GRADES 1 to 12 School Grade Level 11

DAILY LESSON Teacher Learning Area MATHEMATICS

LOG Teaching Dates and Time Week 5 Quarter 1

Day 1 Day 2 Day 3 Day 4

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 Standards The learners demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic
functions..
B. Performance Standards The learner is able to apply the concepts of inverse functions, exponential functions, and logarithmic functions to
formulate and solve real-life problems with precision and accuracy.
C. Learning Graphs inverse functions. Solves problems involving Represents real-life Distinguishes between
Competencies/Objectives M11GM-Ie-1 inverse functions. M11GM- situations using exponential exponential function,
Ie-2 functions. M11GM-Ie-3 exponential equation, and
exponential inequality.
M11GM-Ie-4
II. CONTENT FUNCTIONS AND THEIR GRAPHS.
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide 75-82 83-86 87-93 93-94
pages
2. Learner’s Materials
pages
3. Textbook pages Oronce, Orlando A. 2016. General
Mathematics, p.51.

4.
 5. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous As a review give the
lesson or presenting following activity to the
the new lesson students.
Present 3 sets of ordered
pairs, let the students locate
the points on a Cartesian
plane and connect the
points.
B. Establishing a  How to locate points on
purpose for the the plane?
lesson  Is the activity easy?
 What do you think is
our topic base on the
activity given?
C. Presenting Let the students go to their
examples/instances respective group. The
of the new lesson teacher will give inverse
Inverse Functions - Applications.
https://www.youtube.com/watch
?v=AyNLJ6HsOf0&t=39s
Application of Inverse Function
Cost and Guests.
https://www.youtube.com/watch
?v=ivX0lI6oGCw
Start the lesson by asking the
students.
What is inverse functions?
How do we find the inverse
of functions? Their answers
will based on the lesson on
the previous day.
Tell the students that we can
apply the concepts of inverse
function in solving real life
problems.
Present this to the class. Ask
the class to think of a
nonnegative number, add
The teacher will ask if they
have an idea of exponential
functions? Can you cite
some examples of real life
situations that shows
exponential function?
The teacher gives jumbled
letters to form a word
relating to real life problem
involving exponential
function such as bacteria,
cancer cells, bank loans and
population by defining such
terms and each student will
answer as quick as they can.
Abcterai
Cerancllecs
Abknolans
Pupoaliotngorthw
The students will present
their answers on the
previous activity and they
As a recall on the
previous lesson let the
students define
exponential function?
Let the students discover
the differences of the
following:
 Exponential
function
 Exponential
Equation
 Exponential
Inequality
Present the following on
the board and let the
students distinguish
 function assign to each
group.
D. Discussing new The students will work
concepts and on their group to do
practicing new skills their assign task on
#1 drawing the graph of
inverse function.
E. Discussing new The students will draw the
concepts and graph of the inverse
practicing new skills function assign to them and
#2 write it on the manila paper.
F. Developing mastery The reporter of the group
(Leads to Formative will present their output in
Assessment) the class.
G. Finding practical The students will find out if
application of the graph of the inverse
concepts and skills function is one- one by
in daily living applying the vertical line
test. They can also check it
two to the number, square
the number, multiply the
result by 3 and divide the
result by 2. If the result is 54,
what is the original
number? Construct an
inverse function that will
provide the original number.
Guide the students on the
steps in solving problems.
Ask them if they still
remember the steps.
Let the students present their
answer on the board.
Ask the following
questions to the
students.
 How did you arrive at
your answer?
 Did you agree at once
with your answer?
 Give this additional
questions :
 Did you find any
difficulty in solving the
problem?
will explain it to the class
why is this situation
represents exponential.
The students will be group
into four and each of them
will create their own real life Group themselves into
problems that shows
exponential function. They
will give at least 5 examples. equations.
They will write their
answers in the cartolina.
Prepare a short yell for the
preparation of their
reporting.
The students will report their The group will check the
output to the class.
Do you find the activity
related to our everyday
living?
What is the importance of
knowing those things?
which of the given is
 Exponential
function
 Exponential
Equation
 Exponential
Inequality
1. f(x) = 2x
2. 2x = 16
3. 32x ˂ 27.
The students discover a
concept on the topic.
three. Group 1 will give
examples of exponential
Group 2 will have
exponential equations
Group 3 will have
exponential inequality.
They will write their
answers and post it on the
board.
outputs of the other group
and they will find out if
their answers is correct.
The teacher will do the
final checking.
What did you learn from
the given activity?
How did you find the
group activity?
 through its table of values.
H. Making In graphing inverse
generalzations and functions,
abstraction about given the graph of a one-to-
the lessons. one function, the graph of
its inverse can be obtained
by
reflecting the graph about
the line y = x.
I. Evaluating learning Graph the following inverse
functions. Use graphing
paper.
1. f-1(x) = x-1
2 Arnold asks Tina to think of
2. f-1(x) = x3 - 1
. number, square the result,
 What are your
difficulties?
 How will you address
those difficulties?
Steps in solving problems Exponential functions occur Exponential Equation –
involving inverse functions in various real world is an equation involving
1. Identify the problem situations. Exponential exponential expressions.
2. Write the given and functions are used to Exponential Function –
its corresponding model real-life situations function of the form f(x)
mathematical symbol such as population growth, = bx , where b˃ 0, b≠ 1.
3. Write the radioactive decay, carbon Exponential Inequality
mathematical dating, growth of – an inequality involving
function an epidemic, loan interest exponential expressions.
4. Find the inverse of rates, and investments
the function
5. Substitute the given
and solve
6. Check the final answer
Answer the following (GROUP ACTIVITY) Distinguish which of the
problem: The students will following are exponential
Arnold and Tina are playing prepare materials. One function, exponential
a number-guessing game. 2-meter string and a equation and exponential
pair of scissors for inequality.
a positive number, triple the each group. 1. f(x) = 3x
Let the group follow 2. y = ex
and then add 7. If Tina’s the steps: 3. 22 (5x+1) = 500
answer is 43, what was the (a) At Step 0, there is 1 4. 625 ≥ 5x+8
original number? Use the string. 5. y = 5-x
concept of inverse function (b) At Step 1, fold the string 6. 5x = 125
in your solution into two equal parts and then 7. f(x) = -4x
cut at the middle. How many 8. 3x+2 ≥ 27
strings of
equal length do you have?
Enter your answer in a table.
.
(c) At Step 2, again fold
each of the strings equally
 and then cut. How many
strings of equal length
do you have? Enter your
answer in your table.
(d) Continue the
process until the table
is completely _filled-
up.
( Let the student create
a table, on the first row
will be the steps and in
the second row is the
number of strings.)
J. Additional activities The teacher will provide Solve the following problem: The teacher will provide
for application or additional activities if it is Pedro and Maria are additional activities if it is
remediation needed. planning a wedding needed.
reception at a Banquet Hall.
It costs them a base fee of
P10, 000.00 plus P100.00 per
guest. If their budget for hall
expenses is limited to
P1000.00,
a. State the cost as a
function of number of
guests
b. Determine the
expression for the
inverse

REMARKS

REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
What else needs to be done to help the students learn? 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
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?