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Math 11

The document outlines a lesson plan focused on teaching students about parabolas, including their definition, key components, and real-life applications. It details objectives, content, procedures, and assessment methods to ensure students can identify and graph parabolas accurately. Additionally, it includes strategies for both remediation and advanced learners to deepen their understanding of the topic.

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jorias902
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10 views3 pages

Math 11

The document outlines a lesson plan focused on teaching students about parabolas, including their definition, key components, and real-life applications. It details objectives, content, procedures, and assessment methods to ensure students can identify and graph parabolas accurately. Additionally, it includes strategies for both remediation and advanced learners to deepen their understanding of the topic.

Uploaded by

jorias902
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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I.

OBJECTIVES STEM_PC11AG-Ia-5
 Students will be able to define a parabola
and identify its key components, including the vertex,
focus, directrix, and axis of symmetry.
 Students will accurately draw the graph of a parabola
given its equation and identify its vertex, focus, and
directrix.
 Students will appreciate the applications of parabolas
in real life, such as in satellite dishes, car
headlights, and architecture.

II. CONTENT Analytic Geometry


III. LEARNING
RESOURCES
References
Learner’s Materials
1. Additional Materials
from Learning
Resources (LR) portal
2. Other Learning
Resources
IV.PROCEDURES
Preliminary Classrooom Mnagement
Prayer
Salutatory
Rules inside the classroom

A. Reviewing previous • Briefly review conic sections, particularly focusing on


lesson or presenting the circle.
the new lesson • Introduce the specific focus on parabolas for this
lesson

B. Establishing a • Explain the importance of


purpose for the lesson understanding parabolas in mathematics and real-life
applications, such as satellite dishes and car headlights.
• State the objectives of the lesson, highlighting the
cognitive, psychomotor, and affective goals.
C. Presenting • Define a parabola: a set of all points in a plane
examples/Instances of equidistant from a fixed point (focus) and a fixed
the new lesson line (directrix).
• Present a visual example of a parabola, clearly
labeling the vertex, focus, directrix, and
axis of symmetry

D. Discussing new • Explain the standard form of the equation


concepts and of a parabola
practicing new skills # y=ax2+bx+c and the vertex form y=a(x−h)2+k
1 • Demonstrate how to find the vertex using
h= −b 2a and k by substituting h back into the equation.
• Guide students through a few examples, identifying
the vertex, focus, and directrix.
E. Discussing new • Provide additional practice problems where students
concepts and find the vertex, focus, and directrix of parabolas given in
practicing new skills # vertex form.
2 • Have students work individually or in pairs to solve
these problems, offering guidance as needed.
F. Developing mastery • Distribute a set of problems for
(leads to Formative students to solve, including:
Assessment 3) • Identifying the vertex, focus, and directrix from given
equations.
• Graphing parabolas based on given equations.
• Conduct a formative quiz to assess students'
understanding and mastery of the concepts
G. Finding practical • Discuss real-world applications of parabolas, such as in
application of satellite dishes, car headlights, and the design of
concepts and skills in bridges.
daily living • Encourage students to find and share examples of
parabolas in their environment and discuss their
importance.

H. Making • Summarize the key points of the lesson: defining a


generalizations and parabola, understanding its standard and vertex
abstractions about forms, and finding its key components.
the lesson • Discuss how knowledge of parabolas aids in solving
real-world problems and in various technological
applications.
I.Evaluating learning • Conduct a brief assessment with questions covering:
-Defining a parabola.
-Identifying the key components (vertex, focus, directrix)
from given equations.
-Graphing parabolas and identifying their components.

J.Additional activities • For students needing more practice:


for application or Provide additional graphing exercises and one
remediation on-one assistance.
• For advanced students:
Assign a project to explore the use of parabolas
in a specific field, such as physics or architecture, and
have them present their findings.
• Interactive activity:
Use graphing software or online tools to plot parabolas
and manipulate their equations to observe changes in
the graph.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scoredbelow 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
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?

SCHOO GRADE LEVEL 11


L
TEACH LEARNING AREA PRECALCULUS
ER
DATE QUARTER FIRST

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