DAILY School STA.

ROSA NATIONAL HIGH SCHOOL Grade Level 11

LESSON Teacher NIMROD B. CABRERA Learning Area GENERAL MATHEMATICS
LOG Teaching Week Week 3 Quarter FIRST

Time: 8:00-9:00 AM MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date: MTWTh September 11, 2023 September 12, 2023 September 13, 2023 September 14, 2023 September 15, 2023
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of 1. Functions; 2. rational functions
B. Performance The learner is able to accurately 1. construct mathematical models to represent real-life situations using functions; 2. formulate and solve real-life problems involving rational functions.
Standards
C. Learning 1. Represent real-life situations using 1. Identify rational equation from rational 1. Identify rational equation from 1. Represent a rational function
Competencies rational functions. inequality. rational inequality. through its (a) table of values, (b) graph,
Objectives 2. Distinguish rational function, rational 2. Solve rational equation. 2. Solve rational inequality; and and (c) equation;
equation, and rational inequality. 3. Demonstrate appreciation of solving 3. Demonstrate appreciation of 2. Determine the domain and
3. Demonstrate appreciation of rational equations. solving rational inequality. range of a rational function; and
representing real-life situations using 3. Demonstrate appreciation of
rational functions. representing rational function and
determining its domain and range.

II. CONTENT Rational Function Rational Equation Rational Inequality Represents Rational Function using
table, graphs, and equation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide Pages 25-32 Teacher’s Guide Pages 33-36. Teacher’s Guide Pages 36-41. Teacher’s Guide Pages 44-53.
Pages
2. Learner’s Material Learner’s Materials Pages 21-24 Learner’s Materials Pages 25-27. Learner’s Materials Pages 27-34. Learner’s Materials Pages 35-43.
Pages
3. Textbook Pages Not applicable. Not applicable. Not applicable. Not applicable.
4. Additional Not applicable. Not applicable. Not applicable. Not applicable.
Materials from
Learning Resources
B. Other Learning General Mathematics for Senior High General Mathematics for Senior High General Mathematics for Senior High General Mathematics for Senior High
Resources School by Lynie Dimasuay et.al. School by Lynie Dimasuay et.al. School by Lynie Dimasuay et.al. School by Lynie Dimasuay et.al.
IV. PROCEDURES
A. Reviewing previous Teacher asks learners to recall the
lesson or presenting definition of a polynomial function. She
the new lesson asks learners to give some examples of
such.
B. Establishing a The teacher lets the students realize
purpose for the lesson that understanding concepts on
polynomial function is pre-requisite in
understanding rational function as well.
C. Presenting (Contextualization & Localization)
examples/ Teacher presents a situation to the
instances of the new class: The distance from Manila to
lesson Baguio is around 250 kilometers. How
long will it take you to get to Baguio if
your average speed is 25 kilometers
per hour? 40 kilometers per hour? 50
kilometers per hour?
Teacher then leads learners in
representing real-life situations using
rational functions; since distance is
calculated as the product of speed and
time. So, in getting the time, distance is
divided by the speed.
D. Discussing new Teacher asks some volunteers to cite
concepts and practicing more real-life situations using rational
new skill #1 function.
E. Discussing new Teacher asks learners to recall the
concepts and practicing definition of a polynomial function. She
new skill #2 asks learners to give some examples of
such.
F. Developing Mastery Teacher posts several expressions and
let learners identify them as rational
function, rational equation, and or
rational inequality.
Teacher posts rational equation on the
board, and asks learners to give the
solution(s). Then, teacher turns the
equation into an inequality, challenges
learners to give solutions as well.
The teacher lets the students realize that
if they master how to solve rational
equation, solving rational inequality will
be easy for them.
(Contextualization & Localization)
Teacher presents a problem to the class:
In an inter-barangay basketball
league, the team from Barangay
Canduman has won 12 out of 25 games,
a winning percentage of 48%. How many
games should they win in a row to
improve their win percentage to 60%?
Teacher asks learners to represent
rational equation based on the problem
above and give its corresponding
solution.
Discuss the steps in solving rational
equation.
Not applicable.
Teacher lets learners answer exercises in
solving rational equation by pair.
1. Solve for x: 2x-1x+3=5
2. Solve for x: x2x-3=x+22x-5
Teacher posts rational inequality on Teacher asks learners to recall the
the board, and asks learners to give definition of a rational function.
the solutions.
The teacher lets the students realize The teacher lets the students realize
that solving rational inequalities is that understanding the definition of
similar to solving quadratic rational function will guide them to
inequalities where they need to find easily represent rational function
the critical numbers, bearing in mind through its table of values, graphs and
the inequality rules. equation.
(Contextualization & Localization) (Contextualization & Localization)
Teacher presents a problem to the Teacher presents a situation to the
class: class:
A box with a square base is to have Average speed (or velocity) can be
a volume of 8 cubic meters. Let x be computed by the formula s = d/t.
the length of the side of the square Consider a 100-meter track used for
base and h be the height of the box. foot races. The speed of a runner can be
What are the possible measurements computed by taking the time for him to
of a side of the square base if the run and applying it to the formula
height should be longer than a side of 100
the square base? s= , since the distance is fixed at
t
Teacher guides learners in 100 meters.
representing rational inequality based
on the problem given above and how
to solve it.
Discuss the steps in solving rational Teacher guides learners in representing
inequality. the rational function based on the
problem given above. It will be followed
by constructing its table of values and
graph. Through its graph, teacher points
out the domain and range of the
function.
Not applicable. Not applicable.
Teacher lets learners answer Teacher lets learners study other
exercises in solving rational inequality examples presented in their Learner’s
by pair. Module, pages 36-43.
x−1
1. Solve for x: >0
x+3

G. Finding practical Let learners identify them as rational
applications of function, rational equation, and or
concepts & skills in rational inequality through a group
daily living activity.
H. Making Teacher lets learners differentiate
generalizations & rational function, rational equation,
abstractions about the rational inequality based on the
lesson answered exercises above.
A rational function is a function of
the form y=fx=PxQx where Pxand
Qxare polynomial functions and Qx≠0.
If PxQx is equal to 0, then PxQx=0 is
called a rational equation. Moreover, if
the equation symbol = is replaced
with<, ≤, >, or≥, you have a rational
inequality.
I. Evaluating Learning Working in pairs, the teacher lets
learners answer the exercises.
I. The budget of a university
organization is split evenly among its
various committees. If they have a
budget of Php60 000:
a. Construct a function M(n) which
would give the amount of money each
of the n number of committees would
receive.
Not applicable.
Teacher lets learners state the steps in
solving rational equation.
a. Eliminate denominators by multiplying
each term of the equation by the least
common denominator.
b. Note that eliminating
denominators may introduce
extraneous solutions. Check the
solutions of the transformed
equations with the original
equation.
Teacher lets learners solve rational
equations individually.
Find the solution of the given equations.
1. 12x-3=34x+2
2. x- 2x-1=1
3. x-1x2-9+1x-3=2x+3
1 1
2. Solve for x: <
x x−3
Not applicable. Not applicable.
Teacher lets learners state the steps Teacher reiterates the definition of
in solving rational inequality. rational function.
a. Rewrite the inequality as a single A rational function is a function of
rational expression on one side of the p(x )
inequality symbol and 0 on the other the form f ( x )= where p(x) and
q( x)
side.
q(x) are polynomial functions and q(x) is
b. Determine over what intervals the
not the zero polynomial. The domain of
rational expression takes on positive
f(x) is the set of real numbers except
and negative values.
those values of x that will make the
i. Locate the x values for which the
denominator zero. In set notation, Dom
rational expression is zero or
(f) = {x/x ∈ R , except x = a where q(a) =
undefined (factoring the numerator
and denominator is a useful strategy). 0} or {x/x ∈ R , q ( x ) ≠ 0} .
ii. Mark the numbers found in (i) on a
number line. Use a shaded circle to
indicate that the value is included in
the solution set, and a hollow circle to
indicate that the value is excluded.
These numbers partition the number
line into intervals.
iii. Select a test point within the
interior of each interval in (ii). The
sign of rational expression at this test
point is also the sign of the rational
expression at each interior point in
the aforementioned interval.
iv. Summarize the intervals containing
the solutions.
Teacher lets learners solve rational Teacher lets learners do the formative
inequalities individually. assessment by pair.
Find the solution of the given Construct a table of values for the
inequalities. following functions using the integers
from --4 to 4. Plot and connect the
x−2 points, then determine the domain and
1. >0 range of each function.
3−x
6
1. f ( x )=
x−2
 b. If the organization has eight 3 x−1
committees, how much would each 2. −1<0
x +2 6 x +12
committee have? 2. r ( x ) =
1 x x 2−4
II. Determine whether the given is a 3. + ≥0
rational function, a rational equation, a x−2 x+1
rational inequality or none of these.

1. y=5x3-2x+1
2. 8x-8=x2x-1
3. 6x-5x+3≥0
4. gx=7x3-4x+1x2+3

J. Additional activities Assign additional practice problems Assign additional practice problems from Not applicable. Not applicable.
for application or from the textbook or online resources. the textbook or online resources.
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
lesson work? No. of
learners who 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?

Prepared by: Checked and Reviewed: Noted:

NIMROD B. CABRERA JOB D. LUCERO CESAR IAN DC. SALAC, PhD

Teacher II Head Teacher III Head Teacher VI, OIC-School Head