GRADES 1 to 12 School Maypangdan National high School Grade Level 11

DAILY LESSON LOG Teacher Rodolfo N. Manacho Learning Area 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
C. Learning
Competencies/Objectives
II. CONTENT
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
The learner is able to accurately construct mathematical models to represent real- life situations using functions.
Determines the:
(a) intercepts, (b) zeroes; and (c)
asymptotes of rational functions.
M11GM-Ic-1
FUNCTIONS AND THEIR GRAPHS.
General Mathematics by Frelie B. General Mathematics by Frelie B.
Tan- Faylogna pp. 47- 59.
Graphs rational functions.
M11GM –Ic-2
Tan- Faylogna pp. 62-68.
Solves problems involving rational Solves problems involving rational
functions, equations, and functions, equations, and inequalities.
inequalities. M11GM-Ic-3 M11GM-Ic-3
Solves problems involving Solves problems involving rational
rational equations. M11GM – Ic-3.1 inequalities. M11GM – Ic-3.2
1. GENERAL 1. GENERAL MATHEMATICS by
MATHEMATICS by Orlando A. Oronce pages 57 – 76
Orlando A. Oronce 2. CollegeAlgebra by aul Rees et al
pages 57 – 76 pages 117 – 122
2. CollegeAlgebra by Paul 3. General Mathematics TG by Orlando
Rees et al pages 117 – Oronce pages 39– 41
122 4. MSA Advanced Algebra by Gerard
3. General Mathematics Alferez pages 44 -45
TG by Orlando Oronce
pages 39– 41
4. MSA Advanced Algebra
by Gerard Alferez
pages 44 -45

4.
 5. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson Let the students give the other
or presenting the new properties of rational functions.
lesson
B. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills
#1
Present to the students the
zeroes of rational function, x-
intercept, y- intercept and
asymptote.
Let the students find the x and y
intercepts of the following rational
functions.
1. f(x) = x + 2
2x – 1
2. f(x) = 1
x possible
Guide the students in solving for
the x and y intercept.
 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
Manila Paper, pentel pen.
Recall on how to find the x and y-
intercept, asymptotes and the
domain and range of rational
functions.
What are the steps in sketching the
graph of a rational function?
The class is given two rational
functions. They will use their prior
knowledge on finding the
intercepts, asymptotes, zeroes
that will lead them in sketching the
graph.
Given the rational functions:
1. f(x) = 1/x
2. f(x) = 1/x2
The class is divided into four
groups.
Manila paper, pentel pen
Ask the students if they have their
own real life situations that
involves rational equations. Let
them prepare their problems to be
used in the group activity.
What are the steps in solving word
problems?
What is the importance of finding
solutions in our own problems?
The teacher will present the topic
on solving problems involving
rational equations.
Let the students go to their
respective group. They will
prepare a short yell to recognize
them if they are called for
reporting.
Have a recall on the previous topic.
What you have learned yesterday on
our activity?
Give the difference of rational equation
and rational inequality. (Call a student to
answer it orally.)
Present the given problem that involves
rational inequality.
A box with a square base is to have a
volume of 8 cubic meters. Let x be the
length of the side of the square base and
h be the height of the box. What are the
measurements of a side of the square
base if the height should be longer than
a side of the
square base?
Discuss the same on what are the steps
in solving word problems.
 ( 0,y).
E. Discussing new concepts Give additional concept to the They will be assigned on their task. From the members of the group, Guide the students to answer the
and practicing new skills students that the zeroes of Group 1 will determine the they will choose two given problem.
#2 rational functions are values of x preliminary activity of sketching the problems and they will give the
that makes the function or y graph like finding the x and y – solution written in the manila
equals zero. Let the students intercept, vertical and horizontal paper.
identify the x and y intercept of asymptotes and zeroes of number
the given rational function given 1.
earlier. 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 posted on The students will prepare In their respective group, they will
(Leads to Formative asymptote? the board. For Group 3 and Group themselves for their report and formulate their own word problems that
Assessment)  Equate the denominator 4 let the students observe the also they will prepare their output involves rational inequality.
to zero, then solve for x. graph, let the students find the by group.
 To determine the difference and let them determine
horizontal asymptote, the domain and the range of the
compare the degree of graph.
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 students The students have their “gallery The group will choose their Let them appreciate the importance of
application of concepts the following questions: walk” in which they will move from reporter and will report it to the finding solutions to any probems
and skills in daily living 1. Do you have electricity one group to another to observe class. (Rubrics is used.) encountered in real life.
connection at home?. how it is perform. How we are going to cope our everyday
2. How about your neighbors? problems?
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 generalizations
and abstraction about the
lessons.
 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).
For determining the
asymptotes:
 Equate the denominator
To graph rational functions, factor Steps in Solving Word Steps in Solving Word
the numerator and denominator (if Problems Applications Problems Applications
necessary), find the intercepts:*x - 1. Read the problem 1. Read the problem carefully and make
intercepts:zeros of the numerator y carefully and make sure sure the situation is thoroughly
- intercept: f(0), Find the vertical the situation is understood.
asymptotes (determine the zeros of thoroughly understood. 2. Identify the quantities, both known
the denominator, find the horizontal 2. Identify the quantities, and unknown, that are involved in the
or oblique(slant asymptotes). Then, both known and problem.
plot and graph the function unknown, that are 3. Select one of the unknown quantities
involved in the problem. and represent it by a variable (letter),
3. Select one of the and then express any other unknown in
unknown quantities and terms of this variable, if possible.
represent it by a 4. Search the problem for information
variable (letter), and that tells what quantities or combination
then express any other of them are equal.
 to zero, then solve for x. unknown in terms of this 5. Often, making a sketch help us to
 To determine the variable, if possible. carry out the steps.
horizontal asymptote, 4. Search the problem for 6. Write an equation using the algebraic
information that tells expression in the fifth step. Carrying
compare the degree of
what quantities or through calculations with the initial guess
the numerator with the combination of them are sometimes helps to clarify the
degree of the equal. relationship between variables.
denominator. 5. Often, making a sketch 7. Solve the equation obtained the sixth
 If the degree of the help us to carry out the step.
numerator is less than steps. 8. Check the solution in the original
6. Write an equation using problem. This step is critical since we
the degree of
the algebraic want our solution of the focus problem
denominator then the expression in the fifth rather than the equation we write.
graph of f has the line y step. Carrying through
= 0 or the x – axis as calculations with the
horizontal asymptote. initial guess sometimes
 If the degree of helps to clarify the
numerator and relationship between
variables.
denominator are equal
7. Solve the equation
then the graphof f has obtained the sixth step.
the line y = a 8. Check the solution in
b the original problem.
where a is the leading This step is critical since
coefficient of the we want our solution of
numerator and b is the the focus problem
leading coefficient of the rather than the equation
denominator. we write.
 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 –
intercepts, zeroes and vertical
and horizontal asymptotes of the
given rational functions.
1. f(x) = x
2x + 1
Sketch the graph of the Solve the given word problem:
given rational functions. 1. Josephine can complete
1. f(x) = 1/x + 3 typing the research project
2. f(x) = 3x / x +2 in 6 days while Cynthia can
complete it in 4 days. If they
both work on the same
Let the students solve the given
inequality.
1. Mrs. Reyes wanted to buy a broom
sticks for P25.00 each. The broom stick
cost P25.00.However, if she order more
than 15 broom sticks, it will be marked
 2. f(x) = 2x2 – 3x + 1 research project together, down to P22.00. How much she will pay
X -2 how long will it take them to if she will buy 12 broom sticks? 30
do the research project? broom sticks?
2. A square-base water tank
can hold a volume of 27
cubic meters when full.
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 for Explain the significance of Give a real life problems that can The teacher may give additional There will be no additional activities to
application or remediation asymptote in real life by showing be solved using the concept of activities or not depending on the be done at home.
situations. rational function. understanding of the 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 this 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?
Prepared by: Checked by:

RODOLFO MANACHO REMEGIO B. AFABLE

Subject Teacher Math Coordinator, MT I