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Translate The Given Verbal Phrase To Mathematical Phase

The document provides a detailed lesson plan for a 1st quarter, week 1 mathematics lesson for grade 1 students. The lesson plan aims to teach students to represent real-life situations using functions, including piecewise functions. The plan includes learning objectives, key concepts, activities, and an evaluation. Students will learn about relations and functions through examples and activities where they represent real-world costs and prices as mathematical expressions.

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BOBBY BRAIN ANGOS
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139 views3 pages

Translate The Given Verbal Phrase To Mathematical Phase

The document provides a detailed lesson plan for a 1st quarter, week 1 mathematics lesson for grade 1 students. The lesson plan aims to teach students to represent real-life situations using functions, including piecewise functions. The plan includes learning objectives, key concepts, activities, and an evaluation. Students will learn about relations and functions through examples and activities where they represent real-world costs and prices as mathematical expressions.

Uploaded by

BOBBY BRAIN ANGOS
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Detailed Lesson Plan No.

1
Learning Area: _______________________
Mathematics
Quarter: 1st Quarter
________________________
Week: 1
________________________
11
Grade Level: ________________________
1 Week
Duration
Content Standard The learner demonstrates understanding of key concepts of functions.
The learner is able to accurately construct mathematical models to
Performance Standard
represent real-life situations using functions.

 Represents real-life situations using functions, including piecewise


Learning Competency and its CodDe function-M11GM-Ia-1

Important Terms to Remember

1. Relation
Key Concept
2. Function
3. Piecewise Function

 The learner will represents a real-life situations using function that


I. LEARNING OBJECTIVE
includes piecewise function.

II. CONTENT Function


K-12 Most Essential Learning Competencies (MELCs) page 512
References General Mathematics Learner’s Material pp 4-9
General mathematics Teaching Guide pp
Resources
III. LEARNING PROCEDURES
The learning session will start with:

1. Opening Prayer
A. Preliminary Activities 2. Greetings
3. Checking of Attendance
4. Classroom Reminders

Translate the given verbal phrase to Mathematical phase.


1. twice a number x added to 10 
1. Drill
2. a number n decreased by five
3. a number and multiplied by 7
A. Checking of Assignment
B. What is the domain and range of the relation given by the set of
2. Review ordered pairs {( 0,1),( 1,2),( 3,2) } ?
Is this relation a function or not a function?

Go out of your House, look any situations that there is relation in it.
3. Motivation
Translate one real-life situation into a mathematical expression.
B. Developmental Activities
1. Activity Let the Students Read and Study the examples below
Example 1. Give a relation H that represents the cost of buying x pair of
shoes. If one pair of shoes costs P200.00. Is this relation a function or not a
function?

Solution. Since each pair of shoes costs P200.00, then the


cost relation is
H(x) = 200x
If your domain is the set { 1,2,3} then your range is the set { 200,400,600}
Mapping the domain and range of that relation gives us

1 200
2 400
3 300

The mapping is clearly one-to-one correspondence ,hence the relation is a


function.
Example 2. A user is charged 𝑃300 monthly for a particular mobile
plan, which includes 100 free text messages. Messages in excess of
100 are charged P1 each. Represent the monthly cost for text
messaging using the relation 𝑡(𝑚), where m is the number of
messages sent in a month.
Solution. The cost of text messaging can be expressed by the
relation.
𝑡(𝑚) = { 300 , 𝑖𝑓 0 < 𝑚 ≤ 100
300 + (𝑚-100), 𝑖𝑓 𝑚 > 100
This relation is a function because the mapping diagram gives one-
to-one correspondence.
Important concept:
A relation is a set of ordered pairs (x,y)
If the mapping diagram of a relation is one-to-one and many-to-
one then the relation is a function.
Piecewise Functions. Some situations can only be described by
more than one formula, depending on the value of the independent
variable.
Let the Students do the activity below.
Activity 1: Represent me in your mind
1. Give a function C that can represent the cost of buying x meals,
if one meal costs P40.
2. A taxi ride costs P40.00 for the first 500 meters, and each
additional 300 meters (or a fraction thereof) adds P3.50 to the fare.
Use a piecewise function to represent the taxi fare in terms of the
distance d in meters

Activity 2: Find the Error!


A jeepney ride costs P8.00 for the first 4 kilometers, and each
additional integer kilometer adds P1.50 to the fare. Use a piecewise
function to represent the jeepney fare in terms of the distance (d) in
kilometers.
Solution:

2. Analysis

What is the error of the solution? Justify your answer

Activity 3 :
Let the students write a journal on how to represent real-life situation into
3. Abstraction
a relation.
I learned that__________________________

4. Application Activity 4.
Elaine is paying ₱799 for an internet service with 3 GB monthly data and a
connection fee of ₱20 per hour in excess of the data. Represent her
monthly bill as a function of connection time.

Activity 5.
A person is earning P600 per day to do a certain job. Express the
IV. EVALUATION
total salary S as a function of the number n of days that the person
works.
Activity 6:
A certain chocolate bar costs P35.00 per piece. However, if you buy
V. AGREEMENT/ASSIGNMENT more than 10 pieces, they will be marked down to a price of P32.00
per piece. Use a piecewise function to represent the cost in terms of
the number of chocolate bars bought.

VI. REFLECTION

A. Number of learners who earned 80% in the evaluation.


_______________________________________________________________________
B. Number of learners who require additional activities for remediation who scored below 80%.
_______________________________________________________________________
C. Did the remedial lessons work? Number of learners who have caught up with the lesson.
_______________________________________________________________________
D. Number of learners who needs to continue to remediation.
_______________________________________________________________________
E. Which of my teaching strategies works well? Why did these work?
_______________________________________________________________________

Writer: JONATHAN G. DIZON


School: Badas National High School
Division: Mati City
Illustrator:
School:
Division:

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