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ADAPTIVE TEACHING GUIDE

Most Essential Topic # 1: Modeling Functions
Lesson # 3: Creating Mathematical Models for Real Life Contexts

Prerequisite Content-knowledge:

● Define piecewise, rational, exponential, and logarithmic functions.

● Describe the domain and range of piecewise, rational, exponential, and logarithmic functions.

Prerequisite Skill:

● Translate statements into mathematical symbols

● Perform operations on algebraic expressions
● Solve literal equations
● Evaluate polynomial, piecewise, rational, exponential, and logarithmic functions.
● Determine the inverse of a function.

Prerequisites Assessment:

A. List sample situations for piecewise, rational, exponential, and logarithmic functions. Include the description of the domain and range in that situation.
B. Answer the following through worksheets or drills:
a. translate statements into mathematical symbols
b. apply operations on algebraic expressions
c. solve literal equations
d. evaluate functions
e. determine the inverse of a function.

Pre-lesson Remediation Activity:

1. For Students with Insufficient Level on Prerequisite Content-knowledge and/or Skill(s):

● Students will watch or read learning materials discussing the following:
○ definitions and samples piecewise, rational, exponential, and logarithmic functions in real-life.
PRIVATEEDUCATIONASSISTANCECOMMITTEE ○ translation of statements into mathematical symbols
○ operations on algebraic expressions
○ solving and evaluating literal equations and functions
○ determining inverse of a function

2. For Students with Fairly Sufficient Level on Prerequisite Content-knowledge and/or Skill(s):
● Students will share their understanding on the following:
○ definitions and samples piecewise, rational, exponential, and logarithmic functions in real-life.
○ translation of statements into mathematical symbols
○ operations on algebraic expressions
○ solving and evaluating literal equations and functions
○ determining inverse of a function

Introduction:

This part of the learning material includes the time frame expected from students to finish learning the lesson, Creating Mathematical Models for Real Life Contexts. When
concerns arise, it is also necessary to share where to contact the teacher—mobile number, email address (personal or school account, messenger account, and/or any other
communication platform.

In addition, introduce to the students the content-knowledge (RUA) to gain from learning Creating Mathematical Models for Real Life Contexts. It is also important to share with
them the context where they can use their learning on this topic. Touch where they may use their learned knowledge and skills in their day-to-day life and how this can help them
succeed in completing the enabling (formative) assessment activity for Function.

Lastly, do not forget to state the overview of the lesson. Inform the students of the scope and limitations of the topic. For instance, tell them that in this material, they will learn
how to create the different function representations appropriate in a situation such as a table of values, graph, and equation.

PRIVATEEDUCATIONASSISTANCECOMMITTEE Student’s Experiential Learning: (Note: Use the Flexible Learning Activity Identified for the
topic/lesson relative to the General Enabling Teaching Strategy)

Chunk 1: Understanding the Different Representations of Functions

A. Formative question:
How to create the different representations of a function?

B. Enabling formative questions:

 What is the table of values, graphs, and equations?
How are these representations related to each other?

C. Discussion
Activity: Using the prepared example representations for a piecewise, rational, exponential, and logarithmic functions, mix them up and ask the students to match the
representations by labeling them using the same color or marking.

Use the guide questions in matching the representations:

● Which table of values matches the points on one of the graphs or satisfies one of the equations?
● Which equation generates one of the tables and matches the points on corresponding graphs?
● Which graph corresponds to the values in one of the tables and equations?

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Piecewise Function

Rational Function
 Exponential Function

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Logarithmic Function

Start discussing the guide in creating one representation given the others.
One representation can be used to create the other representations. Table of values can be formed depending on the conditions set in the given situation. Then, this
table can help you to generate the equation after discovering the patterns from the values. Aside from that, a table of values can also be used to come up with a
graphical representation by plotting the ordered pairs on the coordinate plane. Equations can be used to create a table of values by evaluating the function using the
permissible values and arranging them on a table. It can also generate graphs by inputting the equation in graphing applications. Graphs can be used to create a
table of values by naming ordered pairs along the graph.
 Explain the relations of the representations for every function involved.

Chunk 2: Creating a Mathematical Model for a Situation

A. Formative question:
How to create a table of values, graphs, and equations to represent the piecewise or rational function existing in a situation?

B. Enabling formative questions:

What relationship exists between two quantities in the situation?
What are the independent and dependent variables?
What are the observed patterns in the situation to consider it a piecewise, rational, exponential, or logarithmic function?
What is the necessary information needed to create the table of values, graph, or an equation?

C. Discussion

PRIVATEEDUCATIONASSISTANCECOMMITTEE Discuss first the concept of floor or greatest integer function as additional knowledge to use in
making models.
Ask the students to recall the sample situations studied during the discussion on understanding the concepts of piecewise, rational, exponential, and logarithmic functions
in real-life contexts (MET1 Lesson1).
Present the situations below:
● Taxi fare signboard in Mactan International Airport
● New tax law system in the Philippines
● Concentration of a substance
● Area of a rectangular lot (Manipulating Equations)
● Half-life of Carbon-14 (Exponential Decay)
● Interests (Exponential Growth)
● Inverse Function in an Interest Context (Solving Inverse of an Exponential Function to Generate a Logarithmic Function)
● Total COVID Cases in the Philippines (Prediction Model)

Note that in each situation, lead the students in identifying the following details:
● The established relationship between the two quantities involved.
● The description of independent and dependent variables (domain and range).
● The observed pattern is the basis of the existence of the function in the situation.
● The creation of a representation depending on the available information.
● The creation of the other representations.

Use geogebra graphing applications, or other available apps, in making graphs for the situations.
Synthesis
Ask the students some questions leading to the following conclusions:
● The representations of a function are a table of values, graph, and equation.
● One representation can be formed using the details from the other representations.
● In making a representation for a given situation, begin with establishing the relationship between two quantities. Next, describe and identify the independent
and dependent variables. Then, observe the pattern from the information as the basis of the function to consider. Lastly, generate any of the models based
on the observed pattern.

PRIVATEEDUCATIONASSISTANCECOMMITTEE RUA of a Student’s Learning:

Create models appropriate for a situation based on the available information. Provide one for each function - piecewise, rational, exponential, and logarithmic function.
Choose your preferred scenarios for the three functions and ensure the other one function to be related to the financial status of an individual. Submit your output in any of the
following formats: video presentation, presentation slides, or document. Use the questions below as a guide when discussing the creation of the models. ● What relationship
exists between two quantities in the situation?
● What are the independent and dependent variables?
● What are the observed patterns in the situation to consider it a piecewise, rational, exponential, or logarithmic function?
● What is the necessary information needed to create the table of values, graph, or an equation?
● Create the representations using the information.

Include your answer to this question in the output: What are the differences in the graphical representations of piecewise, rational, exponential, and logarithmic function?
How about in their equation representations? Tabular representations?

Post-lesson Remediation Activity:

Provide additional learning materials and activities regarding the following:

● Derivation of models for a situation involving piecewise function.

● Derivation of models for a situation involving rational function.
● Derivation of models for a situation involving exponential function.
● Derivation of models for a situation involving logarithmic function.

Discuss the particular parts of the process that were least understood according to the students.

Prepared by: Carlo Pialan