JUNIOR HIGH School
SCHOOL Teacher
DAILY LESSON
PLAN
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
D. Learning Targets
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
B. Other Learning Resources
CASA DEL NIÑO MONTESSORI SCHOOL OF ROXAS Grade Level 8-Tempeance ( Science Class)
NOEL A. PALAPUZ Learning Area Analytic Geometry
Teaching Dates and Time October 8 – October 12, 2018, 4:30-5:30pm Quarter Second Quarter
SESSION 1 SESSION 2 SESSION 3 SESSION 4 SESSION 5
Objectives must be met over a 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 should be able to understand the key concepts of conic sections
The learner should be able to demonstrate understanding of circle, parabola, ellipse and hyperbola through problem solving.
 Graph a parabola in  Graph a parabola in  Enhance knowledge on  Apply their learnings on  Establish connection of
rectangular coordinate rectangular coordinate parabola though circle and parabola in a the basic concepts of
system system performance task summative assessment triangle, circle and
and be able to get at parabola to real-life
least 80% of the items situation.
correctly
 I can identify vertex,  I can find the general  I can make
 I can find the parts of a  I can find the parts of a
focus, directrix, axis of and standard equation understanding of
parabola parabola
symmetry, and latus of a circle triangle, Circle and
 I can graph a parabola  I can graph a parabola
rectum of parabola.  I can identify parts of parabola that endures
given its equation given some of its part
 I can graph parabola parabola long.
Graph of Parabola (Part Graph of Parabola (Part Review and Drill on
QUIZ # 3 Meaning Making
I) II) Parabola
List all materials to be used in different days. Varied sources of materials sustain children's interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as
paper-based materials. Hands-on learning promotes concept development.
None None None None None
None None None None None
Lim,Y.2016.Precalculus. Lim,Y.2016.Precalculus. Lim,Y.2016.Precalculus. Lim,Y.2016.Precalculus. Lim,Y.2016.Precalculus.
Melosantos.2016.MathConn Melosantos.2016.MathConn Melosantos.2016.MathConn Melosantos.2016.MathConn Melosantos.2016.MathConn
ectionInDigitalAge. ectionInDigitalAge. ectionInDigitalAge. ectionInDigitalAge. ectionInDigitalAge.
None None None None None
Diaz, M.D. (2009). Math Diaz, M.D. (2009). Math Diaz, M.D. (2009). Math Diaz, M.D. (2009). Math Diaz, M.D. (2009). Math
Master. Geometry. Bulacan: Master. Geometry. Bulacan: Master. Geometry. Bulacan: Master. Geometry. Bulacan: Master. Geometry. Bulacan:
Trinitas Publishing House, Trinitas Publishing House, Trinitas Publishing House, Trinitas Publishing House, Trinitas Publishing House,
Inc. Inc. Inc. Inc. Inc.

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/instances of the
new lesson
When opening of the graph
D. Discussing new concepts and of the parabola depends on
practicing new skills #1 the sign of a and to what
variable is squared.
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (leads to
Formative Assessment 3)
G. Finding practical applications
of concepts and skills in daily
living
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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.
You know already how to Review of the basic
The teacher says: A graph a parabola given its concepts of parabola 5-minute review on the basic Students will be given three
parabola is one of the conic equation. How about if the through question and concepts of circle and situations on triangle, circle
sections whose graph is like given only is some of its answer method. parabola and parabola.
a satellite dish. part?
Give some practical We must know the properties Let the students realize that
application of the graph of of each part of the parabola the concepts in parabola They will identify the
parabola. are interconnected and
and their connection to each connection of the three
other so that we may able to requisites to each other. based on the given situations
find them all.
Identify the other parts of the
What is the directrix and
parabola that satisfy the
focus of the parbola whose
Show a graph of parabola given condition
vertex is at (3,8) and focus
1. V(0,2) and F(5,2)
at (-1,8)?
2. D:x=4 and F(4,3)
Let the students realize that
graphing initially the given
parts of the parabola is of big The teacher reinforces the
help to identify the other concepts on parabola.
parts.
What is the relationship
between focus and vertex?
Sketch the graph of a The teacher lets the
Directrix and Vertex?
parabola whose equation is students ask question about
Is it possible to find the
1. x2=12y parabola and collaboratively
other parts of a parabola
2. (y+5)2=-12(x-2) answer it with the class.
given the axis of symmetry
and directrix only?
Determine the focus and Graph the following parabola Students will be given a Quiz Proper Essential Question; How do
directrix of the parabola with on the Cartesian coordinate worksheet to work on. After algebra and geometry work
the given equation. Then system given the following they answer the worksheet, together to get geometric
sketch and indicate the conditions the class with the teacher results within the coordinates

H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
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?
focus, vertex and axis of 1. Directrix is x=0 and axis will solve each problem
symmetry is y=4 collaboratively. plane like circle, triangle and
2
1. x -5x+12y=-16 2. Focus at (4,-3) and parabola?
2
2. (y-3) =-4(x-9) DIrectrix is x=4
What are the steps to graph What are the skills needed Enduring Understanding: The
Why is it necessary to graph
parabola? to solve problems? coordinate plane permits the
first the parabola to identify
use of algebraic methods to
its parts?
get geometric results.
Complete the table to identify
the parts of parabola using
Students will be given
the given. Sketch the graph
Graph the parabola whose another set of worksheet to Students will be given
of each parabola on the
equation is x2-4x+6y=-10 work on. This time there’s questionnaire and solution
Cartesian Plane.
no assistance of the sheet for their quiz.
Students will be given a
teacher.
questionnaire to work on
independently.
Assignment:Teacher writes
the problems on the board
Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching and assess yourself as a teacher. Think about your students' progress this week. What works? What else to be done to
help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them. You can ask them relevant questions.)

Prepared by: Checked by: Noted by:

NOEL A. PALAPUZ __________________________ DIR. NELSON M. CARANGUIAN

SUBJECT TEACHER PRINCIPAL