Grade 11 School MANICAHAN NATIONAL HIGH SCHOOL Grade Level GRADE 11

DAILY LESSON LOG Teacher JELA MARIE C. ESCUDERO Learning Area GENMATH
Teaching Dates and Time TUESDAY, JUNE 18, 2019 Semester FIRST

I. OBJECTIVES
A. Content Standards The learner 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 Competencies/Objectives The learner
Write with LC Code for each a. performs addition, subtraction, multiplication, division, and composition of functions
M11GM-Ia-3
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 13-20
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson What was our last lesson all about? Our last lesson was all about operations on functions. And we already discussed on addition
Today, we will continue our lesson on operations on functions. We will start with a recall of the and subtraction on functions.
rules in finding the product and quotient of functions. Multiplication:
(a) Rewrite thenumerator and denominator in terms of its prime factors.
(b) Common factors in the numerator and denominator can be simplified as “1” this is often
called “cancelling”).
(c) Multiply the numerators together to get the new numerator.
(d) Multiply the denominators together to get the new denominator.
Division:
To divide two fractions or rational expressions, multiply the dividend with the
reciprocal of the divisor.
B. Establishing a purpose for the lesson Since we’re done with the two, we can already move on to the next two operations. Knowing Solution:
how to add and subtract will help us also to multiply and divide. 10/21 ·15/8=2 · 5/3 · 7 ·3 · 5/2 · 2 · 2
Find the product of 10/21 and 15/8. Use cancellation of factors when convenient. = 2 · 5· 3 · 5/(3 · 7· 2 · 2 · 2)=25/28
C. Presenting examples/instances of the new lesson Let us have the following examples:
𝑥 2 −4𝑥−5 𝑥 2 −5𝑥+6
1. Find the product of 𝑎𝑛𝑑
𝑥 2 −3𝑥+2 𝑥 2 −3𝑥−10
2𝑥 2 +𝑥−6 𝑥 2 −2𝑥−8
2. Divide 𝑏𝑦
2𝑥 2 +7𝑥+5 2𝑥 2 −3𝑥−20

D. Discussing new concepts and practicing new skills #1 Student’s activity:

Students will solve and have the following expected answers(with solution):
𝑥 2 − 2𝑥 − 3 2𝑥 − 3
1. 2.
𝑥2 + 𝑥 − 2 𝑥+1
E. Discussing new concepts and practicing new skills #2
F. Developing mastery Use the following functions below
(Leads to Formative Assessment 3) f(x) = x + 3
v(x) = x2 + 5x + 4
g(x) = x2 + 2x – 8
p(x) = 2x – 7
h(x) =x + 7/(2 – x)
G. Finding practical applications of concepts and skills in daily living (next lesson)
H. Making generalizations and abstractions about the lesson What are the rules that we need to take note of when solving for the product or quotient of a Multiplication:
function? (a) Rewrite the numerator and denominator in terms of its prime factors.
(b) Common factors in the numerator and denominator can be simplified as “1” this is often
called “cancelling”).
 (c) Multiply the numerators together to get the new numerator.
(d) Multiply the denominators together to get the new denominator.
Division:
To divide two fractions or rational expressions, multiply the dividend with the reciprocal of the
divisor.
I. Evaluating learning Express the following function as a product or quotient of the given functions.(Functions will be given/posted)
1. f1(x)= 2x3-3x2+2x+2
2. g2(x)= x-1
1
3. g2(x)=
𝑥−1

J. Additional activities for application or remediation

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the 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 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?
Noted:

EMELDA G. MONDEJAR, Ed.D.

School Principal II
 Grade 11 School MANICAHAN NATIONAL HIGH SCHOOL Grade Level GRADE 11
DAILY LESSON LOG Teacher JELA MARIE C. ESCUDERO Learning Area GENMATH
Teaching Dates and Time WEDNESDAY, JUNE 21,24 , 2019 Semester FIRST

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of rational function.
B. Performance Standards The learner is able toaccurately formulate and solve real-life problems involving rational functions.
C. Learning Competencies/Objectives The learner
Write with LC Code for each a. represents real-life situations using rational functions.
M11GM-Ib-1
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages 21-23
3. Textbook pages
4. Additional Materials from Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson Let us recall the definition of polynomial function and rational function. A polynomial function p of degree n is a function that can be written in the form
p(x)=anxn + an-1xn-1 + an-2xn-2, . . . , a1x+a0
where a0, a1, a2, . . . , an € R and n is a positive integer. Each addend of the
sum is a term of the polynomial function. The constants a0, a1, a2, . . . , anare the
coefficients. The leading coefficient is an. The leading term is anxn, and the
constant term is an.
A rational function is a function of the form f(x)=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) is not equal to 0). The domain of f(x) is the
set of all values of x where q(x) is not equal to 0.
B. Establishing a purpose for the lesson Today, we will be discussing on representing real-life situations using rational functions.
C. Presenting examples/instances of the new lesson Let us solve the following:
1. An object is to travel a distance of 10 meters. Express velocity v as a function of
travel time t, in seconds.
5𝑡
2. Suppose that 𝑐(𝑡) = (in mg/mL) represents the concentration ofa drug in a
𝑡^2+1
patient's bloodstream t hours after the drug was administered.Construct a table of
values for c(t) for t = 1, 2, 5, 10. Round off answers to threedecimal places. Use
the table to sketch a graph and interpret the results.
D. Discussing new concepts and practicing new skills #1 Now, let us have someone show their solutions on the board. Solution. The following table of values show v for various values of t.
t 1 2 4 5 10
v(t) 10 5 2.5 2 1
10
The function v(t) = can represent v as a function of t.
𝑡
Solution:
t 0 1 2 5 10
c(t) 0 2.5 2 0.962 0.495

The graph indicates that the maximum drug

concentration occurs around 1 hour after the
drug was administered (calculus can be used to
determine the exactvalue at which the maximum
occurs). After 1 hour, the graph suggests that
drugconcentration decreases until it is almost
zero.
E. Discussing new concepts and practicing new skills #2
F. Developing mastery Let us take this one last problem before you take a quiz.
(Leads to Formative Assessment 3) In an organ pipe, the frequency f of vibration of air is inversely proportional to the length L of the pipe.1 Suppose that the frequency of vibration in a 10-foot pipe is 54 vibrations per second.
Express f as a function of L.
G. Finding practical applications of concepts and skills in daily living Where can we apply today’s topic? (hospitals, jobs, etc,.)
H. Making generalizations and abstractions about the lesson How do we represent real-life situations using functions?
I. Evaluating learning The distance from Manila to Baguio is around 250 kilometers.
(a) How long will it take you to get to Baguio if your average speed is 25 kilometers per hour? 40 kilometers per hour? 50 kilometers per hour?
(b) Construct a function (s), where s is the speed of travel, that describes the time it takes to drive from Manila to Baguio
J. Additional activities for application or remediation
V. REMARKS ICL ON FRIDAY
VI. REFLECTION
A. No. of learners who earned 80% on the 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 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?
Noted:

EMELDA G. MONDEJAR, Ed.D.

School Principal II