SCHOOL Lodlod Integrated National High School GRADE LEVEL 11

GRADES 1 TO 12
TEACHER Kenneth Kerby T. Baet LEARNING AREA GENERAL MATHEMATICS
DAILY LESSON LOG
TEACHING DATES AND TIME Week 1 Session 1 – 4 8:30 AM – 9:30 AM QUARTER First Semester

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
I. OBJECTIVES exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of functions.
B. Performance Standards The learner is able to accurately construct mathematical models to represent real-life situations using functions.

The learner represents real-life situations

C. Learning Competencies/Objectives
Write LC code for each
The learner recalls the basic concept The learner performs addition, subtraction,
using functions, including piece-wise The learner evaluates a function.
about functions and relations.
functions.
multiplication, division of functions.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
Presenting the new lesson
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
Pages 1 – 5 Pages 5 – 9 Pages 11, 12 and 14 Pages 14 - 17
PowerPoint Presentation TV, Chalk and PowerPoint Presentation TV, Chalk and PowerPoint Presentation TV, Chalk and
Board Board Board
PowerPoint Presentation TV, Chalk and Board
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
The teacher reviews the example
presented on Session 2 and presents
The teacher greets the class and The teacher asks questions to the class in The teacher reviews the class about the
additional example before introducing
introduces himself order to review them of the lesson from
the new topic about Evaluation of
previous lesson and give additional example
(background/specialization). session 1. which involves problem solving.
Function.

B. Establishing a purpose for the lesson
The teacher asks questions to the class:
1. What do you recall about relation?
2. How about function?
Then, the teacher gives the formal
definition of relation and function to the
class.
The teacher compares a function as
machine which requires input in order to
have an output.
The teacher introduces the lesson about
Representing Functions in Real-Life
Situations.
The teacher will say: “Functions can often
be used to model real situations. Identifying
an appropriate functional model will lead to
a better understanding of various
phenomena.”
The teacher says: “Having knowledge
about evaluation of function is
important for us to solve daily real life
problems.”
The teacher will say to the class: “Being
knowledgeable on the four basic operations is
very important in solving real life problems and
in understanding higher mathematics for it is
one of the foundations that a learner should
learn.”

Input Machine A

Input: Any no. from 1 – 10.

Output: Multiply the no. by 3

Output
 Input Machine B

Input: Any number

Output: Multiply the no. by 6
and subtract by 2.

Output

The teacher will then give example on how The teacher will give the definition of Definition.
The teacher asks the class to recall the
to represent functions in real-life situations. Evaluating Function.
different ways of Representing Relations.
Let f and g be functions.
Example 1: Evaluating a function means (a) Their sum, denoted by f + g, is the
There were five ways namely:
Give a function C that can represent the replacing the variable in the function, in function defined by (f + g)(x) = f(x) + g(x).
1. Equation
cost of buying x meals, if one meal costs this case x, with a value from the (b) Their difference, denoted by f - g, is the
2. Ordered Pair
P40. function’s domain and computing for function defined by (f - g)(x) = f(x) - g(x).
3. Mapping Diagram
the result. (c) Their product, denoted by f * g, is the
4. Table of Values
Solution: Since each meal costs P40, then function defined by (f * g)(x) = f(x) * g(x).
5. Graph
the cost function is C(x) = 40x. Example: Evaluate the following (d) Their quotient, denoted by f / g, is the
functions. function defined by (f / g)(x) = f(x) / g(x);
From the definition of function, the teacher
Given: where g(x) ≠ 0.
elaborates and explains it by giving
1. f(x) = 2x+1
examples using the mapping diagram,
2. q(x) = x2 – 2x + 2 Example: Given the functions below, perform
ordered pair and table of values.
3. g(x) = √𝑥 + 1 the indicated operations.
2𝑥+1
For a Relation to be a Function, these 4. r(x) =
𝑥−1 f(x) = x + 3
conditions must be met:
p(x) = 2x – 7
__Every element in the Domain has a Find: v(x) = x2 + 5x + 4
partner. a. f(4) c. g(8) g(x) = x2 + 2x – 8
__Only one partner of Domain. b. q(-3) d. r(-5)
Solve:
Examples: Answer:
C. Presenting examples / Instances of the A. Mapping Diagram 1. 9
1. (f + p)(x)
new lesson 2. (v + g)(x)
Function Not Function 2. 17 3. (p – f)(x)
2 4 2 4 3. + 3 4. (f * p)(x
4 8 4 8 4. 9/6 or 3/2 5. (v / g)(x)
6 12 6 12
8 16 8 16
Domain Range Domain Range

B. Ordered Pair
Function
A = {(3,9),(4,12),(5,15),(6,18),(7,21)}

Not Function
B = {(1,5),(2,10),(3,15),(4,20),(2,14)}

C. Table of values
Function
X 1 2 3 4 5
Y 6 7 8 9 10

Not Function
X 4 6 8 4 6
Y 1 3 5 7 9
The teacher will then introduce new
D. Discussing new concepts and
concept of representing function which is
practicing new skill #1 Piecewise Functions.

E. Discussing new concepts and
practicing new skill #2
F. Developing mastery
Leads to Formative Assessment (s)
G. Finding Practical applications of skills in
daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Teacher says: “Piecewise Function is used
when there are two or more functions
needed in a given situation.”
Example 2:
A user is charged P300 monthly for a
particular mobile plan, which includes 100
free text messages. Messages in excess of
100 are charged P1 each. Represent the
amount a consumer pays each month as a
function of the number of messages m sent
in a month.
Solution: Let F(m) represent the amount
paid by customer each month.
P300 if 0 < m < 100
F(m) =
P300 + (m – 100)*P1 if m > 100
Practice:
A jeepney ride costs P8.00 for the first four
kilometers, and each additional integer
kilometer adds P1.50 to the fare. Use a
piecewise function to represent the jeepney
fare in terms of the distance d in kilometers.
Solution: Let F(d) represent the fare as a
function of distance.
P8 if 0 < d < 4
F(d) =
P8 + (d – 4)*P1.50 if d > 4
In order for the students to develop
mastery of the lesson, the teacher will give
examples of Relation in forms of Mapping
Diagram, Ordered Pairs and Table of
Values and the students are to identify if it
is a Function or Not.
The given examples above, shows
application of skills for daily living because
it is about representing function in real-life
situations.
The teacher will give a seatwork for the
To evaluate the learning of the students, students to answer.
the teacher will give more examples of
Relation and asks the students to answer Seatwork 1
orally if the given relation shows a Given:
Function or Not. 1. f(x) = 5x+13
2. q(x) = 2x2 + x - 8
3. g(x) = √3𝑥 + 7
 5𝑥+3
4. r(x) =
𝑥−4

J. Additional Activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No. of learners who required additional
activities for remediation who score below
80%
C. Did the remedial lesson work? No.
learners who have caught up with the
lesson
D. No. of learner who continue to require
remediation
E. Which of my teaching strategies worked
well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Find:
a. f(-7) c. g(6)
b. q(5) d. r(-4)
For additional activity, the teacher will give The teacher will give the students a Assignment:
the class an assignment. problem involving evaluating of Given the functions below, perform the indicated
functions for them to apply their operations.
Assignment: learning.
In your notebook, answer the question: f(x) = 5x + 7
How can we know if a Graph shows a Problem Solving: g(x) = 4x – 3
Function or Not? Mark started selling snacks in the h(x) = x2 – 6x + 9
nearby school. In one day he spends p(x) = x2 + x – 12
P200 for rent and P25 for each snack
item he prepares. His expenses in a Solve:
single day can be expressed as the 1. (f + g)(x)
function C(x) = 25x + 200, where x is 2. (h + p)(x)
the number of items and C(x) is his 3. (f – g)(x)
daily expenses in pesos. How much are 4. (p – h)(x
his expenses if he prepares 100 snack 5. (f * g)(x)
items? 150 snack items? 6. (h / p)(x)
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify
what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
15 students got 80% and above in the
evaluation.
20 students got score lower than 80%.
I think my strategy of gradual release of
responsibility where I demonstrate first
how to do evaluation of function and
gradually give the students the task to
do it with themselves.

Prepared by: Noted by:

KENNETH KERBY T. BAET DIANA M. CAMACHO

Teacher I Officer-in-Charge