UNTIVEROS, LIEDI BRIGETTE S.

Teacher II

SLAC OUTPUT (EFFECTIVE LESSON EXEMPLAR)

Objective: Represents real-life situations using functions, including piece-wise

functions.
Code: M11GM-Ia-1
Grade Level: Grade 11

Subject: Mathematics
(1) Review:

Review the concept of functions and their properties.

Review the concept of piece-wise functions and how they are defined.

(2) Motivation:

Show a real-life scenario where functions are used, such as calculating the cost of a
taxi ride based on distance traveled.
Discuss how piece-wise functions can be used to represent different rates for different
distance ranges.

(3) Activity:

Divide the students into groups of 4-5.

Provide each group with a set of real-life situations and ask them to come up with
functions to represent those situations.
For example, situations could include calculating the total cost of a phone plan based
on minutes used, or determining the amount of money saved based on the purchase
price of an item.
Each group should present their functions to the class and explain how they represent
the given situations.

(4) Analysis:

Discuss the different functions presented by the groups and analyze their properties.
Compare and contrast the different approaches taken by the groups to represent the
real-life situations.
Emphasize the importance of accurately representing the given situations using
functions.

(5) Abstraction:

Introduce the concept of piece-wise functions and explain how they can be used to
represent different rates or conditions within a function.
Provide examples of piece-wise functions and guide the students through the process
of creating their own piece-wise functions.

(6) Application:
Give the students a real-life problem related to the objective, such as determining the
cost of a taxi ride based on distance traveled with different rates for different distance
ranges.
Ask the students to create a piece-wise function to represent the problem and solve it
using their function.
Discuss the solutions as a class and compare different approaches taken by the
students.

(7) Assessment:

True or False: Piece-wise functions can only have two pieces. (False)
Fill in the blank: Piece-wise functions are used to represent different ______ within a
function. (rates or conditions)
Multiple Choice: Which of the following represents a real-life situation that can be
modeled using a piece-wise function?
a) Calculating the area of a rectangle
b) Determining the cost of a phone plan based on minutes used
c) Solving a quadratic equation
d) Graphing a linear function
(Answer: b)
True or False: Piece-wise functions cannot be used to represent real-life situations.
(False)
Fill in the blank: Piece-wise functions are useful when different ______ apply to
different parts of a function. (rules or formulas)

(8) Assignment:

Assign the students to create their own real-life scenarios and represent them using
piece-wise functions.
Ask them to write a short explanation of how their functions represent the given
situations.
Encourage the students to be creative and think of unique scenarios that require the
use of piece-wise functions.

Interactive Activities:

Create a piece-wise function: Provide the students with a set of rates or conditions and
ask them to create a piece-wise function that accurately represents the given
information.
Analyze real-life situations: Give the students a set of real-life situations and ask them
to determine whether a piece-wise function would be an appropriate representation for
each situation. Discuss their reasoning as a class.
Real-life problem-solving: Present the students with a real-life problem that can be
modeled using a piece-wise function. Divide them into pairs and ask them to work
together to create and solve the function. Have them present their solutions to the
class.

Note: The interactive activities can be modified based on the resources and time
available in the classroom.