GRADE 1 to 12 School
Aquino High School
DAILY LESSON LOG Teacher
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC Code for
each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
Jennelyn D. Jacinto
Corazon C.
Grade Level 11
Jennelyn D. Jacinto Learning Area GENERAL MATHEMATICS
Teaching Dates and Time Week 5 (September 25 – September 29, 2023) Quarter 1
Day 1 Day 2 Day 3 Day 4
Objectives: must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using formative strategies. Valuing objectives support the
learning of the content and competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate understanding of The learners demonstrate understanding of key The learners demonstrate understanding of key The learners demonstrate
key concepts of inverse functions, concepts of inverse functions, exponential concepts of inverse functions, exponential understanding of key concepts of
exponential functions, and logarithmic functions, and logarithmic functions. functions, and logarithmic functions. inverse functions, exponential
functions. functions, and logarithmic functions.
The learner is able to accurately construct The learner is able to accurately construct The learner is able to accurately construct The learner is able to accurately
mathematical models to represent real- life mathematical models to represent real- life mathematical models to represent real- life construct mathematical models to
situations using functions. situations using functions. situations using functions. represent real- life situations using
functions.
Graphs inverse functions. M11GM-Ie-1 Solves problems involving inverse functions. Represents real-life situations using Distinguishes between exponential
M11GM-Ie-2 exponential functions. M11GM-Ie-3 function, exponential equation, and
exponential inequality. M11GM-Ie-4
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FUNCTIONS AND THEIR GRAPHS FUNCTIONS AND THEIR GRAPHS FUNCTIONS AND THEIR GRAPHS 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.
75-82 83-86 87-93 93-94
General Mathematics by Frelie B. Tan- Faylogna
General Mathematics by Oronce, pp. 47-51
pp.80-83.
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
Laptop, chalk board, posters/manila papers Laptop, chalk board, posters/manila papers Laptop, chalk board, posters/manila papers Laptop, chalk board, posters
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
GENERAL MATHEMATICS

A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
Jennelyn D. Jacinto
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
As a review give the following activity to the Start the lesson by asking the students.
students.
Present 3 sets of ordered pairs, let the
students locate the points on a Cartesian
plane and connect the points.
 How to locate points on the plane?
 Is the activity easy?
 What do you think is our topic base on
the activity given?
Let the students go to their respective group.
The teacher will give inverse function assign
to each group.
The students will work on their group to do
their assign task on drawing the graph of
inverse function.
The students will draw the graph of the
inverse function assign to them and write it
on the manila paper.
The reporter of the group will present their
What is inverse functions?
How do we find the inverse of functions? Their
answers will based on the lesson on the previous exponential function?
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 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.
The teacher will ask if they have an idea of As a recall on the previous lesson
exponential functions? Can you cite some let the students define exponential
examples of real-life situations that shows function?
The teacher gives jumbled letters to form a Let the students discover the
word relating to real life problem involving differences of the following:
exponential function such as bacteria, cancer Exponential function
cells, bank loans and population by defining Exponential Equation
such terms and each student will answer as Exponential Inequality
quick as they can.
Abcterai
Cerancllecs
Abknolans
Pupoaliotngorthw
The students will present their answers on the Present the following on the board
previous activity, and they will explain it to the and let the students distinguish
class why is this situation represents which of the given is
exponential.
 EExponential function
 EExponential Equation
 EExponential Inequality
1. f(x) = 2x
2. 2x = 16
3. 32x ˂ 27.
The students will be group into four and each of The students discover a concept on
them will create their own real-life problems that the topic. Group themselves into
shows exponential function. They will give at three. Group 1 will give examples of
least 5 examples.
exponential equations.
Group 2 will have exponential
equations
Group 3 will have exponential
inequality.
They will write their answers in the cartolina. They will write their answers and
Prepare a short yell for the preparation of their post it on the board.
reporting.
The students will report their output to the The group will check the outputs of
GENERAL MATHEMATICS

G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Jennelyn D. Jacinto
output in the class.
The students will find out if the graph of the
inverse function is one- one by applying the
vertical line test. They can also check it
through its table of values.
In graphing inverse functions,
given the graph of a one-to-one function, the
graph of its inverse can be obtained by
reflecting the graph about the line y = x.
Graph the following inverse functions. Use
graphing paper.
1. f-1(x) = x-1
2 then add 7. If Tina’s answer is 43, what was the
2. f-1(x) = x3 - 1
. 3. 22 (5x+1) = 500
 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?
 What are your difficulties?
 How will you address those difficulties?
Steps in solving problems involving inverse
functions
1. Identify the problem
2. Write the given and its corresponding
mathematical symbol
3. Write the mathematical function
4. Find the inverse of the function
5. Substitute the given and solve
6. Check the final answer
Answer the following problem:
Arnold and Tina are playing a number-guessing
game. Arnold asks Tina to think of a positive
number, triple the number, square the result, and
original number? Use the concept of inverse
function in your solution
class. the other group and they will find
out if their answers is correct.
The teacher will do the final
checking.
Do you find the activity related to our everyday What did you learn from the given
living? activity?
What is the importance of knowing those How did you find the group activity?
things?
Exponential functions occur in various real Exponential Equation – is an
world situations. Exponential functions are used equation involving exponential
to expressions.
model real-life situations such as population Exponential Function – function of
growth, radioactive decay, carbon dating, the form f(x) = bx , where b˃ 0, b≠
growth of 1.
an epidemic, loan interest rates, and Exponential Inequality – an
investments inequality involving exponential
expressions.
(GROUP ACTIVITY) Distinguish which of the following
The students will prepare materials. One 2- are exponential function,
meter string and a pair of scissors for each exponential equation and
group.
exponential inequality.
Let the group follow the steps:
(a) At Step 0, there is 1 string. 1. f(x) = 3x
(b) At Step 1, fold the string into two equal parts
and then cut at the middle. How many strings of 2. y = ex
equal length do you have? Enter your answer in
a table. .
4. 625 ≥ 5x+8
(c) At Step 2, again fold each of the strings
equally and then cut. How many strings of 5. y = 5-x
equal length
6. 5x = 125
do you have? Enter your answer in your table.
7. f(x) = -4x
(d) Continue the process until the table is
completely _filled-up. 8. 3x+2 ≥ 27
( Let the student create a table, on the first row
will be the steps and in the second row is the
number of strings.)
GENERAL MATHEMATICS
J. Additional activities for
application or 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 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 works?
F. What difficulties did I
encounter which my principal
Jennelyn D. Jacinto
The teacher will provide additional activities if
it is needed.
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.
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Solve the following problem:Pedro and Maria are
planning a wedding 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
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The teacher will provide additional activities if it
is needed.
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GENERAL MATHEMATICS
 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: Noted:

JENNELYN D. JACINTO CRISTOBAL F. MELEGRITO, PhD VIVIAN P. BAGALSO

Subject Teacher Master Teacher I/ SHS Focal Person OIC – Head Teacher

Approved:

MELY A. BULUSAN, EdD

SHS Principal III

Jennelyn D. Jacinto GENERAL MATHEMATICS