GRADE 11 General Mathematics - PRODUCTION SCRIPT

Topic: ONE TO ONE AND INVERSE FUNCTION

Treatment: ____Narrative Lecture ____Narrative tutorial _____Others
Run Time: 20-30 minutes
Script Writer: KEZIA KEREN S. FLORES
Instructional Objectives: After viewing the video, the students are expected to:
1. determine the inverse of a one-to-one function. M11GM-Id-2
2. solve for inverse function
3. identify the importance of inverse function
STORY BOARD SHOT NO. DESCRIPTION OF AUDIO/VOICE OVER
VISUAL
#1 OBB

Format: Opening Program

#2 Stand in the middle of the Good day everyone and welcome to our new lesson in General
General screen and introduce the Mathematics Class with Ma’am Kiss. Are you ready to learn today?
Mathematics subject and the teacher

Format: Feedback portion

#3 Project Watch and Learn Audio: SFX background educational music entitled “Back to School”
with Ma’am Kiss Cover
#4 Stand in the middle of the Before we go to our lesson proper, let us have a PHOTO ANALYSIS
PHOTO screen first.
ANALYSIS
Format: Feedback portion

#5 Slide showing PHOTO Please follow these instructions

ANALYSIS Step 1. Observation: Study the photograph for 30 seconds. Form an
Step 1: observation overall impression of the photographs and then examine individually.
Step 2: inference Step 2. Inference: Based on what you have observed, think of three
things you might infer from these photographs.
Format: Feedback portion

#6 Stand in the middle of the Are you ready?

Are you screen
ready?
Format: Feedback portion

#7 Show the three pictures Audio: SFX background educational music entitled “Bright and Bubbly”
and the 30 second
countdown

Format: Feedback portion

#8 Stand on the side of the If you thought of the word: opposite, contrast, reverse, oppose,
screen and show the different, antonyms, converse, and INVERSE. You are correct.
expected answers

Format: Feedback portion

#9 Stand on the side of the In this video, we will be talking about INVERSE FUNCTION.
INVERSE screen and show the
FUNCTION lesson for the day

Format: Feedback portion

#10 Slide showing the learning
objectives
Format: Feedback portion
#11 Stand on the side of the
screen
Format: Review of
Previous Lesson
Here are our learning objectives.
At the end of the lesson, you are expected to:
 determine the inverse of a one-to-one function.
 solve for inverse function
 identify the importance of inverse function
Please prepare your self learning module in INVERSE FUNCTION,
notebook or any extra sheet of paper for notetaking and solving and
ballpen/pencil.
Now this time, I will be showing you four relations, I would like you to
complete the given mapping diagram with the use of ordered pairs
provided. YOUR YOU READY?

#12 Stand on the side of the Number 1, the relation pairing actors and their actresses
the relation screen and show “the
pairing actors relation pairing actors and
and their their actresses”
actresses
Format: Review of
Previous Lesson

#13 Present the pictures for Audio: SFX background educational music entitled “Bright and Bubbly”
mapping diagram for 5
 seconds

Format: Review of
Previous Lesson

#14 Stand on the side of the Number 2, The relation pairing parents to their children
The relation screen and show “the
pairing parents relation pairing actors and
to their children their actresses”

Format: Review of
Previous Lesson

#15 Present the pictures for Audio: SFX background educational music entitled “Bright and Bubbly”
mapping diagram for 5
seconds

Format: Review of
Previous Lesson

#16 Stand on the side of the Number 3, The relation pairing main island of the Philippines to its
The relation screen and show “the provinces
pairing main relation pairing actors and
island of the their actresses”
Philippines to
its provinces Format: Review of
Previous Lesson

#17 Present the pictures for Audio: SFX background educational music entitled “Bright and Bubbly”
 mapping diagram for 5
seconds

Format: Review of
Previous Lesson

#18 Stand on the side of the Number 4, The relation pairing G-11 subjects to Student A grade
The relation screen and show “the
pairing G-11 relation pairing actors and
subjects to their actresses”
Student A grade
Format: Review of
Previous Lesson

#19 Present the pictures for Audio: SFX background educational music entitled “Bright and Bubbly”
mapping diagram for 5
seconds

Format: Review of
Previous Lesson

#20 Stand on the side of the
screen and show the
questions. Pause 10
seconds after giving the
question and reveal the
answers
Format: Review of
Previous Lesson
Now let us try to answer these questions base on the activity that we
have earlier:
1. How did you connect your mapping diagram? With the help of
the ordered pairs provided
2. What do they have in common? RELATION
3. With the use of the mapping diagram, determine the four types
of relation and explain why? *1-1, 1-M, M-M and M-M
4.
#21 Present the pictures for This is a One-to-one relation since every actor is paired only to one
mapping diagram actress and vice versa

Format: Review of
Previous Lesson

This is a Many-to-many relation since the parents is paired multiple

times with their children and the children are also paired times with their
parents.

This is a One to many relation since the main island is paired multiple
times with its corresponding provinces but the provinces are only paired
once to its main island

This is a Many-to-one relation since SHS G-11 Subjects is paired once

to Student A Grade but the Student A Grade is paired multiple times to
SHS G-11 Subjects
#22 Stand on the side of the
screen and show the
questions. Pause 10
seconds after giving the
question and reveal the
answers
Format: Review of
Previous Lesson
#23 Play Musical Break Video: Kauban Sa Matematika by Aen Charelle R. Valde
(Educational Purposes)
4. Now base on the figures provided, which among the four is
considered a function? (Hint: try converting them into ordered
pairs and see whether the first element is paired only once to its
second element) *1-1 and M-1 only
5. Among the two options, which of the following refers to “every
element of the range of the function corresponds to exactly
one element of the domain”? *1-1 FUNCTION
6. Now think of other real-life examples of a one-to-one function
that is observed in your household/community? *The price paid
for a pizza depends upon the size of the pizza or The relation
between husband and wife relationship.
7. Now for you, what is a One-to-One Function? *according to the
definition from www.mathwords.com, a function for which every
element of the range of the function corresponds to exactly one
element of the domain. One-to-one function is often written 1-1.
8. If we interchange elements of the domain to its range, would it
still be one-to-one function? *yes
9. What kind of function is then shown? *Inverse Function

#24 Stand on the side of the In math specifically in FUNCTIONS, opposite or antonym is what we
screen called inverse.
Let us define INVERSE FUNTION with the help of these examples
Format: Lecture Proper
#25 Stand on the side of the Example 1: Set of ordered pair denoted by A and its inverse Set of
screen ordered pair denoted by B.
Ordered pair from Set A (1,2) becomes (2,1) in Set B and so on.
Format: Lecture Proper

Example 2: Set of ordered pair denoted by A and its inverse Set of

ordered pair denoted by B.
Ordered pair from Set A (1,3) becomes (3,1) in Set B and so on.

Example 3: The relation pairing BNHS student to its student’s ID

number and its inverse will be the relation pairing student’s ID number
to the BNHS student

#26 Show the slide for the INVERSE FUNCTION

definition of INVERSE According to the definition (e-book TM of DedEd)
FUNCTION If f is a one-to-one function, then the inverse of f denoted by f −1 is the
function formed by reversing all the ordered pairs in f . Thus,
Format: Lecture Proper f −1= {( y , x )|( x , y ) is∈f }

As you could remember, all of my examples earlier are all one-to-one

functions since it is the main requirement before we can obtain its
inverse function
#27 Show the slide for more This time, I want you pause the video and identify whether the given is
examples of one-to-one a one-to-one function, if so, determine its inverse.
and inverse function

Play audio for 10 seconds
Format: Lecture Proper
#28 Stand on the side of the
screen
Format: Lecture Proper
#29 Show the slide for he
steps in solving (note: not
in correct order yet)
Format: Lecture Proper
#30 Stand on the side of the
screen and read the
function to be solve
#31 Play the recorded solving
of f (x) and g( x )
Audio: SFX background educational music entitled “Bright and Bubbly”
Now let us try to discover how to solve an inverse function. As what I
have mentioned earlier, an inverse only exists if the given is a one to
one function. I will be showing you an example on how to solve for an
inverse function and later, we will try to identify the correct
arrangements to solve for an inverse function. Try to take down notes.
Here are the options that we have to arrange.
• solve for y
• replace y with f −1 (x)
• interchange x and y
• change f (x) to y
Let us solve for the following:
1. f ( x )=3 x +1
2. g ( x )=x 3−2
Audio: Kauban Sa Matematika by Aen Charelle R. Valde
 Format: Lecture Proper
#32 Show the slide for he
steps in solving (note: not
in correct order yet)
Show the slide for he
steps in solving
Format: Lecture Proper
Here are the options that we have to arrange.
Which do you think is set number 1? 2? 3? 4?
Here are the asnwers:
1. change f (x) to y
2. interchange x and y
3. solve for y
4. replace y with f −1 (x)
#33 Stand on the side of the Do you think that it is possible to rearrange the steps in solving for
Do you think that it screen inverse function? No because the steps show a process and it should
is possible to be followed to obtain the final answer.
rearrange the steps
in solving for
Format: Lecture Proper
inverse function?

At this point, let us have examples of real life application of inverse

function. One example of inverse function the temperature conversion.
9
Let us try to convert Fahrenheit to Celsius with the given F= C +32
5
using the steps presented earlier.

#34 Play the recorded solving Audio: SFX background educational music entitled “Happy Family”
℉ to ℃ and explain the with voiceover for solving ℉ to ℃
process
5
* C= ( F−32 )
Format: Lecture Proper 9

#35 Stand on the side of the Now this time, I’d like you to try to convert
screen

Show this slide Audio: SFX background educational music entitled “Happy Family”

Format: Lecture Proper

 Reveal the answer

Format: Lecture Proper

#36 Stand on the side of the The concept of inverse function can also be applied towards our lives.
screen For instance, how do you confront your NEW NORMAL?
NEW • Do you isolate yourself with your old ways or embrace change
Format: Lecture Proper for good?
NORMAL • Do you enjoy your own blessings on your own or share it with
those in need?
• Are you a liability to your community or an asset?
• Are you too lazy and expect help from others or work hard
despite the pandemic?
• Do you contribute negative comments/actions or do positive
acts towards others?
• It is our choice to do the right or wrong way.

Do you think learning inverse function is important?

• Yes indeed because this concept is applied in our daily lives,
not only in solving but applied to other aspects as well.
#37 Stand on the side of the Now here are our Key takeaways for this lesson:
screen If f is a one-to-one function, then the inverse of f denoted by f −1 is
the function formed by reversing all the ordered pairs in f . Thus,
Format: Brief Review of f −1= {( y , x )|( x , y ) is∈f }
the Day’s Lesson

Steps to find inverse: 1. change f (x) to y, 2. interchange x and y, 3.

solve for y, and 4. replace y with f −1 (x)

#38 Show this slide Please pause the video and answer this exercises:
A. Determine whether the given represents one-to-one function. If it is
one to one, provide its inverse.
Format: 1. The relation pairing a BNHS Senior High School Student to
Announcement/Reminders his/her LRN number.
2. The relation pairing a person to his/her citizenship
3. The relation pairing a student to its final 1 st grading grade
4. The relation pairing your sibling to your mother
5. The relation pairing Philhealth number to its member
B. Find the inverse of the function using the rubric.
3 x+ 5
6: f ( x )=4 x−3 7: f ( x )=
x−3
#38 Stand in the middle of the This is the end of our lesson. Thank you for watching and I hope you
screen learn something today. BYE….

#39 Project Watch and Learn Audio: SFX background educational music entitled “Back to School”
with Ma’am Kiss Cover

#40 CBB

Prepared by:
KEZIA KEREN S. FLORES