GRADES 1 to 12 School BAMBAD NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher EDCEL LADRILLO BAGSIC Learning Area GENERAL MATHEMATICS
Teaching Dates and Time Week 3 Quarter 1

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES

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.

A. Content Standards The learners demonstrates understanding of key concepts of functions.

B. Performance Standards The learner is able to accurately construct mathematical models to represent real- life situations using functions.
C. Learning Determines the: Graphs rational functions. Solves problems involving Solves problems involving
Competencies/Objectives (a) intercepts, (b) zeroes; M11GM –Ic-2 rational functions, equations, rational functions, equations,
and (c) asymptotes of and inequalities. M11GM-Ic-3 and inequalities. M11GM-Ic-3
rational functions. Solves problems involving Solves problems involving
M11GM-Ic-1 rational equations. M11GM – rational inequalities. M11GM –
Ic-3.1 Ic-3.2
II. CONTENT FUNCTIONS AND THEIR GRAPHS.
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages General Mathematics by General Mathematics by 1. GENERAL 1. GENERAL MATHEMATICS
Frelie B. Tan- Faylogna pp. Frelie B. Tan- Faylogna MATHEMATICS by by Orlando A. Oronce pages 57
47- 59. pp. 62-68. Orlando A. Oronce – 76
pages 57 – 76 2. CollegeAlgebra by aul Rees et
2. CollegeAlgebra by Paul al pages 117 – 122
 Rees et al pages 117 – 3. General Mathematics TG by
122 Orlando Oronce pages 39– 41
3. General Mathematics 4. MSA Advanced Algebra by
TG by Orlando Oronce Gerard Alferez pages 44 -45
pages 39– 41
4. MSA Advanced
Algebra by Gerard
Alferez pages 44 -45

4. Additional Manila Paper, pentel Manila paper, pentel pen

Materials from pen.
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Let the students give the Recall on how to find the Ask the students if they have Have a recall on the previous
lesson or presenting other properties of rational x and y- intercept, their own real life situations that topic. What you have learned
the new lesson functions. asymptotes and the involves rational equations. Let yesterday on our activity?
domain and range of them prepare their problems to
rational functions. be used in the group activity.
B. Establishing a Present to the students the What are the steps in What are the steps in solving Give the difference of rational
purpose for the zeroes of rational function, sketching the graph of a word problems? equation and rational inequality.
lesson x- intercept, y- intercept and rational function? What is the importance of (Call a student to answer it
asymptote. finding solutions in our own orally.)
problems?
C. Presenting Let the students find the x The class is given two The teacher will present the Present the given problem that
examples/instances and y intercepts of the rational functions. They topic on solving problems involves rational inequality.
of the new lesson following rational functions. will use their prior involving rational equations. A box with a square base is to
1. f(x) = x + 2 knowledge on finding the have a volume of 8 cubic meters.
2x – 1 intercepts, asymptotes, Let x be the
2. f(x) = 1 zeroes that will lead them length of the side of the square
x in sketching the graph. base and h be the height of the
box. What are the possible
measurements of a side of the
square base if the height should

D. Discussing new Guide the students in
concepts and solving for the x and y
practicing new skills intercept.
#1  To find the x –
intercept, equate
then function to
zero, then solve for
x , so the x –
intercept is a point
whose coordinate is
(x,0).
 To find the y-
intercept, let x
equals zero, then
solve for y, so the y-
intercept is a point
whose coordinate is
( 0,y).
E. Discussing new Give additional concept to
concepts and the students that the zeroes
practicing new skills of rational functions are
#2 values of x that makes the
function or y equals zero.
Let the students identify the
x and y intercept of the
given rational function
given earlier.
be longer than a side of the
square base?
Given the rational Let the students go to their Discuss the same on what are the
functions: respective group. They will steps in solving word problems.
1. f(x) = 1/x prepare a short yell to recognize
2. f(x) = 1/x2 them if they are called for
The class is divided into reporting.
four groups.
They will be assigned on From the members of the group, Guide the students to answer the
their task. they will choose two given problem.
Group 1 will determine problems and they will give the
the preliminary activity of solution written in the manila
sketching the graph like paper.
finding the x and y –
intercept, vertical and
horizontal asymptotes and
zeroes of number 1.
Group 2 will also do the
preliminary activity for
number 2.
Group 3 will make a table
of values and sketch the
graph of number 1.
 Group 4 will make a table
of values and sketch the
graph of number 2.
F. Developing mastery How to solve the vertical All the outputs will be The students will prepare In their respective group, they
(Leads to Formative asymptote? posted on the board. For themselves for their report and will formulate their own word
Assessment)  Equate the Group 3 and Group 4 let also, they will prepare their problems that involves rational
denominator to zero, the students observe the output by group. inequality.
then solve for x. graph, let the students find
 To determine the the difference and let them
horizontal determine the domain and
asymptote, compare the range of the graph.
the degree of the
numerator with the
degree of the
denominator.
 If the degree of the
numerator is less
than the degree of
denominator then
the graph of f has
the line y = 0 or the
x – axis as
horizontal
asymptote.
 If the degree of
numerator and
denominator are
equal then the
graphof f has the
line y = a
b
where a is the
leading coefficient
of the numerator and
b is the leading
coefficient of the
 denominator.
 If the degree of
numerator is greater
than the degree of
denominator then
the graph of f has no
horizontal
asymptote.
G. Finding practical The teacher will ask the The students have their The group will choose their Let them appreciate the
application of students the following “gallery walk” in which reporter and will report it to the importance of finding solutions
concepts and skills questions: they will move from one class. (Rubrics is used.) to any probems encountered in
in daily living 1. Do you have electricity group to another to real life.
connection at home?. observe how it is perform. How we are going to cope our
2. How about your everyday problems?
neighbors?
3. How much do you
consume in your electricity
monthly? How about
your neighbor? Your
relatives? Were you able
to compare? Is there a
difference? Why do you
think there is?
5. How will you assess the
difference of electricity
consumption in each
household?
H. Making  To find the x – To graph rational Steps in Solving Word Steps in Solving Word
generalzations and intercept, equate functions, factor the Problems Applications Problems Applications
abstraction about then function to numerator and 1. Read the problem 1. Read the problem carefully
the lessons. zero, then solve for denominator(if necessary), carefully and make sure and make sure the situation is
x , so the x – find the intercepts:*x - the situation is thoroughly understood.
intercept is a point intercepts:zeros of the thoroughly understood. 2. Identify the quantities, both
whose coordinate is numerator y - intercept: 2. Identify the quantities, known and unknown, that are
(x,0). f(0), Find the vertical both known and involved in the problem.
To find the y- asymptotes (determine the unknown, that are 3. Select one of the unknown
 intercept, let x zeros of the denominator, involved in the quantities and represent it by a
equals zero, then find the horizontal or problem. variable (letter), and then
solve for y, so the y- oblique(slant asymptotes). 3. Select one of the express any other unknown in
intercept is a point Then, plot and graph the unknown quantities and terms of this variable, if
whose coordinate is function represent it by a possible.
( 0,y). variable (letter), and 4. Search the problem for
For determining the then express any other information that tells what
asymptotes: unknown in terms of quantities or combination of
 Equate the this variable, if them are equal.
denominator to zero, possible. 5. Often, making a sketch help
then solve for x. 4. Search the problem for us to carry out the steps.
 To determine the information that tells 6. Write an equation using the
horizontal what quantities or algebraic expression in the fifth
asymptote, compare combination of them step. Carrying through
the degree of the are equal. calculations with the initial
numerator with the 5. Often, making a sketch guess sometimes helps to clarify
degree of the help us to carry out the the relationship between
denominator. steps. variables.
 If the degree of the 6. Write an equation using 7. Solve the equation obtained
numerator is less the algebraic expression the sixth step.
than the degree of in the fifth step. 8. Check the solution in the
denominator then Carrying through original problem. This step is
the graph of f has calculations with the critical since we want our
the line y = 0 or the initial guess sometimes solution of the focus problem
x – axis as helps to clarify the rather than the equation we
horizontal relationship between write.
asymptote. variables.
 If the degree of 7. Solve the equation
numerator and obtained the sixth step.
denominator are 8. Check the solution in
equal then the the original problem.
graphof f has the This step is critical
line y = a since we want our
b solution of the focus
where a is the problem rather than the
leading coefficient equation we write.
 of the numerator and
b is the leading
coefficient of the
denominator.
 If the degree of
numerator is greater
than the degree of
denominator then
the graph of f has no
horizontal
asymptote.

I. Evaluating learning Determine the x and y – Solve the given word problem: Let the students solve the given
intercepts, zeroes and 1. Josephine can complete inequality.
vertical and horizontal typing the research project 1. Mrs. Reyes wanted to buy a
asymptotes of the given in 6 days while Cynthia broom sticks for P25.00 each.
rational functions. can complete it in 4 days. The broom stick cost
1. f(x) = x If they both work on the P25.00.However, if she order
2x + 1 same research project more than 15 broom sticks, it
2. f(x) = 2x2 – 3x + 1 together, how long will it will be marked down to P22.00.
X -2 take them to do the How much she will pay if she
Sketch the graph of
research project? will buy 12 broom sticks? 30
the given rational
2. A square-base water tank broom sticks?
functions.
can hold a volume of 27
1. f(x) = 1/x + 3
cubic meters when full.
2. f(x) = 3x / x +2
Let x be the length of the
side of the square base and
h be the height of the water
tank .What are the possible
measurements of a side of
the square base tank its
height should be longer
than a side of its base?

J. Additional activities Explain the significance of Give a real life problems The teacher may give additional There will be no additional
for application or asymptote in real life by that can be solved using activities or not depending on activities to be done at home.
 remediation showing situations. the concept of rational the understanding of the
function. students.

REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
What works? What else needs to be done to help the students learn? 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% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons 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 works?
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?

Prepared:

EDCEL L. BAGSIC
Special Science Teacher I
Checked:

GERARD A. JULLAR
Master Teacher II

Noted:
 ABAS S. DOLLENTE
Secondary School Principal I