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FIDP-PRE Calculus

Readings in Philippines History (Dr. Carlos S. Lanting College )

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FLEXIBLE INSTRUCTION DELIVERY PLAN (FIDP)

Grade Level: 11 Semester: 1st Semester
Core Subject: Pre-Calculus No. of Hours/ Semester 80 hours/ Semester
Prerequisites (If needed):
Course Subject Description: At the end of the course, the students must 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.
What to Teach? Why Teach? How to Assess? What to Teach?
Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most
Content Performance Flexible
Content Essential Flexible
Standards Standards K K Assessment Enabling
Topics Learning
Complete U Most Essential U RBT Level Activities (FAA) General
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D D Performance Strategy
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Checks
The The following The
learners Types The learner are the following
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paper Discuss
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define a K define a circle. K Understan ) Remembering
circle. ding based

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What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Most Assess
Content Performance Thinking Skill to Assess
Content Essential
Standards Standards K K Flexible Enabling Flexible
Topics
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determine the share
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hyperbola
ellipse
graph an D recognize the Analyzing The following Communication The

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What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most Flexible
Content Performance Assessment
Content Essential Flexible
Standards Standards K K Activities (FAA) Enabling
Topics Learning
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rectangular D series from a K Representation
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coordinate sequence
system world
recognize the K use the sigma Applying Applicatio Connections
equation and notation to n as

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What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Flexible
Most Assessment
Content Performance
Content Essential Activities (FAA) Flexible
Standards Standards K K Enabling
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characteristics U home- Strategies
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sections
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solutions of measure to ding • Individu Discuss
systems of radian measure al ion
nonlinear and vice

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What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Flexible
Most Assessment
Content Performance
Content Essential Activities (FAA) Flexible
Standards Standards K K Enabling
Topics equations using K (Virtual Learning
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series
circular functions Learning
illustrate the K graph the six Creating Problem Solving Strategies

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 lOMoARcPSD|29042727

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most Flexible
Content Performance Assessment
Content Essential Flexible
Standards Standards K K Activities (FAA) Enabling
Topics Learning
Complete
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solve using domain and ding Assess
accurately mathematical range of the ment)

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 lOMoARcPSD|29042727

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Flexible
Assessment
Activities (FAA)
• Individual
/
Most K paired/Grou
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Content Essential Flexible
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activity
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unit circle and
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evaluate an
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linear and U D Evaluating
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angular
expression.
measures of a
central angle in
a unit circle
convert degree The following The
solve
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radian measure D Flexible are the
equations.
and vice versa Assessment Flexible
illustrate angles K solve situational Creating Activities: Problem Solving Learning
in standard problems • Participatio

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 lOMoARcPSD|29042727

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Flexible
Most Assessment
Content Performance
Content Essential Activities (FAA) Flexible
Standards Standards K K Enabling
Topics n in Learning
Complete U involving inverse
Most Essential U RBT Level General Strategies
position and trigonometric D discussion Strategies
D D forum
Strategy
coterminal functions and • Board
(FLS)
angles trigonometric • Quiz work
equations through
illustrate the google • Flipped
different circular K form Classro
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functions pen om
uses reference • Reflection
angles to find paper • Probing
exact values of • Individu • Interacti
circular al ve
functions (Virtual Discuss
Assess ion
ment) • Collabo
determine the • Individual ration
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functions worksheet • Think –
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circular Applicatio ery
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D Exercises/h
amplitude, (b) ch
period, and (c) ome-based • E-games
phase shift activity
• Concept
solve problems D Supplementary
Problem Set Mapping
involving

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 lOMoARcPSD|29042727

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Most Thinking Skill to Assess
Content Performance Flexible
Content Essential Flexible
Standards Standards K K Assessment Enabling
Topics Learning
Complete U Most Essential U RBT Level Activities (FAA) General
Strategies
circular D D Strategy
(FLS)
functions
determine
whether an
equation is an
K
identity or a
conditional
equation
derive the The
fundamental following
D
trigonometric are the
identities Flexible
derive Learning
trigonometric Strategies
identities
D
involving sum • Board
and difference work
of angles
derive the • Flipped
double and half- D Classro
angle formulas om

simplify • Probing
trigonometric D • Interacti
expressions ve
prove other The following Discuss
trigonometric D are the ion
identities Flexible • Collabo
solve situational U Assessment ration

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 lOMoARcPSD|29042727

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most Flexible
Content Performance Assessment
Content Essential Flexible
Standards Standards K K Activities (FAA) Enabling
Topics Learning
Complete
problems U Most Essential U RBT Level Activities: General
Strategies
involving D D • Participatio Strategy
n in (FLS)
trigonometric
identities discussion
illustrate the forum
domain and • Quiz
range of the through
K google
inverse
trigonometric form
/paper and
functions pen
evaluate an • Reflection
inverse paper
D
trigonometric • Individu
expression. • Inquiry
al
solve (Virtual based
trigonometric D Assess approach
equations ment) • Think –
solve situational • Individual pair-
problems / share
involving paired/Grou • Discov
inverse p ery
U worksheet approa
trigonometric
functions and Activity ch
trigonometric • Real • E-games
equations world • Concept
locate points in Applicatio Mapping
polar coordinate K n as
system Exercises/h
convert the U ome-based
coordinates of a activity

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 lOMoARcPSD|29042727

What to Teach? Why Teach? How to Assess? What to Teach?

Highest Enabling Strategy to Use
Highest Thinking Skill to
Learning competencies in developing the Highest
Assess
Thinking Skill to Assess
Most Flexible
Content Performance Assessment
Content Essential Flexible
Standards Standards K K Activities (FAA) Enabling
Topics Learning
Complete
point from U Most Essential U RBT Level Supplemen General
Strategies
rectangular to D D tary Strategy
(FLS)
polar systems Problem
and vice versa Set
solve situational
problems
involving polar U
coordinate
system

Performance Task # 1
I LOVE MATH: APPLICATIONS OF CONIC SECTIONS

GOAL- The goal of the performance task is to give an explanation and importance of Conic Sections in real-world applications.
ROLE- The students will work in groups of three to five members. Each group members will have a designated different task to be done and distribute among the members of the
group. The group members can alternate in discussing what the project is about during the presentation.
AUDIENCE- The target audience are their classmates and mathematics teachers.
SITUATION- Many students dislike studying Mathematics concepts claiming they are difficult and have no application to their lives. To convince the students that this is not the case,
you are to choose real-world applications of Mathematics, specifically, Conic Sections, which will show how important these concepts are.
PRODUCT- The output will be in the form of a poster and/ or models to illustrate these applications, together with a written discussion of the application they have chosen. The output
will be presented Face to Face, to be participated by the different groups
STANDARDS - Accurate, Creative, Comprehensive Rubric:

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Criteria:

Prepared By: Checked: Approved:

MR. ARDRIAN D. MALANGEN MR. ADONIS F. CERBITO MS.MARIA NONA S.

GRAFANE
Subject Teacher Strand Coordinator Acting Principal, SHS

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