Week 4 Day 2 (Lesson 10-Subtask 1)

Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate
QUARTER I
Week 4
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date: ______________ Day: 2 (Lesson 10-Subtask 1)
The learner demonstrates understanding of key concepts of inverse
Content Standard
functions, exponential functions, and logarithmic functions.
The learner is able to apply the concepts of inverse functions, and
Performance Standard logarithmic functions to formulate and solve real-life problems with
precision and accuracy.
M11GM-Id-2
Learning Competency
The learner determines the inverse of a one-to-one function.
I. OBJECTIVES
Knowledge: Enumerates the properties of the inverse of a one-to-one function;

Skills: Determines the inverse of a one-to-one function;
Affective: Shows patience in determining the inverse of a one-to-one function.
II. CONTENT Inverse of One-to-One Functions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide TG for SHS General Mathematics, pp. 69-75

Pages
2. Learner’s LM in General Mathematics, pp. 62-66

Materials Pages
3. Textbook Pages General Mathematics by Orlando Oronce Series 2016
4. Additional Slide Decks of the Lesson

Materials
5. Learning Teacher’s Guide and Learner’s Material

Resources (LR)
portal
B. Other Learning
Resources General Mathematics, Diwa Publishing, Senior High School Series.
2016
IV. PROCEDURES
A. Reviewing or Recalling the table of values for the function given by the equation by
presenting the new the equation y = 2x -1 given below:
lesson
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Division of Masbate
Verify that it is a one-to-one function by showing that no two y-values

share the same x-value. Let us invert the values for x and y:
B. Establishing a Ask: Does the table still represent a function?

purpose for the We should see that it can still represent a function because each x value
lesson is associated with only one y value.
Then consider the next table of values.
C. Presenting examples Consider another table of values for another function.

of the new lesson
Show the that the table does not represent a function because there are
some y-values because here are some y-values that are paired with
more the one x-value.
For example, y =1 is paired with x = 1,2,3,4. Invert the values for x and
y. Will the resulting table still represent a function?
The resulting table does not represent a function since x = 1 is paired

with more than one y-value namely, 1,2,3 and 4.
‘Inverting’ Functions
The previous discussion shows that
 if the x- and y-values of a one-to-one function are
interchanged, the result is a function, but
 if the x- and y-values of a function that is not one-to-one are
inverted, the result is no longer a function.
D. Discussing new Define the inverse of a one-to-one function.

concepts and
practicing new skills Definition.
#1 Let f be a one-to-one function with domain A and range B. Then the
inverse of f, denoted f −1, is a function with domain B and range A
defined by f −1 ( y ) =x if and only f(x) = y for any y in B.
A function has an inverse if and only if it is one-to-one.

‘Inverting’ the x-and
69 y- values of a function results in a
function if and only if the original function is one-to-one.
Division of Masbate
E. Discussing new To determine the inverse of a function from its equation.

concepts and The inverse of the function can be interpreted as the same function but
practicing new skills in the opposite direction, that is, it is a function from the y-value back
#2 to its corresponding x-value.
To find the inverse of a one-to-one function.

a) Write the function in the form y=f(x);
b) Interchange the x and y variables;
c) Solve for y in terms of x.
This is because we are interchanging the input and output values of a
function.
Giving example.
1. Find the inverse of f(x) = 3x +1.
Solution. The equation of the function is y = 3x +1. Interchange
the x and y variables: x =3y + 1.
Solve for y in terms of x:
Solution:
x = 3y + 1
x – 1 = 3y
x−1 x−1
= y ⟹ y=
3 3
x−1
Therefore, f (x) = 3x +1 is f −1(x) = .
3
Ask the following questions to the class:
a) What is the inverse of the inverse?
b) What is f( f −1 (x)¿ ? How about f −1(f(x))?
Have the class do these on the example above. The discuss the
following properties that the class should have observed from
the example above.
Note: (Subtask 2) the following day.
F. Developing Mastery
G. Finding practical
applications of
concepts and skills in
daily living
H. Making
Generalizations and
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Division of Masbate
abstractions about
the lesson
I.Evaluating learning
J. Additional Activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation A. ____ No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities for B. ____ No. of learners who require additional
remediation activities for remediation
C. Did the remedial lessons work? No. of learners who have C. Did the remedial lessons work? _____ No. of
caught up the lesson learners who have caught up the lesson.
D. No. of learners who continue to require remediation D. ___ No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well? Why did Strategies used that work well:
these work? ___ Group collaboration ___ Games
___ Poweerpoint presentation
Answering preliminary activities/exercises
___ Discussion ___
Differentiated Instruction
___ Case Method
___Role Playing /Drama
___ Think-Pair-Share (TPS) ___
Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___
Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their
tasks
F. What difficulties did I encounter which my principal and ___ Bullying among learners ___
supervisor help me solve? Equipment (AVR/LCD)
___ Learner’s behavior/attitude ___
Science/Computer/Internet Lab
___ Colorful Ims ___
Additional Clerical Works
___ Unavaailable Technology ___ Reading
Readiness
G. What innovation or localized I used/discover which I wish
to share with other teacher?
71
Division of Masbate
Checked by:
RICHARD C. BASAS
Principal I
72

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Republic of the Philippines

Knowledge: Enumerates the properties of the inverse of a one-to-one function;

III. LEARNING RESOURCES

1. Teacher’s Guide TG for SHS General Mathematics, pp. 69-75

2. Learner’s LM in General Mathematics, pp. 62-66

3. Textbook Pages General Mathematics by Orlando Oronce Series 2016

4. Additional Slide Decks of the Lesson

5. Learning Teacher’s Guide and Learner’s Material

Verify that it is a one-to-one function by showing that no two y-values

B. Establishing a Ask: Does the table still represent a function?

C. Presenting examples Consider another table of values for another function.

The resulting table does not represent a function since x = 1 is paired

D. Discussing new Define the inverse of a one-to-one function.

A function has an inverse if and only if it is one-to-one.

E. Discussing new To determine the inverse of a function from its equation.

To find the inverse of a one-to-one function.

b) What is f( f −1 (x)¿ ? How about f −1(f(x))?

Note: (Subtask 2) the following day.

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