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COT 1 (Parabola)

This daily lesson plan is for a Pre-Calculus class in the first quarter. The lesson focuses on defining and graphing parabolas. Students will participate in a paper folding activity to discover properties of parabolas. They will then define parabolas, discuss their standard equation form, and different orientations. Students will work in groups on worksheets, design projects, or quiz questions about parabolas. The lesson will conclude with an individual assessment on problem solving with parabolas.

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Michael M. Aguilar
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496 views2 pages

COT 1 (Parabola)

This daily lesson plan is for a Pre-Calculus class in the first quarter. The lesson focuses on defining and graphing parabolas. Students will participate in a paper folding activity to discover properties of parabolas. They will then define parabolas, discuss their standard equation form, and different orientations. Students will work in groups on worksheets, design projects, or quiz questions about parabolas. The lesson will conclude with an individual assessment on problem solving with parabolas.

Uploaded by

Michael M. Aguilar
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 Plan

in
PRE-CALCULUS (Grade 11 STEM)
First Quarter
I. OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of key concept of conic sectionss and
systems of nonlinear equations.
B. Performance Standard
The learners shall be able to model situations appropriately and solve problems
accurately using conic sections and systems of nonlinear equations.
C. Learning Competencies
 Define parabola STEM_PC11AG-Ia-5
 Determine the standard form of the equation of parabola STEM_PC11AG-Ib-1
D. Learning Objectives
a. know the definition and the properties of parabola; and
b. graph correctly the parabola on the XY plane.

II. SUBJECT MATTER


A. Content: Parabola
B. Topic/Lesson: Definition and Equation of Parabola
C. Materials: Chalkboard, worksheets, DESMOS application, laptop
D. Reference: Basic Calculus Teacher’s Guide pages 20 – 24

III. PROCEDURES
Preliminaries
 Goal setting
A. Activity
Activity : Paper folding
Materials : A piece of A4 bond paper, pencil and ruler
B. Analysis
Process Questions:
a. How did you find the activity?
b. What figure did you form when you repeatedly folding the paper?
c. What architectural designs similar to what you have formed in the activity?
d. What conic section is formed?
C. Abstraction
The teacher leads the discussion by defining Parabola.
Process Questions:
a. What is Parabola?
b. What are the different properties of parabola?
c. Referring to the activity, what is the relationship between the point and the
line?
d. By inspection, what is the distance between the line and the point and the line
and the edge of the paper (number line)? Are they equidistant? Justify.
e. What are the different parts of the parabola? (vertex, directrix, focus, and axis
of symmetry)
f. What is the standard equation of the parabola with vertex at the origin and
vertex at any point in the parabola?
g. What happens to the equation of the parabola when it is situated to open:
 to the right
 to the left
 upward
 downward
D. Application
Group Activity:
Directions: 1. The class will be grouped according to interest.
2. Each group will be given worksheets (see the attached worksheet) for
them to solve and graph properly the parabola, then in addition:
 For visual/spatial group, they are tasked to make a building
design out of parabolic structures.
 For rhythmic/musical group, they are tasked to compose a jingle
using all the different terminologies and properties of parabola.
 For logical/mathematical group, they are tasked to create
questions/problems (10 easy, 8 moderate, 5 difficult) about
parabola then let them facilitate the class performing math quiz
bowl.
3. The task is good only for 10 minutes.
4. Each group will be given ample time to present their output.
IV. Assessment
Each student will be given a problem set in Parabola. (Refer to the attached problem
set)
V. Agreement
A. Follow up:
1. Make a comparison between the graphs of the parabola that opens upward,
downward, to the right and to the left.
B. Advance:
1. Have an advance reading on the graph of the parabola having its vertex in any
point on the Cartesian plane.

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