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    STEM - BC11D IIIg 1

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    Aljon Tabuada
    The document is a lesson plan for teaching optimization problems in grade 11 basic calculus. It includes objectives to solve optimization problems and discuss their real-life importance. The lesson plan outlines introducing the topic, modeling example problems, guided student practice in pairs, independent practice solving sample problems, and an individual quiz evaluation. The goal is for students to understand how to formulate, solve and apply optimization problems.

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    STEM - BC11D IIIg 1

    Uploaded by

    Aljon Tabuada
    14 views5 pages
    The document is a lesson plan for teaching optimization problems in grade 11 basic calculus. It includes objectives to solve optimization problems and discuss their real-life importance. The lesson plan outlines introducing the topic, modeling example problems, guided student practice in pairs, independent practice solving sample problems, and an individual quiz evaluation. The goal is for students to understand how to formulate, solve and apply optimization problems.

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    Basic Calculus

    Original Title

    STEM_BC11D-IIIg-1

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    The document is a lesson plan for teaching optimization problems in grade 11 basic calculus. It includes objectives to solve optimization problems and discuss their real-life importance. The lesson plan outlines introducing the topic, modeling example problems, guided student practice in pairs, independent practice solving sample problems, and an individual quiz evaluation. The goal is for students to understand how to formulate, solve and apply optimization problems.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    14 views5 pages

    STEM - BC11D IIIg 1

    Uploaded by

    Aljon Tabuada
    The document is a lesson plan for teaching optimization problems in grade 11 basic calculus. It includes objectives to solve optimization problems and discuss their real-life importance. The lesson plan outlines introducing the topic, modeling example problems, guided student practice in pairs, independent practice solving sample problems, and an individual quiz evaluation. The goal is for students to understand how to formulate, solve and apply optimization problems.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 5

    DEPARTMENT OF EDUCATION

    Region XII
    Division of General Santos City

    LESSON PLAN IN GRADE 11 BASIC CALCULUS


    S.Y. 2016 - 2017

    I. OBJECTIVES:
    At the end of the lesson, at least 75% of the students should be able to:
    solve optimization problems; and
    cite the importance of solving optimization problems in real – life situations.

    II. SUBJECT MATTER:


    A. Session Title/Topic: Optimization Problems
    B. Session Date : June 3, 2016; 60 minutes
    C. Content Standard : The learner demonstrates understanding of basic concepts of
    derivatives.
    D. Performance Standard: The learner is able to formulate and solve accurately
    situational problems involving extreme values.
    E. Learning Competency: The learner must be able to solve optimization problems.
    (Code: STEM_BC11D-IIIg-1)
    F. Materials : LCD Projector, laptop, visual aids
    G. References : SHS Curriculum Guide for Basic Calculus
    Basic Calculus book
    H. Strategies : Explicit Teaching, cooperative learning, interactive instruction

    III. LEARNING PROCEDURE:


     Preliminaries:
     Prayer
     Greetings
     Checking of Attendance
     3 – Golden Rules
    1. Observe silence.
    2. Ask permission.
    3. Stay at your proper seat.
     Review of the Previous Lesson
     Creative Recapitulation:

    A. Introduction
     Introduce the topic of Optimization problems.
    The students’ ideas regarding the following problem will be gathered:
    “Find the maximum volume of an open-topped box created from a 20 cm square
    sheet of paper.”
    1. What is the object involved in the problem?
    2. What is/are the given value/s in the problem?
    3. What is asked in the problem?
    4. What is meant by the word “maximum”?
    5. What is the difference between “maximum” and “minimum”?
    6. How are you going to solve the problem?
    7. What concept/s is/are you going to apply in order to solve the problem?
    8. What do you think is our topic for today?
    B. Teaching/ Modelling
    The problem above is an example of a word problem that involves optimization and
    the application various differentiation rules.

    The first step in solving an optimization problem is to translate the problem into
    mathematical language. This leads to a function, defined on an interval, to which we
    can apply the differentiation rules.

    Notes: In any situation, the best or most desirable result is called the optimum. For
    profit, the best result is a maximum, while for cost, the most desirable result is a
    minimum. Let us take for example the following problem:

    “I DO”

    Guidelines for Optimization Problems:


    1. Name the quantity to be maximize or minimized.
    2. Name the other quantities that vary (The variables)
    3. Write a formula for the quantity to be maximized or minimized.
    4. If the right side of this formula contains more than one variable, look for other
    relationships among the variables, so that you can eliminate all but one variable
    on the right side of the equation (say x).
    5. Find the restrictions that are imposed on x by the given information: x 1 ≤ x ≤ x 2
    6. Find the maximum or minimum value of the function over the given interval by
    using the differentiation rules.
    C. Guided Practice
    The students will be grouped in pairs. Think – Pair – Share. The teacher will be
    guiding the students in pairs as they perform the process of solving an optimization
    problem.

    “WE DO”

    Guidelines for Optimization Problems:


    1. Name the quantity to be maximize or minimized.
    2. Name the other quantities that vary (The variables)
    3. Write a formula for the quantity to be maximized or minimized.
    4. If the right side of this formula contains more than one variable, look for other
    relationships among the variables, so that you can eliminate all but one variable
    on the right side of the equation (say x).
    5. Find the restrictions that are imposed on x by the given information: x 1 ≤ x ≤ x 2
    6. Find the maximum or minimum value of the function over the given interval by
    using the differentiation rules.
    D. Independent Practice/ Application
    Think – Pair – Share. 1 whole. The students will be asked solve the following
    optimization problem.

    “YOU DO”

    A farmer has 54 m of fencing with which to build two animal pens with common
    side. One pen is rectangular; the other is a square. If the area of the pens is to be
    maximized. What are their dimensions?

    Provide answers for the following:


    1. Name the quantity to be maximize or minimized.
    2. Name the other quantities that vary (The variables)
    3. Write a formula for the quantity to be maximized or minimized.
    4. If the right side of this formula contains more than one variable, look for other
    relationships among the variables, so that you can eliminate all but one variable
    on the right side of the equation (say x).
    5. Find the restrictions that are imposed on x by the given information: x 1 ≤ x ≤ x 2
    6. Find the maximum or minimum value of the function over the given interval by
    using the differentiation rules.
    7. Why is it important to know the concept of solving optimization problems in real
    – life situations?

    IV. EVALUATION: Individual Quiz: 1 whole.


    Solve the following optimization problem.

    Rubrics: 2 points – correct answer (No errors)


    1 point – attempted to answer (With errors)

    V. ASSIGNMENT: 1 whole
    Solve the following optimization problem.

    ∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞∞
    Prepared by:

    ADAM JULIAN L. CHE


    Teacher III, 0942-929-8928
    GSC SPED Integrated School
    Division of General Santos City

    Checked by:

    LUCILLA SIPLAO RONELA MOLINA


    Regional Mathematics Trainer Regional Mathematics Trainer

    Attested by:

    GILBERT B. BARRERA
    Regional Education Program Supervisor

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