, School St.
Vincent of Quebiawan Integrated School
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
Write LC Code for each
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
Grade Level 11-GAS, ABM, & TVL
Teacher Angelica H. Paras Learning Area General Mathematics
Teaching Dates and Time 9:15AM-10:15AM and 11:15AM-12:15PM Quarter First
Day 1 Day 2 Day 3 Day4
July 22, 2019 (Monday) July 24, 2019 (Wednesday) July 25, 2019 (Thursday) July 26, 2019 (Friday)
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 delivered from the curriculum guide.
The learner demonstrates understanding of key concepts of rational functions.
The learner is able to accurately formulate and solve real-life problems involving rational functions.
The learner determines the:
The learner represents a rational function
The learner finds the domain and range of a (a) intercepts
through its: (a) table of values, (b) graph, and The learner graphs rational functions.
rational function. (b) zeroes; and
(c) equation. M11GM-Ic-2
M11GM-Ib-5 (c) asymptotes of rational functions
M11GM-Ib-4
M11GM-Ic-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the GC, the content can be tackled in a week or two.
Representation of Rational Function Domain and Range of Rational Function Graphing Rational Function Graphing Rational Function
List the materials to be used in different days. Varied resources 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.
pp. 44-53 pp. 54-60 pp. 54-60 pp. 61-66
pp. 35-43 pp. 44-49 pp. 50-57 pp. 50-57
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 processes, and draw conclusions about what they learned in relation to their experiences and previous knowledge. Indicate
the time allotment for each step.
Recall the following terms:
Recall the following terms: a. x-intercept
Recall the definition of a rational function. a. domain b. y-intercept Review the previous lesson.
b. range c. zeros
d. asymptote
Page 1 of 3

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 (leads
to Formative Assessment)
G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Discuss that a rational function can be
represented in different ways just like relation
or function.
Ask the learners to enumerate the different
representations of a relation or a function.
The teacher will show and discuss different
representations of a rational function:
equation, table of values, and graph.
30-Second Drill:
Seatwork:
The learners will be given 30 seconds to
Represent the following rational function using
identify the domain and range of a given
a table of values and a graph.
rational function.
Ask the learners to represent the following
problem using an equation, table of values
and graph.
Average speed (or velocity) can be computed
by the formula s=d/t. Consider a 100-meter
track used for foot races. The speed of a
runner can be computed by taking the time for
him to run the track and applying it to the
formula s=100/t, since the distance is fixed at
100 meters.
Ask the learners to enumerate the different
representations of a rational functions.
Explain to the class that it involves several
steps to find the domain and range of a
rational function.
The teacher will discuss how to find the
domain and range of a rational function by
giving different examples.
Ask the learners how to find the domain and
range of a rational function.
Explain to the class that it will be easy to
graph rational functions when they
Explain to the class that the x-intercept, y-
understand the following terms:
intercept, vertical asymptote, and horizontal
a. x-intercept
asymptote are necessary in graphing a
b. y-intercept
rational function.
c. zeros
d. asymptote
The teacher will explain the steps in
The teacher will discuss how to know
graphing a rational function. And then show
whether the given rational function has a
how to graph a rational function by giving
horizontal asymptote or not.
different examples.
The teacher will discuss how to determine
the x-intercept, y-intercept, vertical
asymptote, and horizontal asymptote of a
given rational function.
30-Second Drill: Seatwork:
The learners will be given 30 seconds to Graph the following rational function
identify the x-intercept, y-intercept, vertical x2
asymptote, and horizontal asymptote of a f ( x) 
x2
given rational function.
Ask the learners to pick a stick and tell Ask the learners to explain how to graph a
something about the word on the stick. rational function.
Page 2 of 3
 Determine the x-intercept, y-intercept,
Represent the rational function given by Find the domain and range of the following vertical asymptote, and horizontal
x 1 rational functions. asymptote of the following rational
f ( x)  x 1 functions. x 1
J. Additional activities for x 1 a. f ( x)  x 1 Graph the rational function f ( x) 
application or remediation using a table of values and plot a graph of the x 1 a. f ( x)  x 1
function by connecting points. 2 x 1
b. f ( x)  2
3x  2 b. f ( x) 
3x  2
V. REMARKS
Reflect on your teaching and assess yourself as 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
VI. REFLECTION 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?

COMMENTS/SUGGESTIONS:

Checked by: ____________________________________________

Date: __________________________________________________

Page 3 of 3