Assure Cot 1

Republic of the Philippines
Department of Education
Region III – Central Luzon
Schools Division Of Pampanga
SAN MATIAS NATIONAL HIGH SCHOOL
L. Gomez Subd. San Matias, Sto. Tomas, Pampanga
Tel. No. (045) 436-0669 Email Ad. depedsmnhs@yahoo.com
ASSURE Model Lesson Plan
Lesson Title: GENERAL MATHEMATICS – ONE TO ONE FUNTION & INVERSE FUNCTION
Grade Level: Grade 11 CHRYSANTHEMUM (GAS 1)
Lesson Length: 50 minutes
I. Analyze Learners
Learners’ general characteristics:

The lesson is designed for grade 11 students. The class of 15 males and 32 females age ranges from
16 – 30 years old. 11 of the learners are kinesthetic, 20 members of the class are verbal learners while
26 of them are audio visual learners. All the students can read and comprehend given examples
showed to them. 4 out of 57 are having difficulty with

Entry characteristics:
I. The students in this class possessed kinesthetic, verbal, and audio visual intelligences.
Learning styles:
 Although the class is comprised of students of all learning styles, most students in this class
are audio - visual learners.
II. State Standards and Objectives

This lesson is designed to meet Common Core Standards for General
Mathematics.
The standards covered in this lesson plan include:
1. represents real-life situations using one-to one function. (M11GM-Id-1)
2. determines the inverse of a one-to-one function. (M11GM-Id-2)
3. solves problems involving inverse functions. (M11GM-Ie-2)
III. Select Strategies, Methods, Media, and Materials

Strategies. A variety of teacher-centered and student-centered strategies have
been designed for this lesson and hands on teaching strategy.
Active Participation
A review on previous lesson will be given to the pupils:
The teacher will ask:
What are the lessons discussed last week?
(Teacher will randomly pick students to answer the question using randomizer) -indicator 9 (ICT)
The teacher will share the screen of the Powerpoint of last week’s lesson.
Student will be praised if the answer is correct and corrected if the answer is incorrect- indicator
5(positive feedback)
What is a rational function? indicator 3 (HOTS).
(Teacher will randomly pick students to answer the question using randomizer) -indicator 9 (ICT)
The teacher will post the powerpoint of the meaning and the general form of the rational function..
Students will read the formula.- indicator 2 (literacy)
Teacher will praise the students if is the answer is correct and give another chance if the answer is incorrect. –
indicator 5 (positive feedback)
Teacher will use powerpoint game to test the student’s familiarity with rational function.
Socratic Method
indicator 1 –knowledge of content within- indicator 2 – literacy ; indicator 3 – HOTS; indicator 8; indicator 9(ICT )
Teacher will show different pictures using powerpoint presentation.
Students will gues the word/phrase emphasize by of each pictures.- indicator 1 (English integration).
Student’s answer will be:

ONE ON ONE

INVERSE
Lecture - Discussion
Integrating Technology.
Technology and Materials. Teacher will praise the students if is the answer is correct and give
another chance if the answer is incorrect.
Today we will going to study both one to one function and Inverse function and their relationship to each other.
Teacher will state the different objectives for today’s lesson.
1. represents real-life situations using one-to one function. (M11GM-Id-1)
2. determines the inverse of a one-to-one function. (M11GM-Id-2)
( indicator 5; indicator 1 – knowledge of content; indicator 2-literacy; indicator 8; indicator 1 (knowledge of

content within.
Teacher will discuss One to one Function in relation to real life situation.
( indicator 4 –Hands –on; indicator 3 – HOTS; indicator 1 – within content)

(hands – on Activities) indicator 4
Teacher will discuss now discuss Inverse of a Function using powerpoint presentation and digital pen in solving
inverse function.
What is the important thing to know in finding the inverse of a function? (indicator 3 – HOTS)
The most important thing to know in finding the inverse of a function is to make sure that the function is one to
one function?
Teacher will ask why(follow up question).
Students will answer will be:
Because only one to one function has an inverse.
Student will be praised if the answer is correct and corrected if the answer is incorrect indicator 5(positive
feedback)
IV. Utilize Technology, Media, and Materials
Prepare the materials: The teacher will set up the computer and the link for the online meet.

Prepare the environment: The teacher will make sure that the internet connection is stable.
The speakers and the screen are working well.
Prepare the learners: Students will pray before the class starts. They will be informed about
the objectives of the class. They will also be informed about the assessment after the discussion. By
doing this, students will be comfortable when the class begins.
V. Require Learner Participation
( indicator 1 – content within ; indicator 3 – HOTS :indicator 9-

ICT)indicator 10-formative assessment)
Quiz.
The teacher will give individual worksheet.
Teacher will give 10 minutes to answer the worksheet. (synchronous)
Individual Worksheets on One on one function and Inverse.
A. Identify which of the following if it is not one or not. Write (✓) if
it is a one-to-one function or (x) if not.
__________ 1. A = {(2, 1), (3, 1), (4, 1)}

__________ 2.
x -3 -4 -5 -6 -7
y 1 2 4 1 2
__________ 3.
__________ 4.The students and their school IDs

__________ 5. The cars in Metro Manila and their license
plate numbers
B. Find the inverse of the following.
1. f ( x )=4 x−5
x +2
2. f ( x )=
5
(indicator 1, 4, 5, 6),
Recitation
Teacher will randomly pick students to answer the question using randomizer) -indicator 9
(ICT)
Teacher will ask students about the practical application of Inverse Function in real life.
Students will give their ideas about the importance of inverse function.
Teacher will share the importance of Inverse Function.
Importance of Inverse function in Real Life?
Inverse procedures are essential to solving equations because they allow mathematical
operations to be reversed (e.g. logarithms, the inverses of exponential functions, are used to
solve exponential equations). Whenever a mathematical procedure is introduced, one of the
most important questions is how to invert it.
These might help you to remember!
• One to one function does not have any y values repeated.

• Only one to one functions can have inverse functions.
• Inverse function is a function that performs the opposite operation on x (the domain).
• Steps in finding the Inverse of a function can be easily remember with the acronym
CSSC.
“ChangeSwitchSolveChange”.
VI. Evaluate and Revise

(Indicator 8)
 Those with internet connection will submit their output online.
 Those students who don’t have internet connection will have
their copy of worksheets inside the school.
One to One Function and Inverse Function
WORKSHEETS
NAME: _______________________
DATE:_______________
A. Write at least 5 real-life examples for one-to-one function. (Note:
No Mathematical phrase/s will be counted to your score.)
1
.
2
.
3
.
4
.
5
.
B. Solve for the inverse function.

1
1. f(x) = x+4
2
3
2. f(x) =
x−4
3. f(x) = 2x – 5
4. f(x) = 5 – 9x
x+ 3
5. f(x) =
x−3
. (indicator 1, 9, 6)
1. For students who get a failing score will be given a additional activity like manual application of finding
the inverse of a function.

Prepared by: Noted by:
OFELIA B. DAVID MARLENE C. GARCIA

Teacher III Assistant Principal II
Checked by: Approved by:
LUCIO B. GOMEZ FREDDIE P. REGALA

Master Teacher I Principal IV

Assure Cot 1

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Republic of the Philippines

ASSURE Model Lesson Plan

Lesson Title: GENERAL MATHEMATICS – ONE TO ONE FUNTION & INVERSE FUNCTION

Grade Level: Grade 11 CHRYSANTHEMUM (GAS 1)

Lesson Length: 50 minutes

Learners’ general characteristics:

II. State Standards and Objectives

III. Select Strategies, Methods, Media, and Materials

ASSURE Model Lesson Plan

Student’s answer will be:

Student’s answer will be:

ASSURE Model Lesson Plan

( indicator 5; indicator 1 – knowledge of content; indicator 2-literacy; indicator 8; indicator 1 (knowledge of

( indicator 4 –Hands –on; indicator 3 – HOTS; indicator 1 – within content)

IV. Utilize Technology, Media, and Materials

V. Require Learner Participation

( indicator 1 – content within ; indicator 3 – HOTS :indicator 9-

ASSURE Model Lesson Plan

__________ 1. A = {(2, 1), (3, 1), (4, 1)}

__________ 4.The students and their school IDs

These might help you to remember!

• One to one function does not have any y values repeated.

ASSURE Model Lesson Plan

VI. Evaluate and Revise

B. Solve for the inverse function.

ASSURE Model Lesson Plan

OFELIA B. DAVID MARLENE C. GARCIA

Checked by: Approved by:

LUCIO B. GOMEZ FREDDIE P. REGALA

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