GRADES 1 to 12 School SAN PABLO NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher MARIE JOY GALINDO-GARCIA Learning Area MATHEMATICS
Teaching Dates and Time Week 1 Quarter 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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 functions.

B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
The learner is able to accurately construct mathematical models to represent real- life situations using functions.
Represents real – life situations Evaluates a function. Performs addition, subtraction, Solves problems involving
using functions, including piece- M11GM-Ia-2 multiplication, division, and functions.
wise functions. M11GM-Ia-1 composition of functions. M11GM-Ia-4
M11GM – Ia-3
FUNCTIONS AND THEIR GRAPHS.

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 pages
2. Learner’s Materials pages
3. Textbook pages
General Mathematics Deped
Copy pp. 1-7.
General Mathematics, Orlando A.
Oronce, pages 1-22
General Mathematics,
LynieDimasuay,et.al., pages 3-7
ICL
General Mathematics Deped Copy General Mathematics Deped
pp. 11-12. Copy 14-20.
General Mathematics, Orlando A. Oronce, O. A. (2016). General ▪ Palacio J, Alcala J,
Oronce, pages 1-22 Mathematics. Philippines: Rex Dimasuay L. (2016).
General Mathematics, Bookstore Inc., (RBSI) General
LynieDimasuay,et.al., pages 3-7 Mathematics. C&E
Publishing
Incorporated. EDSA,
South Triangle,
Quezon City. Pages
11-16.
Linear Functions
Problems, Retrieved from:
www.analyzemath.com/ma
th_problems/linear_func_p
 roblems.html
4.
5. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous lesson Ask the students if they are familiar As a review to the previous lesson Let the students recall the basic • What are the
or presenting the new lesson of what is function. Present the call some students to give what they operations. Let the students answer. different types of
topic to the students by letting them remembered on the previous topic. functions
give examples of real life situations discussed from the
that represent a functions. previous lesson?
• When will you use
these different
functions in real
life-situations?

B. Establishing a purpose for What is the importance of function The answers of the students will lead What is the importance of knowing • Do you have
the lesson in our society? Let the students to the next topic on how to evaluate how to add, subtract, multiply and problems in real
answer. functions. divide functions? Present the topic life that is related to
to the class. functions?
• What do you think
are the steps in
solving problems?
C. Presenting Ask the students, what are the Let the students give an example of From the given equations by the • The teacher will
examples/instances of the different workers in the society? equations on the board. From their students let the students do the present the word
new lesson Let the students discuss the given examples, let them find the activity on the operations and problem.
functions of each in the community. value of their equations by composition of functions. Peter is a bread
substituting 2 on the variable. ( They vendor at
may use other variable aside from Julie’s
the usual x or y.) Bakeshop that
pays an hourly
wage P45.00
and 1.5 times
the hourly wage
for the extra
hours if he
works for more
than 40 hours a

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
What are the different ways of
representing function? Tell the
students that functions will include
one-one relationship like mother
and father or many- one
relationship like students to one
teacher.
Tell the students on how to
determine function from set of
ordered pairs, graphs and equations. but they can use variable to represent
• How did you determine
whether a relation is a
Give more examples to the students
on how to evaluate functions given
the value of x will be a number.
Tell the students that evaluating
functions will not limit to numbers
x.
Give more examples of evaluating
functions using variable to represent
week. Peter’s
working
schedule is
from 8 o’clock
in the morning
to 4 o’clock in
the afternoon
every Monday
to Friday.
Group the students into five. They Let the students understand
will give their own equations and let the problem and answer
them do the following: the following questions:
Group 1 : Addition of Function A. Write a piecewise
Group 2: Subtraction of Function function that gives the
Group 3 : Multiplication of Function weekly pay P in terms of
Group 4: Division of Function the number of hours Peter
Group 5: Composition of Two work?
Functions Let the student manipulate
the mathematical model.
• For up to 40 hours,
the pay is 45h
• For over 40 hours,
the pay is by:
45(40) +
1.5(45)(h-40)
Mathematical Model:
P(h) =  45 h, if 0  h  40
67.5h-900, if h 40
From the given activity they will B. How much does Peter’s
choose a reporter to give the steps wage per week if he works
on how they perform their assign 35 hours only?
operations. C. How much pay will
Peter receive if he works
50 hours?
The teacher will check their outputs Let the students solve for
and let the other members of the the problem using the
 Assessment) function or not? x. group will do the “gallery walk”. mathematical model and
Let the students give their answers. show solutions)
Since 35 is less than 40
then we use the equation
= 45(h)
= 45(35)
= 1,575
Since 50 is greater than 40
then we use the equation
67.5h – 900
= 67.5(50) – 900
= 3,375 – 900
= 2,475

G. Finding practical
application of concepts and
skills in daily living
The teacher uses differentiated
instruction:
Group 1: Give an example of real
life situation that uses
functions.(They may include
mapping diagram.)
Group 2: Show a graph that
represents a functions and applying
the vertical line test.
Group 3: Giving 10 sets of ordered
pairs that represent a function.
Group 4: Give examples of
equations that represents a function.
Give a real life situation that the
students can relate.
Example.
Mark started selling snacks in the
nearby school. In one day he spends
P200
for rent andP25 for each snack item
he prepares. His expenses in a single
day can be
expressed as the function C(x) = 25x
+ 200, where x is the number of
items and C(x) is
his daily expenses in pesos. How
much are his expenses if he prepares
100 snack items?
150 snack items?
Let the students formulate a
conclusion on how to add, subtract,
multiply, divide and the
composition of functions.
The students will go to
their respective group and
will do the steps in solving
problem given to them.
They will choose a reporter
to present their output.
Group No.1:
• Find the
dimensions of the
largest rectangular
garden that can be
enclosed by 60m of
fencing. (quadratic
function)
(answer: the dimension
that gives the maximum
area is 15 meters by 15
meters or the maximum
area is 225 square meters)
• Mark started
selling snacks in
the nearby school.
In one day he
spends P200 for
rent and P25 for
 each snack item he
prepares. His
expenses in a
single item he
prepares. His
expenses in a
single day can be
expressed as the
function C(x) =
25x+200, where x
is the number of
items and C(x) is
his daily expenses
in pesos.
A. How much are his
expenses if he prepares
100 snack items? 150
snack items? Respectively.
(answer: Mark’s expenses
for 100 snacks is
P2,700.00 and for 150
snacks is P3,950.00)
• Group No.3:
A particular high school
had 1200 students enrolled
in 2013, and 1500 students
in 2016. If the student
population P; grows as a
linear function of time t,
where t is the number of
years after 2013.
a. How many students will
be enrolled in the school in
2020?
(answer: There are 1,900
students to be enrolled in
the school in the year 2020
• Group No.4:
Gina is charged P300
monthly for a particular

H. Making generalzations and • A function is a relation in
abstraction about the which each element of the
lessons. domain corresponds to
exactly one element of the
range.
• A function may include
one-one or many- one
relationship.
• Evaluating a function means
replacing the variable in the
function, in this case x,
with a value from the function's
domain and computing for the result.
To denote that we
are evaluating f at a for some a in the
domain of f, we write f(a).
Let f and g be functions.
(a) Their sum, denoted by f + g, is
the function denoted by (f + g)(x) =
f(x) + g(x).
(b) Their difference, denoted by f -
g, is the function denoted_by (f -
g)(x) = f(x) -
mobile plan, which
includes 100 free text
messages. Messages in
excess of 100 are charged
P1 each. (Piecewise
Function)
a. How much will Gina
pay if she sent 289
messages in one month? If
89 messages were sent?
(answer: Gina pays
P489.00 for 289 messages
and P300 pesos for 89
messages)
• Group No.5:
The function for the height
of an object dropped from
a 100 meter tall platform at
time t seconds is
approximated by s(t)=-
5t2+100 (This formula is
based on an approximated
value for the acceleration
g=10m/s2 due to gravity).
A. What is the height of
the object after 2 seconds?
After 4 seconds?
(answer: The height of the
object after 2 seconds is 80
meters and after 4 seconds
20 meters)
Process in solving
problems involving
functions:
a) Comprehend and
understand the
word problem
b) Identify the known
values/ the given
 • A graph represents a g(x). values
function if and only if each c) Determine the
vertical line intersects the (c) Their product, denoted by f . g, unknown/required
graph at most once. is the function denoted by (f . g)(x) value
• A relation is a function if = f(x) . g(x). d) Illustrate/Draw a
for each x value there diagram for the
corresponds only one y – (d) Their quotient, denoted by f/g, is word problem
value. the function denoted by (f/g)(x) = e) Identify the
f(x)/g(x), operations to be
excluding the values of x where g(x) used
= 0. f) Construct a
mathematical
model/sentence
g) Evaluate and
Manipulate the
mathematical
model
h) Solve for the
problem using the
mathematical
model
i.)Give the value of the
unknown/required value
I. Evaluating learning Determine which of the following Evaluate the following functions: Do the following operations given From the given activity, let
represents a functions: 1. g(x) = x2 – 2x + 2 , find g(-4) that the students get their index
2
1.) (1; 2); (2; 2); (3; 5); (4; 5) 2. f(x) = 2x + 1 find f(1) F(x) = x + 5x + 4 card and give what they
2.)(1; 3); (1; 4); (2; 5); (2; 6); (3; 7) x-1 G(x) = x2 + 2x – 8 have learned from the
3. r(x) = 2x + 1, find r(3x -1) session. Let them give the
4. q(x) = x2 – 2x + 2, find q(3x+3) 1.( f+ g) (x) steps in solving word
2. (f – g) (x) problem.
3. (f.g) (x)
4. (f/g) (x)
5. (f o g)(x)
3.) 6. (g o f) (x)
4. x2 + y2 = 1
5. y = x2 – 2x + 2
J. Additional activities for Give this problem to the students
application or remediation who need additional activities.
• The function for the height of
an object dropped from a
100-meter tall
platform at time t seconds is
approximated b y s ( t ) = - 5t2 + 100
(This formula is based
on an approximated value for the
acceleration g = 10m/s due to
gravity). What is the
height of the object after 2 seconds?
After 4 seconds?

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?

Prepared by: Noted:

MARIE JOY GALINDO-GARCIA CLARIZA C. SATORRE, PhD
Math Teacher Asst. School Principal
Checked:
DENNIS B. RUBIN, MTI MA. TERESITA H. ESCOBIA
Master Teacher School Principal III