School: VICTORIA NATIONAL HIGH SCHOOL Grade Level: GRADE 9

DAILY LESSON Teacher: RACHELLE ANN G. DEL ROSARIO Learning Area: MATHEMATICS
LOG Teaching Dates and Time: OCTOBER 14-18, 2019 Quarter: 2ND
14-Oct-19 15-Oct-19 16-Oct-19 OCTOBER 17-18, 2019
Objectives mus be met over the week and connected to the curriculum standards. To meet th objectives necessay 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 Startegies.
I. OBJECTIVES 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 The learner demonstrates understanding of The learner demonstrates understanding of
of key concepts of variation and radicals. key concepts of variation and radicals. key concepts of variation and radicals.

The learner is is able to formulate and

B. Performance Standards The learner is is able to formulate and The learner is is able to formulate and
solve accurately problems involving solve accurately problems involving radicals solve accurately problems involving radicals
radicals

C. Learning Competency/ The learner assess their knowledge and The learner assess their knowledge and The learner assess their knowledge and
Objectives Write the LC Code uderstanding in selected topics uderstanding in selected topics uderstanding in selected topics
for each
Specific Objectives
Define terms related to previous lessons Define terms related to previous lessons Define terms related to previous lessons
1. Cognitive
Solve the given variations and radicals Solve the given variations and radicals Solve the given variations and radicals
2. Psychomotor

Develop critical thinking in answering the Develop critical thinking in answering the Develop critical thinking in answering the
3. Affective test. test. test.
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.
II. CONTENT
2ND QUARTER EXAMINATION 2ND QUARTER EXAMINATION REMEDIAL EXAMINATION 2019 MUNICIPAL MEET

III. LEARNING RESOURCES TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids

A. References Orines, Fernando B., et.al.; (2013) New Century Mathematics 8. Quezon City: Phoenix Publishing House.

1. Teacher's Guide pages page 215-250 page 215-250 page 215-250

2. Learning Materials pages

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 students will learn well. Always be guided by demonstartion 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, pratctice their
IV. PROCEDURES 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. Reviewing previous lesson The teacher will give 2 minutes to the The teacher will give 2 minutes to the The learners will check their 2nd Quarter
or presenting the new lesson learners to review and prepare learners to review and prepare themselves. Examination
themselves.

B. Establishing a purpose for The teacher will expalin the directions on The teacher will expalin the directions on The learners who got a score below 60% of
the lesson the 2ND QUARTER EXAMINATION in the 2ND QUARTER EXAMINATION in the number of items will be given a
Mathematics Mathematics remedial examiantion

C. Presenting examples/
instances of the new lesson

D. Discussing new concepts

and practicing new skills # 1 The teacher will administer the 2ND The teacher will administer the 2ND The teacher will administer the 2ND
QUARTER EXAMINATION IN MATHEMATICS QUARTER EXAMINATION IN MATHEMATICS remedial EXAMINATION IN MATHEMATICS
for Grade 8 & 9 students for Grade 8 & 9 students for Grade 8 & 9 students
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
H. Making generalizations
and abstractions about the
lesson
The learners discover the level of their
mathematical ability
The learners assessed themselves about
their knowledge and understanding in
General Mathematics
The learners discover the level of their
mathematical ability
The learners assessed themselves about
their knowledge and understanding in
General Mathematics
The learners discover the level of their
mathematical ability
The learners assessed themselves about
their knowledge and understanding in
General Mathematics

I. Evaluating Learning
Test Proper Test Proper Test Proper

J. Additional Activities for Prepare and submit the summary of Prepare and submit the summary of Prepare and submit the summary of
Application or Remediation activities, assignment, F10 and activities, assignment, F10 and activities, assignment, F10 and
Performance Task. Performance Task. Performance Task.

V. REMARKS
VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's 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 who scored
below 80%

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?

Prepared by: Checked: Noted:

RACHELLE ANN G. DEL ROSARIO JULIANNE MARIE Y. FLORES MARLENE G. PEREZ ANGELITO S. MAGAT, Ed.D.
Teacher I Master Teacher I SSHT-III Mathematics Secondary School Principal IV
 School: VICTORIA NATIONAL HIGH SCHOOL Grade Level: GRADE 11
DAILY LESSON Teacher: JESUS M. DEL ROSARIO Learning Area: GENERAL MATHEMATICS
LOG Teaching Dates and Time: OCTOBER 14-18, 2019 Quarter: 2ND
14-Oct-19 15-Oct-19 16-Oct-19 OCTOBER 17-18, 2019
Objectives mus be met over the week and connected to the curriculum standards. To meet th objectives necessay 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 Startegies.
I. OBJECTIVES 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 demonstrate key concepts of The learners demonstrate key concepts of The learners demonstrate key concepts of
simple and compound interests, and simple and compound interests, and simple simple and compound interests, and simple
simple and general annuities. The learner and general annuities. The learner and general annuities. The learner
demonstrates understanding of basic demonstrates understanding of basic demonstrates understanding of basic
concepts of stocks and bonds. concepts of stocks and bonds. concepts of stocks and bonds.

The learner investigate, analyze and solve
problems involving simple and compound
interests and simple and general annuities
using appropriate business and financial
instruments. The learner is able to use
appropriate financial instruments involving
B. Performance Standards stocks and bonds in formulating
conclusions and making decisions.
The learner investigate, analyze and solve
problems involving simple and compound
interests and simple and general annuities
using appropriate business and financial
instruments. The learner is able to use
appropriate financial instruments involving
stocks and bonds in formulating
conclusions and making decisions.
The learner investigate, analyze and solve
problems involving simple and compound
interests and simple and general annuities
using appropriate business and financial
instruments. The learner is able to use
appropriate financial instruments involving
stocks and bonds in formulating
conclusions and making decisions.

C. Learning Competency/ The learner assess their knowledge and The learner assess their knowledge and The learners demonstrate the use of
Objectives Write the LC Code uderstanding in selected topics uderstanding in selected topics mathematics through a song
for each
Specific Objectives
Define terms related to previous lessons Define terms related to previous lessons Compose a song related to general
1. Cognitive mathematics
Solve for the logarithms, interest annuities, Solve for the logarithms, interest annuities, Perform a choreography and create a music
2. Psychomotor stocks and bonds stocks and bonds video

Develop critical thinking in answering the Develop critical thinking in answering the Develop their dancing and singing skills
3. Affective test. test.
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.
II. CONTENT
FINAL EXAMINATION FINAL EXAMINATION PERFORMANCE TASK (MATH JINGLE) 2019 MUNICIPAL MEET

III. LEARNING RESOURCES TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids

A. References Dr. Debbie Marie B. Versoza, et.al General Mathematics Learner's Material.2016.Lexicon Press Inc,Pasig City, Philippines.
1. Teacher's Guide pages page 153-233 page 153-233

2. Learning Materials pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources General Mathematics General Mathematics

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstartion 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, pratctice their
IV. PROCEDURES 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. Reviewing previous lesson The teacher will give 2 minutes to the The teacher will give 2 minutes to the The teacher will give 2 minutes to the
or presenting the new lesson learners to review and prepare learners to review and prepare themselves. learners to prepare themselves and their
themselves. props.

B. Establishing a purpose for The teacher will expalin the directions on The teacher will expalin the directions on The teacher will expalin the mechanics and
the lesson the Final Examination in General the Final Examination in General the criteria for judging.
Mathematics Mathematics

C. Presenting examples/
instances of the new lesson

D. Discussing new concepts

and practicing new skills # 1 The teacher will administer the Fina The teacher will administer the Fina
Examination in General Mathematics for Examination in General Mathematics for
Grade 11 students Grade 11 students Students' Performance (Math Jingle)
E. Discussing new concepts
and practicing new skills # 2

F. Developing mastery (leads

to Formative Assessment)

The learners discover the level of their The learners discover the level of their The learners develop their dancing and
G. Finding practical mathematical ability mathematical ability singing skills through mathematics
application of concepts and application.
skills in daily living
H. Making generalizations The learners assessed themselves about The learners assessed themselves about The learners demonstrate their ability in
and abstractions about the their knowledge and understanding in their knowledge and understanding in composing a song and making
lesson General Mathematics General Mathematics choreography through mathematics

I. Evaluating Learning
Test Proper Test Proper Performance Proper

J. Additional Activities for Prepare and submit the summary of Prepare and submit the summary of Prepare and submit the summary of
Application or Remediation activities, assignment, F10 and activities, assignment, F10 and activities, assignment, F10 and
Performance Task. Performance Task. Performance Task.

V. REMARKS

VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's 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 who scored
below 80%

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?

Prepared by: Checked: Noted:

JESUS M. DEL ROSARIO JULIANNE MARIE Y. FLORES MARLENE G. PEREZ AGAPITO S. GONZAGA ANGELITO S. MAGAT, Ed.D.
Teacher II Master Teacher I SSHT-III Mathematics SSHT-VI Senior High School Secondary School Principal IV
 School: VICTORIA NATIONAL HIGH SCHOOL Grade Level: GRADE 11
DAILY LESSON Teacher: JESUS M. DEL ROSARIO Learning Area: GENERAL MATHEMATICS
LOG Teaching Dates and Time: AUGUST 26-30, 2019 Quarter: 2nd Quarter
AUGUST 27, 2019 AUGUST 28, 2019 AUGUST 29, 2019 AUGUST 30, 2019
Objectives mus be met over the week and connected to the curriculum standards. To meet th objectives necessay 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 Startegies.
I. OBJECTIVES+A5:E11E10A5:E 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.

The learners demonstrate key concepts of The learners demonstrate key concepts of
A. Content Standards simple and compound interests, and simple and compound interests, and simple
simple and general annuities. and general annuities.

The learner investigate, analyze and solve The learner investigate, analyze and solve
problems involving simple and compound problems involving simple and compound
interests and simple and general annuities interests and simple and general annuities
B. Performance Standards using appropriate business and financial using appropriate business and financial
instruments. instruments.

C. Learning Competency/ The learner illustrates simple and The learners distinguishes between simple
Objectives Write the LC Code compound interests. and compound interests. M11GM-IIa-2
for each M11GM-IIa-1

Specific Objectives
Define simple and compund interest Distingush between simple and compund
1. Cognitive interest
Illustrate simple and compund interest solve problems involving simple interest
2. Psychomotor

Inculcate the value of saving money for Inculcate the value of saving money for
3. Affective future use future use
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.
II. CONTENT
Illustrating Simple and Compound Interest Simple Interest Buwan ng Kasyasayan Celebration Intramurals 2019

III. LEARNING RESOURCES TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids

A. References Dr. Debbie Marie B. Versoza, et.al General Mathematics Learner's Material.2016.Lexicon Press Inc,Pasig City, Philippines.

1. Teacher's Guide pages 153-155 156-162

135-136 137-143
2. Learning Materials pages
135-136 137-143
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson The teacher will give boardwork exercises The learner will be having a short review
or presenting the new lesson in a form of drill
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
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
General Mathematics General Mathematics
about the difference between simple and
compound interest.
The teacher will present the following
problem A bank offers 0.25% annual simple
interest rate. How much interest will 1
Ask the learners to give their opinion million pesos is deposited in savings
about "What are some ways to take care of
hard-earned money?" account for 1 year?
The teacher will explain that depositing
money in a bank is just like lending money
to bank in return for which the bank pays
interest by contrast of borrowing money The learners wil try to give possibe answers
from bank or lending institutions. in the given problem
The teacher will discuss the procedure in
finding simple interest
The teacher will discuss the concept of
simple and compound interest using an
illustration of comparison and contrast
The teacher will give different examples
The students will generalize the
procedures in finding simple and compund The learners will be having group activity
interest using formula
The learners nurtured the value of saving The learners nurtured the value of saving
money for their future. money for their future.
The learner learned how to illustrate The leraner learned how to compute for
simple and compound interest simple interest
The learners will be having an activity The leraners will present their group output
about simple and compund interest
J. Additional Activities for
Application or Remediation Assignment Supplementary Exercise A Peer Tutorial
page 142

V. REMARKS August 26, 2019 was declared holiday in

relation with the National Heroes Day

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%

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?

Prepared by: Checked: Noted:

JESUS M. DEL ROSARIO JULIANNE MARIE Y. FLORES MARLENE G. PEREZ AGAPITO S. GONZAGA ANGELITO S. MAGAT, Ed.D.
Teacher II Master Teacher I SSHT-III Mathematics SSHT-VI Senior High School Secondary School Principal IV
 School: VICTORIA NATIONAL HIGH SCHOOL Grade Level: GRADE 11
DAILY LESSON Teacher: JESUS M. DEL ROSARIO Learning Area: GENERAL MATHEMATICS
LOG Teaching Dates and Time: AUGUST 26-30, 2019 Quarter: 2nd Quarter
AUGUST 27, 2019 AUGUST 28, 2019 AUGUST 29, 2019 AUGUST 30, 2019
Objectives mus be met over the week and connected to the curriculum standards. To meet th objectives necessay 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 Startegies.
I. OBJECTIVES+A5:E11E10A5:E 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.

The learners demonstrate key concepts of The learners demonstrate key concepts of
A. Content Standards simple and compound interests, and simple and compound interests, and simple
simple and general annuities. and general annuities.

The learner investigate, analyze and solve The learner investigate, analyze and solve
problems involving simple and compound problems involving simple and compound
interests and simple and general annuities interests and simple and general annuities
B. Performance Standards using appropriate business and financial using appropriate business and financial
instruments. instruments.

C. Learning Competency/ The learner illustrates simple and The learners distinguishes between simple
Objectives Write the LC Code compound interests. and compound interests. M11GM-IIa-2
for each M11GM-IIa-1

Specific Objectives
Define simple and compund interest Distingush between simple and compund
1. Cognitive interest
Illustrate simple and compund interest solve problems involving simple interest
2. Psychomotor

Inculcate the value of saving money for Inculcate the value of saving money for
3. Affective future use future use
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.
II. CONTENT
Illustrating Simple and Compound Interest Simple Interest Buwan ng Kasyasayan Celebration Intramurals 2019

III. LEARNING RESOURCES TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids

A. References Dr. Debbie Marie B. Versoza, et.al General Mathematics Learner's Material.2016.Lexicon Press Inc,Pasig City, Philippines.

1. Teacher's Guide pages 153-155 156-162

135-136 137-143
2. Learning Materials pages
135-136 137-143
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson The teacher will give boardwork exercises The learner will be having a short review
or presenting the new lesson in a form of drill
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
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
General Mathematics General Mathematics
about the difference between simple and
compound interest.
The teacher will present the following
problem A bank offers 0.25% annual simple
interest rate. How much interest will 1
Ask the learners to give their opinion million pesos is deposited in savings
about "What are some ways to take care of
hard-earned money?" account for 1 year?
The teacher will explain that depositing
money in a bank is just like lending money
to bank in return for which the bank pays
interest by contrast of borrowing money The learners wil try to give possibe answers
from bank or lending institutions. in the given problem
The teacher will discuss the procedure in
finding simple interest
The teacher will discuss the concept of
simple and compound interest using an
illustration of comparison and contrast
The teacher will give different examples
The students will generalize the
procedures in finding simple and compund The learners will be having group activity
interest using formula
The learners nurtured the value of saving The learners nurtured the value of saving
money for their future. money for their future.
The learner learned how to illustrate The leraner learned how to compute for
simple and compound interest simple interest
The learners will be having an activity The leraners will present their group output
about simple and compund interest
J. Additional Activities for
Application or Remediation Assignment Supplementary Exercise A Peer Tutorial
page 142

V. REMARKS August 26, 2019 was declared holiday in

relation with the National Heroes Day

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who require

additional activities for
remediation who scored
below 80%

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?

Prepared by: Checked: Noted:

JESUS M. DEL ROSARIO JULIANNE MARIE Y. FLORES MARLENE G. PEREZ AGAPITO S. GONZAGA ANGELITO S. MAGAT, Ed.D.
Teacher II Master Teacher I SSHT-III Mathematics SSHT-VI Senior High School Secondary School Principal IV
 School: VICTORIA NATIONAL HIGH SCHOOL Grade Level: GRADE 11
DAILY LESSON Teacher: JESUS M. DEL ROSARIO Learning Area: GENERAL MATHEMATICS
LOG Teaching Dates and Time: AUGUST 19-23, 2019 Quarter: 2nd Quarter
AUGUST 19, 2019 AUGUST 20, 2019 AUGUST 22, 2019 AUGUST 23, 2019
Objectives mus be met over the week and connected to the curriculum standards. To meet th objectives necessay 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 Startegies.
I. OBJECTIVES+A5:E11E10A5:E 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.

The learners demonstrate key concepts of The learners demonstrate key concepts of The learners demonstrate key concepts of The learners demonstrate key concepts of
A. Content Standards inverse functions, exponential functions, inverse functions, exponential functions, simple and compound interests, and simple simple and compound interests, and
and logarithmic functions. and logarithmic functions. and general annuities. simple and general annuities.

B. Performance Standards
The learner apply the concepts of inverse The learner apply the concepts of inverse The learner investigate, analyze and solve The learner investigate, analyze and solve
functions, exponential functions, and functions, exponential functions, and problems involving simple and compound problems involving simple and compound
logarithmic functions to formulate and logarithmic functions to formulate and interests and simple and general annuities interests and simple and general annuities
solve real-life problems with precision and solve real-life problems with precision and using appropriate business and financial using appropriate business and financial
accuracy. accuracy. instruments. instruments.

C. Learning Competency/ The learner illustrates the laws of The learner solves problems involving The learner illustrates simple and The learners distinguishes between simple
Objectives Write the LC Code logarithms. logarithmic function M11GM-Ij-2 compound interests. and compound interests. M11GM-IIa-2
for each M11GM-Ih-3 M11GM-IIa-1

Specific Objectives
Illustrate laws / properties of logarithms Familiarize the properties of logarithms in Define simple and compund interest Distingush between simple and compund
1. Cognitive solving logarithmic function interest

Expand the expression using the laws of solves problems involving logarithmic Illustrate simple and compund interest solve problems involving simple interest
2. Psychomotor logs. function

develop critical thinking in decision making Develop critical thinking and patience in Inculcate the value of saving money for Inculcate the value of saving money for
3. Affective doing one's work future use future use
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.
II. CONTENT
Properties of Logarithms Problems involving logarithmic function Illustrating Simple and Compound Interest Simple Interest

III. LEARNING RESOURCES TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids

A. References Dr. Debbie Marie B. Versoza, et.al General Mathematics Learner's Material.2016.Lexicon Press Inc,Pasig City, Philippines.

1. Teacher's Guide pages 153-155 156-162

2. Learning Materials pages

Advanced Algebra, Trigonometry, and Advanced Algebra, Trigonometry, and
Statistics pages 371-388 Statistics pages 371-388
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson The teacher will give boardwork exercises
or presenting the new lesson in a form of drill
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills # 1
General Mathematics General Mathematics
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstartion 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, pratctice 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 will give boardwork exercises The learner will be having a short review
The learners will check their assignment by in a form of drill about the difference between simple and
presenting it on the board by selected compound interest.
learners and explain their solutions.
The teacher will present a logarithm on The teacher will present the following
the board and ask the students on how to problem A bank offers 0.25% annual
evaluate the given logarithm simple interest rate. How much interest
The teacher will present a problem on the Ask the learners to give their opinion about will 1 million pesos is deposited in savings
board and allow the learners to give "What are some ways to take care of hard-
account for 1 year?
possible solutions. earned money?"
The teacher will answer the presented The teacher will explain that depositing
problem on the board and check if money in a bank is just like lending money
someone got the answer correctly and will to bank in return for which the bank pays
The teacher will answer and explain the be given merit. interest by contrast of borrowing money The learners wil try to give possibe
presented examples from bank or lending institutions. answers in the given problem
The teacher will explain the following:
Power Property:
log b (mn)= n log b (m)
or
n log b (m) = log b (mn)
The teacher will discuss the procedure in
Changing Bases of Logarithms: finding simple interest
Any logarithm can be changed by its base The teacher will discuss the concept of
The teacher will give and explain the about
by doing a division of logs: problems involving logarithmic functions simple and compound interest using an
illustration of comparison and contrast
(Changing from base b to base m)
log b a = log m a
log m b
E. Discussing new concepts
and practicing new skills # 2 The learner will try different examples with
the application of exponential function The teacher will give different examples
and law of exponents

F. Developing mastery (leads

to Formative Assessment)
G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
The learner will perform First 10
The learners develop critical thinking in
decision making
The learner learned how to evaluate
logarithms using the properties.
Collaborative Learning
The learners develop patience in doing
one's work
The learners learned how to solve
problems involving logarithmic function
The students will generalize the procedures
in finding simple and compund interest The learners will be having group activity
using formula
The learners nurtured the value of saving The learners nurtured the value of saving
money for their future. money for their future.
The learner learned how to illustrate The leraner learned how to compute for
simple and compound interest simple interest

I. Evaluating Learning
The learner will be having Activity about
The learners will be having boardwork The learners will be having an activity The leraners will present their group
Evaluating Logarithms using the about simple and compund interest output
properties.
J. Additional Activities for
Application or Remediation
Solve the following logarithmic equations
and inequalities. Check your solutions.
Expand the expression using the laws of 1.) log6 (4x + 8) = 2
logs. The word log will be used repeatedly 2.) log3 (x2 – 8) = 2
in each problem. 3.) log (3x – 1) = log (4 – x)
1. log6 3x 4.) log1/2 (2x – 1) = –3
2. log2 xy2 5.) log (x2 – 3x) = 1 Assignment Peer Tutorial
3. ln x/y 6.) log5(3x – 1) > 1
4. log4 xy/5 7.) log3 6/x < log3 (x + 5)
5. log5 8.) log5 (x – 2) ≥ 1/3
9.) log (x2 + 1) ≤ 5
10.) log3 (3 – 4x) > 2

V. REMARKS August 21, 2019 was declared holiday in

relation with the Ninoy Quino Day
VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's 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 who scored
below 80%

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?

Prepared by: Checked: Noted:

JESUS M. DEL ROSARIO JULIANNE MARIE Y. FLORES MARLENE G. PEREZ AGAPITO S. GONZAGA ANGELITO S. MAGAT, Ed.D.
Teacher II Master Teacher I SSHT-III Mathematics SSHT-VI Senior High School Secondary School Principal IV

DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competency/
Objectives Write the LC Code
for each
Specific Objectives
1. Cognitive
2. Psychomotor
3. Affective
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
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
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional Activities for
Application or Remediation
School: VICTORIA NATIONAL HIGH SCHOOL Grade Level: GRADE 11
Teacher: JESUS M. DEL ROSARIO Learning Area: GENERAL MATHEMATICS
Teaching Dates and Time: AUGUST 5-9, 2019 Quarter: 1st
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Objectives mus be met over the week and connected to the curriculum standards. To meet th objectives necessay 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 Startegies.
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.
The learners demonstrate key concepts of The learners demonstrate key concepts of The learners demonstrate key concepts of The learners demonstrate key concepts of
inverse functions, exponential functions, inverse functions, exponential functions, inverse functions, exponential functions, inverse functions, exponential functions,
and logarithmic functions. and logarithmic functions. and logarithmic functions. and logarithmic functions.
The learner apply the concepts of inverse The learner apply the concepts of inverse The learner apply the concepts of inverse The learner apply the concepts of inverse
functions, exponential functions, and functions, exponential functions, and functions, exponential functions, and functions, exponential functions, and
logarithmic functions to formulate and logarithmic functions to formulate and logarithmic functions to formulate and logarithmic functions to formulate and
solve real-life problems with precision and solve real-life problems with precision and solve real-life problems with precision and solve real-life problems with precision and
accuracy. accuracy. accuracy. accuracy.
The learner solves problems involving The learner solves problems involving The learner assess their knowledge and The learner assess their knowledge and
exponential functions, equations, and exponential functions, equations, and uderstanding in selected topics uderstanding in selected topics
inequalities. inequalities.
M11GM-Ig-2 M11GM-Ig-2
Read and analyze the given problem Read and analyze the given problem Define terms related to previous lessons Define terms related to previous lessons
carefully carefully
solves problems involving exponential solves problems involving exponential Solve the given functions, equations, and Solve the given functions, equations, and
functions, equations, and inequalities. functions, equations, and inequalities. inequalities inequalities
Develop leadership ability, cooperation Develop leadership ability, cooperation and Develop critical thinking in answering the Develop critical thinking in answering the
and camaraderie in doing the activity camaraderie in doing the activity test. test.
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.
Problems involving exponential Function Problems involving exponential Function MIDTERM EXAMINATION MIDTERM EXAMINATION
{ Growth and Decay} {Compound Interest}
TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids
Dr. Debbie Marie B. Versoza, et.al General Mathematics Learner's Material.2016.Lexicon Press Inc,Pasig City, Philippines.
page 89-93 page 89-93 page 1-93 page 1-93
Advanced Algebra, Trigonometry, and Advanced Algebra, Trigonometry, and Advanced Algebra, Trigonometry, and Advanced Algebra, Trigonometry, and
Statistics pages 350-357 Statistics pages 350-357 Statistics pages 334-357 Statistics pages 334-357
General Mathematics General Mathematics General Mathematics General Mathematics
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstartion 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, pratctice 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 will give 2 minutes to the The teacher will give 2 minutes to the
The learner will be having a review of The learner will check their assignment by learners to review and prepare themselves. learners to review and prepare
exponential function through drill showing their solutions on the board themselves.
The teacher will write a problem on the The teacher will expalin the directions on The teacher will expalin the directions on
board and allow the learners to think Ask the learners about their knowledge in the Midterm Examination in General the Midterm Examination in General
about the possible solutions on the Interest, allow the students to share their Mathematics Mathematics
problem ideas.
The teacher will answer the presented The teacher will answer the presented
problem on the board and check if problem on the board and check if
someone got the answer correctly and will someone got the answer correctly and will
be given merit. be given merit.
The teacher will administer the Midterm The teacher will administer the Midterm
ation in General Mathematics for Grade 11 ation in General Mathematics for Grade
The teacher will give and explain the about The teacher will give and explain the about students 11 students
problems involving exponential functions problems involving exponential functions
{Growth and Decay} {compound Interest}
Collaborative Learning Collaborative Learning
The learners discover the level of their The learners discover the level of their
The learners develop patience in doing The learners develop patience in doing mathematical ability mathematical ability
one's work one's work
The learners learned how to solve The learners learned how to solve The learners assessed themselves about The learners assessed themselves about
problems involving exponential problems involving exponential function their knowledge and understanding in their knowledge and understanding in
function{Growth and Decay} {compound Interest} General Mathematics General Mathematics
The learners will be having boardwork The learners will be having boardwork Test Proper Test Proper
Prepare and submit the summary of Prepare and submit the summary of
Assignment Assignment activities, assignment, F10 and activities, assignment, F10 and
Performance Task. Performance Task.
V. REMARKS

VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's 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 who scored
below 80%

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?

Prepared by: Checked: Noted:

, JESUS M. DEL ROSARIO VICTORIA C. SALVACION AGAPITO S. GONZAGA ANGELITO S. MAGAT, Ed.D.
Teacher II Master Teacher II SSHT-VI Secondary School Principal IV

DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner represents real-life situations The learner represents an exponential
using exponential functions. M11GM-Ie-3 function through its: (a) table of values, (b) zeroes, and asymptotes of an exponential
and distinguishes between exponential
exponential inequality. M11GM-Ie-4 The
C. Learning Competency/ learner solves exponential equations and
Objectives Write the LC Code
for each
Specific Objectives
1. Cognitive
2. Psychomotor
3. Affective
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
or presenting the new lesson
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
application of concepts and
skills in daily living
School: VICTORIA NATIONAL HIGH SCHOOL Grade Level: GRADE 11
Teacher: JESUS M. DEL ROSARIO Learning Area: GENERAL MATHEMATICS
Teaching Dates and Time: JULY 29-AUGUST 2, 2019 Quarter: 1st
SESSION 1 SESSION 2 SESSION 3 SESSION 4
Objectives mus be met over the week and connected to the curriculum standards. To meet th objectives necessay 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 Startegies.
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.
The learners demonstrate key concepts of The learners demonstrate key concepts of The learners demonstrate key concepts of The learners demonstrate key concepts of
inverse functions, exponential functions, inverse functions, exponential functions, inverse functions, exponential functions, inverse functions, exponential functions,
and logarithmic functions. and logarithmic functions. and logarithmic functions. and logarithmic functions.
The learner apply the concepts of inverse The learner apply the concepts of inverse The learner apply the concepts of inverse The learner apply the concepts of inverse
functions, exponential functions, and functions, exponential functions, and functions, exponential functions, and functions, exponential functions, and
logarithmic functions to formulate and logarithmic functions to formulate and logarithmic functions to formulate and logarithmic functions to formulate and
solve real-life problems with precision and solve real-life problems with precision and solve real-life problems with precision and solve real-life problems with precision and
accuracy. accuracy. accuracy. accuracy.
The learner determines the intercepts, The learner solves problems involving
exponential functions, equations, and
graph, and (c) equation. function. inequalities.
function, exponential equation, and M11GM-If-2 and finds the domain and M11GM-If-4 and graphs exponential M11GM-Ig-2
range of an exponential function. functions.
M11GM-If-3 M11GM-Ig-1
inequalities.
M11GM-Ie-f-1
Distinguishes between exponential function, Determine the domain and range of an Determines the intercepts, zeroes, and Analyze the given problem crefully.
exponential equation, and exponential exponential function asymptotes of an exponential function
inequality
solves exponential equations and inequalities. Represents an exponential function Graphs exponential functions. Solves problems involving exponential
through its: (a) table of values, (b) graph, functions, equations, and inequalities.
and (c) equation
Represents real life situations using Develop leadership ability, cooperation and Develop patience in doing one's work Participate actively in the discussin
exponnential function camaraderie in doing the activity
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.
Solving Exponential Function through its Intercepts, zeroes, and asymptotes of
Exponential Function Table of Values and Graph, Domain and Exponential Function, Graphs of Problems involving exponential Function
Range of Exponential Function Exponential Function
TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids
Dr. Debbie Marie B. Versoza, et.al General Mathematics Learner's Material.2016.Lexicon Press Inc,Pasig City, Philippines.
100-104 page 100-104 page 105-111 page 89-93
n/a Advanced Algebra, Trigonometry, and Advanced Algebra, Trigonometry, and Advanced Algebra, Trigonometry, and
Statistics pages 334-352 Statistics pages 334-352 Statistics pages 350-357
General Mathematics General Mathematics General Mathematics General Mathematics
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstartion 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, pratctice 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 learner will be having a quick review
The teacher will give exercises about law about exponential function The learners will be having a boadwork
of exponents and assess the knowledge of about finding the domain and range of The learner will be having a review of
the learners about exponents exponential functions exponential function through drill
Let the learners give example of real life The teacher will ask the learners " how to Let the learners search for the meaning of The teacher will write a problem on the
situation that can be expressed as determine the domain and range of intercepts, zeroes and asymptotes board and allow the learners to think
exponential functions exponential function?How to expressed it about the possible solutions on the
in table of values? problem
The teacher will check learners' execises The teacher will give a exponential function The teacher will answer the presented
and present variety of examples The teacher will give examples of and let the students solve for the zeroes, problem on the board and check if
exponential function expressed in table of intercepts, and asymptotes someone got the answer correctly and will
values and graph be given merit.
The teacher will discuss the concept of The teacher will explain examples of The learners will present their output and
exponential function, equation, and exponential functions that can be solve the teacher will check if they got the
inequalities using table of values and graph correct answer
The teacher will give and explain the about
problems involving exponential functions
The teacher will discuss the concept of The teacher will give and explain the steps The teacher will give and explain the steps
Solving exponential function, equation, in determining the domain and range of in graphing exponential function
and inequalities exponential function
The learners will be having boardwork The learners will be having a group activity The learners will do boardwork exercises Collaborative Learning
The learners develop leadership ability,
The learners develop patience in doing cooperation and camaraderie in doing the The learners develop patience in doing The learners develop patience in doing
one's work activity one's work one's work
H. Making generalizations
and abstractions about the
lesson
The learner learned how to represents
real-life situations using exponential
functions and distinguishes and solve
exponential function, exponential
equation
The learners learned how to solve The learners learned how to determine The learners learned how to solve
exponential functions using table of values, zeroes, intercepts, and asymptotes of problems involving exponential function
graph and equation and determine domain exponential functions and graph
and range of exponential functions exponential functions

I. Evaluating Learning
The learners will be having an activity The learners will be having an activity
about the lesson The learners will present their output about the lesson The learners will be having boardwork

J. Additional Activities for

Application or Remediation Take Home Activity Assignment Peer Teaching Assignment

V. REMARKS

VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's 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 who scored
below 80%

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?

Prepared by: Checked: Noted:

, JESUS M. DEL ROSARIO MARLENE G. PEREZ AGAPITO S. GONZAGA ANGELITO S. MAGAT, Ed.D.
Teacher II SSHT-III Mathematics SSHT-VI Secondary School Principal IV
 School:
DAILY LESSON Teacher:
LOG Teaching Dates and Time:
SESSION 1
Objectives mus be met over the week and connected to the curriculum standards. To m
may be done for developing content knowledge and competencies. These are assessed
I. OBJECTIVES children to find significance and joy in learning the lessons. Weekly objectives shall be

The learners demonstrate key concepts of inverse

A. Content Standards functions, exponential functions, and logarithmic
functions.

The learner apply the concepts of inverse functions,

exponential functions, and logarithmic functions to
formulate and solve real-life problems with precision
B. Performance Standards and accuracy.

The learner represents real-life situations using one-

C. Learning Competency/ Objectives Write to one functions and . M11GM-Id-1
the LC Code for each

Specific Objectives
Define one-to-one function
1. Cognitive
Represent real-life situations using one-to-one
2. Psychomotor function
Participate actively in the discussion
3. Affective
Topic:
One to One Functions
Sub-topic:
II. CONTENT

One to One Functions

III. LEARNING RESOURCES TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids

A. References Dr. Debbie Marie B. Versoza, et.al General Mathematics Learner's Material.2016.Lexico

1. Teacher's Guide pages 68-72

2. Learning Materials pages 58-61

3. Textbook pages 58-61

4. Additional Materials from Learning Video clip in yout

Resource (LR) portal
B. Other Learning Resources
 These steps should be done across the week. Spread out the activities appropriately so
formative assessment activities. Sustain learning systematically by providing students w
IV. PROCEDURES what they learned in relation to their life experiences and previous knowledge. Indicat

Identify the x- and y-intercepts, the asymptotes, and

the intervals where the function is above or below
A. Reviewing previous lesson or presenting the x-axis. Sketch the graph and identify the domain
the new lesson and the range.

B. Establishing a purpose for the lesson Show the Lesson Outline: Definition of a One-to-
One Function

Real-life situations that can

be represented by one-to-one functions
Properties of
C. Presenting examples/ instances of the Discuss the kinds
one-to-one of relations. Use the mapping
functions
new lesson diagram and show the one-to-one relation,one-to-
many, many-to-one, and many-to-many relation.
Horizontal Line Test

D. Discussing new concepts and practicing

new skills # 1

Power point presentation.

Represent real-life situation using

one-to-one function and introduce the horizontal
line test.

E. Discussing new concepts and practicing

new skills # 2
F. Developing mastery (leads to Formative
Assessment)
Let the students apply the vertical and horizontal line
test.
G. Finding practical application of concepts
and skills in daily living

Ask the students to think of real-life situations that

show one-to-one function.

H. Making generalizations and abstractions If you were to choose one of the relations
about the lesson mentioned above, what would it be and why?

I. Evaluating Learning SEAT WORK

J. Additional Activities for Application or

Remediation Peer Tutorial

V. REMARKS

VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's progre
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 who scored
below 80%

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?

Prepared by:

JESUS M. DEL ROSARIO

Teacher II
 VICTORIA NATIONAL HIGH SCHOOL Grade Level:
JESUS M. DEL ROSARIO Learning Area:
July 22-26, 2019 Quarter:
SESSION 2 SESSION 3
nnected to the curriculum standards. To meet th objectives necessay procedures must be followed and if needed, additional lessons, exerci
ge and competencies. These are assessed using Formative Assessment Startegies. Valuing Objectives support the learning of content and co
g the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate key concepts of inverse The learners demonstrate key concepts of inverse
functions, exponential functions, and logarithmic functions, exponential functions, and logarithmic
functions. functions.

The learner apply the concepts of inverse functions, The learner apply the concepts of inverse
exponential functions, and logarithmic functions to functions, exponential functions, and logarithmic
formulate and solve real-life problems with precision functions to formulate and solve real-life problems
and accuracy. with precision and accuracy.

The learner determines the inverse of a one-to-one The learner represents an inverse function through
functionM11GM-Id-2 its: (a) table of values, and (b) graph. M11GM-Id-3

Explain inverse function Differentiate inverse function through table of

values, graph and equation
Give the inverse function of a one-to-one function Represent a inverse function through its: (a) table
of values, (b) graph, and (c) equation
Develop leadership ability, cooperation and camaraderie Develop leadership ability, cooperation and
in doing the activity camaraderie in doing the activity
Topic: Topic:
Inverse Function Inverse Function
Sub-topic: Sub-topic:

Representation of inverse function through its: (a)

Inverse Function table of values, and (b) graph

isual Aids

thematics Learner's Material.2016.Lexicon Press Inc,Pasig City, Philippines.

72-78 78-80

62-67 67-71

62-67 67-71

Video clip in youtube https://www.youtube.com/watch?v=dwxaq4c9K6k

Spread out the activities appropriately so that students will learn well. Always be guided by demonstartion of learning by the students whi
ng systematically by providing students with multiple ways to learn new things, pratctice their learning, question their learning processes, a
riences and previous knowledge. Indicate the time allotment for each step.

Review the students on the definition of a one to one

function and application in real-llife situation by giving a
short game: Put your thumbs up if the presentations The learners recall how to determined the inverse
show an example of one-to-one, otherwise raise a of one-to-one function.
thumb down.

Brain Teaser The learners will watch a video clip about reflecting
The students will answer short problems that will images by using mirror.
stimulate their brain in a fun way.

Definition: Let f be a one-to-one function with domain A

and range B. Then the inverse of f, denoted by f-1, is a
function with domain B and range A defined by f-1(y)=x
if and x)=y for any y in B.

To find the inverse of a one-to-one function:

1.) Write the function in the form y=f(x);
2.) Interchange the x and y variables;
3.) Solve for y in terms of x

Discuss the definition of the inverse of a one to-one

function. Give examples (refer to examples 1 and 2 on
page 71, SHS Gen Math TG The teacher will discuss the representing inverse
function by using table of values and graph.

Discuss the Property of an Inverse of a One to One

function. Give examples example. Refer to page 71 - 74,
SHS Gen. Math. TG

Give a group activity. Five minutes to solve problems on Complete the table of values for the following
finding the inverse of functions. Refer to Seatwork inverse functions and sketch its graph.
activities on page 74 - 75, SHS Gen. Math TG
 Let us have a game to check your understanding about
the lesson. The game is called “The Pond with question”
The students will be divided into four groups, they will
be given a frog avatar that needs to cross the pond. The
pond have four water lilies where each corresponds to a
function that needs to find the inverse.
The group members will help each other to find the
inverse of a given function in order for their frog avatar
to advance on the next lilypod. The first group that will
give the correct answer will advance. The winning group
will receive a prize. https://www.youtube.com/watch?
v=bwvBAt5LmMg
What are the steps in finding the inverse of a one-to-one
function?
The students will reflect and give their thoughts
about the qoute which related in inverse. "My
happiness grows in direct proportion to my
acceptance, and in inverse proportion to my
expectations" by Michael Fox.
In representing inverse function, we have two ways
to show it, the first one is creating a table of values
nd second is sketching graph. To complete the
table of values, first you will give any value of x in
given function (note: not too large so that its easy
for you to graph) then substitute your given value
of x in given function and you will find the inverse
function. After you done completing the table,
thats the time you plot all the point in the
cartesian plane, then connect all the points and
lastly you will create a graph of inverse functions.

Give a seatwork (4 items) on finding the inverse of a one Find the inverse of f of the following function, then
to one function. complete the table of values and sketch the graph.

Give a homework on the practical application of the Assignment

inverse of a one to one function.

a teacher. Think about your student's progress this week. What works? What else needs to be done to help the students learn? Identify what help your
ask them relevant questions.
Checked: Noted:

VICTORIA C. SALVACION AGAPITO S. GONZAGA

MT-II SSHT-VI
 GRADE 11
GENERAL MATHEMATICS
1st
SESSION 4
ed, additional lessons, exercises, and remedial activities
he learning of content and competencies and enable

The learners demonstrate key concepts of

inverse functions, exponential functions, and
logarithmic functions.

The learner apply the concepts of inverse

functions, exponential functions, and logarithmic
functions to formulate and solve real-life
problems with precision and accuracy.

the leaner find the domain and range of inverse

function. M11GM-Id-4

Define domain and range.

Solve for the domain and range of a inverse

function.
Develop patience in doing one's work

Topic:
Inverse Function
Sub-topic:

Domain and Range of Inverse Function

81-85

72-75

72-75
learning by the students which you can infer from
on their learning processes, and draw conclusions about

Review: Find the domain and the range of each

relation.. a. f(x) = 4x2 + 3x – 1
b. g(x) = 2/x2 – 16 c. f(x) = x + 9
d. g(x) = 3x + 7 e. f(x) = -8x + 2

Reverse Videos
http://youtube/UBnI-oHOYtI

The students relate inverse in real life-situation.

Examples: a) attitude of a twin child
b) the inverse of your argument
c) wearing of cloths

To find the domain and the range of the inverse

functions f -1(x) = x+6 , go back to the original
function and then interchange the domain and
the range of the original

functions. The original function is f(x) =

5x – 6; Domain is the set of all real numbers;
Range is also the set of real numbers

Find the domain and the range of an inverse

function.
1. f -1 (x) = x 2. f -1 (x) = x + 3
3. f -1 (x) = x – 7 4. f -1 (x) = 3x +
1 5. f -1 (x) = x + 6
3

5
 Arnold and Tina are playing a number-guessing
game. Arnold ask Tina to think of a positive
number, triple the number, square the result,
and then add 7. If Tina’s answer is 43. What was
the original number? Use the concept of inverse
function in your solution.

Let students generalize the lesson using the

guide questions.
a. What do we mean by the inverse of a
function? b. What is this inverse a
function

Graph the inverse of each function.

1. f(x) = 4x – 6 2. f(x) = x + 1
3. f(x) = 2x – 4 4. f(x) = 3x – 1
5. f(x) = 2x + 3

assignmnet

learn? Identify what help your instructional supervisors can

 ANGELITO S. MAGAT, Ed.D.
Secondary School Principal IV
 School:
DAILY LESSON Teacher:
LOG Teaching Dates and Time:
SESSION 1
Objectives mus be met over the week and connected to the curriculum standards. To m
may be done for developing content knowledge and competencies. These are assessed
I. OBJECTIVES children to find significance and joy in learning the lessons. Weekly objectives shall be

The learners demonstrate key concepts of inverse

A. Content Standards functions, exponential functions, and logarithmic
functions.

The learner apply the concepts of inverse functions,

exponential functions, and logarithmic functions to
formulate and solve real-life problems with precision
B. Performance Standards and accuracy.

The learner represents real-life situations using one-

C. Learning Competency/ Objectives Write to one functions and . M11GM-Id-1
the LC Code for each

Specific Objectives
Define one-to-one function
1. Cognitive
Represent real-life situations using one-to-one
2. Psychomotor function
Participate actively in the discussion
3. Affective
Topic:
One to One Functions
Sub-topic:
II. CONTENT

One to One Functions

III. LEARNING RESOURCES TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids

A. References Dr. Debbie Marie B. Versoza, et.al General Mathematics Learner's Material.2016.Lexico

1. Teacher's Guide pages 68-72

2. Learning Materials pages 58-61

3. Textbook pages 58-61

4. Additional Materials from Learning Video clip in yout

Resource (LR) portal
B. Other Learning Resources
 These steps should be done across the week. Spread out the activities appropriately so
formative assessment activities. Sustain learning systematically by providing students w
IV. PROCEDURES what they learned in relation to their life experiences and previous knowledge. Indicat

Identify the x- and y-intercepts, the asymptotes, and

the intervals where the function is above or below
A. Reviewing previous lesson or presenting the x-axis. Sketch the graph and identify the domain
the new lesson and the range.

B. Establishing a purpose for the lesson Show the Lesson Outline: Definition of a One-to-
One Function

Real-life situations that can

be represented by one-to-one functions
Properties of
C. Presenting examples/ instances of the Discuss the kinds
one-to-one of relations. Use the mapping
functions
new lesson diagram and show the one-to-one relation,one-to-
many, many-to-one, and many-to-many relation.
Horizontal Line Test

D. Discussing new concepts and practicing

new skills # 1

Power point presentation.

Represent real-life situation using

one-to-one function and introduce the horizontal
line test.

E. Discussing new concepts and practicing

new skills # 2
F. Developing mastery (leads to Formative
Assessment)
Let the students apply the vertical and horizontal line
test.
G. Finding practical application of concepts
and skills in daily living

Ask the students to think of real-life situations that

show one-to-one function.

H. Making generalizations and abstractions If you were to choose one of the relations
about the lesson mentioned above, what would it be and why?

I. Evaluating Learning SEAT WORK

J. Additional Activities for Application or

Remediation Peer Tutorial

V. REMARKS

VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's progre
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 who scored
below 80%

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?

Prepared by:

JESUS M. DEL ROSARIO

Teacher II
 VICTORIA NATIONAL HIGH SCHOOL Grade Level:
JESUS M. DEL ROSARIO Learning Area:
July 15-19, 2019 Quarter:
SESSION 2 SESSION 3
nnected to the curriculum standards. To meet th objectives necessay procedures must be followed and if needed, additional lessons, exerci
ge and competencies. These are assessed using Formative Assessment Startegies. Valuing Objectives support the learning of content and co
g the lessons. Weekly objectives shall be derived from the curriculum guides.

The learners demonstrate key concepts of inverse The learners demonstrate key concepts of inverse
functions, exponential functions, and logarithmic functions, exponential functions, and logarithmic
functions. functions.

The learner apply the concepts of inverse functions, The learner apply the concepts of inverse
exponential functions, and logarithmic functions to functions, exponential functions, and logarithmic
formulate and solve real-life problems with precision functions to formulate and solve real-life problems
and accuracy. with precision and accuracy.

The learner determines the inverse of a one-to-one The learner represents an inverse function through
functionM11GM-Id-2 its: (a) table of values, and (b) graph. M11GM-Id-3

Explain inverse function Differentiate inverse function through table of

values, graph and equation
Give the inverse function of a one-to-one function Represent a inverse function through its: (a) table
of values, (b) graph, and (c) equation
Develop leadership ability, cooperation and camaraderie Develop leadership ability, cooperation and
in doing the activity camaraderie in doing the activity
Topic: Topic:
Inverse Function Inverse Function
Sub-topic: Sub-topic:

Representation of inverse function through its: (a)

Inverse Function table of values, and (b) graph

isual Aids

thematics Learner's Material.2016.Lexicon Press Inc,Pasig City, Philippines.

72-78 78-80

62-67 67-71

62-67 67-71

Video clip in youtube https://www.youtube.com/watch?v=dwxaq4c9K6k

Spread out the activities appropriately so that students will learn well. Always be guided by demonstartion of learning by the students whi
ng systematically by providing students with multiple ways to learn new things, pratctice their learning, question their learning processes, a
riences and previous knowledge. Indicate the time allotment for each step.

Review the students on the definition of a one to one

function and application in real-llife situation by giving a
short game: Put your thumbs up if the presentations The learners recall how to determined the inverse
show an example of one-to-one, otherwise raise a of one-to-one function.
thumb down.

Brain Teaser The learners will watch a video clip about reflecting
The students will answer short problems that will images by using mirror.
stimulate their brain in a fun way.

Definition: Let f be a one-to-one function with domain A

and range B. Then the inverse of f, denoted by f-1, is a
function with domain B and range A defined by f-1(y)=x
if and x)=y for any y in B.

To find the inverse of a one-to-one function:

1.) Write the function in the form y=f(x);
2.) Interchange the x and y variables;
3.) Solve for y in terms of x

Discuss the definition of the inverse of a one to-one

function. Give examples (refer to examples 1 and 2 on
page 71, SHS Gen Math TG The teacher will discuss the representing inverse
function by using table of values and graph.

Discuss the Property of an Inverse of a One to One

function. Give examples example. Refer to page 71 - 74,
SHS Gen. Math. TG

Give a group activity. Five minutes to solve problems on Complete the table of values for the following
finding the inverse of functions. Refer to Seatwork inverse functions and sketch its graph.
activities on page 74 - 75, SHS Gen. Math TG
 Let us have a game to check your understanding about
the lesson. The game is called “The Pond with question”
The students will be divided into four groups, they will
be given a frog avatar that needs to cross the pond. The
pond have four water lilies where each corresponds to a
function that needs to find the inverse.
The group members will help each other to find the
inverse of a given function in order for their frog avatar
to advance on the next lilypod. The first group that will
give the correct answer will advance. The winning group
will receive a prize. https://www.youtube.com/watch?
v=bwvBAt5LmMg
What are the steps in finding the inverse of a one-to-one
function?
The students will reflect and give their thoughts
about the qoute which related in inverse. "My
happiness grows in direct proportion to my
acceptance, and in inverse proportion to my
expectations" by Michael Fox.
In representing inverse function, we have two ways
to show it, the first one is creating a table of values
nd second is sketching graph. To complete the
table of values, first you will give any value of x in
given function (note: not too large so that its easy
for you to graph) then substitute your given value
of x in given function and you will find the inverse
function. After you done completing the table,
thats the time you plot all the point in the
cartesian plane, then connect all the points and
lastly you will create a graph of inverse functions.

Give a seatwork (4 items) on finding the inverse of a one Find the inverse of f of the following function, then
to one function. complete the table of values and sketch the graph.

Give a homework on the practical application of the Assignment

inverse of a one to one function.

a teacher. Think about your student's progress this week. What works? What else needs to be done to help the students learn? Identify what help your
ask them relevant questions.
Checked: Noted:

VICTORIA C. SALVACION AGAPITO S. GONZAGA

MT-II SSHT-VI
 GRADE 11
GENERAL MATHEMATICS
1st
SESSION 4
ed, additional lessons, exercises, and remedial activities
he learning of content and competencies and enable

The learners demonstrate key concepts of

inverse functions, exponential functions, and
logarithmic functions.

The learner apply the concepts of inverse

functions, exponential functions, and logarithmic
functions to formulate and solve real-life
problems with precision and accuracy.

the leaner find the domain and range of inverse

function. M11GM-Id-4

Define domain and range.

Solve for the domain and range of a inverse

function.
Develop patience in doing one's work

Topic:
Inverse Function
Sub-topic:

Domain and Range of Inverse Function

81-85

72-75

72-75
learning by the students which you can infer from
on their learning processes, and draw conclusions about

Review: Find the domain and the range of each

relation.. a. f(x) = 4x2 + 3x – 1
b. g(x) = 2/x2 – 16 c. f(x) = x + 9
d. g(x) = 3x + 7 e. f(x) = -8x + 2

Reverse Videos
http://youtube/UBnI-oHOYtI

The students relate inverse in real life-situation.

Examples: a) attitude of a twin child
b) the inverse of your argument
c) wearing of cloths

To find the domain and the range of the inverse

functions f -1(x) = x+6 , go back to the original
function and then interchange the domain and
the range of the original

functions. The original function is f(x) =

5x – 6; Domain is the set of all real numbers;
Range is also the set of real numbers

Find the domain and the range of an inverse

function.
1. f -1 (x) = x 2. f -1 (x) = x + 3
3. f -1 (x) = x – 7 4. f -1 (x) = 3x +
1 5. f -1 (x) = x + 6
3

5
 Arnold and Tina are playing a number-guessing
game. Arnold ask Tina to think of a positive
number, triple the number, square the result,
and then add 7. If Tina’s answer is 43. What was
the original number? Use the concept of inverse
function in your solution.

Let students generalize the lesson using the

guide questions.
a. What do we mean by the inverse of a
function? b. What is this inverse a
function

Graph the inverse of each function.

1. f(x) = 4x – 6 2. f(x) = x + 1
3. f(x) = 2x – 4 4. f(x) = 3x – 1
5. f(x) = 2x + 3

assignmnet

learn? Identify what help your instructional supervisors can

 ANGELITO S. MAGAT, Ed.D.
Secondary School Principal IV
VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's 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 who scored
below 80%

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?

Prepared by: Checked: Noted:

JESUS M. DEL ROSARIO VICTORIA C. SALVACION AGAPITO S. GONZAGA ANGELITO S. MAGAT, Ed.D.
Teacher II MT-II SSHT-VI Secondary School Principal IV
VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's 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 who scored
below 80%

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?

Prepared by: Checked: Noted:

JESUS M. DEL ROSARIO VICTORIA C. SALVACION AGAPITO S. GONZAGA ANGELITO S. MAGAT, Ed.D.
Teacher II MT-II SSHT-VI Secondary School Principal IV

DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
The learner represents real-life situations
M11GM-Ih-1. The learner distinguishes
C. Learning Competency/ logarithmic function, logarithmic equation,
Objectives Write the LC Code
for each
Specific Objectives
1. Cognitive
2. Psychomotor
3. Affective
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learning Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson The teacher reviews the students about
or presenting the new lesson exponential functions.
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills # 1
School: VICTORIA NATIONAL HIGH SCHOOL Grade Level: GRADE 11
Teacher: JESUS M. DEL ROSARIO Learning Area: GENERAL MATHEMATICS
Teaching Dates and Time: AUGUST 12-16, 2019 Quarter: 2nd
AUGUST 13, 2019 AUGUST 14, 2019 AUGUST 15, 2019 AUGUST 16, 2019
Objectives mus be met over the week and connected to the curriculum standards. To meet th objectives necessay 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 Startegies.
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.
The learners demonstrate key concepts of The learners demonstrate key concepts of The learners demonstrate key concepts of The learners demonstrate key concepts of
inverse functions, exponential functions, inverse functions, exponential functions, inverse functions, exponential functions, inverse functions, exponential functions,
and logarithmic functions. and logarithmic functions. and logarithmic functions. and logarithmic functions.
The learner apply the concepts of inverse The learner apply the concepts of inverse The learner apply the concepts of inverse The learner apply the concepts of inverse
functions, exponential functions, and functions, exponential functions, and functions, exponential functions, and functions, exponential functions, and
logarithmic functions to formulate and logarithmic functions to formulate and logarithmic functions to formulate and logarithmic functions to formulate and
solve real-life problems with precision and solve real-life problems with precision and solve real-life problems with precision and solve real-life problems with precision and
accuracy. accuracy. accuracy. accuracy.
The learner illustrates the laws of The learner illustrates the laws of The learner solves problems involving
using logarithmic functions. logarithms. logarithms. logarithmic function M11GM-Ij-2
M11GM-Ih-3 M11GM-Ih-3
and logarithmic inequality.
M11GM-Ih-2
Differentiate arithmic function, logarithmic Illustrate laws / properties of logarithms Illustrate laws / properties of logarithms Familiarize the properties of logarithms in
equation, and logarithmic inequality solving logarithmic function
represents real-life situations using Condense the given expression using the Expand the expression using the laws of solves problems involving logarithmic
logarithmic functions properties of logs logs. function
Develop patience in doing one's work Develop leadership ability, cooperation and develop critical thinking in decision making Develop critical thinking and patience in
camaraderie in doing the activity doing one's work
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.
Logarithms Properties of Logarithms Properties of Logarithms Problems involving logarithmic function
TG, LM, Chalkboard, Laptop, LCD, Television, Visual Aids
Dr. Debbie Marie B. Versoza, et.al General Mathematics Learner's Material.2016.Lexicon Press Inc,Pasig City, Philippines.
Advanced Algebra, Trigonometry, and Advanced Algebra, Trigonometry, and Advanced Algebra, Trigonometry, and Advanced Algebra, Trigonometry, and
Statistics pages 368-370 Statistics pages 371-388 Statistics pages 371-388 Statistics pages 371-388
General Mathematics General Mathematics General Mathematics General Mathematics
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstartion 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, pratctice 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 learner will be having a quick review The teacher will give boardwork exercises
about logarithmic function in a form of drill The learners will check their assignment by
presenting it on the board by selected
learners and explain their solutions.
The teacher will ask the learners "do you The teacher will present a logarithm on the
What is the inverse of exponential know any laws about logarithms?' board and ask the students on how to The teacher will present a problem on the
function? What makes the logarithmic evaluate the given logarithm board and allow the learners to give
equation become logarithmic inequality? possible solutions.
The teacher will answer the presented
Ask the students to define and give problem on the board and check if
examples of logarithmic function. someone got the answer correctly and will
be given merit.
The teacher will give and explain the laws The teacher will answer and explain the
Differentiate logarithmic equation from
of logarithm presented examples
logarithmic inequality. Ask the students to
enumerate some examples of each.
The teacher will explain the following:
Power Property:
log b (mn)= n log b (m)
Teacher will ask representatives to present or
laws that the students were able to obtain n log b (m) = log b (mn)
and give their own examples.
Product Property: Changing Bases of Logarithms:
log b (mn) = log b (m) + log b (n)
The teacher will discuss the concept of or Any logarithm can be changed by its base The teacher will give and explain the about
logarithmic function, equation, and log b (m) + log b (n) = log b (mn) by doing a division of logs: problems involving logarithmic functions
inequalities
(Changing from base b to base m)
Quotient Property: log b a = log m a
log b (m/n) = log b (m) – log b (n) log m b
or
log b (m) – log b (n) = log b (m/n)
 Quotient Property:
log b (m/n) = log b (m) – log b (n)
or
log b (m) – log b (n) = log b (m/n)

E. Discussing new concepts

and practicing new skills # 2 The learner will try different examples with
the application of exponential function and
law of exponents

F. Developing mastery (leads

to Formative Assessment)
The learners will be having boardwork The learners will be having a group activity The learner will perform First 10 Collaborative Learning

The learners develop critical thinking in

G. Finding practical
application of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
The learners develop patience in doing The learners develop leadership ability, decision making The learners develop patience in doing
cooperation and camaraderie in doing the
one's work one's work
activity
The learner learned how to represents The learners learned the properties of The learner learned how to evaluate The learners learned how to solve
real-life situations using logarithmic logarithms logarithms using the properties. problems involving logarithmic function
functions and distinguishes logarithmic
function, logarithmic equation and
logarithmic inequalities

I. Evaluating Learning
The learners will be having an activity The learners will present their output The learner will be having Activity about
about the lesson Evaluating Logarithms using the properties. The learners will be having boardwork

J. Additional Activities for

Application or Remediation
Condense the expression using the
properties of logs. The word log will be
used once in each problem.
list down the properties of logarithms and
give 2 examples each. 1. log3 8 - log3 2
2. 2 log5 4 + log5 3
3. log4 5 + log4 3 + log4 1
4. log10 24 – log10 4
5. log2 x – 3 log2 y
Solve the following logarithmic equations
and inequalities. Check your solutions.
Expand the expression using the laws of 1.) log6 (4x + 8) = 2
logs. The word log will be used repeatedly 2.) log3 (x2 – 8) = 2
in each problem. 3.) log (3x – 1) = log (4 – x)
1. log6 3x 4.) log1/2 (2x – 1) = –3
2. log2 xy2 5.) log (x2 – 3x) = 1
3. ln x/y 6.) log5(3x – 1) > 1
4. log4 xy/5 7.) log3 6/x < log3 (x + 5)
5. log5 8.) log5 (x – 2) ≥ 1/3
9.) log (x2 + 1) ≤ 5
10.) log3 (3 – 4x) > 2

V. REMARKS August 12 was declared holiday in relation

with the Eidal-Adha
VI. REFLECTION Reflection on your teaching and assess yourself as a teacher. Think about your student's 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 who scored
below 80%

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?

Prepared by: Checked: Noted:

JESUS M. DEL ROSARIO JULIANNE MARIE Y. FLORES MARLENE G. PEREZ AGAPITO S. GONZAGA ANGELITO S. MAGAT, Ed.D.
Teacher II Master Teacher I SSHT-III Mathematics SSHT-VI Senior High School Secondary School Principal IV