General Mathematics Grade 11:

GENERAL MATHEMATICS 11
REPRESENTING ONE-TO-ONE FUNCTION AND DETERMINING ITS INVERSE
(A Detailed 7E’s Lesson Plan for Senior High School)

Content Standard
The learner demonstrates understanding of key concepts of inverse functions, exponential
functions, and logarithmic functions.
Performance Standard
Is able to apply the concepts of inverse functions, exponential functions, and logarithmic
functions to formulate and solve real-life problems with precision and accuracy .
Learning Competencies
Determines the inverse of a one-to-one function. M11GM-Id-2

I. Objectives
At the end of the lesson, the students must be able to:
 K: define inverse of a one-to-one function;
 S: solve the inverse of a one-to-one function; and
 A: share honestly real-life situations that can be
represented using one-to-one functions.
II. Subject Matter
Topic : INVERSE OF A ONE-TO-ONE FUNCTION
References : Week 4 LAS, MELC in Grade 11.
“determines the inverse of a one-to-one function.”
Web Resources: https://www.youtube.com/watch?v=5BpPH5Nswuw&t=75s
Materials : laptop, projector/TV, activity sheets, board, marker timer
Time : One session (60 minutes)
Strategy : Constructivism,Collaborative Learning, Guide-Discovery
Method, 7E’s Approach
Pre-requisites : Knowledge on solving problems involving rational
functions, equations, and inequalities.
Subject Integration: Oral Communication Uses various strategies in order to
avoid communication breakdown. EN11/12OC-Ia-6

Inquiries, Investigations and Immersion

Gathers and analyzes data with intellectual honesty
using suitable techniques.

Disciplines and Ideas in the Applied Social Sciences

Value rights, responsibilities, and accountabilities
HUMSS_DIASS 12-If-22

Lesson Plan in Grade 11 - GenMath _ Teacher: Ms. HYDEILYNN CORTES

General Mathematics Grade 11:

III. Procedure
Teacher’s Activity Student’s Activity
A. Daily Activities
1. Prayer (All pupils pray)
2. Greetings “Good morning, Ma’am”
3. Attendance Check & Energizer (Secretary reports)

Indicator 3
Use effective verbal and non-verbal classroom communication
strategies to support learner understanding, participation,
engagement and achievement
Indicator 4
Establish safe and secure learning environments to enhance
learning through the consistent implementation of policies,
guidelines and procedures

Integration:
Oral Communication Uses various
strategies in order to avoid communication
breakdown. EN11/12OC-Ia-6

4. Classroom Management
- Remind the learners about the classroom
rules/norms.
“Class, before we begin our lesson for today
I’d like to inform everyone that I am using a
tracking device called GPS-MP to record
your Performance Task. This GPS-MP or
Group Participation Secretariat - Manila
Paper will keep your class participation
recorded”.
“Later, all group-related activities shall be
recorded for today’s class participation”.
“none, ma’am?”
Questions?”
“Having no questions, then let us proceed
with our review”

B. ELICIT
“I want you to look under your chair because
something’s pasted there. A sticker with
different shapes and colors. Did you find it?
“yes, ma’am”
“Those who got a sticker with a heart are very
lucky because they got a card from me with a
message on it.”

“Who is the first receiver?

Card 1

Lesson Plan in Grade 11 - GenMath _ Teacher: Ms. HYDEILYNN CORTES

General Mathematics Grade 11:

“What was our lesson yesterday?

“one student will answer”
Excellent! Next!
Card 2 “one student will answer”
Card 3 “one student will answer”

Wow! Those answers were just so perfect; I

can tell you’re ready for the new topic.

C. ENGAGE
Now, class I have here pictures, you are going to
unlock the terms that will relate to the picture.

“student’s will answer”

Answer: ONE TO ONE FUNCTION

Class, based in our activity what do you

think is our lesson today?

“ONE TO ONE FUNCTION”

Very good! Our topic is all about
“ONE-TO-ONE FUNCTION”.

Before we proceed, let’s read first our

lesson objective.

At the end of the lesson, the students must be

able to:
 K: define inverse of a
one-to-one function;
 S: solve the inverse of a
one-to-one function;
and
 A: share honestly real-
life situations that can
be represented using
one-to-one functions.

Lesson Plan in Grade 11 - GenMath _ Teacher: Ms. HYDEILYNN CORTES

General Mathematics Grade 11:

D. EXPLORE
Indicator 1
Apply knowledge of content within and
across curriculum teaching areas

Integration:
Inquiries, Investigations and
ImmersionGathers and analyzes
data with intellectual honesty using
suitable techniques.

Indicator 6
Maintain learning environments that nurture and inspire
learners to participate, cooperate and collaborate in
continued learning**

“Math Dilemma” (10minutes)

Class, you will be grouped based on the
color of the shapes that you saw under your
table.

Proceed to your group, class.

Indicator 7
Apply a range of successful strategies that maintain learning
environments that motivate learners to work productively by
assuming responsibility for their own learning**

Now that you’re in your group I would like you

to pinpoint:
1 Leader
1Secretary
1 Timekeeper
1 Reporter
Data Managers

Leaders, come and get your activity kits

Group 1 GREEN
Group 2 BLUE
Group 3 RED

Indicator 8 “complete ma’am”

Design, adapt and implement teaching strategies that are
responsive to learners with disabilities, giftedness and
talents***

Open your kits. Inside it, you will find your

instructions, your activity sheets, and rubrics.
Kindly check if it is complete.

(Differentiated instruction and the need to integrate

teaching and practice. Huong l. Pham, 2011)

Lesson Plan in Grade 11 - GenMath _ Teacher: Ms. HYDEILYNN CORTES

General Mathematics Grade 11:

“Math Dilemma” – Rubrics

Group Color:__________________________
Category Score
Two or more
A. Correctness of All recorded data One recorded data
recorded data are
Data are correct. is incorrect.
incorrect.
Presented well by Presented fairly by Not prepared in
Presentation
B. the Reporter. the Reporter. the presentation.
Two or more
All members One member did
C. Cooperation members did not
cooperated. not cooperate.
cooperate.
The group was
The group was The group was
D. Promptness done before time
done on time. done late.
limit.
Group’s Total Score:

(See attached activity sheets per group)

Lesson Plan in Grade 11 - GenMath _ Teacher: Ms. HYDEILYNN CORTES

General Mathematics Grade 11:

Teacher’s Activity Student’s Activity

Time is up! Leader’s kindly paste your

group work.”

“Presentation of outputs”
(By group)
“Class, I am so happy that you’ve got a
very good presentation.”

“ A GOOD JOB clap for everyone.

(GOOD JOB clap)

E. EXPLAIN

Indicator 5
Maintain learning environments that promote fairness,
respect and care to encourage learning

Integration:
Disciplines and Ideas in the Applied Social
Sciences Value rights, responsibilities, and
accountabilities HUMSS_DIASS 12-If-22

HOTS QUESTIONS:
“Class, how was the activity?”
(Group 1,2,3)
(it was great ma’am)
Do you find it easy or difficult?
(Easy ma’am)
Where did you find it difficult?
(student will answer)
Who can define a one-to-one- function?
(student will answer)
When can we say that is a one-to-one
function?
(student will answer)
Who can give me an example of a one-
to-one function in a real-life setting?

Who can solve the inverse of a one-to- (student will answer)

one function?
𝑓 = {(1, −3), (−1, −7), (2, −1), (−2,9)}
(student will answer)
How about this function?
𝑓(𝑥) = 4𝑥 − 6

Thank you class, for your great

answers.

Lesson Plan in Grade 11 - GenMath _ Teacher: Ms. HYDEILYNN CORTES

General Mathematics Grade 11:

F. ELABORATE
”Now class, go back to your proper seats
and listen attentively to our video
presentation.

Indicator 2
Display proficient use of Mother Tongue, Filipino and English
to facilitate teaching and learning

Video link: https://www.youtube.com/watch?

v=rAtPfph-GNc
You can watch it again in my youtube
channel (HYDEILYNN CORTES)

Our lesson is all about inverse of one-

to-one function.

I know you already know how to

compute it from our activity. But, to
those pupils who did not catch the
activity. I have her some examples.

(teacher will show some examples in

finding the inverse of a one-to-one
function) (Groups got the correct answers)

Now, let’s check your activity.

(None, Ma’am)

Is there any questions? Clarifications?

Very Good!

G. EXTEND
Indicator 9
Adapt and use culturally appropriate teaching strategies to
address the needs of learners from indigenous groups***

Suppose that you have a MANOBO

classmate and he/she is having a hard
time to catch the activities. As a
student, what will you do?
Class, I have here an exercise. Answer
student will answer
it on a ¼ sheet of paper.

Direction: For each of these relations,

determine whether it is a one-to-one
function or not.
1. A public school teacher to his/her employee
number.
2. Car to its plate number.
3. Person to his/her birthplace

Lesson Plan in Grade 11 - GenMath _ Teacher: Ms. HYDEILYNN CORTES

 General Mathematics Grade 11:

H. EVALUATE

Direction:
Find the inverse of each function. Write on ½ crosswise paper.
1) 𝑓(𝑥) = {(4,5), (−1,4), (0,1)}
2) 𝑓(𝑥) = 4𝑥 − 6
3) 𝑓(𝑥) = 𝑥 3 + 1

For checking, the teacher will let her pupils do clockwise or counterclockwise rotations.

IV. ASSIGNMENT

Which among the following functions has an inverse?

1) 𝑓(𝑥) = 2𝑥 3 − 5
2) 𝑔(𝑥) = 3𝑥 − 8
3) ℎ(𝑥) = 1 𝑥 2
4) 𝑘(𝑥) = |𝑥|
5) 𝑙(𝑥) = 𝑥 2 − 6

Prepared by:
HYDEILYNN CORTES
Teacher II

Checked by:

MINERVA A. LIPARANON
Master Teacher I

Lesson Plan in Grade 11 - GenMath _ Teacher: Ms. HYDEILYNN CORTES