K TO 12 School Grade Level 11

DAILY LESSON
LOG Teacher Learning Area General Mathematics
Date / Time Quarter/ Week 1st/Week 5

I. OBJECTIVES Day 1 Day 2 Day 3 Day 4

A. Content Standards The learner demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic functions.

The learner is able to apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate and solve real-
B. Performance Standard
life problems with precision and accuracy.

C. Learning The learner graphs inverse The learner solves problems The learner represents real-life The learner solves exponential
Competencies / functions. M11GM-Ie-1 involving inverse functions. situations using exponential equations and inequalities.
Write the LC code for M11GM-Ie-2 functions. M11GM-Ie-3 M11GM-Ie-4 - f-1
each objective: The learner distinguishes between
exponential function, exponential
equation, and exponential
inequality. M11GM-Ie-4
Functions and Their Graphs Functions and Their Graphs Functions and Their Graphs Functions and Their Graphs
II. CONTENT

III. LEARNING RESOURCES

A. References LM Page 67 – 71 LM 72 - 76 LM 77 – 82 LM 83 – 87
TG Page 75 - 82 TG Page 83 - 86 TG 87 - 93 TG 93 - 100

Materials from Learning

Resource (LR) Portal

B. Other Learning www.youtube.com

Resources
IV. PROCEDURES

A. Reviewing previous
lesson or presenting Group yourselves into four 1.Drill
the new lesson groups by counting 1 - 4. I will Activity 1: EQUALITIES! The teacher check the given Interactive Quiz
be giving each group strips of The teacher will use problem assignment from the previous
papers containing the choices based learning method by using session. The teacher will group the class
for the following questions that flashcards regarding exponents into four groups. Each group will
will be flashed in the screen. which the students will answer. be given cardboard for their
Each question will be answered answers.
in 10 seconds by raising your Examples: Find the value of x:
1. x + 1= 2 The teacher will device questions
chosen answer. The group who
2. x – 5 = 2 about Laws of Exponents
will get the least score will
3. 4x =16 Theorems
dance the viral trumpets
challenge. 2 x +3
4. =1 1. x3(x2) =
2
2. x5/x2 =
1. Find the domain of
2.Review 3. (x4)2 =
f(x) = __2x__
Activity 2: GRAPH ME! 4. (ab)3 =
(x2 – 4)
Inverse function will be given 5. (1/2)2 =
2. Find the range of and each group will identify the
h(x) = 6x + 3 corresponding y values given an
x values, plot the points, and
3. Find the domain graph the function.
f(x) = 2x2 + 1
B. Establishing a purpose for Drill (Jigsaw Puzzle Strategy) Motivation (Round Robin) Motivation Observe and compare the values
the lesson On the same group, each of of the variable below:
The students shall be asked on The video was related the damage
you will be assigned specific
how they cope up with their and effect of earthquake in Japan x = 3 and x > 3
number. I will be giving two
daily problems. base the magnitude volume of
different equations and
earthquake.
graphing papers. In just 1 Note: The flow of this part shall
minute, you will graph the Play video about earthquake in lead to the idea of inequality and
two equations in the graphing Japan equation.
paper. After the given time, I
will determine the presenter Guided questions:
by draw lots. What are the behavior of
exponential function base on the
1. y = _5x + 20_ video you’ve watching?
7
Table of Values Do you think exponential function
X -3 -2 -1 0 1 2 3 help you soon in your life? Why
Y 0.7 1.4 2.1 2.8 3.5 4.2 5
and why not?

2. y = - 5x + 4
Table of Values

X -3 -2 -1 0 1 2 3
Y 19 14 9 4 -1 -6 -11

C. Presenting examples/
instances for the new lesson
Okay, based on the graphs The teacher will flash on the Exponential function represented The teacher will flash the
posted here, what do you projector the: by this equation f(x) = ax+b, following properties to be used in
observe? where a and b are real numbers. solving Exponential Functions and
Exponential Inequalities:
Can you compare the graphs of On the video that I will show to
two equations? you, after you’ve watch it you are One-to-one Property of
going to answer the question Exponential Functions
Can you give synonyms of the below. If x1 ≠ x2, then b x1 ≠ b x2.
word opposite? Conversely, if b x1 = b x2,
Do you think do we need to learn then x1 = x2.
more about exponential function?
Will you give me examples of Property of Exponential
real-life situations that show What is the great contribution of Inequalities
opposites and inverse? the exponential function in our If b > 1, then the exponential
community and to our daily lives? function y = bx is increasing for all
Cite any importance of x. This means that bx < by if and
Problem: What was the student
exponential function to us? only if x < y.
population of Manuel A. Roxas
If 0 < b < 1, then the exponential
High School in the school year
function y = bx is decreasing for
2009-2010. Play video about the applications all x. This means that bx > by if and
of exponential function only if x < y.
School Year Student Population
(in thousands)
2009-2010 4.11
Later on, we will also learn how to
2010-2011 3.91 distinguish if the given expression
2011-2012 3.76 is an exponential function,
2012-2013 3.44 exponential equation and
2013-2014 3.21 exponential inequalities.
2014-2015 3.05
The teacher will emphasize that
the student population is a
function of the school year. The
answer to the question is 4,110
students. This can be
considered as the output of the
function. The input of the
function is the school year
2009-2010.
Example: If f(x) = 6x-11, The teacher will group into 3 Teacher will present an example
D. Discussing new concepts
and practicing new skills # 1
E. Discussing new concepts
and practicing new skills # 2
find f-1(x) groups, they will discuss the given in solving exponential equation
In what school year was the activity with their groups and inequality.
student population of Manuel members and present their output
A. Roxas High School 3,440? after the given time. They will be Example 1:
guided with the following criteria: 4(2x+1) = 8(x+1)
The teacher will emphasize that 22(2x+1) = 23(x+1)
the school year is a function of Accuracy 50% 2(2x + 1) = 3(x + 1)
the student population. The Overall Presentation 50% 4x + 2 = 3x + 3
input of the function is 3,440 Total 100% 4x – 3x = 3 – 2
while the output is school year x=1
2012-2013.
GROUP 1
Note that the result of Discuss the term “FUNCTION”
exchanging the input (domain) with the group. Use your
and the output (range) values of dictionary
the functions gives the inverse Discuss the f(x) = 3(2x+1) is an
of the function. example of exponential function
Give reasons why it is considered
Basic fact that can be used as a as exponential function.
guiding principle in graphing
the inverse of the function is At t = 0, there were initially 20
this: bacteria. Suppose that the bacteria
Suppose (x, y) is point of a doubles every 100 hours. Give an
function. Then, exponential model for the bacteria
(y, x) is a point of the inverse of as a function of t.
the function.
Think of at least 1-minute
Here are the steps in graphing presentation to be presented in
inverse of a function: class.
1. Interchange the variable
2. Solve for y in terms of x GROUP 2
3. Rewrite using the inverse Discuss the term “EQUATION”
function notation with the group. Use your
4. Graph the resulting relation dictionary
The teacher will show an example on The teacher will post the Discuss the 4(2x+1) = 8(x+1) is an Example 2:
how to graph the inverse of a function. property of composition of a example of exponential equation
Example: function and its inverse: Give reasons why it is considered 3(x + 2) ≤ 9(x - 1)
Graph f(x) = -4x + 2 as exponential equation. 3(x + 2) ≤ 32(x - 1)
x + 2 ≤ 2 (x – 1)
3
Suppose that the half-life of a x + 2 ≤ 2x – 2
 f-1 = -3x + 12 certain radioactive substance is 10 x – 2x ≤ - 2 – 2
4 days and there are 10 g initially, -x ≤ - 4
give an exponential model for the x ≥ 4
amount of remaining substance.
The solution set to the inequality
Think of at least 1-minute is x Ɛ Ɍ/ x ≥ 4
presentation to be presented in
class.

GROUP 3
Discuss the term “INEQUALITY”
with the group. Use your
dictionary
Discuss the 3(x + 2) ≤ 9(x - 1) is an
example of exponential inequality
Give reasons why it is considered
as exponential inequality.

Mrs. Dela Cruz invested P 100,

000.00 in a company that offers
6% interest compounded annually.
Define an exponential model for
this situation.

Think of at least 1-minute

presentation to be presented in
class.

Using the Jigsaw Puzzle, the teacher Guided Practice Interactive Quiz Think-Pair-Share
F. Developing mastery will give two different functions and Example: If g(x) = 4x+31, find The teacher will flash expressions The teacher will post expression
(Leads to Formative ask the students to graph its inverse. g-1(x) and each group will identify and ask them to solve the given
Assessment 3) After 5 minutes, the teacher will Solution: whether the expression is an expression. After a minute, they
determine who will present by draw x = 4y-31 exponential function, exponential will share their answers to their
lots. x + 31 = 4y equation or exponential inequality. pairs. The teacher will call
1. f(x) = 3x + 4 x/4 + 31/4 = y 1. f(x) = 5x2 someone to present the answer to
2 y = x/4 + 31/4 2. 2 ≥ (1/2)x the whole class.
g-1(x) = x/4 + 31/4 3. 74x = y
 2. f(x) = _2x + 1_ 4. 4(10x -2 ) = 500
3x – 4 5. y = 0.5x

The teacher will ask the student Application

G. Finding practical to answer the question (Think-Group-Share) The teacher will call at least two The teacher will post a problem
applications of concepts individually. 2 minutes will be members of the group to give the about John and Peter on Page 99
and skills in daily living given to graph the function Verify that the functions importance and applications of of the Teacher’s Guide.
Problem: f(x) = 40 - 7x and g(x) = (40- exponential functions in real-life
A camera is to take a series of x)/7 are inverses of each other. situations.
photograph of a hot air balloon
rising vertically. The distance
between the camera at (B) and
the launching point of the
balloon (A) is 300 meters. The
camera must keep the balloon
on sight and therefore its angle
of elevation t must change with
the height x of the balloon.
Given the function tan t =
x/300, graph t as a function of
x.

H. Making generalizations
and abstractions about
the lesson
After the sharing session, the class can (Round Table Discussion) How will you distinguish the How can we solve problems
reflect on the answers of the group. 1. What are the steps in following? involving exponential equation
The teacher can ask the finding the inverse of a Exponential function and and inequality?
following questions: function? Exponential equation
a. How are going to graph the inverse Exponential equation and
2. Cite real-life situation in Exponential inequality
function?
b. Cite examples on real-life Exponential function and
3. solving inverse function. Exponential inequality
situation that we can directly
apply our learning in graphing
What are the applications of
the inverse functions.
exponential functions in real-life
situations?

Graph the inverse of the Find the inverse of the A. Identify the following whether Solve the following:
I. Evaluating Learning following functions: following function: the following is (EF) Exponential
1. f(x) = 3x – 5 1.f(x) = 2x - 1 function, (EQ) Exponential 1. 4x – 1 = 16

J. Additional activities for
application for 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%.
2. f(x) = 1/2x – 2
3. f(x) = 1 - x
Solve problems involving Find the inverse of the
inverse functions:
Use the inverse function to find
the radius of right circular cone. 2. f(x) = x + 3
Five right circular cones with
same height h = 50 cm, are to
be constructed. The volume of
these cones are to be 200, 400,
800, 1600 and 3200 cubic cm.
Find the radius of the base of
each cone.
2.f(x) = 6x + 5 Equation or (EIQ) Exponential 2. 125 x – 1 = 25 x + 3
Inequality. 3. 3 x < 9 x – 2
1. y=2x+1 4. The half-life of Zn – 71 is
2. 22 x +1=23 x−1 2.45 minutes. Initially,
3. x+3
y > y ; y=2
2x there were y0 grams of Zn
4. f (x) =f ( x )3 x+2 ; f ( x )=3
4 x+1 – 71, but only 1/256 of this
amount remains after some
5. f ( x )=3 2 x−5
time. How much time has
B. A barangay has 1, 000 passed?
individuals and its population
doubles every 60 years. Give an
exponential model for the
barangay.
A barangay has 1, 000 individuals
following: and its population doubles every
1. f(x) = 3x + 5 60 years. What is the barangay’s
population in 10 years?
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?
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?
Note: This material has been crafted for the benefit of the teachers and learners as ease preparation of teaching-learning plan, yet you can modify it as to diversity of learners but not the
competencies. Thank you.
Prepared by:
JOJO F. RECOCO, SST II, CENTRAL TAYTAY SHS-SA
___Experiment _____Role Play
_____Lecture _____Complete IMs
_____Discover _____Collaborative Learning
Others, please specify
Why? ____________________________
_____Bullying among students
______Pupils/ behavior/attitude
_____Colorful IMs
_____Unavailable technology equipment
(AVR/LCD)
_____Science/ Computer/Internet lab
Others, please specify __________________
_____Localized videos
_____Making big books from views of the locality
_____ Recycling of plastics for contemporary arts
_____Local music composition
Others, please specify_____________
___Experiment _____Role Play
_____Lecture _____Complete IMs
_____Discover _____Collaborative Learning
Others, please specify
Why? ____________________________
______Bullying among students
______Pupils/ behavior/attitude
_____Colorful IMs
_____Unavailable technology equipment
(AVR/LCD)
_____Science/ Computer/Internet lab
Others, please specify __________________
_____Localized videos
_____Making big books from views of the locality
_____ Recycling of plastics for contemporary arts
_____Local music composition
Others, please specify_____________
___Experiment _____Role Play
_____Lecture _____Complete IMs
_____Discover _____Collaborative Learning
Others, please specify
Why? ____________________________
_____Bullying among students
______Pupils/ behavior/attitude
_____Colorful IMs
_____Unavailable technology equipment
(AVR/LCD)
_____Science/ Computer/Internet lab
Others, please specify __________________
_____Localized videos
_____Making big books from views of the locality
_____ Recycling of plastics for contemporary arts
_____Local music composition
Others, please specify_____________
___Experiment _____Role Play
_____Lecture _____Complete IMs
_____Discover _____Collaborative Learning
Others, please specify
Why? ____________________________
______Bullying among students
______Pupils/ behavior/attitude
_____Colorful IMs
_____Unavailable technology equipment
(AVR/LCD)
_____Science/ Computer/Internet lab
Others, please specify __________________
_____Localized videos
_____Making big books from views of the locality
_____ Recycling of plastics for contemporary arts
_____Local music composition
Others, please specify_____________