GRADES 1 to 12 School Grade Level 11

DAILY LESSON Teacher Learning Area MATHEMATICS

LOG
Teaching Dates and Time Week 4 Quarter 1

Day 1 Day 2 Day 3 Day 4

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 inverse functions, exponential functions, and logarithmic
functions..
B. Performance The learner is able to apply the concepts of inverse functions, exponential functions, and logarithmic functions to
Standards formulate and solve real-life problems with precision and accuracy.
C. Learning Represents real - life Determine the inverse of a Represents an Finds the domain and range
Competencies/Objectives situations using one – one-one function. M11GM- inverse function of an inverse function.
one functions. M11GM- Id-2 through its: M11GM- Id-4
Id-1 (a) table of values, and (b)
graph. M11GM-Id-3
II. CONTENT FUNCTIONS AND THEIR GRAPHS.
III. LEARNING RESOURCES
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 66-67 69-75 77-86
pages
2. Learner’s 60-61 62-67
Materials pages
3. Textbook pages General Mathematics by General Mathematics by
Frelie B. Tan- Oronce, pp. 40-45
Faylogna

4. pp.76-79.
 5. Additional
Materials from
Learning Resource
(LR) portal
B. Other
Learning
Resources
IV. PROCEDURES
A. Reviewing Let the students recall Ask the students if they still Review: What is the The students are given jumbled
previous lesson or on the concepts of one- remember table of values inverse function of the words and let the student come to
presenting the new one function. Let them that represent one-one following: answer using the same group.
lesson give examples showing function. 1.{ (1,2) , (2,4), ( 3,6), The first group to answer with the
one- one relationship? (4,8) } highest number of correct are
2.{ (mom,dad), (sis,bro), declared winner.
( tito, tita) } Fucnoint- the set of ordered pairs
Describe the such that for every x, there
coordinates of your correspond a unique y.
answer in 1 and 2. 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

B. Establishing a What is the The concepts of one- one Ask the students if After the preliminary activity the
purpose for importance of having function is important for they have an idea on group is given set of equations and
the lesson one- one relationship? the next lesson because a how to graph the let them give the inverse of the
function has an inverse if it inverse of the given function.
is one- one. function.
C. Presenting Give a real life situation Give an example of a table The students will make a table of
examples/instances to the students and let of values in the board. Present a word values from the given equations
of the new lesson them identify if the Consider the table of problem that will and its inverse.
given relation is a values for the function guide the students.
function and if it is a given by the equation y = Cooperative Learning
function determine 2x - 1 given below: (Group of 5) Present a
whether it is Situation: Rey’s Mother
 one- one.(The X -3 -2 -1 0 1 2 3
is a domestic helper in
y -7 -5 -3 -1 1 3 5
teacher may refer to Hong Kong. He wants to
TG p.64- 67.) buy books for his study.
She sent dollars for the
requirements. The
exchange rate was 1.00 $
t o P 4 4. 00 .
C o m p l e t e the table by converting Dollar into
pesos.
$ 1 5 10 50 100

D. Discussing new Tell the students Let the students The students will answer The students will give the domain
concepts and that A function f(x) interchange the values of x the given guide and range of the given inverse
practicing new is a and y in the questions:
skills #1
equations.
one-one function given table of values and 1. State the procedure
if no two elements they will create a new you performed on the
in equation from the table of number of Hong
the domain of f values. Kong dollars to
corresponds to the obtain the number of
same element in the pesos.
range of f. 2. Let p represent pesos
and d represent dollars.
Write an equation for
the

finupnuc tiaondthpaetsdo
os lalasrs as output.
3. Write an equation
that converts pesos to
the dollars using the
equation in (c).
4. Switch the role of
P and $.

E. Discussing new Let the students go to The students will be given The students will present After knowing the value of its
 concepts and their respective group. another function in a form the table of values of domain and range of the inverse
practicing new They will choose a of equation and they will the original function function, let the students draw the
skills #2 real life situation in analyze how to get the and its inverse. Let the graph of the two.
the community that inverse of this equation. students find the
shows one-one difference.
F. Developing function. Let the students have their From the given graph, the
mastery The students will act on From the table of values,
(Leads to own ways
inverse to get
of the the
function. The teacher will ask the following
the students
Formative it tosituation
the classand present
by group. let
the the students
graph of thesketch
original questions:
Assessment) may use different strategies 1. What is the relationship of
equation and on the
as long as they arrive in the domain of the given
inverse equation.. (The
the correct answer. function to the range of
teacher may call a
its inverse function?
student to do this and
2. What is the relationship of
let the other students
the range of the given
observe.)
function to the domain of
its inverse function?

G. Finding practical The students will realize Let the students give a The students will The students will have their own
application of that there are many mapping diagram of real observe the two graphs understanding on the concept of
concepts and situations in real life that life situations that presented on the board inverse function and they will
skills in daily shows one- one illustrates inverse and they will write relate it to the real-life.
living functions. functions. what their own insights
from the lesson.
A function f(x) is Graphing inverse 1. Define and give examples
H. Making a one-one Let f be a one-to-one functions of an inverse function.
generalizations function if no function with domain A Given the graph of a 2. Identifying the domain and
and abstraction two and range B. Then the
inverse of
about the lessons. range of an inverse function.
elements in of
the domain f,
denoted f-1, is a function one-to-one
graph of itsfunction, the
inverse can 3. Find the relationship of the
f
with
corresponds to domain B and range A y be obtained by reflecting the graph about
the same element denoted by f-1(y) = x if and 2.Interchang the line y = x.
in the range of f. only if f(x) = y for any y in e x and y
B. 3. Solve for
To find the inverse: Follow the new y
the following steps: from the
1. Replace f(x) with equation in
 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?
 step 2.
4. Replace
the new y with f'(x).
I. Evaluating Identify if the given real- Determine the Fill up the table with the correct
learning life situations represents inverse of the range of the function :
a one- one function. following table of 1. F x = x — 10
X 10 II 12 13
th ues and graph. F (xi
phone numbers X 20 30 50 100
Determine the inverse of the 2. F x = 2x + 1
3. True or False Y 68 86 122 212 X 1 2 3 4
Questions to answers following functions if (2) F ( x)
4. A mother and father there's any. X 3 -3 -6 6
relationship 1. M(x) = x +2 y 2 -1 3 -1 Fill up the table with the correct
2. R(x) = (x + 3)2 (4) domain of the function :
3. D(x) = 2x — 7
4. f(x) = 2x + 1
3x - 4

4. F x = x — 1 / 2
X
F ( x) 3 5 7 9
J. Additional Which of the following Let the students make It is optional for the teacher to
activities for relations is a one-to-one their own table of values give additional activities.
application or function? and let them draw the
remediation
8,lJf?1:t\}) (2') 2. f(x) = x' , g(x) = 'lx 3
graph.
2. {(-2,4), (-
1,1).(0,0),(1,1),(2,4)}
3.
{(0,4),(1,5),(2,6),(3,7),...(
n,n+4),...}
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?