School: North Central Mindanao College, Inc Grade Level: STEM-11

Teacher: Jessamie D. Ecat Learning Area: BASIC CALCULUS

March 25-29, 2024 2ND Semester –Quarter 2-
SHS Teaching Dates and Quarter:
7:30-8:30 Week 3
DAILY LESSON LOG Time:

NORTH CENTRAL MINDANAO COLLEGE, INC.

Maranding, Lala, Lanao del Norte
Tel. No. (063) – 227-8004
www.ncmc.edu.ph

MONDAY TUESDAY WEDNESDAY THURSD FRIDAY

AY
Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
I. OBJECTIVES followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and
competencies. These are 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.
A. Content Standards: The learners demonstrate an understanding of…the basic concepts of limit and continuity of a function.
B.Performance
The learner shall be able to…formulate and solve accurately real-life problems involving continuity of functions.
Standards:
C. Learning
Competencies/Objectiv
Apply the limit laws in evaluating the limit of algebraic functions (STEM_BC11LC-IIIa-4)
es:
Write the LC Code for
each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in
a week or two.
II. CONTENT Lesson 2.2 Limits of Algebraic Lesson 2.2 Limits of Algebraic Group Activity Holy Holy
Functions Functions(continuation) Thursday Friday
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A.References
1. Teacher’s Guide Quipper (2.2) Quipper (2.2) Quipper (2.2)
Pages
2. Learner’s Materials Quipper (2.2) Quipper (2.2) Quipper (2.2)
Pages
3. Textbook Pages Quipper (2.2) Quipper (2.2) Quipper (2.2)
4. Additional Materials Quipper (2.2) Quipper (2.2) Quipper (2.2)
from Learning
Resource (LR) portal
B.Other Learning
Resources
IV. PROCEDURES 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 for each step.
A.Reviewing Previous In the previous lesson, you were able to P (x) Holy Holy
Lesson or Presenting apply the limit laws in evaluating the Given a rational function f ( x )= , Thursday Friday
the New Lesson limit of a function. Intuitively, you
Q(x )
already have the notion that the limit of can we apply the previous method in
some functions could be solved by direct determining lim f (x ) if P ( c )=Q ( c )=0 ?
x →c
substitution.
Why or why not?
What is the function value at x=0 of the
x
function f ( x )= 2 ?
x −x

an algebraic function 𝑓(𝑥) as 𝑥

B.Establishing a Purpose In this lesson, we will verify if the limit of Holy Holy

approaches 𝑐 is equal to the value of

for the Lesson Thursday Friday

𝑓(𝑐). Indeterminate form of type

0
happens
0
when there is a common factor between the
numerator and denominator whose value is
zero at x=c .
To evaluate limits of indeterminate form of
0
rational functions of type by factoring, we
0
follow these general steps:

1. Factor the numerator and

denominator and simplify the
expression by eliminating the
Guide Questions common factors.
1. What types of functions are given? 2. Evaluate the limit of the resulting
2. Compare the limits you obtained using expression.
the tables of values and limit laws. What

3. What function values did you get at 𝑥

have you observed?

= 3? Are these values equal to the limits

of these functions?
C. Presenting Algebraic functions are functions that Holy Holy
Examples/Instances of can be expressed using the operations Thursday Friday
the Lesson addition, subtraction, multiplication,
division, and raising to a fractional
power. In this lesson, limits of three
kinds of algebraic functions will be
discussed. These are polynomial,
rational, and radical functions.

Is direct substitution always applicable in

 finding the limit of polynomial functions?
Why or why not?

D.Discussing New A polynomial function is a function

Concepts and that can be written in the form
Practicing New Skills
#1
n n−1 n−2
f ( x )=an x + an−1 x +a n−2 x + …+a 1 x +ao

where n (the highest exponent of the

variable) is a nonnegative integer known
as the degree and a n, a n−1, …, a 0 (the
coefficients of the variable) are real
numbers.

Some examples of polynomial functions

are y=2 x +1, f ( x )=1−x 2, and
3
h ( x )=x +4 x +5 .

Theorem 2.2.1

The limit of a polynomial function f (x) as

x approaches c is equal to f (c ). In
symbols,

lim f (x )=f ( c ) .
x →c

Theorem 2.2.2

P( x )
The limit of a rational function as x
Q(x)
P( c)
approaches c is equal to , provided
Q(c )
Q(c)≠ 0 . In symbols,
 P( x) P(c )
lim = ,
x →c Q( x ) Q(c)

provided Q ( c ) ≠ 0

2
Consider the function f ( x )= 2 and
(x−1)
solve its limit as x approaches 1 using
table of values.

E. Discussing New 2
Concepts and lim 2
Practicing New Skills
x →2 ( x−1)
#2

Based on the table, we have lim ¿

−¿
x→ 1 f (x)=∞ ¿

lim ¿. Since lim ¿

and +¿
−¿
x→ 1 f (x)= lim ¿¿ ,
x→ 1 f (x)=∞ ¿ +¿
x →1 f ( x)=∞ ¿

2
then we can say that lim =∞ .
x →1 ( x−1 )2
We can verify this by looking at the
2
graph of y= 2 on the next slide.
( x−1)
F. Developing Mastery 2
(Leads to Formative Let us consider another function f ( x )=
x A radical function is a function having a
3
Assessment 3) polynomial under the radical sign. Some
and solve its limit as x approaches 0
examples of rational functions are
using table of values.
lim
2 √
f ( x )= √ x +2, y= 3 x 2−5, and
h ( x )=9 √ 2 x−7.
4
3
x →0 x
Theorem 2.2.3
If f (x)=√
n
P( x), where P(x ) is a polynomial
in x , then lim √ P( x)= √ P(c) for any real
n n

x →c
number c .
lim √ P( x)= √ P(c)
n n
Based on the table, we have
x →c
lim ¿ and lim ¿ . Since To evaluate limits of indeterminate form of
−¿ +¿
x→ 0 f (x)=−∞ ¿ x→ 0 f (x)=∞ ¿
lim ¿ 0
radical functions of type by rationalizing,
−¿
x→ 0 f (x)≠ lim ¿¿ , we can say that 0
+¿
x→0 f (x) ¿
we follow these three cases, and evaluate
2
lim 3 does not exist.
the simplified expression.
x →0 x
We can verify this by looking at the 1. Rationalize the denominator if only
2 the denominator has a radical
graph of y= 2 on the next slide. expression.
x 2. Rationalize the numerator if only the
numerator has a radical expression.
3. Rationalize both numerator and
denominator if the two have radical
expressions.
 G.Finding practical CL
applications of What is the conjugate of √ x+ 1+ √ x−1?
concepts and skills in
daily living
H.Making Generalizations Given a rational function of the form CL
and Abstractions about P(x)
the Lesson f ( x )= n , where n is a positive
[Q ( x ) ]
integer, and P(x ) and Q(x ) are both
polynomials, the following statements
are always true for any real number c ,
provided P(c)≠ 0 and Q(c)=0 .
1. If P(c)>0 and n is even, then
lim f (x )=∞ .
x →c
2. If P(c)<0 and n is even, then
lim f (x )=−∞.
x →c

3. If n is odd, then lim f (x ) does not

x →c
exist.
I. Evaluating Learning
Evaluate lim
x→ 4
√ 5 x 3−7 x 2 +2. CL

lim √ 4 y 2 +24 y +27

3
Evaluate 3
y →−
2
J. Additional Activities for
Application or
Remediation
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
V. REFLECTION 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.
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 work well? Why
did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by:

JESSAMIE ECAT
Subject Teacher

Noted:

EDUVIGIS G. GANDIONCO
Secondary School Principal