School: GAMUT NATIONAL HIGH SCHOOL
Teacher: Dina Jean D. Sombrio
Observation Date:
I. OBJECTIVES (Layunin)
A. Content Standard
(Pamantayang
Pangnilalaman)
B. Performance Standard
(Pamantayan sa Pagganap)
C. Learning
Competencies
(Pamantayan sa Pagkatuto)
D. Objectives
(Mga Layunin)
II.CONTENT (Nilalaman)
III.LEARNING RESOURCES
(Kagamitang Panturo)
A. References
(Sanggunian)
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
(Iba pang Kagamitang
Panturo)
IV.LEARNING ACTIVITIES
A. Preliminary Activities
B. Lesson Proper
Grade Level and Section: Grade 11 - STEM
Learning Area: General Mathematics
Quarter:
Lesson Plan in Grade 11 – STEM
GENERAL MATHEMATICS
The learners demonstrate understanding of key concepts of inverse
functions, exponential functions, and logarithmic functions.
The learners should be able to:
1. Apply the concepts of inverse functions, exponential functions, and
logarithmic functions to formulate and solve real-life problems with
precision and accuracy.
The learners should be able to determine the inverse of a one-to-one
function. (M11/12GM-Id-2).
At the end of this lecture, the students are expected to:
1. determine the process of inverse of one-to-one function;
2. solve the inverse of one-to-one function; and,
3. state relevance of solving the inverse of one-to-one function to real-
life situation.
FUNCTIONS AND THEIR GRAPHS
K to 12 Curriculum Guide for General Mathematics
K-12 Most Essential Learning Competencies
K to 12 Teaching Guide
General Mathematics Department of Education
PowerPoint presentation, laptop, projector, worksheets and manila paper.
1. Greetings
2. Arranging chairs, picking up of dirt (if applicable)
3. Checking of attendance
- The class beadle will be asked to report the class attendance.
4. Review (Oral Recitation)
- Teachers will ask the students randomly.
5. Motivation – “Inverse PICA-PICA!”
- The teacher will ask the students, “What POKEMON ball do you
think corresponds to every POKEMON character below?”. Find
your answer by connecting the function in the POKEMON ball to its
inverse in the POKEMON character.
- Processing Questions:
 Were you able to pair a function to its inverse? How?
 Are all the given functions, one-to-one functions?
 How did you determine the inverse of a one-to-one
function?
6. Presentation of the Objectives
- Objectives will be flashed on screen.
- The students will be asked to read each of objective.
1. Activity “Finding IF POKEMON”
- Directions: Distribute the POKEMON cards and other materials
 for the output to each group. Study the solution written on the
card and determine the steps in finding the inverse of one-to-
one functions. Write these steps on the manila paper and post it
on the board when you’re done.
Follow-up Questions:
a. How many steps did your group make?
b. How is the first step done? 2nd step? 3rd step?
c. How is the inverse of a function expressed?

2. Analysis
- Each group will report creatively the answers of their activity.
Guide Questions:
 How did you find the activity?
 Do you have any difficulties in determining the inverse of a
function? What are these?
 Where you able to obtain the same procedures with the
other groups? How?
 What have you observed to the given function and its
inverse?
 How will you determine that your last step is the inverse of
the given function?
 And now, Why do we need to find the inverse of a function?
Is there any significance?
3. Abstraction
- The teacher will ask the students how they define the word
“INVERSE” and relate it in function.
4. Application
Activity “Solve Me!”
- The teacher will let the students answer the given problems and
asks some volunteers to answer the problem. Feedback will be
made.
1. Bernie wants to exchange his 100 Php to US dollars. He found
out that the exchange rate is represent by the function
y=51.16 x where y represents the amount in Philippines peso
given the x US dollars. Find the equation where y represents
the amount of US dollars given the x Philippine peso. How
much is the equivalent of Bernie’s 100 Philippine peso bill to US
dollars?
2. To convert degrees Celsius to Fahrenheit, the function
9
F= C +32 where C is the temperature in Celcius. Find the
5
inverse function in converting the temperature in Fahrenheit to
degrees Celsius.
V. ASSESSMENT Directions: Answer the given problem.
1. Which among the following functions have an inverse?
a. f ( x )=2 x 3−5
b. g ( x )=3 x−8
1
c. h ( x )=
x2
d. k ( x )=|x|
e. l ( x ) =x2 −6 x
 x +2
2. Find the inverse of f ( x )= .
x−3
1
−1
3. Find f ( x ) if f . ( x )=
x−2
4. The function y=2.54 x represents the conversion of measurement
units where y represents the distance in terms of inches given the x
distance in centimeters. Find the equation where y represents
distance in terms of centimeters given the x distance in inches.
How many centimeters are there in 1000 inches?
VI. ASSIGNMENT Prove that the inverse of a linear function is also linear and the two slopes
are reciprocals of each other.

Prepared: Checked:

DINA JEAN D. SOMBRIO ELLEN O. COQUILLA

Teacher II Master Teacher III