DAILY LESSON LOG OF M11GM-Id-3 (WEEK FOUR-DAY THREE)

School Grade Level Grade 11

Teacher
Teaching Date and
Time
I. OBJECTIVES
 Content Standards
 Performance Standards
 Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
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
IV. PROCEDURES
 Review previous lesson
or presenting the new
lesson
Learning Area General Mathematics
1 hour
Quarter
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary 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 Strategies. 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 learner is able to understand key concepts of inverse functions, exponential
functions, and logarithmic functions.
The learner is able to apply the concepts of inverse functions, exponential functions, and
logarithmic functions to formulate and solve real-life problems with precision and
accuracy.
Learning Competency: Represents an inverse function through its: (a) table of values,
and (b) graph. M11GM-Id-3;
 Graphs of inverse functions as a reflection about the line y = x.
 Graphical method of determining the inverse of a function.
 Algebraic methods of determining the inverse of a function.
Graphs of Inverse Function
Teaching Guide
Page 69-74
NONE
NONE
NONE
These steps should be done across the week. Spread out the activities appropriately so
that pupils/students will learn well. Always be guided by demonstration of learning by
the pupils/ students which you can infer from formative assessment activities. Sustain
learning systematically by providing pupils/students with multiple ways to learn new
things, practice the 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.
By showing them the figures below, the teacher lets the students complete the drawings
by sketching the reflection of the figure across the line y = x. For an accurate figure, fold
the paper across the line y = x and trace the figure underneath.
Activity1.

Processessing:
  Consider the points on the first image below. Can these points represent a one-
to-one function? Draw the reflection of the points below across the line y = x.
What can you observe about the coordinates of the points on the figure and
the coordinates of the points on the image?
Possible Answer: The coordinates of the points in the reflected image are
reversed in relation to those in the original image.
 Consider the graph on the second image below. Is this a graph of a one-to-one
function? Draw the reflection of the graph across the line y = x.
Possible Answer: If a function is not one-to-one, the reflection of its graph
about the line y = x does not produce a function.

.
 Establishing a purpose
The teacher lets the students see how the graph looks like if the function is inverse.
for the lesson
The teacher will give another activity that will relate to activity1.

The coordinates of points in a graph of the inverse of a one-to-one function are the
coordinates of points in the original function with the x and y-coordinates interchanged.
Recall that f and f−1 satisfy the property that f ( f ( x ) )=x . This means that the inverse
−1

−1
f (x)sends the y-values of points in f(x) back to x.

Example1: Construct a table of values for the function f(x) = x 2+ 1 in the restricted
domain {0,0.5,1,1.5,2,2.5,3}. Is this a one-to-one function? If it is a one-to-one function,
construct the table of values of the inverse.

Answer:
 Presenting examples/
instances of the new
lesson

Yes, f is one to one in the restricted domain. The table for the inverse is

Example 2: The set A = {(−4,4),(−3,2),(−2,1),(0,−1),(1,−3),(2,−5)} of ordered pairs form a

function. Find the inverse of this function and plot the inverse on a Cartesian plane.
Answer: A−1={(4,−4),(2,−3),(1,−2),(−1,0),(−3,1),(−5,2)}

 Discussing new concepts The teacher discusses with students in graphing inverse functions.
and practicing new skills Relationship Between the Graphs of a Function and its Inverse
#1 First we need to ascertain that the given graph corresponds to a one-to-one function by
applying the horizontal line test. If it passes the test, the corresponding function is one-
to-one.

1
Example1: Find and graph the inverse of f(x) = ,
x
whose graph is shown below

Answer: Applying the horizontal line test we verify that the function is one-to-one. Since
1
the graph of f(x) = is symmetric with respect to the line y = x (indicated by a dashed
x
line), its reflection across the line y = x is itself. Therefore the inverse of f(x) is itself, or
f −1 (x) = f(x).
The domain and range of the inverse function can be determined by inspection of the
graph:
Domain of f −1 (x) = [−3,4] Range of f −1 (x) = [−2,1.5]

Example 2: Find the inverse of f(x) = √

3
x+1 using the given graph.
 Answer: Applying the horizontal line test we confirm that the function is one-to-one.
Reflect the graph of f(x) across the line y = x to get the plot of the inverse function

The result of the reflection of the graph of f(x) = √

3
x+1 is the graph of y = x 3 −1.
Therefore f −1 ( x) = x 3 −1.

 Discussing new concepts

and practicing new skills
#2

(Think pair share)

Working with pairs, the teacher lets the students answer the activity and discuss with
their pair their answers.
1. Identify if the given graph can be that of a one-to-one function. Explain briefly why.

 Developing mastery
(leads to formative
assessment 3)

Answer: Only (a), (b), and (e) satisfy the horizontal line test
 Finding practical In relating these skills in daily living, the teacher will give a scenario and let them answer
applications of concepts the word problem.
and skills in daily living A particular breed of tilapia has its weight w (in kilograms) related to its length l (in cm)
 modelled by the function w = (3.24 × 10¿¿−3)l 2 ¿.
Explain why the function is one-to-one, even if it is a quadratic function. [Possible
explanation: The graph for l ≥ 0 (length cannot be negative) passes the horizontal line
test] Find the inverse of this function and find the approximate length of a single fish if
its weight is 400 grams.

Answer: l= √ w /¿ ¿
The teacher summarizes the mathematical skills in representing an inverse function and
it is a one to one function by the following steps:
- using the table of values and its graph
- using the Horizontal and Vertical Line test
 Making generalizations
And to find the Domain and Range of the inverse of one tone function:
and abstractions about
(a) write the function in the form y = f(x);
the lesson
(b) interchange the x and y variables;
(c) solve for y in terms of x
Given the graph of a one-to-one function, the graph of its inverse can be obtained by
reflecting the graph about the line y = x
The teacher lets the students individually answer the formative assessment.

1. If f ( x) √ 4−x is restricted on the domain {xЄR∨−5 ≤ x <3 }, what is the

domain of its inverse?
Answer: The domain of the inverse of f(x) is just the range of f(x). The range of f(x) is {f(x)
ЄR∨¿ f ( x) ≤ 3}. Therefore the domain of f −1 ( x ) is {x ЄR∨1< x ≤ 3}.

2. Given the graph of f ( x )= √ 4−x below, sketch the graph of its inverse.

 Evaluating Learning

Answer: The graph of f −1 ( x ) is just the graph’s reflection along y = x. So we get:

 Additional activities or NONE

remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress. What works? What else needs to be done to help the pupils/students learn?
VI. REFLECTION
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% of 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