CURRICULUM MAP

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

MISSION

The Immaculate Conception Child Development Center, Inc., commits itself to provide for a healthy and balanced Christian
experience through a positive student-centered education that balances global learning with physical, social and emotional
well-being that ensures achievement in the service of God and fellowmen.

VISION

The Immaculate Conception Child Development Center, Inc., under the ideal of its patroness, the Our Lady of the Immaculate
Conception, aims to be a center of excellence by educating and nurturing students to become global citizens of honor and self-
discipline, who are committed to independent thinking and service to others.

CORE VALUES

INTEGRITY
COURTESY
COMMITMENT
DISCIPLINE
COMPASSION

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

SUBJECT: Basic Calculus SCHOOL YEAR: 2025-2026

GRADE LEVEL: 11 DEPARTMENT: Senior High School
TEACHER: Cristine B. Flores, LPT SEMESTER: Second

TERM/ UNIT CONTENT PERFORMAN LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD CE COMPETENCIES CORE VALUES
CONTENT (CS) STANDARD (LC)
(PS)
The Learner… The Learner… The Learner…
THIRD
QUARTER

Week 1 Introduction demonstrates an is able to illustrate the limit of a Pre assessment Podcast Discussion 1. Basic Calculus - Critical
to Limits understanding of formulate and function using a table  Written Module 1 Thinking and
the basic solve of values and the diagnostic test  Create a podcast or find one Problem-Solving
concepts of limit accurately graph of the function. related to limit. 2. Conceptual Math Skills:
and continuity of real-life STEM_BC11LC-IIIa-1 Formative Assessments:  After listening, facilitate a and Beyond: Basic
Promote the
a function. problems  Make meaning of class discussion where Calculus, pp. 2-13. development of
involving distinguish between limits and one- students share their (Brilliant Creations) critical thinking and
continuity of limx→c f(x) and f(c). sided limit. insights and understanding problem-solving
functions. STEM_BC11LC-IIIa-2 of the material. 3. Math Connections skills through the
 Solving the limit  Encourage them to express in the Digital Age study of limits. The
of a function using their thoughts verbally. (Basic Calculus), pp. goal is to equip
direct 3-17. (Sibs students with the
substitution, Post-Test. Conduct a post-test Publishing) ability to analyze,
factoring, and in a form of quiz. evaluate, and apply
limit concepts in
rationalization.
novel situations,
preparing them for
 Solving limit using challenges beyond
one-sided limit. the classroom.

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

TERM/ UNIT CONTENT PERFORMAN LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD CE COMPETENCIES CORE VALUES
CONTENT (CS) STANDARD (LC)
(PS)
The Learner… The Learner… The Learner…
Week 2 Limit Laws demonstrates an is able to illustrate the limit Pre assessment Limit Law Puzzles: 1. Basic Calculus - Integrity and
understanding of formulate and laws. STEM_BC11LC-  Written  Create a set of limit law Module 2 Discipline:
the basic solve IIIa-3 diagnostic test puzzles with expressions
concepts of limit accurately involving different limit 2. Conceptual Math The ICCDC value
and continuity of real-life apply the limit laws in Formative Assessments: laws. and Beyond: Basic the pursuit of
a function. problems evaluating the limit of  Oral participation  Students can work in pairs Calculus, pp. 14-24. excellence in
involving algebraic functions about the or small groups to solve the (Brilliant Creations) understanding
continuity of (Polynomial, rational, different limit puzzles and identify which limits as a
functions. and radical). laws. limit law(s) apply in each 3. Math Connections foundational
STEM_BC11LC-IIIa-4 case. in the Digital Age concept in
 Solve limits using  This can be a fun way to (Basic Calculus), pp. calculus. Our
limit laws. reinforce the understanding 18-28. (Sibs commitment is to
of limit laws in different Publishing) foster a deep
scenarios. comprehension of
 Graph a function limits, enabling
involving limit. Desmos Exploration students to apply
this knowledge
 Exit Slip  Use online graphing tools across various
like Desmos. mathematical
 Utilize technology to contexts.
enhance understanding
through visualization.
Week 3 Limits of demonstrates an is able to compute the limits of Pre assessment Trigonometry in Physics 1. Basic Calculus - Global
Trigonometri understanding of formulate and exponential,  Written  Introduce physics problems Module 3 Awareness:
c Functions the basic solve logarithmic, and diagnostic test involving trigonometric Highlight the
concepts of limit accurately trigonometric functions (e.g., oscillations, 2. Conceptual Math universal nature
and continuity of real-life functions using tables Formative Assessments: wave behavior). and Beyond: Basic of trigonometric
a function. problems of values and graphs  Classroom  Ask students to analyze and Calculus, pp. 25-34. identities by

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

TERM/ UNIT CONTENT PERFORMAN LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD CE COMPETENCIES CORE VALUES
CONTENT (CS) STANDARD (LC)
(PS)
The Learner… The Learner… The Learner…
involving of the functions. Discussion determine the limits of the (Brilliant Creations) discussing how
continuity of STEM_BC11LC-IIIb-1 Organize a class trigonometric functions in they are used
functions. illustrate limits discussion where these physical contexts. 3. Math Connections across cultures,
involving the students share their  Connect theoretical in the Digital Age industries, and
expressions insights about the concepts to real-world (Basic Calculus), pp. academic
sin t 1−cos t e −1
t different productivity applications. 29-38. (Sibs disciplines.
, , tools. Publishing)
t t t Trig Limits Relay Race:
and using tables of
• Exit Slip  Divide the class into teams
values.
and set up a relay race with
STEM_BC11LC-IIIb-2
different trigonometric
functions.
 Each team member must
solve a limit problem
related to a trigonometric
function before passing the
pen to the next member.
 The first team to
successfully solve all
problems wins.

Post-Test. Conduct a post-test

in a form of seatwork.
Week 4 Continuity of demonstrates an is able to illustrate continuity of Pre assessment Mini Reporting 1. Basic Calculus - Commitment:
a Function understanding of formulate and a function at a  Written  Students will present Module 4 We prioritize the
the basic solve number. diagnostic test their concept created from development of a
concepts of limit accurately STEM_BC11LC-IIIc-1 their peer teaching 2. Conceptual Math foundational
and continuity of real-life Formative Assessments: assessment. and Beyond: Basic understanding of

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

TERM/ UNIT CONTENT PERFORMAN LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD CE COMPETENCIES CORE VALUES
CONTENT (CS) STANDARD (LC)
(PS)
The Learner… The Learner… The Learner…
a function. problems determine whether a  Peer Teaching Calculus, pp. 35-47. continuity in
involving function is continuous 1. Assign each student or Desmos Exploration (Brilliant Creations) functions. Our
continuity of at a number or not. group a specific  Use online graphing tools 3. Math Connections institution is
functions. STEM_BC11LC-IIIc-2 Continuity of a like Desmos. in the Digital Age committed to
function topic.  Utilize technology to (Basic Calculus), pp. ensuring that
illustrate continuity of 2. Have them prepare a enhance understanding 43-61. (Sibs students grasp
a function on an mini-lesson to teach through visualization. Publishing) the fundamental
interval. their classmates about concepts that
STEM_BC11LC-IIIc-3 the concept, including Post-Test. Conduct a post-test underlie the
examples and in a form of quiz. continuity of
applications. functions, paving
3. Foster a collaborative the way for
learning environment. advanced
mathematical
 Reflection and studies.
Discussion:
Metacognition
At the end of the
lesson, ask students to
reflect on what
they've learned.
Discuss any challenges
they faced and how
they overcame them,
encouraging self-
awareness and
learning from
mistakes.

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

TERM/ UNIT CONTENT PERFORMAN LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD CE COMPETENCIES CORE VALUES
CONTENT (CS) STANDARD (LC)
(PS)
The Learner… The Learner… The Learner…

• Exit Slip
Week 5 Derivatives demonstrates an is able to illustrate the tangent Pre assessment Drills 1. Basic Calculus - Collaborative
understanding of formulate and line to the graph of a  Written  Students will answer a Module 7 Learning and
basic concepts of solve function at a given diagnostic test worksheet about basic Communication
derivatives. accurately point. STEM_BC11LC- differentiation and rules for 2. Conceptual Math Skills:
situational IIIe-1 Formative Assessments: differentiation. and Beyond: Basic
problems Calculus, pp. 53-80. We promote
involving applies the definition Real-World Derivatives: Desmos Exploration (Brilliant Creations) collaborative
extreme of the derivative of a  Present real-world learning and
values. function at a given scenarios where • Use online graphing tools like 3. Math Connections communication
number. rates of change are Desmos. in the Digital Age skills. Our
STEM_BC11LC-IIIe-2 important (e.g., • Utilize technology to (Basic Calculus), pp. instructional
speed, population enhance understanding through 89-139. (Sibs methods include
apply the growth). visualization. Publishing) group activities,
differentiation rules  Ask students to discussions, and
in computing the identify the relevant Post-Test. Conduct a post-test presentations to
derivative of an function and find its in a form of quiz. encourage
algebraic, derivative to students to
exponential, interpret the rate of articulate their
logarithmic, change in the given understanding of
trigonometric context. derivatives
functions and inverse effectively and
trigonometric  Think-Pair-Share work
functions. collaboratively to
STEM_BC11LC-IIIf-3 • Exit Slip solve problems.

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

TERM/ UNIT CONTENT PERFORMANCE LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD STANDARD COMPETENCIES CORE VALUES
CONTENT (CS) (PS) (LC)
The Learner… The Learner… The Learner…
FOURTH
QUARTER

Week 1 Antiderivativ demonstrates an is able to illustrate an Pre assessment Conceptual Connections: 1. Antiderivative Collaboration:
es of a understanding of formulate and antiderivative of  Written diagnostic Module Promote
Function antiderivatives solve accurately a function. test Linking Concepts: Help collaborative
and Riemann situational STEM_BC11I- students connect the lessons 2. Conceptual Math learning and peer
integral. problems Iva-1 Formative Assessments during the third quarter to the and Beyond: Basic support and
involving  Think-Pair-Share. Ask new lesson. Calculus, pp. 130- being
population compute the students to work in pair. 138. (Brilliant compassionate to
models. general They need to think of how Start with Basic Creations) the needy.
antiderivative of antiderivative is related to Antiderivatives:
polynomial, derivative. Begin by introducing the 3. Math Connections
radical, fundamental rules for in the Digital Age
exponential, and  Exit Slip antidifferentiation of a function (Basic Calculus), pp.
trigonometric concept before moving on to 189-199. (Sibs
functions. more complex identities. Publishing)
STEM_BC11I-
Iva-1
Post-Test. Conduct a post-test
in a form of seatwork.

Week 2 Antiderivativ demonstrates an is able to compute the Pre assessment ACTIVITIES 1. Antiderivative Commitment:
e of a understanding of formulate and antiderivative of  Written diagnostic test Module Our institution
Function antiderivatives solve accurately a function using Substitution Rule Challenge ensures that
using and Riemann situational substitution rule. Formative Assessments Problems: 2. Conceptual Math materials and
Substitution integral. problems STEM_BC11I- and Beyond: Basic support systems
Rule involving Iva-2  Entry/Exit Tickets:  Present challenging integral Calculus, pp. 139- are designed to

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

TERM/ UNIT CONTENT PERFORMANCE LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD STANDARD COMPETENCIES CORE VALUES
CONTENT (CS) (PS) (LC)
The Learner… The Learner… The Learner…
population Distribute small slips of problems that require 144. (Brilliant cater to diverse
models. paper to students at the multiple substitutions. Creations) learning styles
beginning or end of the class.  Allow students to work and
Ask them to write down one individually or in groups to accommodate
thing they've learned about solve these more complex students with
using the substitution rule, a problems, promoting varying abilities,
question they have, or a critical thinking and making the study
concept they found problem-solving skills. of antiderivatives
challenging. accessible to all.
Substitution Rule Scavenger
 Think-Pair-Share: Hunt:
Pose a question related to
antiderivative using  Hide integral problems
substitution rule. Ask around the classroom or
students to think about it school that involve the
individually, discuss their substitution rule.
thoughts with a partner, and  Provide clues for each
then share their ideas with location, and students must
the class. This promotes find and solve the integrals
active engagement and idea using substitution.
exchange.  This activity adds an
element of movement and
exploration.

Week 3-4 Fundamental demonstrates an is able to illustrate the Pre assessment Derivative of an Integral 1. Fundamental Collaborative
Theorems of understanding of formulate and Fundamental  Written diagnostic test Exploration: Theorems of Learning and
Calculus antiderivatives solve accurately Theorem of Calculus Module Communication
and Riemann situational Calculus. Formative Assessments:  Guide students through the Skills:
integral. problems STEM_BC11I- Think-Pair-Share: process of differentiating an 2. Conceptual Math We promote

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

TERM/ UNIT CONTENT PERFORMANCE LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD STANDARD COMPETENCIES CORE VALUES
CONTENT (CS) (PS) (LC)
The Learner… The Learner… The Learner…
involving Ivh-1 Pose a question related to integral using the Fundamental and Beyond: Basic collaborative
population the fundamental theorems of Theorem of Calculus. Calculus, pp. 145- learning and
models. calculus. Allow students a  Provide various examples 154 (Brilliant communication
compute the few moments to think about and discuss how the upper Creations) skills. Our
definite integral their response, then have limit affects the result. instructional
of a function them discuss their thoughts  Encourage students to 3. Math Connections methods include
using the with a partner. Finally, select predict outcomes before in the Digital Age group activities,
Fundamental a few pairs to share their computing. (Basic Calculus), pp. discussions, and
Theorem of ideas with the class, 242-252. (Sibs presentations to
Calculus. encouraging participation Numerical Verification: Publishing) encourage
STEM_BC11I- and collaboration. students to
Ivh-2  Use numerical methods articulate their
Formative Quizzes: (like Riemann sums or understanding of
Administer short quizzes or trapezoidal rule) to calculus
quizzes focused on specific approximate definite theorems
theorems of calcukus. integrals. effectively and
 Compare the numerical work
Exit Tickets: results with the values collaboratively to
At the end of a lesson, ask obtained using the solve problems.
students to solve a quick Fundamental Theorem of
problem related to the day's Calculus.
topic. This helps you gauge  Discuss the convergence of
their immediate the numerical
comprehension and identify approximations as the
any common number of partitions
misconceptions. increases.
Week 5-6 Definite demonstrates an is able to compute the Pre assessment Substitution Rule Inquiry 1. Definite Integral Commitment:
Integral using understanding of formulate and definite integral  Written diagnostic test Project: Module Our institution is
Substitution antiderivatives solve accurately of a function committed to

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

TERM/ UNIT CONTENT PERFORMANCE LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD STANDARD COMPETENCIES CORE VALUES
CONTENT (CS) (PS) (LC)
The Learner… The Learner… The Learner…
Rule and Riemann situational using the Formative Assessments:  Assign each student or fostering a deep
integral. problems substitution rule.  Thumbs-Up, Thumbs- group a specific type of 2. Math Connections comprehension of
involving STEM_BC11I-Ivi- Down: definite integral that can be in the Digital Age the fundamental
population 2 Pose true/false statements solved using the (Basic Calculus), pp. principles of
models. about the substitution rule. substitution rule. 254-265. (Sibs substitution,
Have students show a  Students research and Publishing) enabling students
thumbs-up for true and present the underlying to confidently
thumbs-down for false. This concepts, applications, and and accurately
provides a quick visual challenges related to their apply this
assessment of their grasp of assigned type of technique.
concepts. substitution.

 Exit Slip Substitution Rule Scavenger

Hunt:
 Interactive Discussion
 Hide definite integral
problems around the
classroom or school that
involve the substitution
rule.
 Provide clues for each
location, and students must
find and solve the integrals
using substitution.
 This activity adds an
element of movement and
exploration.

Post-Test. Conduct a post-test

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]
 CURRICULUM MAP

TERM/ UNIT CONTENT PERFORMANCE LEARNING ASSESSMENT ACTIVITIES RESOURCES INSTRUCTIONAL

MONTHS TOPIC: STANDARD STANDARD COMPETENCIES CORE VALUES
CONTENT (CS) (PS) (LC)
The Learner… The Learner… The Learner…
in a form of quiz.
Note: CS, PS and LCs are unpacked using the K to 12 2016 Curriculum Guide.

Prepared by: Noted by:

Cristine B. Flores, LPT Trinidad L. Gonzales, LPT, MMEM, MAEd

Subject Teacher High School Principal

IMMACULATE CONCEPTION CHILD DEVELOPMENT CENTER, INC.

Address: J.P. Rizal St., Poblacion, Pandi, Bulacan, Philippines 3014
Landline No. : 044-769-2130 / 044-309-5103 Mobile No.: 0905-274-9600
email Address: [Link]@[Link]