La Consolacion College, Liloan, Cebu, Inc.

(Formerly Holy Child School)

Poblacion, Liloan, Cebu

List of Instructional Materials

S.Y. 2019-2020
1st Semester

I. Rationale

One of the major prerequisite for Basic Calculus is the Pre-Calculus. Thus,
will developed systematically, with increasing levels of sophistication and
complexity. Calculus is essential for developing an understanding of the
physical world because many of the laws of science are relationships
involving rates of change.

For all content areas, practice allows students to achieve fluency in skills,
such as calculating derivatives and integrals, or solving quadratic equations,
and frees up working memory for more complex aspects of problem solving.
The ability to transfer skills to solve problems based on a wide range of
applications is a vital part of mathematics in this subject . Because calculus
is widely applicable as models of the world around us, there is ample
opportunity for problem solving throughout this subject.

II. Brief Description of the Subject

Pre-Calculus aims students to be able to apply concepts and solve

problems involving conic sections, systems of nonlinear equations, series
and mathematical induction, circular and trigonometric functions,
trigonometric identities, and polar coordinate system. And also will be able
to model situations and solve problems accurately using conic sections and
keenly investigate and prove patterns using Mathematical Induction/
Binomial Theorem and using circular functions, trigonometric functions, and
polar coordinates. Learners will develop the capacity to choose and use
technology appropriately and efficiently.

III. List of Instructional Materials

1st Quarter
A. List of Reference/ Books

- Verzosa, D.M.E, Eden, R.B., Garces, I.J., (2016), Pre-Calculus. 0290

Nivel Hills, Lahug, Cebu City: Vibal Group, Inc.

- Teaching Guide for Senior High School Pre-Calculus

B. List of Activities with Rubrics (per learning competency)

a. Quizzes, Recitations, and Boardwork
- Define and illustrate the different types of conic sections: parabola,
ellipse, circle, hyperbola, and degenerate cases
 - Determine the standard form of equation each type of conic
- Determine the solutions of systems of nonlinear equations using
techniques such as substitution, elimination, and graphing
- Illustrate a series
- Differentiate a series from a sequence
- Illustrate the Principle of Mathematical Induction
- Illustrate Pascal’s Triangle in the expansion
- Use the sigma notation to represent a series
- Prove the Binomial Theorem
- Solve situational problems involving conic sections
- Solve situational problems involving systems of nonlinear equations
- Apply mathematical induction in proving identities
b. Journal and Reflective Questions
Conic Sections
- Understand how it is to be a mathematician who engages in solving
real-life problems through the use of mathematical tools such as
graphing and proving statements
- Tell the importance of connecting different concepts in mathematics
in interpreting and solving real world problems
- Realize how one’s effort and hard work affect desired results (that is,
achievement is proportional to one’s dedication and willingness to
work hard)
Series and Mathematical Induction
- Would you believe that some mathematicians find these beauty
(objects of nature) associated with a sequence of numbers?
Criteria:
SKILLS EXCEEDING MEETING PROGRESSING

Content 10 7 3

Organization of 5 3 2
Ideas

Writing Convention 3 2 1

Neatness 2 1 0

TOTAL

c. Graphing (The use of online graphing tools for checking of work

whenever possible)
Introduce the use of these online tools only when the students have
already experienced “manual” graphing. These tools must be used
only for checking purposes

- Graph each type of conic in an xy-plane

- Determine the solutions of systems of nonlinear equations using
techniques such as substitution, elimination, and graphing
 d. Art Graph
- Graph each type of conic in an xy-plane
- Determine the solutions of systems of nonlinear equations using
techniques such as substitution, elimination, and graphing

Rubric:
10 8 6 4 0
Met the Fully met all Met most of Fulfilled some
Met very Not one
objectives the objectives the set of of the little of the objective
objectives objectivesobjectives was met
Followed Followed all Followed Followed Followed Followed
the the directions most of the some of the
very little none of
directions directions directionsof the the
directions directions
Exercised Exceeded Satisfactorily Demonstrated Very little No
Creativity expectations exercised minimal evident evidence
in creativity creativity creativity creativity of
exercise
of
creativity
Efficient Time was fully Time was Time was Time was Nothing
use of maximized in satisfactorily used to little mostly was
time the course of used in the effect for the wasted in produced
the task task task the course overtime
of the task

e. Group Presentation

Rubric:
10 8 6 4 0
Met the Fully met Met most of Fulfilled Met very Not one
objectives all the the set of some of the little of the objective
objectives objectives objectives objectives was met
Followed Followed Followed Followed Followed Followed
the all the most of the some of the very little of none of the
directions directions directions directions the directions
directions
Exercised Explain Explain 3 Explain 2 Explain 1 Not able to
Good clearly all out of 4 of out of 4 of out of 4 of explain any
Presentatio computatio the the the of the
n n for each computation computation computation computation
type of s for each s for each s for each s
interest interest interest interest
Efficient Time was Time was Time was Time was Nothing was
use of time fully satisfactoril used to little mostly produced
maximized y used in the effect for the wasted in overtime
in the task task the course
course of of the task
the task
 f. Project (Conic Section Model and Scrapbook)

Rubric:
25 20 18 15 10
Met the Fully met all Met most of Fulfilled someMet very Not one
objectives the objectives the set of of the little of the objective
objectives objectives objectives was met
Followed Followed all Followed Followed Followed Followed
the the directions most of the some of the very little none of
directions directions directions of the the
directions directions
Exercised Exceeded Satisfactorily Demonstrated Very little No
Creativity expectations exercised minimal evident evidence
in creativity creativity creativity creativity of
exercise
of
creativity
Efficient Time was fully Time was Time was Time was Nothing
use of maximized in satisfactorily used to little mostly was
time the course of used in the effect for the wasted in produced
the task task task the course overtime
of the task

C. Appendices (Diagnostic Test, Summative Tests)

 Diagnostic Test
 Preliminary Summative Test
 2nd Quarter
A. List of Reference/ Books

- Verzosa, D.M.E, Eden, R.B., Garces, I.J., (2016), Pre-Calculus. 0290

Nivel Hills, Lahug, Cebu City: Vibal Group, Inc.

- Teaching Guide for Senior High School Pre-Calculus

B. List of Activities with Rubrics (per learning competency)

a. Quizzes, Seatworks and Recitations (Sufficient sets of exercises

are provided in the Next Century Mathematics book and are
categorized into MathSelfie which is designed for individual
enhancement, MathGroupie for cooperative learning, and
MathSmash to challenge the inquisitive minds of the learners)

- Identify an exponential function

- Determine the equation of an exponential function, given its graph or
characteristics
- Solve exponential equations
- Identify a logarithmic function
- Convert an equation from exponential to logarithmic form and vice
versa
- Evaluate a logarithm, base, or argument
- State, prove, and apply the Laws of Logarithm
- Solve logarithmic equations and inequalities
- Differentiate simple and compound interests
- Solve problems involving simple and compound interests

b. Journal and Reflective Questions

Exponential Function
- Make a record and journal of money given to you in a month, and
how you spent, saved, and invest money. Write a brief reflection
about the things you have learned from this activity.
Logarithmic Function
- Why it is important to have rules and to follow these rules in order to
avoid chaos and disorder?
- How can one’s understanding of ‘rapid growth and decay’ effect
his/her perspective and decision-making?
Interest
- What is the purpose and use of knowing how to compute for the
interests for an investment?
- Why is it important to consider the appropriate interest rates in
making investment?

Criteria:
SKILLS EXCEEDING MEETING PROGRESSING

Content 10 7 3
 Organization of 5 3 2
Ideas

Writing Convention 3 2 1

Neatness 2 1 0

TOTAL

c. Poster

Exponential Function
- A poster to promote a healthy lifestyle
- Poster featuring one issue in our society that relates to exponential
function
Logarithmic Function
- A poster featuring one school rule. Include the poster the details of
the school rule, consequences for not following the rule, and one way
to encourage your school mates to follow the rule.
Interest
- Poster that shows the concept of interest
SKILLS EXCEEDING MEETING PROGRESSING

Relevance to the 20 7 3
Theme

Creativity 15 3 2

Originality 10 2 1

Visual Impact and 5 1 0

Neatness

TOTAL

d. Group Presentation

Rubric:
10 8 6 4 0
Met the Fully met Met most of Fulfilled Met very Not one
objectives all the the set of some of the
little of the objective
objectives objectives objectivesobjectives was met
Followed Followed Followed Followed Followed Followed
the all the most of the some of the
very little of none of the
directions directions directions directionsthe directions
directions
Exercised Explain Explain 3 Explain 2 Explain 1 Not able to
Good clearly all out of 4 of out of 4 of out of 4 of explain any
computatio the the the of the
Presentatio n for each computation computation computation computation
n type of s for each s for each s for each s
interest interest interest interest
Efficient Time was Time was Time was Time was Nothing was
use of time fully satisfactoril used to little mostly produced
maximized y used in the effect for the wasted in overtime
in the task task the course
course of of the task
the task

e. Modulo Art (2nd Quarter Project)

Criteria:
1. Creativity – 50%
2. Color Harmony – 25%
3. Originality – 25%

C. Appendices (Diagnostic Test, Summative Tests)

 Diagnostic Test

 Summative Test
Convert the following degrees to radians, and vice versa.

Degrees Radians Radians Degrees

1. 35° 6. 𝜋
−
6
2. 60° 7. 2𝜋
−
3
3. −125° 8. 3𝜋
5
4. −84° 9. 𝜋
5
5. 150° 10. 9𝜋
10

Find two angles that are co terminal with the given degree angle. Give its positive and negative
angle on the blank.
11-12. 75° _____________________ ______________________
13-14. 215° _____________________ ______________________
15-16. -305° _____________________ ______________________
17-18. 125° _____________________ ______________________
19-20. -55° _____________________ ______________________
21-45. Give a summary of the signs of the trigonometric functions in each quadrant.

QUADRANT sin x cos x tan x csc x sec x cot x

II

III

IV

IV. Recommendations

I would recommend Math Connections in the Digital Age General

Mathematics Book published by Sibs Publishing House, Inc., because it
 provides comprehensive, in-depth coverage of the topics and will
encourage students to apply mathematics in real-world situation. This
book shows evidences of learning, which come in the form of traditional
formative and summative assessments, like homework, seatwork, quizzes,
unit tests, reflection papers, among others. This also contains engaging
scenario for the performance task and assessment activity which will offer
various indicators or revelations of deep understanding.

Likewise, Math Connections in the Digital Age General Mathematics

Learning Guide published by Sibs Publishing House, Inc., are carefully
designed to cater the needs of teachers in preparing lesson plans that
intend to cultivate an effective teaching-learning process. It is hoped that
the teachers’ knowledge and experiences and the suggested plans in the
guide would blend in order to overcome the challenges brought about by
the K to 12 curriculum, which is one of the most comprehensive basic
education reform initiative done in the country.

Prepared:

MS. RHEA P. GLIPO

Subject Teacher

Approved: Noted:

MRS. MARIA ALETHEA B. DIMPAS SR. MINERVA C. CABALATUNGAN, OSA

SHS Academic Coordinator Principal