Degillo, Jona Charmele Q.

BSEd Math 3B
Chapter V
Direct Instructions

Performance Task:
A.
Content Standard: The learner:
Identifies real-life situations using
function, including piece-wise functions;
Represents real-life situations using
function, including piece-wise functions;
Appreciates the use of functions in
representing real-life situations.
Performance Standard: The learner is able to accurately construct
mathematical models to represent real-
life situation using functions.
Learning Competencies/Outcomes: The learner represents real-life situations
using functions, including piece-wise
functions.
Content/Topic: Functions as Models
Learning Resources TG for SHS General Mathematics, pp.1-10
LM in General Mathematics, pp. 1-9
General Mathematics, Diwa Publishing,
2016
Procedures:
A. Review of previous lesson
B. Presentation of the lesson
C. Establishing a purpose for the
lesson
D. Presenting examples
E. Discussion
Review the concepts of Functions
introduced in the Junior High School
 Relations and Functions
 The Functions as a Machine
 Functions and Relations as a set of
ordered pairs, table of values,
graph in the Cartesian Plane
 Vertical Line Test
Presentation of 6 Functions
Machines
Say: Mathematical relations can be
represented by machines with an input
and an output, and that the output is
related to the input by some rule.
Ask students which of the machine
represent a function.
Guide questions.
1.Which of the machines, if you now the
input, can you determine a single or
unique output? Have the class explain
why?
2.Which of the machines, if the output is
known, can you determine a single or
unique input?
3.Suppose we connect machine (a) to
machine (c) such that the output of (a)
becomes the input of (c).
Say: Functions can often be used to
model real-life situations.
Present to the class the problem below.
•Give a function C that can represent the
cost of buying x meals if one meal cost
Php 40.
Solution: Since each meal costs Php 4o,
then the cost function is C(x)=40x.
Proceed to show another scenario as
shown below:
One hundred meters of fencing is
available to enclose a rectangular area
next to a river. Give a function A that can
represent the area that can be or
enclosed, in terms of x. (See TG, Example
7 for the illustration on p. 8)
Solution: The area of the rectangular
enclosure is A=xy.
We will write this as a function of x. Since
only 100 m of fencing is available, then
x+2y=100 or y= 100-x/2 – 50 – 0.5x.
 Thus, A(x)=x(50-0.5x)=50x-0.5x2.

Show the problem of piecewise functions.

Say: Some situations can only be
described by more than one formula,
depending on the value of the
independent variable.

1.A user is charged Php 300 monthly for a

particular mobile plan, which includes
100 free text messages. Messages in
excess of 100 are charged Php 1 each.
Represent the amount a consumer pays
each month as a function of the number
of messages m sent in a month.

Solution: Let t(m) represent the amount

paid by the consumer each month. It can
be expressed by the piecewise function.

t(m)- {300 if 0<m≤100

F. Practice Exercises/Drills {300+m if m>100

1.Contaminated water is subjected to a

cleaning process. The concentration of
pollutants is initially 10 mg per liter of
water. If the cleaning process can reduce
the pollutant by 5% each hour, define a
function that can represent the
concentration of pollutants in the water
in terms of the number of hours that the
cleaning process has taken place.

Solution:

After 1 hour, the concentration of

pollutants is (10) *(0.95).

After 2 hours, it is this value, times 0.95,

or [(10) *(0.95)] =10(0.95)2. In general,
after t hours, the concentration is C(t)=
(10) (0.95) t mg per liter of water.

2.Squares of side x are cut from each

corner of an (8in x 5in) rectangle, so that
its sides can be folded to make a box with
no top. Define a function in terms of x
that can represent the volume of the box.

Solution:

The length and width of the box are 8-2x

and 5-2x, respectively. Its height is x.
Thus, the volume of the box can be
represented by the function

G. Finding practical application V(x)=(8-2x) (5-2x)x=40x-26x^2+4x^3

 of concepts and skills in daily
living

Give examples of real-life situations

which can be represented by relations.

a.A relation but not a function

H. Generalizations Example: Destination versus tricycle fare.
For Php15 you can go anywhere within 3
kilometers.

b.A linear function

Example: Distance versus time if
traveling at a constant speed.

I. Evaluation Ask: How can we represent real-life

situations as functions?

Functions can often be used to model real

situations. Identifying an appropriate
functional model will led to a better
J. Additional activities for understanding of various phenomena.
application or remediation

Divide the class into 5 groups, preferably

within 6-8 members. Then, call two group
volunteers to discuss their answers. A
rubric may be used to check the groups’
answers.

•For remediation, assign learners to pick

2 problems that they did not work on in
the previous activity found in part I. Peer
tutoring is desired for this purpose.

•For enrichment, assign Seatwork 5 on

p.11. The same rubric should be used for
grading the learners’ outputs.

B.
Questions Answers
Is it possible to describe the problem No, there are 2 formulas or equations that
with one formula or equation only? could be derived from the problem. The
Justify your answer. equations are said to be functions. If we
put these functions as one function, it
describes piecewise function. We can
describe such function as a function
defined on a sequence of intervals.

How can we represent real-life situations Functions can often be used to model real
as functions? situation. Identifying an appropriate
functional model will led to a better
understanding of various phenomena.