DAILY LESSON LOG

School: MAHARLIKA NATIONAL HIGH SCHOOL Grade Level: 11

Teacher: RHENAN O. BACOLOD Learning Area: GENERAL MATHEMATICS
Teaching Dates and Time: JUNE 10-14, 2019 Quarter: FIRST
OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
A. Content Standards The learners demonstrate an understanding of key concepts of functions.
B. Performance The learners shall be able to accurately construct mathematical models to represent real-life situations using functions.
Standards
C. Learning represents real-life situations using functions, including piece-wise evaluates a function. performs addition, subtraction, multiplication, division, and
Competencies/ functions. composition of functions
Objectives (with LC Code
for each)
Unpacked LC Differentiate function from Enumerates the Evaluates a function Perform addition and performs multiplication,
relation types of functions subtraction of functionsdivision, and composition of
Determine if function or not functions
II. CONTENT REVIEW ON FUNCTIONS PIECE-WISE EVALUATION OF FUNCTIONS FUNDAMENTAL OPARTIONS OF FUNCTIONS
FUNCTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Materials
from Learning Resources
(LR)portal
B. Other Learning Visual aids, worksheet, ppt, Visual aids, worksheet, ppT Visual aids, worksheet, ppt, Visual aids, worksheet, ppt, Visual aids, worksheet, ppt,
Resources videos videos videos

IV. PROCEDURES
1. ELICIT
A. Reviewing previous Ask the learners to make a recap of Review the past topic Ask one student to answer Recall the last topic by Review the past lesson
lesson or presenting the the about functions and relations the problem below: evaluating the function
new lesson below
ìï2x + 1 x ³1
f (x ) = í 2 g(x) = x3 +2x2 – 3 if x = -1
ïîx + 3 x <1
2. ENGAGE
B. Establishing a All functions are relations but not all Functions can be used to Evaluate functions with
purpose for the lesson relations are functions model real-life situations. utmost accuracy How do perform operations
Identifying an appropriate of functions?
real life model will lead to a
better understanding of
various phenomena.
C. Presenting examples/ Show an example of a female You have a summer job Determine the value of y . Given f(x) = 3x + 2 and g(x) . Given f(x) = 3x + 2 and g(x) =
instances of the new celebrity who is linked to different that pays time and a half using the ff. values of x = 2, = x2 – 5. Find each of the 9x2 +6x+4. Find each of the
lesson male celebrities for overtime. (If you work x=0 following functions. following functions.
more 1. Y = x3 -1
than 40 hours) After that it 2. Y2 = x2 +12 1. (f + g)(x) 1. (f . g)(x)
is 1.5 times your hourly 2. (f – g)(x) 2. (f / g)(x)
rate of 200.00/hr.
3. EXPLORE
D. Discussing new Activity: By Group Discuss the different types Discuss how to evaluate Discuss how to add/subtract Discuss how to multiply/divide
concepts and practicing Assign the groups to one way of of functions and their functions. Give examples functions functions
new skills #1 expressing a function. Let them examples.
decide what category to show the
expression of a function
E. Discussing new Discuss the difference between a Discuss piece-wise function Give board work Give board work Give board work
concepts and practicing function and relation and the ways and its word problems.
new skills #2 in writing a function. Determine also
the domain and range.
4. EXPLAIN
F. Developing Mastery Answer the FUNCTION OR NOT A Answer the worksheet By Pair, Answer the Activity Answer ADD AND SUBTRACT Answer MULTIPLY AND DIVIDE
(Leads to Formative FUNCTION Worksheet entitled PIECE by PIECE Entitled Do you VALUE me? THAT FUNCTION! Worksheet THAT FUNCTION! Worksheet
Assessment)
5. ELABORATE
G. Finding practical What real life situations can we say Give examples of everyday What real-life examples of What real-life examples of
application of concepts it is a function or just a relation? encounters involving the the concept the concept
and skills in daily living concept of piece-wise adding/subtracting functions multiplying/dividing functions
function evident? evident?
H. Making Summarize today’s lesson Let the students write a Answer the 321 Chart Make a generalization of Answer the 321 Chart
generalizations and reflective journal today’s lesson
abstractions about the
lesson
6. EVALUATE
I. Evaluating learning Determine whether each relation is Write equations for the Evaluate the ff. functions: Perform the indicated Perform the indicated
a function or not. Explain your piecewise functions whose 1. g(n) =n3 − 5n2; Find operation operation
reasoning for each. graphs are shown below. g(−4n) f(x)= 3x -4 g(x) = x2 -2x f(x)= x2 +2x - 3 g(x) = x2 -2x + 1
Assume that the units are 1 2. f (n) =n2 − 2n; Find f (n2 ) 1. (f+g)(x) 1. (f.g) (x)
1. {(3,2), (1, -1), (2, -4), (3, -9), for every tic mark. 2. (f-g)(x) 2. (f/g)(x)
(4, -16)}
1.

2.

ì2x, x ³ 0ü
f (x) = í ý
î x, x < 0 þ

2.

3.

4. Add another ordered pair to this ì -2, x ³ -2 ü

relation that would make this not a f (x) = í ý
function anymore. î x + 5, x < -2þ
(5, 4), (8, -1), (7, 3), (0, 5), (10, -2),
and __________
7. EXTEND
J. Additional activities for The following graph tells a story. At 9:00 AM, Christina began Assignment:
application or Write a story that would model this to add water to a swimming Write an essay on probable
remediation graph. Take note of where the pool at the rate of 25 gallons reasons for these the shared
graph begins and ends and what the per minute. When characteristics of the
independent and dependent she began, the pool mitochondria and the
variables are. contained 80 gallons of chloroplast. Learners shall
water. Christina stopped submit a handwritten essay on
 adding water to the pool at the Endosymbiotic Theory
4:00 PM. and how it explains the
Let g be the number of similarity between the
gallons of water in the pool mitochondria and chloroplast.
and t be the number of
minutes that have past since
9:00 AM.
a. Write an equation
for g as a function of t.
b. What is the domain
of the function?
c. What is the range of
the function?
d. Is the function one-
to-one?
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on this
formative assessment
B. No. of learners who
require additional activities
for remediation
C. Did the remedial lessons
work? No. of learners who
have caught up the lesson
D. No. of learners who
continue to require
remediation
F. What difficulties did I
encounter which my
principal or supervisor help
me solve?
G. What innovation or
localized materials did I
used/ discover which I wish
to share with other
teachers?
Prepared by: Checked by:

RHENAN O. BACOLOD MARLYNDA Q. DELA PENA

Subject Teacher Principal II