DAILY LESSON LOG OF M11GM-Ia-1 & 2(Week One-Day One)

School Grade Level Grade 11

Teacher Learning Area General Mathematics
Teaching Date and Time Quarter First
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, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES 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 The learner is able to accurately construct mathematical models to represent
Standards real-life situations using functions.
Learning Competency: Represents real-life situations using functions, including
piece-wise functions. (M11GM-Ia-1)
Evaluates a function. (M11GM-Ia-2)
C. Learning
Competencies/ Learning Objectives:
Objectives 1. Distinguish different kinds of functions
2. Evaluate functions.
3. Share examples of real-life situations which can be represented using
functions
II. CONTENT Functions and Their Graph
III. LEARNING teacher’s guide, learner’s module
RESOURCES
A. References
1. Teacher’s Guide Pages 1-14
2. Learner’s Materials Pages 1-9; 10-12
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing pupils/students with multiple ways to learn new things, practice the 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.
A. Review previous lesson or Given the following models, identify the kind of function being shown on each
presenting the new lesson item by choosing from the list in the box.
Linear function Quadratic function Polynomial Function
Piecewise Function One-to-One Many-to-One
1) f(x) = 7x
2) g(x) = x2
3) h(x) = x3 + 2x2 – x +1
4) {(1,2), (2,4),(3,9)}
5)

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B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations and
abstractions about the
lesson
I. Evaluating Learning
7)
8)
{8,1<x≤5¿¿¿¿
The teacher lets the students realize that being able to model real-life
situations will help us understand better the concept of functions including
piece-wise functions.
(Contextualization & Localization)The teacher divides the class into groups with
five members, do a 2 – part Activity.
First part, requires each group to come up with 2 real –life examples of
functions modelled by a mapping diagram and set of ordered pairs.
Second part, asks the group to choose which best represents a real-life
situation: A jeepney passenger pays P8.00 for the first 5 km as fare and an
additional P1.00 for every succeeding distance x in kilometer.
A. f(x) =
{8,1<x≤5¿¿¿¿ B. f(x) = 8 +1.00x
The teacher discusses with the students why the real-life examples they give
illustrate functions and of why they have chosen such representation for part 2
in the activity.
The teacher explains that Choice A in the second part of the activity is a
representation of a piece-wise function. Explain further that Piece-wise
function is used whenever it is not possible to represent a situation with just
one equation.
Given a function f(x) = 2x, what is the result when you replace x by 2 in the
function? If x = 0? If x = -1?
Tell to the class that the one done is evaluating functions.
Steps to undertake in evaluating functions are
1) Substitute the value to the variable.
2) Do the operation to find the value of the function.
Activity: Evaluate the following functions.
1) f(x) = 3x ; if x = 4
2) f(x) = x/2, if x = 0
3) f(x) = 2x3 – 8, if x = -3
4)f(x) = x - 3 , if x = 12
Ask students of real-life situations which can be represented by a piece-wise
function.(Contextualization & Localization)
Possible Answers: Internet payment; Taxi fare
Secondly, ask them to think of situations where evaluation of functions can be
applied.
Example answers: when computing for salary; when computing for fare; when
purchasing items
The teacher summarizes the lesson through asking the following questions
1) What are the different types of functions?
2) What are ways to represent functions?
3) How do we evaluate functions?
A. 1) Which best represents the situation below.
The sweet corn sold in the canteen is at P7.00. If I want to buy x
pieces of sweet corn, how much will I pay?
A. f(x) = 7 + x B. f(x) = 7x c.) f(x)= 7
2) Represent the situation in any possible model.
With Santos family, mama and the eldest child are both of blood type
A, papa, youngest and the middle child are all blood type B.
B. Evaluate the following:
1) h(x) = x3 – x2 +x – 2, if x = 0 2) g(x) = (x + 4)(x – 1) , if x = -2
 3) f(x) = 1/x, if x = 3 4) h(x) = 4x – 2, if x = 1
5) f(x) = 5(x+2) , if x = 4
J. Additional activities or Answer page 9 of your book numbers 1-3 & 5.
remediation Answers:1) any value except 4 and 6 2) b 3) V and W 5) S (n) = 600n
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
D. No. of learners 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 Presenting examples, finding practical applications and evaluation.
materials did I use/ discover which
I wish to share with other teachers

Prepared by:
MARIA IVANA M. MAYOL
Math Teacher