables and
respect to 𝑥. constants.
𝑑𝑦 4. Identify the required
= 𝑦′
𝑑𝑥 quantity.
𝑑𝑥
=1 5. Draw diagram to
𝑑𝑥
represent the
𝑑 2 𝑑𝑥 relationship
(𝑥 ) = 2𝑥 = 2𝑥
𝑑𝑥 𝑑𝑥 between variables.
6. Determine a formula
𝑑 𝑑𝑦 relating the
(𝑦 2 ) = 2𝑦
𝑑𝑥 𝑑𝑥 variables.
= 2𝑦𝑦′ 7. Limit the formula to
only two related
variables.
8. Differentiate the
formula with respect
to time.

49
 9. Plug-in the given
quantities and rate
of change.
10. Solve for the
required quantity.
11. Check if your
answer is logically
correct.
I. Evaluating learning Teacher says: Take A. Find 𝑦′ in each
time to study the equation. Teacher provides 6
lesson because 1. 𝑒 𝑥 + 𝑒 𝑦 = 𝑒 𝑥+𝑦 worded problems asks
tomorrow you will 2. 𝑦 = 𝑥 sin 𝑥 ? learners to answer 4
𝑥
make use of implicit 3. 𝑦 = 𝑥 𝑒 . problems from the
differentiation in other 4. ln(𝑥 2 + 𝑦 2 ) = following:
concepts of calculus. 𝑦
2 𝑡𝑎𝑛−1 (𝑥 )
B. Find the equation of
the tangent line to the
curve 𝑦 + √𝑥 + 𝑦 = 𝑥 at
the point (3,1).

J. Additional activities for

application or
remediation
V. REMARKS Applications of implicit differentiation will be incorporated to the topic “related rates”

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for

50
 remediation who scored
below 80%
C. Did the remedial
lessons 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?

Checked by: Noted by:

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