Republic of the Philippines

Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

QUARTER I
Week 4
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date: ___________ Day: 1 (Lesson 9)
The learner demonstrates understanding of key concepts of inverse
Content Standard
functions, exponential functions, and logarithmic functions.
The learner is able to apply the concepts of inverse functions, and
Performance Standard logarithmic functions to formulate and solve real-life problems with
precision and accuracy.
M11GM-Id-1
Learning Competency
The learner represents real-life situations using one-to-one functions.
I. OBJECTIVES

Knowledge: Enumerates the properties of one-to-one functions;

Skills: Represents real-life situations using one-to-one functions;
Affective: Shares honestly real-life situations that can be represented using one-
to-one functions.
II. CONTENT One-to-One Functions

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide TG for SHS General Mathematics, pp. 33-42

Pages

2. Learner’s LM in General Mathematics, pp. 27-33

Materials Pages

3. Textbook Pages General Mathematics by Orlando Oronce Series 2016

4. Additional Slide Decks

Materials

5. Learning Teacher’s Guide and Learner’s Material

Resources (LR)
portal

B. Other Learning General Mathematics, Diwa Publishing, Senior High School Series.
Resources 2016

IV. PROCEDURES
A. Reviewing or Recall rational expressions and rational equations. These can be useful
presenting the new tools representing real-life situations and for finding answers to real

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

lesson problems. In particular, they are quite good for describing distance-
speed-time questions, and modeling multi-person work problems.
B. Establishing a
Ask: Do you have any idea what is a one-to-one function?
purpose for the
Definition of one-to-one function is presented.
lesson
Definition: The function f is one-to-one if any
x 1 , x 2∈the domain of f ,then f( x 1) ≠ f ¿). That is, the same y –value is
never paired with two different x-values.
C. Presenting examples Ask the class to determine whether the given relation is a function. If it
of the new lesson is a function, determine whether it is one-to-one. Discuss each.
Examples:
1.The relation pairing an SSS member to his or her SSS number.
(Function/one-to-one)
2. The relation pairing a real number to its square. (Function /NOT
one-to-one)
3. The relation pairing distance d (in kilometers) traveled along a given
jeepney route to the jeepney fare for traveling that distance.
(Function/not one-to-one)
Let students give their own examples of real-life situations involving
functions.
D. Discussing new Graphing one-to-one functions.
concepts and Show the following graphs to the class. Ask them if the given function
practicing new skills is one-to-one or not by having them check if there is a y-value with
#1 more than one corresponding x-value.
Present the graphs.

a) y = x 2−4 b. y = 2x - 1

2 x +3
c. y = d. y = x 3
x

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

The students with the teacher’s guidance should identify that the
second, third and fourth graphs represent one-to-one functions. The
first graph is a quadratic function. It is not one-to-one because the
value 0 is paired with two x-values, namely 2 and -2.
A simple way to determine if a given graph is that of a one-to-one
function is by using the horizontal line test.
E. Discussing new Presents the horizontal line test.
concepts and A function is one-to-one if each horizontal line does not intersect the
practicing new skills graph at more than one point.
#2

F. Developing Mastery Discussion.

The first graph showing the plot y = x 2 – 4 fails the horizontal line
test because some lines intersect the graph at more than one point. The
remaining three graphs pass the horizontal line test, because all
horizontal lines intersects the graph at most once.
G. Finding practical
applications of
concepts and skills in
daily living

H. Making
Generalizations and Instill in the minds of the learners that real-life situations can all be
abstractions about represented by functions; specifically rational functions, rational
the lesson equations or rational inequalities.

I.Evaluating learning A. Enumerate the properties of one-to-one functions.

B. Determine whether the given situation is a one-to-one function
or not.
1. The relation pairing an airport to its airport code. (Function/ one-to-
one)
2. The relation pairing a person to his or her citizenship. (Not a
function)
3. Books to authors (Function/one-to-one)
4. SIM cards to cell phones (Not one-to-one)
5. True or false questions to answers (Not one-to-one)
J. Additional Activities Ask students to give one example of a situation showing one-to-one
for application or function and one example showing not one-to-one function. (answers
remediation may vary)
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation A. ____ No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for B. ____ No. of learners who require additional activities for

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

remediation remediation
C. Did the remedial lessons work? No. of learners C. Did the remedial lessons work? _____ No. of learners
who have caught up the lesson who have caught up the lesson.
D. No. of learners who continue to require D. ___ No. of learners who continue to require remediation
remediation
E. Which of my teaching strategies worked well? Strategies used that work well:
Why did these work? ___ Group collaboration ___ Games ___
Poweerpoint presentation
Answering preliminary activities/exercises
___ Discussion ___
Differentiated Instruction
___ Case Method ___Role
Playing /Drama
___ Think-Pair-Share (TPS) ___ Doscivery
Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture
Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties did I encounter which my ___ Bullying among learners ___ Equipment
principal and supervisor help me solve? (AVR/LCD)
___ Learner’s behavior/attitude ___
Science/Computer/Internet Lab
___ Colorful Ims ___ Additional
Clerical Works
___ Unavaailable Technology ___ Reading
Readiness
G. What innovation or localized I used/discover
which I wish to share with other teacher?

Checked by:

RICHARD C. BASAS
Principal I

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