School Napsan National High School Grade Level 11

GRADES11 to12 Teacher Vincent O. Pangan Learning Area GENERAL MATHEMATICS

DAILYLESSONLOG
Teaching Dates and Time 22-26 @ 7:45-8:45 Quarter 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standards The learner 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 Learning Competency Learning Competency Learning Competency Learning Competency Learning Competency
Competencies/Objectives Represent real-life situations using Evaluates a functions. Performs addition, subtraction, Performs addition, subtraction, Performs addition, subtraction,
Write the LC code for each functions, including piece-wise M11GM-Ia-2 multiplication, division, and multiplication, division, and multiplication, division, and
functions. Solves problems involving functions composition of function composition of function composition of function
M11GM-Ia-1 M11GM-Ia-4 M11GM-Ia-3 M11GM-Ia-3 M11GM-Ia-3
Solves problems involving functions Solves problems involving functions Solves problems involving Solves problems involving functions
M11GM-Ia-4 M11GM-Ia-4 functions M11GM-Ia-4
Objectives:
M11GM-Ia-4
At the end of the session, learners are
Objectives: Objectives:
expected to:
At the end of the session, learners are At the end of the session, learners are Objectives:
1. Evaluate functions;
expected to: expected to: Objectives: At the end of the session, learners are
2. Solve problems involving
1. Define a 1. Add function; At the end of the session, learners are expected to:
functions
function; 2. Subtract function expected to: 1. Perform function
2. Identify 3. Solve problems involving 1. Multiply function; composition;
functions; functions 2. Divide function; 2. Solve problems
3. Write a 3. Solve problems involving functions
piecewise involving functions
function.

Functions and their Graphs

II. CONTENT Operating on Functions
Functions Evaluating Functions Operating on Functions Operating on Functions
III. LEARNINGRESOURCES

A. References
1.Teacher’s Guide pages
2.Learner’s Materials pages Pp1-9 Pp10-12 Pp13-20 Pp13-20 Pp13-20
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)
portal

B. Other Learning Resources

IV. PROCEDURES
Review Review Review Review Review
A. Reviewing previous Recall the definition of function from Recall the idea of function. Recall operations on algebraic Recall operations on algebraic Recall addition, subtraction,
lesson or presenting their previous Math lessons. expressions. expressions. multiplication, and division of
the new lesson Motivation function.

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 Motivation The teacher will ask the following Motivation/Drill Motivation
The teacher will ask the following question:
question: 1. What do we mean by The teacher will post some flashcards The teacher will post some
1. Which of the following evaluating function? (or project) some algebraic flashcards (or project) some
statements is true? expression and the students will solve algebraic expression and the
the expressions. (addition and students will solve the
a. All functions are relation. subtraction) expressions. (division and
b. All relations are function. multiplication)

B. Establishing a purpose for
the lesson
Relations are part of our everyday
life. We encounter it almost
everywhere. But not all relations are
considered function. This lesson will
deepen the students understanding
of function and relation.
Aside from representing the situation in Aside from representing the situation in Aside from representing the situation in Evaluating function composition is
function, one important skills in dealing with function, another important skills in dealing function, another important skills in another important skills.
problems involving function is evaluation of with problems involving function is adding dealing with problems involving function
function. and subtracting functions. is adding and subtracting functions.

The teacher will show different
C. Presenting representation of relations and let the
examples/instances of the students identify whether it is a
new lesson function or not.
Evaluation of a function is replacing
the variable in the function.
Finding the sum and difference of functions. Finding the quotient and product of The teacher present the following:
functions. Let f and g be functions. The
composite function denoted by
( f ° g)
Is defined by
( f ° g ) ( x ) =f (g ( x ))

D. Discussing new concepts Example 1. Example 1. Example 1. Example 1. Example 1.

and practicing new skills#1 1 Find the product of

f ={ ( 1 , 2 ) , ( 2 , 3 ) , ( 3 , 5 ) ,(4 ,Evaluate
7) } the following functions a x=1.5 ∧2 x2 −4 x−5 x 2−5 x+ 6Let
Find the sum of x−3 . ∙ 2
1. f ( x )=2 x +2 x −3 x +2 x −3 x−10f ( x )=2 x +1∧g ( x )=√ x+1
2
h={ ( 1 ,3 ) , ( 2 , 6 ) ,(3 , 9) } x−5
2. .
2
g ( x )=x −2 x +2 Solution: Find ( g ° f ) ( x )
Example 2.
x2 −4 x−5 x 2
−5 x+ 6
3. r ( x )=√ x+1 1 2 x−5 2( x−3)∙ 2 Solution:
+ = 2 +2
1 3 x−3 x−5 x −8 x +15x −3 x +2 x −3 x−10
x 2−8 x +15
Solution: ( g ° f ) ( x ) =g ( f ( x ) )=√ f ( x ) +1=¿
2 5 1. ( x−5 ) ( x +1 ) ( x−2 )( x−3 )
3 6 3 x−11 ¿ ∙
f ( 1.5 )=2 (1.5 )+ 2=4 ¿ 2 ( x −2 )( x−1 ) ( x−5 ) ( x+ 2 )
4 7 2. x −8 x +15

2
 2
3. x −2 x−3
Example 3. ¿
r ( 1.5 )= √(1.5)+1=√ 2.5 x2 + x−2

The students will relate the definition of

functions from the given examples of function.

E. Discussing new concepts and Piecewise Function Example 2. Example 2. Example 2. Example 2.
practicing new skills#2 1. Suppose that s(T) is the 1 Find the product of Let
Example 4. top speed (in km per ∧2 2
2 x + x −6 2
x −2 x−8 2 2
f ( x )=3 x −2 x−1∧g ( x )=x −
Find the difference of x−3 .
A jeepney ride cost 8.00 pesos for he firs four hour)of a runner if he
2
÷ 2
(4) kilometers, and each additional integer temperature is degree
x−5 2 x +7 x+5 2 x −3 x−20
kilometer adds 1.50 pesos on the fare. Use a Celsius. Explain what the Find ( f −g ) ( x )
piecewise function o represent he jeepney statement s(15)=12 1 2 x−5 = 2(x−3)
fare in terms of the distance (d) in kilometer. mean. − = −
Solution: x−3 x−5 x 2−8 x +152 x 2x+2−8 x −6 x+ 15 2
2 x −3 x −20Solution:
Solution: The first equation means that when 2
∙ 2 ( f −g ) ( x )=f ( x )−g(x )
the temperature is 15 degree 2 x +7 x+5 x −2 x −8 2
{
−x−11 ¿ 3 x −2 x−1−x −1
2
F ( d ) = 8.00 if 0< d ≤ 4 Celsius, he top speed of the runner is ¿ 2 2
8+ 1.5 ( d ) if d > 4 12 km/h. x −8 x +15 ( 2 x−3 )( x +2 ) ( x−4 ) ( 2 x +5 ) ¿ 2 x −1
¿ ∙
( 2 x +5 ) ( x+ 1 ) ( x−2 ) ( x −4 )
The given example is a problem that can be
2 x−3
represented by a piecewise function. It is a ¿
situation that can only be described by more x+1
than one formula.

F. Developing mastery
(Leads to FormativeAssessment3)
Individual Activity
The students will answer items number 2, 4,
5, 7, 8, and 9 on page 9 of LM.
Individual Activity Group Activity and Presentation
The students will answer items number 2 and The students will work in group and present
3 on page 12 of LM. at least one example of real-life problems
that can be represented and solved by
adding or subtracting function. They will
. Group Activity and Presentation
The students will work in group and
present at least one example of real-life
problems that can be represented and
solved multiplying or dividing function.
Group Activity and Presentation
The students will work in group and answer
the following:
Items in number 4 of Supplementary
Exercise on page 20 of LM.

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G. Finding practical Group Activity 1.
applications of concepts The students will work in group and present a
least one example of real-life problems that
and skills in daily living
can be represented by a piecewise function.
Board work
The teacher will give some more function.
Some students will solve the given on the
board.
present their output afterwards.
Board work
The teacher will give some more function.
Some students will solve the given on the
board.
They will present their output afterwards.
Board work
The teacher will give some more
function. Some students will solve the
given on the board.
Board work
The teacher will give some more function.
Some students will solve the given on the
board.

H. Making generalizations
and abstractions about
the lesson
I. Evaluating learning
The students will briefly state the definition of The students will briefly enumerate the steps The students will briefly enumerate the steps The students will briefly enumerate the The students will briefly enumerate the
function and relation and explain how function in evaluating function. in finding the sum and difference of functions steps in finding the quotient and steps in evaluating function composition.
and relation are related. product of functions.
Quiz Quiz Quiz Quiz Quiz
1. For which values of k is Evaluate the functions at x=−4 . Let f ∧g be defined as Let f ∧g be defined as L et
the set of ordered pairs 3 2 2 1
{( 2 , 4 ) ,9 k , 6¿ ,(4 , k) } 1. f ( x )=x −64 f ( x )=x−5∧g ( x )=x −1 f ( x )=x−5∧g ( x )=x −1f ( x )=x 2−1∧g ( x )=
2. r ( x )= √ 5−x , find: , find: x
a function?
2. Which of the following 1. f +g 1. f∙g , find the following:
3.
letters will pass the
x +3 2. f −g 2. f /g
vertical line test? W X Z
q ( x )= 3-4. Find the sum and difference of 3-4. Find the product and quotient 1. ( f ° g) ( x )
Y 2
x + 7 x +12 1 1 2. ( g ° f ) (−1 )
3. A canned drink will be ∧2 ∧2
made using 40 in2 of
4. A computer shop
x−5 . of x−5 . 3. ( f ° f )( x )
aluminium. Le r be the
radius of the can and let charges 20.00 pesos per 2 x−5 2 x−5 4. ( g ° g) ( 5)
h be the height. Define a hour for the first two
function in terms of r a hours and an additional 5. ( f + g )( x )
can represent he volume 10.00 pesos for the
of the can. succeeding hours. Find
how much you would pay
if you used one of their
computers for 3 hours.

J. Additional activities for Assignment

application or Answer item number 3 (a and b) on
remediation page 12 of LM
V. REMARKS

VI.REFLECTION
A.No.oflearnerswhoearned80%on
the formative assessment
B. No. of learners who require

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 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