DAILY LESSON LOG OF GENERAL MATH (Week 3)
School
Teacher
Teaching Date and Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II.CONTENT
III.
LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson
or presenting the new
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
Grade Level Grade 11
Learning Area General Mathematics
Quarter First
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.
The learner demonstrates key concepts of rational functions.
The learner is able accurately formulate and solve real-life problems involving rational function.
Learning Competency: solve problems involving rational functions, equations and inequalities.
Learning Objectives:
1. The students are able to interpret problem that involves rational functions and equations;
2. Solve problems involving rational functions and equations;
3. Instill harmony towards the group.
Solving Problems involving Rational Functions
teacher’s guide, learner’s module,
Pages
Pages
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well.
Always be guided by demonstration of learning by the pupils/ students which you can infer from formative assessment
activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice the
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
Ask questions of the steps in solving rational functions and equations tackled in the previous lesson.
Solving problems involving rational functions
Solve the following problems:
1. Find two consecutive integers such that the sum of one-third of the first and one-fourth of
the second is 9.
2. The students in dressmaking class of Mandaue City Comprehensive National High School
want to buy fabric for their project. The cost of the fabric is P43 per meter. However if they will buy
more than 20 meters, it will be marked down to P38 per meter. How much they will pay if they will
buy 18 meters? 43meters?
How could we solve each problem? How could we interpret each problem?
The teacher discusses the problem given in the previous activity.
s:
Find two consecutive integers such that the sum of one-third of the first and one-fourth of
the second is 9.
Solution:
Let i = the first integer
i + 1 = the second integer
so, the equation is
1/3 (i) + 1/4 (i +1) = 9
What is the LCD? (answer:12)
Then,
12[ 1/3 (i) + 1/4 (i + 1) ] = 9(12) Multiply both sides by the LCD, 12.
4i + 3i + 3 = 108 Apply the Distributive property.
7i + 3 = 108 Combine like terms
7i + 3 – 3 = 108 – 3 Apply subtraction property
7i = 105 Divide both sides by 7
i = 15 First integer
i + 1 = 16 Second integer
Therefore, the integers are 15 and 16.
The students in dressmaking class want to buy fabric for their project. The cost of the fabric
is P43 per meter. However if they will buy more than 20 meters, it will be marked down to P38 per
meter. How much they will pay if they will buy 18 meters? 43meters?
Solution:
Let C = the amount paid (P)
 n = the number of meters bought
C(n) = 43n , if (0 < n ≤ 20) where n = 18 meters
C(n) = 43(18)
C(n) = P774.00
C(n) = 38n , if ( n > 20) where n = 43 meters
C(n) = 38(43)
C(n) = P1634.00
Therefore,
if n = 18meters, the amount paid is P774.00
if n = 43meters, the amount paid is P1634.00

E. Discussing new concepts

and practicing new skills
#2
Think, Pair and Share:
A videoke machine can be rented for P1, 000 for three days, but for the fourth day onwards,
an additional cost of P400 per day is added. How much is the rent if the machine will be rented for 5
days?
Solution:
Let C = the amount of rent(P)
F. Developing mastery
X = the number of days the machine be rented (1pt)
(leads to formative
assessment 3)
C(x) = P1,000 ; if (0 < x ≤ 3) (1pt)
C(x) = 1000 + 400 (x – 3 ); if ( x > 3) (1pt)
So, if x = 5 days,
C(5) = 1000 + 400 (5 -3) (1pt)
C(5) = P1,800.00 (1pt)

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations Call a student and ask what are the steps in solving problems.
and abstractions about
the lesson
Give what is ask:
A Minibus travels 150 km in the same time that a Ceres bus travels 100km. If the Minibus goes
20km/hr faster than Ceres , find the rate of each bus.
Solution:
Let r = the rate of the Ceres
r + 20 = the rate of the Minibus

d r T
Ceres 100 r 100
r
Minibus 150 r+20 150
r +20

Since time travels is the same, the equation is

100 150
=
r r +20
I. Evaluating Learning Cross multiply 100 (r + 20) = 150 r
By distribution 100r + 2000 = 150r or 150r = 100r + 2000
Combine similar terms 150r – 100r = 2000
50r = 2000
Divide by 50 r = 40
r + 20 = 60
2. A videoke machine can be rented for P1, 000 for three days, but for the fourth day onwards,
an additional cost of P400 per day is added. How much is the rent if the machine will be
rented for 5 days?
Solution:
Let C = the amount of rent(P)
X = the number of days the machine be rented (1pt)

C(x) = P1,000 ; if (0 < x ≤ 3) (1pt)

C(x) = 1000 + 400 (x – 3 ); if ( x > 3) (1pt)
So, if x = 5 days,
C(5) = 1000 + 400 (5 -3) (1pt)
C(5) = P1,800.00 (1pt)
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
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 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