DAILY LESSON LOG OF M11GM-Id-1 (WEEK FOUR-DAY ONE)

School Grade Level Grade 11

Teacher Learning Area General Mathematics
Teaching Date and 1 hour
Quarter
Time
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.
I. OBJECTIVES
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.
 Content Standards The learner demonstrates understand key concepts of inverse functions, exponential
functions, and logarithmic functions.
 Performance The learner is able to apply the concepts of inverse functions, exponential functions, and
Standards logarithmic functions to formulate and solve real-life problems with precision and accuracy.
Learning Competency: Represents real-life situations using one-to one functions.M11GM-Id-1
 Learning Learning objectives:
Competencies/  Define one-to-one function;
Objectives  Represents real-life situations using one-to one functions; and
 Relate the concepts to practical applications of life.
II. CONTENT One to One Function
III. LEARNING Teaching Guide
RESOURCES
A. References
1. Teacher’s Guide
Page 64-66
pages
2. Learner’s Materials
NONE
pages
3. Textbook pages NONE
4. Additional NONE
Materials from
Learning
Resource(LR)
portal
B. Other Learning
Resources
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
IV. PROCEDURES 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.
 Review previous lesson or presenting the new lesson
The teacher will group the class into pairs and have them perform the following activity:
Activity1.

Each pair is tasks to coordinate an engineering team based in the United States who uses English units of measurement
with an engineering team in the Philippines using SI units. The two engineering teams are task with designing and
constructing an engine for a motorcycle that can be used underwater.

Listed below are the conversion factors:

The first task is to convert and translate the English units in the following message from the US team to metric:

'As you can see, the engine should be able to provide 850 pounds of force at half-throttle even when it is 47 feet
underwater. Having sections of the engine casing exposed to the water is great for keeping it cooled down, but we should
have a warning sensor whenever the engine temperature reaches 200
F. The design also guarantees that the motorcycle can travel from 12 to 16 miles underwater at a full tank of 3.4 gallons.'

Having converted this message, the Philippine team responded with the following message. Your team is tasked to
perform the translations from metric to English units this time:

'Our test conditions restrict us to working up to 12 meters underwater, and at this depth, we observe the engine
providing 185 Newton’s of force. Also, the temperature you specified is still well within the safe operating temperature of
the engine, and we recommend that the warning sensor triggers at 120
C instead. We were also able to extend the distance covered by the motorcycle to 4.5 kilometers per liter of fuel.'

 Establishing a The teacher lets the students realize that relating one to one function into real life situations
purpose for the are important skills needed to understand the concepts of inverse functions, exponential
lesson functions, and logarithmic functions.
The teacher will present another example that will lead them to the topic.
Activity2.
Examples of a one to one function:
 Presenting 1. The relation of you to your girlfriend/boyfriend.
examples/ 2. You and your toothbrush.
instances of the 3. You and your underwear.
new lesson
The teacher will ask the students to give their own idea. Relating the Activity 1 and activity 2
will somehow understand the concepts of one to one function.

The teacher will discuss the topic and gives some examples.

 Discussing new
concepts and Example 1. The relation pairing an SSS member to his or her SSS number.
practicing new Answer: Each SSS member is assigned to a unique SSS number. Thus, the relation is a function.
skills #1 Further, two different members cannot be assigned the same SSS number. Thus, the function
is one-to-one.
Example 2. The relation pairing a real number to its square.
Answer: Each real number has a unique perfect square. Thus, the relation is a function.
However, two different real numbers such as 2 and –2 may have the same square. Thus, the
function is not one-to-one.

 Discussing new
concepts and
practicing new
skills #2
The teacher lets the student find a pair to answer the following.

 Developing Answer: Only b is a one-to-one function. Books can have multiple authors that wrote the book.
mastery (leads to A true or false question has only one answer so it is a function but a “True” answer can
formative correspond to multiple questions.
assessment 3)

Answer: Both a and c are one-to-one functions. B is a function however it is not one-to-one
since it has y-values that are paired up with two different x-values.
 Finding practical To apply this into a real situation, the teacher will ask the students how is one to one function
 can relate to a real life situation.

applications of 1. The relation pairing a person to his or her citizenship.

concepts and skills Answer: The relation is not a function because a person can have dual citizenship (i.e.,
in daily living citizenship is not unique).
2. An I.D. belongs to one person.
Answer: The relation is a function because every person has its unique I.D.
The teacher summarizes the mathematical skills in determining a one to one function by
discussing HLT and VHLT.
A simple way to determine if a given graph is that of a one-to-one function is by using the
Horizontal Line Test.

Horizontal Line Test

 Making
A function is one-to-one if each horizontal line does not intersect the graph at
generalizations more than one point.
and abstractions
about the lesson

The Vertical and Horizontal Line Tests

All functions satisfy the vertical line test. All one-to-one functions satisfy both
the vertical and horizontal line tests.

The teacher lets the students individually answer the formative assessment.

State whether the statement or the function is one to one function or not.
1. Students of their LRN. One to One Function
 Evaluating 2. Students to their weight. Not
Learning 3. f = {(12,2), (15,4), (19,-4), (25,6)}. One to One Function
4. g = {(-1,2), (0,4), (9,-4), (18,6), (23,-4)}. Not
5. h(x) = x 2+ 2. Not

 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
VI. REFLECTION
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% 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