School: Polomolok National High School
Teacher: Denver M. Moscoso
DAILY LESSON LOG
I. OBJECTIVES
A. Learning Competencies
Write the LC Code for each
B. Learning Objectives
II. SUBJECT MATTER
III. LEARNING RESOURCES
A. References and Learning
Materials
IV. PROCEDURES
Grade Level: Eleven
Learning Area: General Mathematics
Teaching Dates and Time: Week 1 Quarter: First
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 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.
1. Represents real-life situations 1. Evaluate different functions 1. Evaluate different functions
using functions, including piece-wise (M11GM-Ia-2) (M11GM-Ia-2) 4. Solve various problems
functions (M11GM-Ia-1) 2. Perform the different types of 2. Perform the different types involving functions Summative Test
2. Solve various problems involving operations on function of operations on function (M11GM-Ia-4)
functions (M11GM-Ia-4) (M11GM-Ia-3) (M11GM-Ia-3)
At the end of the lesson, the At the end of the lesson, the students At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
students will be able to: will be able to: students will be able to: students will be able to: students will be able to:
a. represent real-life situations a. understand the concept of functions a. understand the different a. learn how to solve various a. demonstrate their
using functions, including and how to evaluate different types types of operations that can problems involving proficiency in
piecewise functions. of functions. be performed on functions. functions. representing real-life
b. solve various problems involving b. learn how to substitute values into b. learn how to add, subtract, b. apply their knowledge of situations using
functions. functions and calculate the output. multiply, divide, and functions to real-world functions, including
c. apply their knowledge to real-world compose functions. scenarios and piece-wise functions,
scenarios, interpreting and c. apply their knowledge to mathematical challenges. evaluating functions,
evaluating functions in context. real-world scenarios, c. develop problem-solving performing operations on
demonstrating their ability to skills and critical thinking functions, and solving
perform operations on through function-related problems involving
functions. problems. 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.
Lesson 3: Operations on Lesson 4: Problem Solving
Lesson 1: Functions as Models Lesson 2: Evaluating Functions Summative Test
Functions Involving Functions
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
General Mathematics Teacher’s
Guide, pages 1-10
General Mathematics Learner’s
Material, pages 1-9
General mathematics, pages 3-4
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.
Activity 1: Function Machine Introduction to Functions: Introduction to Operations on Introduction to Problem- Introduction:
a. Start the lesson by introducing the Functions: Solving with Functions a. Greet the students and
a. Provide students with a concept of functions and their role in a. Begin the lesson by a. Begin the lesson by briefly review the key
function machine template mathematics. reviewing the concept of reviewing the concept of concepts covered in the
with inputs and outputs. b. Define functions as a relationship functions and their role in functions and their importance "Representation of Real-
between a set of inputs (domain) and mathematics. in mathematics. Life Situations Using
b. Give them a set of input a set of outputs (range). b. Explain that functions can b. Explain that functions can Functions" chapter.
values and ask them to undergo different operations, be used to solve various real- b. Explain the purpose of
A. Activity determine the just like numbers. world problems and the summative test: to
corresponding outputs using mathematical challenges. assess their understanding
a given function. of applying functions to
c. Discuss the results and the real-life scenarios.
patterns observed. c. Remind students about
the importance of reading
instructions carefully and
managing their time
efficiently during the test.
 Guide students in analyzing the Types of Functions: Types of Operations on Types of Problems Involving Review of Concepts:
patterns and characteristics of a. Briefly discuss common types of Functions: Functions: Engage the class in a quick
the functions used in the functions such as linear, quadratic, a. Introduce the different types a. Introduce the different types review of the central
exponential, and trigonometric of operations on functions: of problems that can be solved concepts related to
activities.
functions. addition, subtraction, using functions, such as functions, including:
 Discuss how piece-wise b. Provide examples of each type of multiplication, division, and finding outputs, inverse  Definition of functions
functions can represent function and their general forms. composition. functions, word problems, etc. and their representation.
different conditions or b. Provide examples of each b. Provide examples of each  Piece-wise functions and
situations. type of operation and explain type of problem and how how to define them.
B. Analysis  Introduce the concept of solving how it affects the functions. functions can be used to solve  Evaluating functions for
problems involving functions. them. specific values.
 Operations on functions
(addition, subtraction,
multiplication, and
composition) b. Use
examples and real-life
scenarios to illustrate
each concept and its
application.
C. Abstraction  Teach students how to write Evaluating Basic Functions: Performing Basic Operations: Word Problems with Functions: a. Distribute the summative
functions algebraically, a. Show students how to evaluate a. Show students how to Present real-world scenarios test papers to each student.
including piece-wise functions. simple functions using specific input perform basic operations on where functions are applicable. b. Provide clear instructions
values. simple functions. Examples could include: and rules for the test,
 Discuss the steps involved in b. Demonstrate substitution of values b. Demonstrate addition,  Calculating the profit from including the time limit (e.g.,
solving problems that involve into the function and calculating the subtraction, multiplication, 70 minutes).
 functions. output. and division of functions selling a certain number of c. Encourage students to
step-by-step. products. read the questions carefully
 Determining the number of before answering and to
years, it takes for an show all their work and
investment to reach a reasoning.
certain value with d. Circulate the room to
compound interest. address any questions or
 Finding the maximum or clarifications the students
minimum value of a function may have.
representing a physical e. Monitor the time and
situation. provide reminders as the
 Provide students with a real- Evaluating More Complex Functions: Composite Functions: Group Activity - Solving Word test progresses.
life problem where they need a. Introduce functions with multiple a. Introduce the concept of Problems:
to represent the situation terms or expressions, such as composite functions and a. Divide the students into
polynomials or rational functions. explain how they combine two small groups and provide each
using functions and solve for
b. Show students how to evaluate functions into one. group with a real-world
the desired output. these more complex functions step-by- b. Demonstrate how to find the scenario involving functions.
 For example, calculating the step. composite function of two given b. Instruct the groups to
D. Application trajectory of a projectile or functions. analyze the problem, set up
determining the optimal route the appropriate function, and
for a delivery truck based on solve it to find the desired
various conditions. solution.
c. Each group should present
their solutions and
interpretations to the class.
F. Assessment  Which of the following
functions represents a piece-
wise function?
a) f ( x)=2 x +3
b) g( x )=¿ x∨¿
c) h(x )=x 2
 True or False: Functions can
only be represented
algebraically, not graphically.
 Fill in the blank: A function is a
relation between _______ and
_______.
 Which of the following is an
example of a real-life situation
that can be represented using
a piece-wise function? a)
Calculating the area of a
 square b) Determining the
cost of a taxi ride based on
distance traveled c) Finding
the average speed of a
moving object.
 Solve the following problem
using a function: A company
charges a flat fee of $20 plus
$5 per hour for their services.
Write a function to represent
the total cost based on the
number of hours and calculate
the cost for 3 hours.
 Students are assigned to
create their own real-life
problem that can be
represented and solved using
functions, including piece-wise
G. Assignment
functions.
 They should provide a detailed
explanation of the situation,
the function(s) used, and the
steps to solve the problem.
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION
Identify what help 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%
in the evaluation
B. No. of learners who require
additional activities for remediation
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
works well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I used/discover which
I wish to share with other teachers?
PREPARED BY: CHECKED:

DENVER M. MOSCOSO ELIZABETH P. ALARCON

Teacher I / Subject Teacher Master Teacher II