School INFORMATIC COMPUTER INSTITUTE Grade Level 11

DAILY LESSON Teacher Learning

FILOMENO SILDO JR. MATHEMATICS
LOG Area
Teaching Dates and Time Week 3 Quarter 1

Day 1 Day 2 Day 3 Day 5

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 functions.

B. Performance Standards The learner is able to accurately construct mathematical models to represent real- life situations using functions.
C. Learning Determines the: Graphs rational functions. Solves problems involving Solves problems involving rational functions,
Competencies/Objectives (a) intercepts, (b) zeroes; M11GM –Ic-2 rational functions, equations, equations, and inequalities. M11GM-Ic-3
and (c) asymptotes of and inequalities. M11GM-Ic- Solves problems involving rational
rational functions. 3 inequalities. M11GM – Ic-3.2
M11GM-Ic-1 Solves problems involving
rational equations. M11GM
– Ic-3.1
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
pages
2. Learner’s Materials
pages
3. Textbook pages General Mathematics by General Mathematics by 1. GENERAL 1. GENERAL MATHEMATICS by Orlando
 Frelie B. Tan- Faylogna pp. Frelie B. Tan- Faylogna pp. MATHEMATICS A. Oronce pages 57 – 76
47- 59. 62-68. by Orlando A. 2. CollegeAlgebra by aul Rees et al pages 117
Oronce pages 57 – – 122
76 3. General Mathematics TG by Orlando
2. CollegeAlgebra by Oronce pages 39– 41
Paul Rees et al 4. MSA Advanced Algebra by Gerard Alferez
pages 117 – 122 pages 44 -45
3. General
Mathematics TG by
Orlando Oronce
pages 39– 41
4. MSA Advanced
Algebra by Gerard
Alferez pages 44 -
45

4.
5. Additional Manila Paper, pentel pen. Manila paper, pentel pen
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Let the students give the Recall on how to find the x Ask the students if they have Have a recall on the previous topic. What you
lesson or presenting other properties of rational and y- intercept, asymptotes their own real life situations have learned yesterday on our activity?
the new lesson functions. and the domain and range of that involves rational
rational functions. equations. Let them prepare
their problems to be used in
the group activity.
B. Establishing a Present to the students the What are the steps in What are the steps in solving Give the difference of rational equation and
purpose for the zeroes of rational function, sketching the graph of a word problems? rational inequality. (Call a student to answer it
lesson x- intercept, y- intercept and rational function? What is the importance of orally.)
asymptote. finding solutions in our own
problems?
C. Presenting Let the students find the x The class is given two The teacher will present the Present the given problem that involves
examples/instances and y intercepts of the rational functions. They will topic on solving problems rational inequality.
 of the new lesson following rational functions. use their prior knowledge on involving rational equations. A box with a square base is to have a volume
1. f(x) = x + 2 finding the intercepts, of 8 cubic meters. Let x be the
2x – 1 asymptotes, zeroes that will length of the side of the square base and h be
2. f(x) = 1 lead them in sketching the the height of the box. What are the possible
x graph. measurements of a side of the square base if
the height should be longer than a side of the
square base?

D. Discussing new Guide the students in Given the rational functions: Let the students go to their Discuss the same on what are the steps in
concepts and solving for the x and y 1. f(x) = 1/x respective group. They will solving word problems.
practicing new skills intercept. 2. f(x) = 1/x2 prepare a short yell to
#1  To find the x – The class is divided into four recognize them if they are
intercept, equate groups. called for reporting.
then function to
zero, then solve for
x , so the x –
intercept is a point
whose coordinate is
(x,0).
 To find the y-
intercept, let x
equals zero, then
solve for y, so the y-
intercept is a point
whose coordinate is
( 0,y).
E. Discussing new Give additional concept to They will be assigned on From the members of the Guide the students to answer the problem.
concepts and the students that the zeroes their task. group, they will choose two
practicing new skills of rational functions are Group 1 will determine the given problems and they
#2 values of x that makes the preliminary activity of will give the solution written
function or y equals zero. sketching the graph like in the manila paper.
Let the students identify the finding the x and y –
x and y intercept of the intercept, vertical and
given rational function horizontal asymptotes and
given earlier. zeroes of number 1.
Group 2 will also do the
preliminary activity for
 number 2.
Group 3 will make a table of
values and sketch the graph
of number 1.
Group 4 will make a table of
values and sketch the graph
of number 2.
F. Developing mastery How to solve the vertical All the outputs will be posted The students will prepare In their respective group, they will formulate
(Leads to Formative asymptote? on the board. For Group 3 themselves for their report their own word problems that involves rational
Assessment)  Equate the and Group 4 let the students and also they will prepare inequality.
denominator to zero, observe the graph, let the their output by group.
then solve for x. students find the difference
 To determine the and let them determine the
horizontal domain and the range of the
asymptote, compare graph.
the degree of the
numerator with the
degree of the
denominator.
 If the degree of the
numerator is less
than the degree of
denominator then
the graph of f has
the line y = 0 or the
x – axis as
horizontal
asymptote.
 If the degree of
numerator and
denominator are
equal then the
graphof f has the
line y = a
b
where a is the
leading coefficient
 of the numerator and
b is the leading
coefficient of the
denominator.
 If the degree of
numerator is greater
than the degree of
denominator then
the graph of f has no
horizontal
asymptote.
G. Finding practical The teacher will ask the The students have their The group will choose their Let them appreciate the importance of finding
application of students the following “gallery walk” in which they reporter and will report it to solutions to any probems encountered in real
concepts and skills questions: will move from one group to the class. (Rubrics is used.) life.
in daily living 1. Do you have electricity another to observe how it is How we are going to cope our everyday
connection at home?. perform. problems?
2. How about your
neighbors?
3. How much do you
consume in your electricity
monthly? How about
your neighbor? Your
relatives? Were you able
to compare? Is there a
difference? Why do you
think there is?
5. How will you assess the
difference of electricity
consumption in each
household?
H. Making  To find the x – To graph rational functions, Steps in Solving Steps in Solving Word Problems
generalzations and intercept, equate factor the numerator and Word Problems Applications
abstraction about then function to denominator(if necessary), Applications 1. Read the problem carefully and make sure
the lessons. zero, then solve for find the intercepts:*x - 1. Read the problem the situation is thoroughly understood.
x , so the x – intercepts:zeros of the carefully and make 2. Identify the quantities, both known and
intercept is a point numerator y - intercept: f(0), sure the situation is unknown, that are involved in the problem.
whose coordinate is Find the vertical asymptotes thoroughly 3. Select one of the unknown quantities and
 (x,0). (determine the zeros of the understood. represent it by a variable (letter), and then
To find the y- denominator, find the 2. Identify the express any other unknown in terms of this
intercept, let x horizontal or oblique(slant quantities, both variable, if possible.
equals zero, then asymptotes). Then, plot and known and 4. Search the problem for information that tells
solve for y, so the y- graph the function unknown, that are what quantities or combination of them are
intercept is a point involved in the equal.
whose coordinate is problem. 5. Often, making a sketch help us to carry out
( 0,y). 3. Select one of the the steps.
For determining the unknown quantities 6. Write an equation using the algebraic
asymptotes: and represent it by a expression in the fifth step. Carrying through
 Equate the variable (letter), calculations with the initial guess sometimes
denominator to zero, and then express helps to clarify the relationship between
then solve for x. any other unknown variables.
in terms of this 7. Solve the equation obtained the sixth step.
 To determine the variable, if possible. 8. Check the solution in the original problem.
horizontal 4. Search the problem This step is critical since we want our solution
asymptote, compare for information that of the focus problem rather than the equation
the degree of the tells what quantities we write.
numerator with the or combination of
degree of the them are equal.
5. Often, making a
denominator.
sketch help us to
 If the degree of the carry out the steps.
numerator is less 6. Write an equation
than the degree of using the algebraic
denominator then expression in the
the graph of f has fifth step. Carrying
the line y = 0 or the through
calculations with
x – axis as the initial guess
horizontal sometimes helps to
asymptote. clarify the
 If the degree of relationship
numerator and between variables.
denominator are 7. Solve the equation
obtained the sixth
equal then the
step.
graphof f has the
 line y = a 8. Check the solution
b in the original
where a is the problem. This step
leading coefficient is critical since we
of the numerator and want our solution of
b is the leading the focus problem
coefficient of the rather than the
denominator. equation we write.
 If the degree of
numerator is greater
than the degree of
denominator then
the graph of f has no
horizontal
asymptote.

I. Evaluating learning Determine the x and y –
intercepts, zeroes and
vertical and horizontal
asymptotes of the given
rational functions.
1. f(x) = x
2x + 1
2. f(x) = 2x2 – 3x + 1
X -2
Sketch the graph of Solve the given word Let the students solve the given inequality.
the given rational problem: 1. Mrs. Reyes wanted to buy a broom sticks
functions. 1. Josephine can for P25.00 each. The broom stick cost
1. f(x) = 1/x + 3 complete typing the P25.00.However, if she order more than 15
2. f(x) = 3x / x +2 research project in 6 broom sticks, it will be marked down to
days while Cynthia can P22.00. How much she will pay if she will buy
complete it in 4 days. 12 broom sticks? 30 broom sticks?
If they both work on
the same research
project together, how
long will it take them
to do the research
project?
2. A square-base water
tank can hold a volume
of 27 cubic meters
when full.
Let x be the length of
the side of the square
base and h be the
height of the water
 tank .What are the
possible measurements
of a side of the square
base tank its height
should be longer than a
side of its base?

J. Additional activities Explain the significance of Give a real life problems that The teacher may give There will be no additional activities to be
for application or asymptote in real life by can be solved using the additional activities or not done at home.
remediation showing situations. concept of rational function. depending on the
understanding of the
students.

REMARKS

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?

Prepared by: Checked and Reviewed by:

FILOMENO SILDO JR. ALBERTO N. CONDOLON

SHS-Teacher School Administrator