School MAYPANGDAN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher RODOLFO MANACHO Learning Area MATHEMATICS

Teaching Dates and (M-Th) September 11-15, 2023 Semester FIRST
Time

Monday-Tuesday Wednesday
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 demonstrate understanding of key concepts of functions.

B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
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
4.
5. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
The learner is able to accurately construct mathematical models to represent real- life situations using functions.
Represents real life situations
using rational functions.
M11GM-Ib-1
Distinguishes rational function,
rational equation, and rational
inequality. M11GM-Ib-2
FUNCTIONS AND THEIR GRAPHS.
General Mathematics Deped
Copy pp. 23-29.
Solves rational equations and
inequalities.
M11GM-Ib-3
General Mathematics Deped Copy General Mathematics Deped Copy pp.
pp. 30-40.
General Mathematics for senior
high school; by Ricardo B. Banigon
JR; et al. pp.25- 30
TG, LM, Cartolina, Pentel pen,
Represents a rational function through Finds the domain and range of a
its: (a) table of values, (b) graph, and rational function.
(c) equation. M11GM –Ib-5
M11GM-Ib-4
41-49.
Soaring 21st Century Mathematics
by Chua et al. pp. 20-23
 Resources
IV. PROCEDURES
A. Reviewing previous lesson (a) The local barangay received a
or presenting the new budget of P100; 000 to provide
lesson medical checkups for
The children in the barangay. The
amount is to be allotted equally
among all the children
in the barangay. Write an equation
representing the relationship of
the allotted amount
per child(y-variable) versus the
total number of children (x-
variable).
B. Establishing a purpose for What is the equation being formed
the lesson from the given real-life problem?
Let the students give an idea.
C. Presenting Fill up the table below with the
examples/instances of the different allotment amounts for
new lesson different values for the number
of children: No. of children (x) and
Allocated Amount (y)
X 1 2 5 1 2 5 1
0 0 0 0 0 0 0
0 0 0 0
0 speed can be
y represented as a function s(x) as
Metacards.
As a review of the previous topic
the students is given metacards
containing rational equation and
inequalities. Let the students
paste the given metacards on the
correct group either it is rational
equation or 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
After the given activity, ask the
students if they know the rule in
solving rational equations?
Rules in Solving Rational
Equation:
1. Eliminate the rational
expressions in the equation by
multiplying both sides of the
equation by LCD.
2. Solve the equation.
3. Check your solution.
As a recall for the previous topic ask the
students on what they remember on
rational function.
Ask the students how we can represent
rational functions using table of values,
graphs, and equations.
Present the given examples to the
students.
 Represent the speed of a
runner as a function of the time
it takes to run 100
meters in the track.
Let x represent the time it takes the
runner to run 100 meters. Then the
follows:
s(x) = 100
Ask the students if they have
researched on what is domain and
range.
What are some properties of
functions?
From the previous topic on
representing rational
functions from table of
values and its graph, can
we determine its domain
and range?
Let the students consider the
rational function:
F(x) = x2 + 7x + 9
X (x -2) (x +5)
(a) The domain of a function is the
set of all values that the variable x
can take.
(b) The range of a function is the set
of all values that f(x) can take.
 x
D. Discussing new concepts Provide some examples of Give examples to the students. After the equation is given let the Tell the students that to determine
and practicing new skills algebraic expressions and have Examples: students create the table of values the domain of rational function is the
#1 the class identify if they if they are Solve for x. based on the given equation. set of all numbers except the x –
rational function, rational equation 1. ¾ = x/4 The table of values for run times from value that make the denominator
or rational inequality and have Answer: 10 seconds to 20 seconds. (The teacher zero.
them explain their reasoning. x=3 may refer to the TG p.42.) In the given equation, the domain of
Identify the following given Since the denominator of each the function is the set of all real
expressions wether rational expression is the same, the numbers, except 0, 2, and -5.
equation, rational inequality or numerators must be equivalent as
rational function. well. This means that x = 3
1. 3/x = x/4 (rational eq.) 4. Solve the equation:
X+2/8 = ¾ (rational eq.) 2. x+2 = 3
2. x+1/x-5 <5 (rational ineq.) 5. 8 4
f(x) = 1/x (rational function) Solution:
3. y = x+2/ x-2 (rational func.) 6. x+2 = 3
1/x-5 >-2 (rational ineq.) 8 4
[ x+2 = 3 ] 8
[ 8 4 ]
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

E. Discussing new concepts Ask the students to give a Rules In Solving Rational From the given table of values, let the Let us consider on how to obtain the
and practicing new skills summary on the difference Inequality. students sketch the graph of the rational range of the given rational function.
#2 between the rational function, 1. Write the inequality with a function. Given: The graph of f(x) = 1
rational equation and rational single rational expression on X
 inequality. the left-hand side of the Let the students sketch the graph.
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 intervals
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
F. Developing mastery Ask the students to share their Examples: From the given graph of rational
(Leads to Formative ups and downs in their lives and Solve the given inequality. Show function let the students observe the
Assessment) relate to the lesson about rational the number line. graph.
inequality and rational equality. 1. x+1 ≤ 0 Is the graph follows a smooth curve?
x-5 Or the graph forms a straight line?
Solution:
x+1 ≤ 0
x-5
x = -2 x=0 x=6 Let the students observe the graph
1 False -1 True 7 False formed. The graph approaches x -
7 5 axis as x tends to positive or
I IIIIIIIO I I .

G. Finding practical Give a real-life problem to the
application of concepts students. An object is to travel a
and skills in daily living distance of 10 meters. Express
velocity v as a function
v(t) of travel time t, in seconds.
Create a table showing the value
of v when t is 1,2,3,4 seconds.
H. Making generalizations  A rational function is a
and abstraction about the function of the form f(x) =
lessons. p(x)
q(x)
where p(x) and q(x) are
polynomial functions, and q(x) is
not the zero function (i.e., q(x) ≠
0). The domain of
f(x) is all values of x where q(x) ≠
-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)
Present the real-life problem to the
students.
 In an inter-barangay
basketball league, the
team from Barangay
candabong has won out
of 25 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
Tell the students the following
important points to remember.
 To solve an equation or
inequality in one variable
such as x means to find
all values of x
for which the equation or inequality
is true.
EXAMPLE 7. Ten goats were set loose
in an island and their population growth
can be approximated
by the function
P(t) = [ 60 ( t + 1)]
t+6
where P represents the goat population
in year t since they were set loose.
(a) How many goats will there be after 5
years?
In representing rational function, we
should:
a. Make an equation if it is not given.
b. Construct a table of values.
c. Sketch the graph from the table of
values.
d. Describe the graph.
negative infinity, but never touches
the x -axis. That is, the function can
take all the real values except 0 .
So, the range of the function is the
set of real numbers except 0
Give the given problem to the
students.
 Past records from a factory
producing electronic
components show that on
average, new
employees can assemble N(t)
components per day after t days of
training. What does it means?
(Even if a person trains for several
days, the maximum number of items
that he
or she can assemble cannot exceed
75.)
The domain of a function f(x) is
the set of all values for which the
function is defined, and
the range of the function is the set
of all values that f takes.
 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.
I. Evaluating learning Determine whether the given is a Represent the rational function f(x) = Find the domain and range of the
rational function, a rational Solve the following rational X2 - 3x - 10 following:
equation, equation and inequality. Using ½ x 1. f(x) = (x+1) (x-2)
a rational inequality. sheet of paper. using a table of values. Plot the (x – 2)
1. y = 5x3 – 2x = 1 1. 6 + 4 = - 5 points given in the table of values and
2. 8/x – 8 = x x sketch a graph by connecting the points. 2. R(x) = 2x2 – 4
2x – 1 2. X–9 ≤ 3 (The teacher may refer to the TG p. 46.) X+5
3. x-1= x3 3x + 2
X+1
4. 6x – 5/x+3 ≥ 0.
J. Additional activities for How to solve rational equations? Let the students write on their As a preparation for the next topic let Let the students find the other
application or remediation rational inequality? journal notebook their insights on the students study domain an range. properties of rational functions aside
what they have learned on the from domain and range.
lesson.
REMARKS

REFLECTION Due to upcoming city fiesta, most of my students are participant in the Padul-ong Festival as performer and/or props men. With these, I need to do some recap on some of the competencies for them to be able to cope
up with missed lessons which are vital and fundamental in learning General Mathematics.

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 by: Noted by:

RODOLFO MANACHO REMEGIO B. AFABLE RENATO D. CATUDAY

Subject Teacher Math Coordinator, MT I School Principal