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
A. Reviewing previous lesson or
presenting the new lesson
Jennelyn D. Jacinto
Corazon C.
Grade Level 11
Jennelyn D. Jacinto Learning Area GENERAL MATHEMATICS
Teaching Dates and Time Week 2 (September 4 – September 08, 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 key The learners demonstrate understanding of key The learners demonstrate understanding of key The learners demonstrate
concepts of functions. concepts of functions. concepts of functions. understanding of key concepts of
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.
Evaluates a function. Performs addition, subtraction, multiplication, Represents real life situations using rational
Solves rational equations and
M11GM-Ia-2 division, and composition of functions. functions. M11GM-Ib-1
inequalities.
M11GM – Ia-3 Distinguishes rational function, rational equation,
M11GM-Ib-3
and rational inequality. M11GM-Ib-2
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.
General Mathematics DepEd Copy pp. 11-12. General Mathematics DepEd Copy 14-20. General Mathematics Deped Copy pp. 23-29. General Mathematics Deped Copy
pp. 30-40..
General Mathematics, Orlando A. Oronce, General Mathematics for senior high
pages 1-22 Oronce, O. A. (2016). General Mathematics. school; by Ricardo B. Banigon JR; et
General Mathematics, LynieDimasuay,et.al., Philippines: Rex Bookstore Inc., (RBSI) al. pp.25- 30
pages 3-7
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 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 to the previous lesson Let the students recall the basic operations. Let the (a) The local barangay received a budget of P100; As a review of the previous topic the
call some students to give what they students answer. 000 to provide medical check-ups for the children students is given metacards
GENERAL MATHEMATICS

B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
Jennelyn D. Jacinto
remembered on the previous topic.
The answers of the students will lead to the
next topic on how to evaluate functions.
Let the students give an example of equations
on the board. From their given examples, let
them find the value of their equations by
substituting 2 on the variable. (They may use
another variable aside from the usual x or y.)
Give more examples to the students on how to
evaluate functions given the value of x will be a
number.
in the barangay. The amount is to be allotted containing rational equation and
equally among all the children in the barangay. inequalities. Let the students paste
Write an equation representing the relationship of the given metacards on the correct
the allotted amount per child(y-variable) versus group either it is rational equation or
the total number of children (x-variable). rational inequality.
Examples:
1. x+2 / x+1 = 3
2. y-3 / y+2 > 0
3. x-5 /x+1 ≤ 3
4.1/x < 5
5. x/5 = 5 + x/3
6. 4/y =-5
7. (x/ x-2)-3 < 0
8. (a - 2) / (a + 2) ≥ 0
9. m/2 = 1
10. (x-3) / (3x-2) ≤ 2
What is the importance of knowing how to add, What is the equation being formed from the given After the given activity, ask the
subtract, multiply and divide functions? Present the real-life problem? students if they know the rule in
topic to the class. Let the students give an idea. solving rational equations?
From the given equations by the students let the Fill up the table below with the different allotment Rules in Solving Rational Equation:
students do the activity on the operations and amounts for different values for the number of 1. Eliminate the rational expressions
composition of functions. children: No. of children (x) and Allocated Amount in the equation by multiplying both
(y)
sides of the equation by LCD.
X 1 2 5 1 2 5 1
2. Solve the equation.
0 0 0 0 0 0 0
0 0 0 0 3. Check your solution.
0
y
Group the students into five. They will give their own Provide some examples of algebraic expressions Give examples to the students.
equations and let them do the following: and have the class identify if they if they are Examples:
Group 1 : Addition of Function rational function, rational equation or rational Solve for x.
Group 2: Subtraction of Function inequality and have them explain their reasoning. 1. ¾ = x/4
Group 3 : Multiplication of Function Identify the following given expressions Answer:
Group 4: Division of Function wether rational equation, rational inequality or x=3
Group 5: Composition of Two Functions rational function. Since the denominator of each
1. 3/x = x/4 (rational eq.) expression is the same, the
2. X+2/8 = ¾ (rational eq.) numerators must be equivalent as
3. x+1/x-5 <5 (rational ineq.) well. This means that x = 3
4. f(x) = 1/x (rational function) Solve the equation:
5. y = x+2/ x-2 (rational func.)
6. 1/x-5 >-2 (rational ineq.)
2.
Solution:
GENERAL MATHEMATICS

E. Discussing new concepts and
practicing new skills # 2
Jennelyn D. Jacinto
Tell the students that evaluating functions will
not limit to numbers but they can use variable
to represent x.
x+2=6
x=4
 Multiply the whole equations
by the least common
denominator (LCD)
 Simplify
 Solve for x
Check the solution by substituting
4 for x in the original equation.
4+2 = 3
8 4
6 =3
8 4
3= 3
4 4
From the given activity they will choose a reporter to Ask the students to give a summary on the Rules In Solving Rational Inequality.
give the steps on how they perform their assign difference between the rational function, rational 1. Write the inequality with a single
operations. equation and rational inequality. rational expression on the left-
hand side of the inequality.
2. Determine the meaningful
numbers by setting the
numerator equal to zero and
setting the denominator equal to
zero.
3. Use the meaningful numbers to
separate the number line into
intervals.
4. Test for the meaningful
numbers if they make the
inequality true or false. If true,
then they are part of the
solution. If false, then they are
not part of the solution.
- Get the values in each interval and
substitute these into the inequality.
- If the test value makes the
inequality true, then the entire
interval is a solution to the inequality
- If the test value makes the
inequality false, then the entire
interval is not a solution to the
inequality.
5. Express the answer in interval
notation
GENERAL MATHEMATICS
F. Developing mastery
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Jennelyn D. Jacinto
Give more examples of evaluating functions
using variable to represent x.
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?
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,
The teacher will check their outputs and let the other
1. Ask the students to share their ups and downs in Examples:
members of the group will do the “gallery walk”. their lives and relate to the lesson about rational Solve the given inequality. Show the
inequality and rational equality. number line.
1. x+1 ≤ 0
x-5
Solution:
x+1 ≤ 0
x-5
x = -2 x=0 x=6
1 False -1 True 7 False
7 5
I IIIIIIIO I I .
-3 -2 -1 0 1 2 3 4 5
6 7
We need regions that make the
rational expression negative. We
avoid x = 5 since that gives division
by zero.
The solution for this inequality is,
Set builder notation: -1 ≤ x < 5
Interval Notation: [ -1, 5)
Let the students formulate a conclusion on how to Give a real-life problem to the students. An object Present the real-life problem to the
add, subtract, multiply, divide and the composition of is to travel a distance of 10 meters. Express students.
functions. velocity v as a function In an inter-barangay basketball
v(t) of travel time t, in seconds. league, the team from Barangay
Create a table showing the value of v when t is candabong has won out of 25
1,2,3,4 seconds. games, a winning percentage of
48%. How many games should
they win in a row to improve their
win percentage to 60%.
Solution:
12 + x = 0:6
25 + x
12 + x = 0.6(25 + x)
12 + x = 0.6(25) + 0:6x
x- 0.6x = 15 - 12
0.4x = 3
x = 7.5
Let f and g be functions.  A rational function is a function of the Tell the students the following
form f(x) = important points to remember.
(a) Their sum, denoted by f + g, is the function p(x)  To solve an equation or inequality
denoted by (f + g)(x) = f(x) + g(x). q(x) in one variable such as x means
where p(x) and q(x) are polynomial functions, and to find all values of x for which the
(b) Their difference, denoted by f - g, is the function q(x) is not the zero function (i.e., q(x) ≠ 0). The equation or inequality is true.
GENERAL MATHEMATICS

I. Evaluating learning
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%
Jennelyn D. Jacinto
we write f(a).
Evaluate the following functions:
1. g(x) = x2 – 2x + 2 , find g(-4)
2. f(x) = 2x + 1 find f(1)
x-1
3. r(x) = 2x + 1, find r(3x -1)
4. q(x) = x2 – 2x + 2, find q(3x+3)
Give this problem to the students 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?
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.
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
denoted by (f - g)(x) = f(x) - g(x).
(c) Their product, denoted by f . g, is the function
denoted by (f . g)(x) = f(x) . g(x).
(d) Their quotient, denoted by f/g, is the
function denoted by (f/g)(x) = f(x)/g(x),
excluding the values of x where g(x) = 0.
Do the following operations given that
F(x) = x2 + 5x + 4
G(x) = x2 + 2x – 8
1.( f+ g) (x)
2. (f – g) (x)
3. (f.g) (x)
4. (f/g) (x)
5. (f o g)(x)
6. (g o f) (x)
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
domain of f(x) is all values of x where q(x) ≠ 0.
 A rational expression is an expression
that can be written as a ratio of two
polynomials.
 Rational Inequality is an inequality
involving rational expressions.
Determine whether the given is a rational function,
a rational equation,
a rational inequality.
1. y = 5x3 – 2x = 1
2. 8/x – 8 = x
2x – 1
3. x-1= x3
X+1
4. 6x – 5/x+3 ≥ 0.
How to solve rational equations? rational
inequality?
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
Solve the following rational equation
and inequality. Using ½ sheet of
paper.
1. 6 + 4 = - 5
x
2. X–9 ≤ 3
3x + 2
Let the students write on their journal
notebook their insights on what they
have learned on the lesson.
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
GENERAL MATHEMATICS
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
Grade 11 GENESIS - __________ Grade 11 GENESIS - __________
Total No. of Students _______ Total No. of Students _______
Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________
Total No. of Students _______ Total No. of Students _______

D. No. of learners who continue

to require remediation Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

E. Which of my teaching
strategies worked well? Why
did these works?
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: 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