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QUARTER I
Week 1
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date:
_________________ Day: 1 (Lesson 1)
_

Content Standard The learner demonstrates understanding of key concepts of functions.

Performance The learner is able to accurately construct mathematical models to

Standard represent real-life situations using functions.
M11GM-Ia-1
Learning
The learner represents real-life situations using functions, including
Competency
piece-wise functions.
I. OBJECTIVES The learner:
Knowledge: Identifies real-life situations using functions, including piece-wise
functions;
Skills: Represents real-life situations using functions, including piece-
wise functions;
Affective: Appreciates the use of functions in representing real-life
situations.
II. CONTENT Functions as Models

III. LEARNING RESOURCES

A. References
1. Teacher’s TG for SHS General Mathematics, pp. 1-10
Guide Pages
2. Learner’s LM in General Mathematics, pp. 1-9
Materials
Pages
3. Textbook General Mathematics by Orlando Oronce Series 2016
Pages
4. Additional Slide Decks of the Lesson
Materials
5. Learning Teacher’s Guide and Learner’s Material
Resources
(LR) portal
B. Other Learning General Mathematics, Diwa Publishing , 2016
Resources
IV. PROCEDURES

Prepared by: MERCYDITHA D. ENOLPE

SHS Teacher (Zamboanguita-JMLMHS)
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A. Reviewing or Review the concept of Functions introduced in the Junior High

presenting the new School.
lesson • Relations and Functions
• The Function as a machine
• Functions and relations as a set of ordered pairs, table of values,
graph in the Cartesian Plane
• Vertical Line Test

B. Establishing a Presentation of 6 Function Machines

purpose for the Say: Mathematical relations can be represented by machines with an
lesson input and an output, and that the output is related to the input by some
rule.

Ask students which of these machines represent a function.

Guide questions.
1. Which of these machines, if you know the input , can you
determine a single or unique output? (expected answers: a, c,
d, and f of the presented function machines). Have the class
explain why. Ask why e) is not part of this list. Introduce the
term function to describe these machines.
2. Which of these machines, if the output is known, can you
determine a single or unique input? (The answers should be
(d) and (f).
3. Suppose we connect machine (a) to machine (c) such that the
output of (a) becomes the input of (c).
Say: Functions can often be used to model real-life situations.
Present to the class the problem below.
 Give a function C that can represent the cost of buying x
meals, if one meal costs ₱40.
Solution: Since each meal costs ₱40, then the cost function is
.

Prepared by: MERCYDITHA D. ENOLPE

SHS Teacher (Zamboanguita-JMLMHS)
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C. Presenting Proceed to show another scenario as shown below:

examples of the  One hundred meters of fencing is available to enclose a
new lesson rectangular area next to a river. Give a function A that can
represent the area that can be or enclosed, in terms of x. (See TG,
Example 7 for the illustration on p. 8)
Solution: The area of the rectangular enclosure is . We
will write this as a function of x. Since only 100 m of fencing is

available, then or . Thus,

.
D. Discussing new Show the problem of piecewise functions.
concepts and
practicing new Say: Some situations can only be described by more than one
skills #1 formula, depending on the value of the independent variable.
1. A user is charged ₱300 monthly for a particular mobile plan, which
includes 100 free text messages. Messages in excess of 100 are
charged ₱1 each. Represent the amount a consumer pays each month
as a function of the number of messages m sent in a month.
Ask: Is it possible to describe the problem with one formula or
equation only? Justify your answer.
Expected answer: No, there are 2 formulas or equations that could be
derived from the problem. The equations are said to be functions. If
we put these functions as one function, it describes a piecewise
function. We can describe such function as a function defined on a
sequence of intervals.
Solution: Let represent the amount paid by the consumer each
month. It can be expressed by the piecewise function.

E. Discussing new More examples are posted.

concepts and
practicing new 1. Contaminated water is subjected to a cleaning process. The
skills #2 concentration of pollutants is initially 10 mg per liter of water. If the
cleaning process can reduce the pollutant by 5% each hour, define
a function that can represent the concentration of pollutants in the
water in terms of the number of hours that the cleaning process has
taken place.
Solution.
After 1 hour, the concentration of pollutants is (10)*(0.95). After
2 hours, it is this value, times 0.95, or [(10)*(0.95)](0.95) = 10(0.95)2.

Prepared by: MERCYDITHA D. ENOLPE

SHS Teacher (Zamboanguita-JMLMHS)
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In general, after t hours, the concentration is C(t) = (10)(0.95)t mg per

liter of water.
2. Squares of side x are cut from each corner of an (8in x 5in)
rectangle (see figure), so that its sides can be folded to make a
box with no top. Define a
function in terms of x that can represent the volume of this box.

Solution.
The length and width of the box are 8 –2x and 5 –2x, respectively.
Its height is x. Thus, the volume of the box can be represented by the
function
V(x) = (8 –2x)(5 –2x)x = 40x – 26 x 2+ 4 x 3
.
F. Developing
Mastery
G. Finding practical Give examples of real-life situations which can be represented by
applications of relations.
concepts and skills
in daily living a. A relation but not a function
Example: Destination versus tricycle fare: For P15 you can go
anywhere within 3 kilometers.
b. a linear function
Example: Distance versus time if traveling at a constant speed
H. Making Ask: How can we represent real-life situations as functions?
Generalizations
and abstractions Functions can often be used to model real situations. Identifying an
about the lesson appropriate functional model will lead to a better understanding of
various phenomena.

I. Evaluating Divide the class into 5 groups, preferably with 6-8 members. Then,
learning call two group volunteers to discuss their answers. A rubric may be
used to check the groups’ answers. ( See attached Worksheet for the
Evaluation and Rubric for assessing group performance).
J. Additional  For remediation, assign learners to pick 2 problems that they
Activities for did not work on in the previous activity found in part I. Peer
application or

Prepared by: MERCYDITHA D. ENOLPE

SHS Teacher (Zamboanguita-JMLMHS)
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remediation tutoring is desired for this purpose.

 For enrichment, assign Seatwork 5 on p. 11. The same rubric
should be used for grading the learners’ outputs.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned A. ____ No. of learners who earned 80% in the evaluation
80% in the evaluation
B. No. of learners who B. ____ No. of learners who require additional activities for
require additional activities remediation
for remediation
C. Did the remedial lessons C. Did the remedial lessons work? _____ No. of learners
work? No. of learners who who have caught up the lesson.
have caught up the lesson
D. No. of learners who D. ___ No. of learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Games ___ Poweerpoint
presentation
did these work? 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 ___ Bullying among learners ___ Equipment (AVR/LCD)
encounter which my principal ___ Learner’s behavior/attitude ___ Science/Computer/Internet
Lab
and supervisor help me ___ Colorful Ims ___ Additional Clerical Works
solve? ___ Unavailable Technology ___ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

Prepared by: MERCYDITHA D. ENOLPE

SHS Teacher (Zamboanguita-JMLMHS)
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EVALUATION

Name: __________________________ Date: _______ Score: ________

WORKSHEET No. ___

Answer the following problems.

a. The fee for hiring a guide to explore a cave P700. A guide can only take care of
maximum of 4 persons, and additional guides can be hired as needed. Represent the cost
of hiring guides as a function of the number of tourists who wish to explore the cave.

b. The cost of hiring a caterer service to serve food for a party is P150 per head for 20
persons or less, P130 per head for 21 to 50 persons, and P110 per head for 51 to 100
persons. For 100 or more persons, the cost is at P100 per head. Represent the total cost as
piecewise function of the number of attendees of the party.

c. A videoke machine can be rented for P1000 for 3 days, but for the fourth day onwards,
an additional cost of P400 per day is added. Represent the cost of renting a videoke
machine as a piecewise function of the number of days it is rented.

Prepared by: MERCYDITHA D. ENOLPE

SHS Teacher (Zamboanguita-JMLMHS)
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SUPPLEMENTAL ACTIVITY (Developing Mastery)

Instruction:

A. Which of the following mapping diagrams represent functions?

B. Identify the domain for each relation using set builder notation.

Prepared by: MERCYDITHA D. ENOLPE

SHS Teacher (Zamboanguita-JMLMHS)
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ANSWER of Worksheet No. _____

a.

b.

c.

ANSWER of Supplemental Activity (Developing Mastery)

A. The relations fand gare functions because each value yin Yis unique for a specific

value of x. The relation his not a function because there is at least one element in X

for which there is more than one corresponding y-value. For example, x=7

corresponds to y= 11 or 13. Similarly, x=2 corresponds to both y=17 or 19.

A relation between two sets of numbers can be illustrated by a graph in the Cartesian

plane , and that a function passes the vertical line test.

B. The domains for the relations are as follows:

Prepared by: MERCYDITHA D. ENOLPE

SHS Teacher (Zamboanguita-JMLMHS)
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Rubric for Assessing Group Performance

CATEGORY 4 3 2 1

Mathematical 90-100% of the steps Almost all (85-89%) of Most (75-84%) of the More than 75% of the
Errors and solutions have no the steps and steps and solutions have steps and solutions
mathematical errors. solutions have no no mathematical errors. have mathematical
mathematical errors. errors.

Mathematical Explanation shows Explanation shows Explanation shows some Explanation shows
complete substantial understanding of the very limited
Concepts
understanding of the understanding of the mathematical concepts understanding of the
mathematical mathematical needed to solve the underlying concepts
concepts used to concepts used to problem(s). needed to solve the
solve the problem(s). solve the problem(s). problem(s) OR is not
written.

Neatness and The work is presented The work is presented The work is presented in The work appears
Organization in a neat, clear, in a neat and an organized fashion but sloppy and
organized fashion that organized fashion that may be hard to read at unorganized. It is hard
is easy to read. is usually easy to times. to know what
read. information goes
together.

Prepared by: MERCYDITHA D. ENOLPE

SHS Teacher (Zamboanguita-JMLMHS)