GRADE 1 to 12 School Grade Level

DAILY LESSON LOG Teacher Learning Area General Mathematics

Teaching Dates Quarter
and Time Week

SESSION 1
I. OBJECTIVES 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.

A. Content Standard □The learner demonstrates understanding of key concepts of random

variables and probability distributions.
□The learner demonstrates understanding of key concepts of normal
probability distribution.
□The learner demonstrates understanding of key concepts of sampling
and sampling distributions of the sample mean.
□The learner demonstrates understanding of key concepts of estimation
of population mean and proportion.

B. Performance Standard
Learning Competency/Objectives
Write the LC code for each.
II. CONTENT
□The learner is able to apply an appropriate random variable for a given
real-life problem (such as in decision making and games of chance).
□The learner is able to accurately formulate and solve real-life problems
in different disciplines involving normal distribution.
□The learner is able to apply suitable sampling and sampling
distributions of the sample mean to solve real-life problems in different
disciplines.
□The learner is able to estimate the population mean and population
proportion to make sound inferences in real-life problems in different
disciplines.
MELCs:
Performs addition, subtraction, multiplication, division, and composition of
functions.
Specific Objectives:
1. define operations on functions;
2. identify the different operations on functions; and
3. perform addition, subtraction, multiplication, division, and
composition of functions.
Content is what the lesson is all about. It pertains to the subject matter
that the teacher aims to teach in the CG, the content can be tackled in a
week or two.

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages
 2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the
lesson
C. Presenting
examples/Instances of the
new lesson
These steps should be done across the week. Spread out the activities
appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by
providing students with multiple ways to learn new things, practice their
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 the class about:
□ Rules for adding, subtracting, multiplying and dividing fractions
and algebraic expressions, real numbers (especially fractions
and integers).
□ Evaluating a function.
Task #1
SAVE FOR A CAUSE
Thru inspiration instilled by their parents and realization brought by
Covid-19 pandemic experience, Neah and Neoh, both Senior High
School students decided to save money for a charity cause. Neah has a
piggy bank with ₱10.00 initial coins inside. She then decided to save
₱5.00 daily out of her allowance. Meanwhile, Neoh who also has a piggy
bank with ₱5.00 initial coin inside decided to save ₱3.00 daily.
Questions:
a. How much money will be saved by Neah and Neah after 30 days?
after 365 days or 1 year? their combined savings for one year?
b. Is the combined savings enough for a charity donation? Why?
c. What values were manifested by the two senior high school students?
d. Will you do the same thing these students did? What are the other
ways that you can help less fortunate people?
e. Do you agree with the statement of Pope John Paul II said that
“Nobody is so poor he has nothing to give, and nobody is so rich he has
nothing to receive"? Justify your answer.
f. What functions can represent the amount of their savings in terms of
number of days?
Task #2
Below is the representation of two functions represented by a piggy bank:
□ Ask the learners to define.
 Sum
 Difference
 Product
  Quotient
Task #3
Discuss different examples on the operations of functions based on the
definition formed from the previous activity.
D. Discussing new concepts and  Sum: (𝑓 + 𝑔) (𝑥) = 𝑓(𝑥) + 𝑔(𝑥)
practicing new skills # 1  Difference: (𝑓 − 𝑔) (𝑥) = 𝑓(𝑥) − 𝑔(𝑥)
 Product: (𝑓 • 𝑔) (𝑥) = 𝑓(𝑥) • 𝑔(𝑥)
 Quotient: (𝑓/𝑔) (𝑥) = 𝑓(𝑥)/𝑔(𝑥)

Task #4
Discuss the “Composite Operation” by using examples below:
E. Discussing new concepts and Given 𝑓(𝑥) = 𝑥2 + 5𝑥 + 6, and ℎ(𝑥) = 𝑥 + 2, find;
practicing new skills # 2  (𝑓 ∘ ℎ) (𝑥)
 (𝑓 ∘ ℎ) (4)
 (ℎ ∘ 𝑓) (𝑥)
Task #5
Practice:
Given the following:
𝑚(𝑥) = 5𝑥 − 3
𝑛(𝑥) = 𝑥 + 4
𝑐(𝑥) = 5𝑥2 + 17𝑥 − 12
𝑡(𝑥) = (𝑥−5/𝑥+2)
Find:
F. Developing mastery 1. (𝑚 + 𝑛) (𝑥)
(leads to Formative 2. (𝑚 ∙ 𝑛) (𝑥)
Assessment 3) 3. (𝑛 − 𝑐) (𝑥)
4. (𝑐/𝑚) (𝑥)
5. (𝑚 ∘ 𝑛) (𝑥)
Questions:
 What misconceptions did you encounter as you are doing the
activity?
 How did you handle such misconceptions?
 Do you have other way of solving the activity?
Task # 6
Direction: Answer the following:
1. Given ℎ(𝑥) = 3𝑥2 + 2𝑥 − 4, 𝑤ℎ𝑎t is ℎ (𝑥 − 3)?
G. Finding practical application 2. Given 𝑛(𝑥) = 𝑥 + 5 and 𝑝(𝑥) = 𝑥2 + 3𝑥 − 10, find:
of concepts and skills in daily a. (𝑛 − 𝑝) (𝑥) + 3𝑝(𝑥)
living b. 𝑛(𝑥)/𝑝(𝑥)
c. (𝑝 ∘ 𝑛) (𝑥)
3. Let 𝑚(𝑥) = √𝑥 + 3, 𝑛(𝑥𝑥) = 𝑥3 − 4, and 𝑝(𝑥) = 9𝑥 − 5, find (𝑚 ∘ (𝑛 −
𝑝) (3).
H. Making generalizations and Ask the learners:
abstractions about the lesson  How are the operations of functions defined?

Task #7
Direction: Solve the following.
Given 𝑛(𝑥) = 𝑥 + 5 𝑎𝑛𝑑 𝑝(𝑥) = 𝑥 2 + 3𝑥 − 10,
I. Evaluating learning
𝑓𝑖𝑛𝑑: a. (𝑛 − 𝑝)(𝑥) + 3𝑝(𝑥)
b. 𝑛(𝑥) 𝑝(𝑥)
c. 𝑛(𝑝(𝑥))

J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
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?
Task #8
Direction: Complete the worksheet below with what have you learned
regarding operations on functions. Write your own definition and steps on
performing each functions operation. You may give your own example to
better illustrate your point.
Addition Subtraction Multiplicatio Division Composition
n
☐Lesson carried. Move on to the next objective.
☐Lesson not carried.
☐Others:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
☐ Students did not find difficulties in answering the lesson.
☐ Students found difficulties in answering the lesson.
☐ Students did not enjoy the lesson because of lack knowledge, skills and interest
about the lesson.
☐ Students were interested on the lesson, despite of some difficulties encountered
in answering the questions asked by the teacher.
☐ Students mastered the lesson despite of limited resources used by the teacher.
☐ Majority of the students finished their work on time.
☐ Some students did not finish their work on time due to unnecessary behavior.
 out of Grade 11 – HUMSS earned 80% above
 out of Grade 11 – TVL earned 80% above
 out of  Grade 11 - HUMSS require additional activities for remediation.
 out of  Grade 11 - TVL require additional activities for remediation.
☐ Yes ☐ No
 out of  Grade 11-HUMSS earned 80% above.
 out of  Grade 11-TVL earned 80% above.
 out of  Grade 11-HUMSS continue to require remediation
 out of  Grade 11-TVL continue to require remediation
Strategies used that work well:
☐ Metacognitive Development: Self – assessments, note taking and studying
techniques, and vocabulary assignments.
☐ Bridging: Thin-pair-share, quick-writes, and anticipatory charts
☐ Schema-Building: Compare and contrast, jigsaw learning, peer teaching, and projects.
☐ Contextualization: Demonstrations, media, manipulative, repetition, and local
opportunities.
☐ Text Representation: Student created drawings, videos and games.
Other Techniques and Strategies used:
☐ Explicit Learning ☐Group Collaboration
☐ Gamification/Learning through play ☐Answering preliminary activities
☐ Rereading of Paragraphs ☐Differentiated Instruction
☐ Role Playing/Drama ☐Discovery Method
☐ Lecture Method ☐Others (specify): ___________
Why?
☐Complete LMs
☐ Students’ eagerness to learn
☐ Group member’s collaboration/cooperation in doing their tasks
☐ Audio Visual Presentation of the lesson
☐ Availability of materials
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?
☐ Bullying among students
☐ Students’ behavior/attitude
☐ Unavailable Technology Equipment
☐ Additional clerical works
Planned Innovations:
☐ Contextualized/Localized and Indigenized IM’s
☐ Localized Videos
☐ Making module from views of the locality
☐ Recycling of materials to be used as Instructional Materials
☐ Local poetical composition