GRADES 1 to 12 School Grade Level 11

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time Week 1 Quarter 1

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
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 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 learners demonstrates understanding of key concepts of functions.

B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative
materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4.
5. Additional Materials from
Learning Resource (LR)
portal
The learner is able to accurately construct mathematical models to represent real- life situations using functions.
Represents real – life situations
using functions, including piece-
wise functions. M11GM-Ia-1
FUNCTIONS AND THEIR GRAPHS.
General Mathematics Deped
Copy pp. 1-7.
General Mathematics, Orlando A.
Oronce, pages 1-22
General Mathematics,
LynieDimasuay,et.al., pages 3-7
Evaluates a function.
M11GM-Ia-2
General Mathematics Deped Copy General Mathematics Deped
pp. 11-12.
General Mathematics, Orlando A.
Oronce, pages 1-22
General Mathematics,
LynieDimasuay,et.al., pages 3-7
Performs addition, subtraction, Solves problems involving
multiplication, division, and functions.
composition of functions. M11GM-Ia-4
M11GM – Ia-3
Copy 14-20.
Oronce, O. A. (2016). General  Palacio J, Alcala J,
Mathematics. Philippines: Rex Dimasuay L. (2016).
Bookstore Inc., (RBSI) General Mathematics.
C&E Publishing
Incorporated. EDSA,
South Triangle, Quezon
City. Pages 11-16.
Linear Functions Problems,
Retrieved from:
www.analyzemath.com/math_pr
oblems/linear_func_problems.ht
ml
 B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson Ask the students if they are familiar
or presenting the new lesson of what is function. Present the
topic to the students by letting them
give examples of real life situations
that represent a functions.
B. Establishing a purpose for What is the importance of function
the lesson in our society? Let the students
answer.
C. Presenting Ask the students, what are the
examples/instances of the different workers in the society?
new lesson Let the students discuss the
functions of each in the community.
D. Discussing new concepts What are the different ways of
and practicing new skills #1 representing function? Tell the
students that functions will include
one-one relationship like mother
As a review to the previous lesson
call some students to give what they
remembered on the previous topic.
The answers of the students will lead
to the next topic on how to evaluate
functions.
Let the students give an example of
equations on the board. From their
given examples, let them find the
value of their equations by
substituting 2 on the variable. ( They
may use other variable aside from
the usual x or y.)
Give more examples to the students
on how to evaluate functions given
the value of x will be a number.
Let the students recall the basic  What are the different
operations. Let the students answer. types of functions
discussed from the
previous lesson?
 When will you use these
different functions in
real life-situations?
What is the importance of knowing  Do you have problems in
how to add, subtract, multiply and real life that is related to
divide functions? Present the topic functions?
to the class.  What do you think are
the steps in solving
problems?
From the given equations by the  The teacher will present
students let the students do the the word problem.
activity on the operations and Peter is a bread
composition of functions. vendor at Julie’s
Bakeshop that pays
an hourly wage
P45.00 and 1.5 times
the hourly wage for
the extra hours if he
works for more than
40 hours a week.
Peter’s working
schedule is from 8
o’clock in the
morning to 4 o’clock
in the afternoon
every Monday to
Friday.
Group the students into five. They Let the students understand the
will give their own equations and let problem and answer the
them do the following: following questions:
Group 1 : Addition of Function A. Write a piecewise function

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment)
G. Finding practical
application of concepts and
skills in daily living
and father or many- one
relationship like students to one
teacher.
Tell the students on how to
determine function from set of
ordered pairs, graphs and equations. but they can use variable to represent
 How did you determine
whether a relation is a
function or not?
Let the students give their answers.
The teacher uses differentiated
instruction:
Group 1: Give an example of real
life situation that uses
Tell the students that evaluating
functions will not limit to numbers
x.
Give more examples of evaluating
functions using variable to represent
x.
Give a real life situation that the
students can relate.
Example.
Mark started selling snacks in the
Group 2: Subtraction of Function
Group 3 : Multiplication of Function
Group 4: Division of Function
Group 5: Composition of Two
Functions
From the given activity they will
choose a reporter to give the steps
on how they perform their assign
operations.
The teacher will check their outputs Let the students solve for the
and let the other members of the
group will do the “gallery walk”.
Let the students formulate a
conclusion on how to add, subtract,
multiply, divide and the
composition of functions.
that gives the weekly pay P in
terms of the number of hours
Peter work?
Let the student manipulate the
mathematical model.
 For up to 40 hours, the
pay is 45h
 For over 40 hours, the
pay is by:
45(40) + 1.5(45)(h-
40)
Mathematical Model:
P(h) =  45 h, if 0  h  40
67.5h-900, if h 40
B. How much does Peter’s wage
per week if he works 35 hours
only?
C. How much pay will Peter
receive if he works 50 hours?
problem using the mathematical
model and show solutions)
Since 35 is less than 40 then we
use the equation
= 45(h)
= 45(35)
= 1,575
Since 50 is greater than 40 then
we use the equation
67.5h – 900
= 67.5(50) – 900
= 3,375 – 900
= 2,475
The students will go to their
respective group and will do the
steps in solving problem given
to them. They will choose a
functions.(They may include
mapping diagram.)
Group 2: Show a graph that
represents a functions and applying
the vertical line test.
Group 3: Giving 10 sets of ordered
pairs that represent a function.
Group 4: Give examples of
equations that represents a function.
nearby school. In one day he spends
P200
for rent andP25 for each snack item
he prepares. His expenses in a single
day can be
expressed as the function C(x) = 25x
+ 200, where x is the number of
items and C(x) is
his daily expenses in pesos. How
much are his expenses if he prepares
100 snack items?
150 snack items?
reporter to present their output.
Group No.1:
 Find the dimensions of
the largest rectangular
garden that can be
enclosed by 60m of
fencing. (quadratic
function)
(answer: the dimension that
gives the maximum area is 15
meters by 15 meters or the
maximum area is 225 square
meters)
 Mark started selling
snacks in the nearby
school. In one day he
spends P200 for rent and
P25 for each snack item
he prepares. His
expenses in a single item
he prepares. His
expenses in a single day
can be expressed as the
function C(x) =
25x+200, where x is the
number of items and
C(x) is his daily
expenses in pesos.
A. How much are his expenses
if he prepares 100 snack items?
150 snack items? Respectively.
(answer: Mark’s expenses for
100 snacks is P2,700.00 and for
150 snacks is P3,950.00)
 Group No.3:
A particular high school had
1200 students enrolled in 2013,
and 1500 students in 2016. If the
student population P; grows as a
linear function of time t, where t
is the number of years after
2013.

H. Making generalzations and  A function is a relation in
abstraction about the which each element of the
lessons. domain corresponds to
exactly one element of the
range.
 Evaluating a function means
replacing the variable in the
function, in this case x,
with a value from the function's
domain and computing for the result.
Let f and g be functions.
(a) Their sum, denoted by f + g, is
the function denoted by (f + g)(x) =
f(x) + g(x).
(b) Their difference, denoted by f -
a. How many students will be
enrolled in the school in 2020?
(answer: There are 1,900
students to be enrolled in the
school in the year 2020
 Group No.4:
Gina is charged P300 monthly
for a particular mobile plan,
which includes 100 free text
messages. Messages in excess of
100 are charged P1 each.
(Piecewise Function)
a. How much will Gina pay if
she sent 289 messages in one
month? If 89 messages were
sent?
(answer: Gina pays P489.00 for
289 messages and P300 pesos
for 89 messages)
 Group No.5:
The function for the height of an
object dropped from a 100 meter
tall platform at time t seconds is
approximated by s(t)=-5t2+100
(This formula is based on an
approximated value for the
acceleration g=10m/s2 due to
gravity).
A. What is the height of the
object after 2 seconds? After 4
seconds?
(answer: The height of the
object after 2 seconds is 80
meters and after 4 seconds 20
meters)
Process in solving problems
involving functions:
a) Comprehend and
understand the word
problem
b) Identify the known

I. Evaluating learning
J. Additional activities for
application or remediation
 A function may include
one-one or many- one
relationship.
 A graph represents a
function if and only if each
vertical line intersects the
graph at most once.
 A relation is a function if
for each x value there
corresponds only one y –
value.
Determine which of the following
represents a functions:
1.) (1; 2); (2; 2); (3; 5); (4; 5)
2.)(1; 3); (1; 4); (2; 5); (2; 6); (3; 7)
3.)
4. x2 + y2 = 1
5. y = x2 – 2x + 2
To denote that we g, is the function denoted_by (f -
are evaluating f at a for some a in the g)(x) = f(x) -
domain of f, we write f(a). g(x).
(c) Their product, denoted by f . g,
is the function denoted by (f . g)(x)
= f(x) . g(x).
(d) Their quotient, denoted by f/g, is
the function denoted by (f/g)(x) =
f(x)/g(x),
excluding the values of x where g(x)
= 0.
Evaluate the following functions: Do the following operations given
1. g(x) = x2 – 2x + 2 , find g(-4) that
2. f(x) = 2x + 1 find f(1) F(x) = x2 + 5x + 4
x-1 G(x) = x + 2x – 8
2
3. r(x) = 2x + 1, find r(3x -1)
4. q(x) = x2 – 2x + 2, find q(3x+3) 1.( f+ g) (x)
2. (f – g) (x)
3. (f.g) (x)
4. (f/g) (x)
5. (f o g)(x)
6. (g o f) (x)
Give this problem to the students
who need additional activities.
 The function for the height of
an object dropped from a
100-meter tall
platform at time t seconds is
values/ the given values
c) Determine the
unknown/required value
d) Illustrate/Draw a
diagram for the word
problem
e) Identify the operations
to be used
f) Construct a
mathematical
model/sentence
g) Evaluate and
Manipulate the
mathematical model
h) Solve for the problem
using the mathematical
model
i.)Give the value of the
unknown/required value
From the given activity, let the
students get their index card and
give what they have learned
from the session. Let them give
the steps in solving word
problem.
 approximated b y s ( t ) = - 5t2 + 100
(This formula is based
on an approximated value for the
acceleration g = 10m/s due to
gravity). What is the
height of the object after 2 seconds?
After 4 seconds?

REMARKS

REFLECTION 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
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons 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
materials did I
use/discover which
I wish to share
with other
teachers?