Plaza A. Hernandez, Ilaya St. Brgy.

4, Zone 1, Tondo, Manila, 1012

PAASCU ACCREDITED LEVEL I

(Senior High School)

Course Title: Pre – Calculus

Prerequisite: N/A
Faculty Name: Mr. Aaron James D. Sebastian Grade level: Grade 11
Email Address: aaronjames.sebastian@hccs.edu.ph Hrs. per Sem: 80 hrs
Office Location: SHS Faculty

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.

The learners shall be able to:

1. model situations appropriately and solve problems accurately using conic
sections and systems of nonlinear equations
2. keenly observe and investigate patterns, formulate appropriate mathematical
statements and prove them using mathematical induction and/or Binomial
Theorem
3. formulate and solve accurately situational problems involving circular
functions
4. apply appropriate trigonometric identities in solving situational problems
5. formulate and solve accurately situational problems involving appropriate
trigonometric functions
6. formulate and solve accurately situational problems involving the polar
coordinate system

The learners demonstrate an understanding of:

1. key concepts of conic sections and systems of nonlinear equations
2. key concepts of series and mathematical induction and the Binomial
Theorem
3. key concepts of circular functions, trigonometric identities, inverse
trigonometric functions, and the polar coordinate system

As evidence of attaining the above learning outcomes, the students are expected to
improve the behavioral attributes that will enable them to become agents of social
transformation by embodying:
Excellence – Demonstrates understanding of objective and systematic ways of
making decisions and actions for the solution of social problem
The students will be graded according to the set criteria and forms of assessment.
Skills and competencies will be evaluated through the following course
requirements:
Written Outputs ------------------------------ 40%
- Other Assessment ---------- 20%
- Quarterly Examination --- 20%
Performance Task ---------------------------- 60%

DESCRIPTOR GRADING SCALE REMARKS

Outstanding 90 – 100 Passed
Very Satisfactory 85 - 89 Passed
Satisfactory 80 - 84 Passed
Fairly Satisfactory 75 - 79 Passed
Did Not Meet Expectations 74 below Failed
 WEEK/DATE TOPICS LEARNING COMPETENCIES INSTRUCTIONAL ACTIVITIES ASSESSMENTS REMARKS
WEEK 1: Subject Orientation illustrate the different types of conic  Discussion  Pre-assessment
August 14 – 18 sections: parabola, ellipse, circle,  Experiential Learning  Recitation
Introduction hyperbola, and degenerate cases.  Cooperative Learning  Seatwork
define a circle  Discovery and Inquiry based  Homework
determine the standard form of equation of Learning  Reflection
a circle  Activity Based Learning
graph a circle in a rectangular coordinate  Game Based Learning
system  E-book (Quipper)
WEEK 2: Parabola define a parabola  Discussion  Recitation
August 21 – 25 determine the standard form of equation of  Experiential Learning  Seatwork
a parabola  Cooperative Learning  Homework
graph a parabola in a rectangular coordinate  Discovery and Inquiry based  Quizzes
system Learning  Reflection
 Activity Based Learning
 Game Based Learning
 E-book (Quipper)
WEEK 3: Ellipse define an ellipse  Discussion  Recitation
August 28 – Sept 2 determine the standard form of equation of  Experiential Learning  Seatwork
an ellipse  Cooperative Learning  Homework
graph an ellipse in a rectangular coordinate  Discovery and Inquiry based  Quizzes
system Learning  Reflection
 Activity Based Learning  Mini-Performance Task
 Game Based Learning
 E-book (Quipper)
WEEK 4: Hyperbola define a hyperbola  Discussion  Recitation
Sept 4 – 8 determine the standard form of equation of  Experiential Learning  Seatwork
a hyperbola  Cooperative Learning  Homework
graph a hyperbola in a rectangular  Discovery and Inquiry based  Quizzes
coordinate system Learning  Reflection
WEEK 5: recognize the equation and important  Activity Based Learning
Sept 11 – 15 characteristics of the different types of  Game Based Learning
conic sections  E-book (Quipper)
solves situational problems involving conic  Problem Solving
sections
WEEK 6: System of Nonlinear illustrate systems of nonlinear equations 
Discussion  Recitation
Sept 18 – 22 Equations 
Experiential Learning  Seatwork
determine the solutions of systems of
nonlinear equations using techniques such 
Cooperative Learning  Homework
as substitution, elimination, and graphing 
Discovery and Inquiry based  Reflection
solve situational problems involving Learning  Mini-Performance Task
systems of nonlinear equations  Activity Based Learning
 Game Based Learning
 E-book (Quipper)
 Problem Solving
WEEK 7: REVIEW
Sept 25 – 29
WEEK 8: MIDTERM EXAMINATION
Oct 2 – 6
WEEK 9: Series and the Sigma illustrate a series  Discussion  Pre-assessment
Oct 9 – 13 Notation differentiate a series from a sequence  Experiential Learning  Recitation
use the sigma notation to represent a  Discovery and Inquiry based  Seatwork
series Learning  Homework
Mathematical illustrate the Principle of Mathematical  Activity Based Learning  Reflection
Induction Induction  Game Based Learning
apply mathematical induction in proving  E-book (Quipper)
identities
WEEK 10: Binomial Expansion illustrate Pascal’s Triangle in the  Discussion  Recitation
Oct 16 – 20 expansion of (𝑥 + 𝑦)𝑛 for small positive  Experiential Learning  Seatwork
integral values of n  Discovery and Inquiry based  Homework
prove the Binomial Theorem Learning  Quizzes
determine any term of (𝑥 + 𝑦)𝑛 , where n  Activity Based Learning  Reflection
is a positive integer, without expanding  Problem Solving
solve problems using mathematical  E-book (Quipper)
induction and the Binomial Theorem
WEEK 11: FOUNDATION WEEK
Oct 23 – 27
WEEK 12: Angles in a Unit illustrate the unit circle and the  Discussion  Recitation
Oct 30 – Nov 3 Cirlce relationship between the linear and  Experiential Learning  Seatwork
angular measures of a central angle in a  Activity Based Learning  Homework
unit circle  E-book (Quipper)  Reflection
convert degree measure to radian measure
and vice versa
illustrate angles in standard position and
coterminal angles
Circular Functions illustrate the different circular functions
WEEK 13: Graphs of Circular uses reference angles to find exact values  Discussion  Recitation
Nov 6 – 10 Functions of circular functions  Experiential Learning  Seatwork
determine the domain and range of the  Discovery and Inquiry based  Homework
different circular functions Learning  Quizzes
graph the six circular functions (a)  Activity Based Learning  Reflection
amplitude, (b) period, and (c) phase shift  Problem Solving  Mini-Performance Task
solve problems involving circular  E-book (Quipper)
functions
WEEK 14: Trigonometric determine whether an equation is an  Discussion  Pre-assessment
Nov 13 – 17 Identities identity or a conditional equation  Experiential Learning  Recitation
derive the fundamental trigonometric  Discovery and Inquiry based  Seatwork
identities Learning  Homework
derive trigonometric identities involving  Activity Based Learning  Reflection
sum and difference of angles  Game Based Learning
derive the double and half-angle formulas  E-book (Quipper)
WEEK 15: Inverse Trigonometric simplify trigonometric expressions  Discussion  Recitation
Nov 20 – 24 Functions prove other trigonometric identities  Experiential Learning  Seatwork
solve situational problems involving  Cooperative Learning  Homework
trigonometric identities  Activity Based Learning  Reflection
illustrate the domain and range of the  Problem Solving
inverse trigonometric functions  E-book (Quipper)
evaluate an inverse trigonometric
expression
WEEK 16: Trigonometric solve trigonometric equations.  Discussion  Recitation
Nov 27 – Dec 1 Equations solve situational problems involving  Experiential Learning  Seatwork
inverse trigonometric functions and  Cooperative Learning  Homework
trigonometric equations  Activity Based Learning  Quizzes
Polar Coordinate locate points in polar coordinate system  Problem Solving  Reflection
System convert the coordinates of a point from E-book (Quipper)
rectangular to polar systems and vice
versa
solve situational problems involving polar
coordinate system
WEEK 17:
Dec 4 – 8 PERFORMANCE TASK
WEEK 18:
Dec 11 – 15 FINAL EXAMINATION
At the end of the course, you are expected to accomplish the performance task given below. The teacher will discuss the details further in class and will answer your queries about this
culminating task (if you have one).

GOAL ROLE AUDIENCE SITUATION / S PRODUCT STANDARDS

You need to make a Vlog in You are a vlogger. Grade 11 MINI PERFORMANCE TASK 1 A video and an eight–pages Your product should
which you highlight the four Students and “Conic Sections in School: Food Bazaar” output with the following; meet the standards
conic sections using items Architectures. given on the rubric.
from your home and school. A Grade 11 faculty event called the Food Bazaar will take place MINI PERFORMANCE (See rubric section)
The advantages of using at Holy Child Catholic School. A group of five students will TASK 1
conic sections in architectural perform the following tasks: (1) look for objects inside the 1st page – GRASPS and
structures will also be school that have a conic shape; (2) take pictures of such objects; Rubric, 2nd page – pictures of
discussed, along with and (3) organize them in a brief bond paper through a collage. objects from the school that
examples of various have a conic shape.
architectural constructions MINI PERFORMANCE TASK 2
that utilize them. “Conic Sections in House” MINI PERFORMANCE
TASK 2
This Mini Performance Task will take place at each student’s 3rd page – Rubric, 4th page –
house. A group of five students will perform the following tasks: pictures of objects from
(1) look for objects inside their own house that have a conic student’s house that have a
shape; (2) take pictures of such objects; and (3) organize them in conic shape.
a brief bond paper through a collage.
MINI PERFORMANCE
MINI PERFORMANCE TASK 3 TASK 3
“Conic Sections on Architectural Structures” 5 page – Rubric, 6th & 7th
th

page – pictures of architectural

A group of five students will perform the following tasks: (1) structures the utilize the conic
Search for at least four architectural structures that have a conic section, and advantages of
shape; (2) explain the advantages of utilizing conic sections in utilizing conic sections as a
designing an architectural structures and (3) organize them in a design on an architectural
brief bond paper through a collage. structure.

MAJOR PERFORMANCE TASK MAJOR PERFORMANCE

“Vlog: Conic Sections are Everywhere” TASK
8th page – Rubric
A group of 5 students will create a vlog in which they will Video (Vlog)
highlight the four conic sections using items from their home and
school. The advantages of using conic sections in architectural
structures will also be discussed, along with examples of various
architectural constructions that utilize them.
 MINI PERFORMANCE TASK 1 AND 2 RUBRIC

Excellent Good Fair Needs Improvement

ELEMENT
(4) (3) (2) (1)
The total number of objects The total number of objects The total number of objects The total number of objects
having a conic shape having a conic shape having a conic shape having a conic shape
Number of Objects
captured by the students are captured by the students are captured by the students are captured by the students are
more than 12. between 8-12. between 5-7. less than 5.
All pictures being taken are 1-2 pictures being taken are 3-4 pictures being taken are 5-6 pictures being taken are
Quality of Pictures in high resolution, visible, not in high resolution, not in high resolution, not in high resolution,
and clear. visible, and clear. visible, and clear. visible, and clear.
All collage items are Most collage items are Some collage items are Very few collage items are
creative, colored or creative, colored or creative, colored or creative, colored or tastefully
Organization beautifully-black and white. beautifully black and white. beautifully black and white. black and white. The
The pictures are well- The pictures are organized The pictures are organized pictures are not organized
organized and arranged. The and arranged. The students and arranged. The relation There is no relation between
students manage to create a manage to create a of pictures from one another the pictures.
relationship between the relationship between the is not visible.
pictures. pictures.

The students work The students work The students work lacked The students work has no
Creativity demonstrates a unique level demonstrates creativity. sincere creativity. evidence of creativity.
of creativity
Submitted ahead of time. Submitted on time Submitted one to three days Submitted four days or
Punctuality late after the deadline. more, late after the
deadline.
TOTAL SCORE = /20
 MINI PERFORMANCE TASK 3 RUBRIC

Excellent Good Fair Needs Improvement

ELEMENT
(4) (3) (2) (1)
The total number of The total number of The total number of The total number of
Number of Architectural Structures with Architectural Structures Architectural Structure with Architectural Structure with
Architectural Structures a conic shape presented by with a conic shape presented a conic shape presented by a conic shape presented by
the students are more than 4. by the students are exactly 4. the students are exactly 3. the students are less than 3.
All collage items are Most collage items are Some collage items are Very few collage items are
creative, colored, or creative, colored, or creative, colored, or creative, colored, or
Organization beautifully-black and white. beautifully-black and white. beautifully-black and white. tastefully black and white.
The pictures are well The pictures are organized The pictures are organized The pictures are not
organized and arranged. The and arranged. The students and arranged. The students organized The students
students manage to create a manage to create a barely manage to create a didn’t manage to create a
relationship between the relationship between the relationship between the relationship between the
pictures. pictures. pictures. pictures.
The students can clearly and The students can clearly and The students can barely The students can’t clearly
concisely explain the concisely explain the clearly and concisely and concisely explain the
Advantages of Utilizing benefits of using conic advantages of utilizing conic explain the advantages of advantages of utilizing conic
Conic Sections sections while building sections in creating utilizing conic sections in sections in creating
architectural structures. architectural structures. creating architectural architectural structures.
They also succeeded in structures.
providing more details.
The students work The students work The students work lacked The students work has no
Creativity demonstrates a unique level demonstrates creativity. sincere creativity. evidence of creativity.
of creativity
Submitted ahead of time. Submitted on time Submitted one to three days Submitted four days or
Punctuality late after the deadline. more, late after the
deadline.
TOTAL SCORE = /20
 MAJOR PERFORMANCE TASK RUBRIC

Excellent Good Fair Needs Improvement

ELEMENT
(4) (3) (2) (1)
The student shows (1) what he or she The student shows (1) what he or she The student shows (1) what he or she The student shows what he or she has
learned and (2) what he or she found learned and (2) what he or she found learned and (2) what he or she found experienced and learned. The student
Content of the vlog impressive. The students understand impressive. The student partially impressive. The students does not understand what he or she is
what he or she is telling, and have understands what he or she is telling. understands poorly what he or she talking about.
able to present additional tells.
information.
The student clearly shows that he or The student shows that he or she The student shows poor The student shows that he or she does
Understanding about the she understands the topic well and understands the topic well and understanding of the topic and not understand the topic and does not
subject makes connections between sometimes makes connections makes few or no connections make connections between different
different aspects of the theme in the between different aspects of the between different aspects of the aspects of the theme in the
presentation. theme in the presentation. theme in the presentation. presentation.
Preparation; script and The student is fully prepared, had a The student seems sufficiently The student is somewhat The student has not practiced and
presentation clear script and practiced before prepared, also had a script, but might prepared. Has little script and it is was not prepared by means of a
coming in front of the camera. need some practice. clear that there is not enough script.
practice.
Interest and Purpose Video has a clear and interesting Video is interesting but the purpose Video is not very interesting and the Video is not interesting and has no
purpose is somewhat unclear. purpose is somewhat unclear. discernable purpose.
Video did not rock/shake and the Video did not rock/shake and the Video had a little rocking/shaking, Video had a little rocking/shaking,
Videography - Clarity focus was excellent throughout. focus was excellent for the majority but the focus was excellent but the focus was excellent
of the video. throughout throughout
The student speaks loud and The student speaks loud and clear The learner speaks loud and clear The student mumbles or cannot be
clear. (100-95%) of the time. The (94-90%) of the time, but (89-85%) of the understood for much of the time, or
Manner of Speaking student pronounces all words mispronounces 2 words/uses wrong time. Mispronounces more than 5 mispronounces more than 8 words.
correctly, uses correct language. The words. The student rarely speaks too words or uses a wrong word. The The student often speaks too quickly
student does not speak too quickly or quickly or too slowly. student sometimes speaks too or too slowly.
too slowly. quickly or too slowly.
All of the required information was All of the required information was Most of the required information Some of the required information
Time Management able to be presented by the students able to be presented by the students was able to be presented by the were able to be presented by the
under a time limit of no more than under a time limit of no more than students, but he exceeds five students, but he or she exceeds five
five minutes. The student have extra five minutes. minutes. minutes.
time to spare.
Creativity The students work demonstrates a The students work demonstrates The students work lacked sincere The students work has no evidence of
unique level of creativity creativity. creativity. creativity.
Punctuality Submitted ahead of time. Submitted on time Submitted one to three days late Submitted four days or more, late
after the deadline. after the deadline.
TOTAL SCORE = _____+ 4 = /40
 Students are expected to strictly adhere to the following policies given below.
1. All students should follow and observe all class-related policies given in the student handbook. Any misbehavior or violation will be reported to the class adviser and
eventually to the student behavior management officer (SBMO) for intervention and assessment.
2. Students must always attend online/onsite classes on time. Those with repeated/habitual tardiness will get corresponding deductions based on the discretion of the
teacher. In case of absence, the student is expected to fill up and submit the excuse letter form via Google Forms the day he/she goes back to class.
3. Every student must have an assigned or allotted notebook for the subject. He/She is expected to take down important notes during class discussions, most importantly
during problem-solving activities.
4. Those students attending online sessions of the class are expected to follow online etiquette or general rules of conduct during online sessions.
5. All students are expected to submit all outputs on or before the specified deadline. The teacher would only accept late submissions if and only if there is a valid excuse
indicated on the excuse letter form.

Friday 1:00 – 4:00 pm

In case you need some references for additional or advanced readings on our course, kindly check the following course resources below.
1. Orines, F. B. (2016). Next Century Mathematics Precalculus Learning Guide. Phoenix Publishing House, Inc.
2. Orines, F. B. (2016). Next Century Mathematics Precalculus. Phoenix Publishing House, Inc.
3. Larson, R., Stewart, J., Redlin, L., & Watson, S. (2019). Precalculus. Rex Book Store, Inc.
4. RCAM ES Cluster 5 and 6 (2022). Clusterized Modules: Pre-Calculus Module 1 to Module 8.

Prepared by: Checked by: Noted by: Approved by:

Mr. Aaron James D. Sebastian Mr. Emman M. Cruz Mr. Jayson Q. Beltran Ms. Jenny Lyn C. Chua
SHS Faculty Subject Area Coordinator SHS Coordinator High School Principal