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 4 (September 18 – September 22, 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 The learners demonstrate
key concepts of functions. concepts of functions. key 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.
Represents real - life situations using one – Determine the inverse of a one-one function. Represents an inverse function through its: Finds the domain and range of an
one functions. M11GM-Id-1 M11GM-Id-2 (a) table of values, and (b) graph. M11GM- inverse function. M11GM-Id-4
Id-3
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.
66-67 69-75 77-86
60-61 62-67
General Mathematics by Frelie B. Tan-
General Mathematics by Oronce, pp. 40-45
Faylogna pp.76-79.
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.
Let the students recall on the concepts of Ask the students if they still remember table of Review: What is the inverse function of the The students are given jumbled
one- one function. Let them give examples values that represent one-one function. following: words and let the student come to
showing one- one relationship? 1.{(1,2), (2,4), ( 3,6), (4,8) } answer using the same group.
2.{(mom,dad), (sis,bro), ( tito, tita) } The first group to answer with the
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
E. Discussing new concepts and
practicing new skills # 2
Jennelyn D. Jacinto
What is the importance of having one- one
relationship?
Give a real-life situation to the students
and let them identify if the given relation
is a function and if it is a function
determine whether it is one- one. (The
teacher may refer to TG p.64-67.)
Tell the students that A function f(x) is a
one-one function if no two elements in the
domain of f corresponds to the same
element in the range of f.
Let the students go to their respective
group. They will choose a real-life
situation in the community that shows
The concepts of one- one function is important
for the next lesson because a function has an
inverse if it is one- one.
Give an example of a table of values in the
board.
Consider the table of values for the function
given by the equation y = 2x - 1 given below:
X - - - 0 1 2 3
3 2 1
y - - - - 1 3 5
7 5 3 1
Let the students interchange the values of x and
y in the given table of values and they will
create a new equation from the table of values.
The students will be given another function in a
form of equation, and they will analyze how to
get the inverse of this equation.
Describe the coordinates of your answer in 1
and 2.
Ask the students if they have an idea on how
to graph the inverse of the given function.
Present a word problem that will guide the
students.
Cooperative Learning (Group of 5) Present a
Situation: Rey’s Mother is a domestic helper
in Hong Kong. He wants to buy books for his
study. She sent dollars for the requirements.
The exchange rate was 1.00 $ to P 44.00.
Complete the table by converting Dollar into
pesos.
$ 1 5 10 50 100
P
The students will answer the given guide
questions:
1. State the procedure you performed on the
number of Hong Kong dollars to obtain the
number of pesos.
2. Let p represent pesos and d represent
dollars. Write an equation for the function
that dollars as input and pesos as output.
3. Write an equation that converts pesos to
the dollars using the equation in (c).
4. Switch the role of P and $.
The students will present the table of values
of the original function and its inverse. Let
the students find the difference.
highest number of correct are
declared winner.
Fucnoint- the set of ordered pairs
such that for every x, there
correspond a unique y.
Mainod- the x- value of the
ordered pair
Geran- the y- value of the ordered
pair
Serevin- a function that is derived
from a given function by
interchanging the 2 variables, x
and y
After the preliminary activity the
group is given set of equations
and let them give the inverse of
the function.
The students will make a table of
values from the given equations
and its inverse.
The students will give the domain
and range of the given inverse
equations.
After knowing the value of its
domain and range of the inverse
function, let the students draw the
GENERAL MATHEMATICS

F. Developing mastery
G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
one-one function.
The students will act on the situation and
present it to the class by group.
The students will realize that there are
many situations in real life that shows one-
one functions.
A function f(x) is a one-one function if no
two elements in the domain of f
corresponds to the same element in the
range of f.
Let the students have their own ways to get the
inverse of the function. The students may use
different strategies as long as they arrive in the
correct answer.
Let the students give a mapping diagram of
real-life situations that illustrates inverse
functions.
Let f be a one-to-one function with domain A
and range B. Then the inverse of f, denoted f-1,
is a function with domain B and range A
denoted by f-1(y) = x if and only if f(x) = y for
any y in B.
To find the inverse: Follow the following steps:
1.Replace f(x) with y
2.Interchange x and y
3.Solve for the new y from the equation in
step 2.
4. Replace the new y with f-1(x).
From the table of values, let the students
sketch the graph of the original equation and
on the inverse equation. (The teacher may
call a student to do this and let the other
students observe.)
The students will observe the two graphs
presented on the board and they will write
what their own insights from the lesson.
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 of the two.
From the given graph, the teacher
will ask the following questions:
1. What is the relationship of
the domain of the given
function to the range of its
inverse function?
2. What is the relationship of
the range of the given
function to the domain of its
inverse function?
The students will have their own
understanding on the concept of
inverse function, and they will
relate it to the real-life.
1. Define and give examples of
an inverse function.
2. Identifying the domain and
range of an inverse function.
3. Find the relationship of the
domain of the given function
to the range of its inverse
function?
4. Find the relationship of the
range of the given function
to the domain of its inverse
function?

I. Evaluating learning Identify if the given real- life situations Determine the inverse of the following Determine the inverse of the following table Fill up the table with the correct
represent a one- one function. functions if there’s any. of values and graph. range of the function:
1. Books to Authors 1. M(x) = x +2 (1) 1. F (x) = x – 10
2. SIM cards to cell phone numbers 2. R(x) = (x + 3)2 X 20 30 50 100 X 1 1 1 1
Y 68 86 122 212 0 1 2 3
3. True or False Questions to answers 3. D(x) = 2x – 7
(2) F
4. A mother and father relationship 4. f(x) = 2x + 1 ( x)
3x - 4 X 3 -3 -6 6
y 2 -1 3 -1 2. F (x) = 2x + 1
(3) (4) X 1 2 3 4
. F
( x)

Fill up the table with the correct

domain of the function:

3. F (x) = x + 10
X
Jennelyn D. Jacinto 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
Jennelyn D. Jacinto
Which of the following relations is a one-
to-one function?
1. {(0,0), (1,1), (2,8), (3,27), (4,64)}
2. {(-2,4), (-1,1), (0,0), (1,1), (2,4)}
3.{(0,4), (1,5), (2,6), (3,7), ... (n, n+4),...}
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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Determine if f and g are inverses of each other.
1. f(x) = 3x +5, g(x) = x-5
3
2. f(x) = x3, g(x) = 3√x
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. F
Let the students make their own table of
values and let them draw the graph.
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0 1 2 3
(x)
4. F (x) = x – 1 / 2
X
F (x) 3 5 7 9
It is optional for the teacher to
give additional activities.
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GENERAL MATHEMATICS
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