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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

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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
.

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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.

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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

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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?

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