Daily School AMADOR-BELLO HIGH SCHOOL
Lesson Plan Teacher GLADYS ANGELA B. VALDEMORO
Time & Date
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from
Learning Resources(LR) portal
B. Other Learning Resources
III. LEARNING TASKS
A. Reviewing previous 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
Grade level 11 – ZION
Learning Area General Mathematics
October 3 , 2019 ( 9:45 – 10:45 AM) Quarter 2nd/1st Semester
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 …
The learner represents a rational function through its: (a) table of values, (b) graph, and
(c) equation. M11GM-Ib-4
Representations of Rational Functions
TG for SHS General Mathematics, pp. 43-49
LM in General Mathematics, pp. 35-43
General Mathematics by Orlando Oronce Series 2016
Slide Decks on the Topic
PowerPoint Presentation o laptop, Activity Sheets, Pentel pen, Tarpapel, etc.
Opening Activity
1. Prayer
2. Checking of Attendance
3. House Rules
a. Listen attentively and follow the instructions.
b. Follow time allotment
c. Active participation in necessary in every activity
d. Give respect and appreciate the works of your classmates
Review the definition of rational functions.
From the definition, the teacher stresses that we can also represent rational functions
using table of values, graphs and equation.
Present a simple scenario involving rational functions to the class like
representing the speed of a runner as a function of time it takes to run 100 meters in
the track using the average speed (velocity) formula
d
s= .
t
Discussing example 1.
Represent the speed of a runner as a function of the time it takes to run 100 meters in
the track. Construct a table of values for the speed of a runner against different run
times.
Solution:
Since the speed of a runner depends on the time it takes the runner to run 100
 meters, we can represent speed as a function of time.

Let x represent the time it takes the runner to run 100 meters. Then the speed can be
represented as a function s(x) as follows:

100
s(x) = .
x

Example 2..The current world record (as of October 2015) for the 100-meter dash is
9.58 seconds set by the Jamaican Usain Bolt in 2009. We start our table of values at 10
seconds.

Let x be the run time ands(x) be the speed of the runner in meters per second, where
100
s(x) = . The table of values foe run times from 10 seconds is as follows:
x

x 10 12 14 16 18 20
s(x) 10 8.33 7.14 6.25 5.56 5
E. Discussing new concepts and From the table, we can observe that the speed decreases with the time. We can use a
practicing new skills #2 graph to determine if the points on the function follow a smooth curve or a straight
line.

Example 3.Plot the points on the table of values on a Cartesian plane. Determine if the
100
points on the function s(x) = follow smooth curve or a straight line.
x

Solution:

Assign points on the Cartesian plane for each entry on the table of values.

Plot the points on the Cartesian plane. By connecting the points, we can see that they
are not collinear but rather follow a smooth curve. So, for the 100-meter dash scenario,
we have constructed a function of speed against time, and represented our function
with a table of values and a graph.

F. Developing mastery Representing rational functions using table of values and plotting a graph of the
(Leads to Formative Assessment 3)
function by connecting points.

x−1
Example 4. Given f(x)= , represent it using a table of values and plot the graph.
x+ 1

Solution: Let us construct a table of values for some x – values from -10 to 10:
 (processing)

Make the observation that the function values appear to be increasing, but suddenly
jumps from 3 to -1, and then starts to increase again

Why would this be the case?

Ask students to connect plot and connect points on a Cartesian plane in order to have
better picture of the given rational function.

Discuss also the expected mistakes in graphing. Process the mistake right away.

Ask: “Why would the graph unexpectedly break the smooth curve and jump from point
E to point F?

Explanation:

Observe that the function will be undefined at x = -1.This means that there cannot be a
line connecting point E and point F as this implies that there is a point in the graph of
the function where x = -1.

Remove the segment connecting E and F as the graph does not pass through points
with an x-value of -1.

Note: Additional example is presented. See page 49 of the TG.

G. Finding practical application of Giving examples on practical problems:

concepts and skills in daily living
In an inter-barangay basketball league, the team from Barangay Gangao has won 12
out of 25 games, a winning percentage of 48%. How many games should they win in a
row to improve their win percentage to 60%? What will be their winning percentage if
they win? 10 games in a row? 15? 20? 30 ? 50? 100 games?
 (refer to pages 50-51).

H. Making generalizations and Rational Functions can be represented by a table of values, graphs, and equation
abstractions about the lesson

H. Additional activities for

application or remediation
ASSIGNMENT

x 2 + x−6
For the function f(x) = :
x2 + x−20

a. Identify values where the function will be undefined.

b. Construct a table of values for -6 ≤ x ≤ 2where x takes on integer
values.

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 lesson work? No.
of learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation?
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use discover which I
wish to share with other teachers?

Observed by:

RICHARD C. BASAS
Principal I

: Obs