School MAYPANGDAN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher RODOLFO MANACHO Learning Area MATHEMATICS

Day 1 Day 2 Day 3 Day 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons exercises and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learners 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 Represents real life situations Solves rational equations and Represents a rational function through Finds the domain and range of a
Competencies/Objectives using rational functions. inequalities. its: (a) table of values, (b) graph, and rational function.
M11GM-Ib-1 M11GM-Ib-3 (c) equation. M11GM –Ib-5
M11GM-Ib-4
Distinguishes rational function,
rational equation, and rational
inequality. M11GM-Ib-2
II. CONTENT FUNCTIONS AND THEIR GRAPHS.
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide pages General Mathematics Deped General Mathematics Deped Copy General Mathematics Deped Copy pp.
Copy pp. 23-29. pp. 30-40. 41-49.
2. Learner’s Materials pages
3. Textbook pages General Mathematics for senior Soaring 21st Century Mathematics by
high school; by Ricardo B. Banigon Chua et al. pp. 20-23
JR; et al. pp.25- 30
4.
5. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning TG, LM, Cartolina, Pentel pen,
 Resources Metacards.

IV. PROCEDURES
A. Reviewing previous lesson (a) The local barangay received a As a review of the previous topic As a recall for the previous topic ask the Ask the students if they have
or presenting the new budget of P100; 000 to provide the students is given metacards students on what they remember on researched on what is domain and
lesson medical checkups for containing rational equation and rational function. range.
The children in the barangay. The inequalities. Let the students What are some properties of functions?
amount is to be allotted equally paste the given metacards on the
among all the children correct group either it is rational
in thebarangay. Write an equation equation or rational inequality.
representing the relationship of Examples:
the allotted amount 1. x+2 / x+1 = 3
per child(y-variable) versus the 2. y-3 / y+2 > 0
total number of children (x- 3. x-5 /x+1 ≤ 3
variable). 4.1/x < 5
5. x/5 = 5 + x/3
6. 4/y =-5
7. (x/ x-2)-3 < 0
8. (a - 2) / (a + 2) ≥ 0
9. m/2 = 1
10. (x-3) / (3x-2) ≤ 2

B. Establishing a purpose for What is the equation being formed After the given activity, ask the Ask the students how we can represent From the previous topic on
the lesson from the given real-life problem? students if they know the rule in rational functions using table of values, representing rational functions
Let the students give an idea. solving rational equations? graphs, and equations. from table of values and its
graph, can we determine its
domain and range?
C. Presenting Fill up the table below with the Rules in Solving Rational Present the given examples to the Let the students consider the rational
examples/instances of the different allotment amounts for Equation: students. function:
new lesson different values for the number 1. Eliminate the rational  Represent the speed of a F(x) = x2 + 7x + 9
of children: No. of children (x) and expressions in the equation by runner as a function of the time X (x -2) (x +5)
Allocated Amount (y) multiplying both sides of the it takes to run 100 (a) The domain of a function is the set
X 1 2 5 1 2 5 1 equation by LCD. meters in the track. of all values that the variable x can
0 0 0 0 0 0 0 2. Solve the equation. Let x represent the time it takes the take.
0 0 0 0 3. Check your solution. runner to run 100 meters. Then the (b) The range of a function is the set of
0 speed can be all values that f(x) can take.
y represented as a function s(x) as
follows:
s(x) = 100
x
D. Discussing new concepts Provide some examples of Give examples to the students. After the equation is given let the Tell the students that to determine the
and practicing new skills algebraic expressions and have Examples: students create the table of values domain of rational function is the set of
#1 the class identify if they if they are Solve for x. based on the given equation. all numbers except the x – value that
rational function, rational equation 1. ¾ = x/4 The table of values for run times from make the denominator zero.
or rational inequality and have Answer: 10 seconds to 20 seconds. (The teacher In the given equation, the domain of the
them explain their reasoning. x=3 may refer to the TG p.42.) function is the set of all real numbers,
Identify the following given Since the denominator of each except 0, 2, and -5.
expressions wether rational expression is the same, the
equation, rational inequality or numerators must be equivalent as
rational function. well. This means that x = 3
1. 3/x = x/4 (rational eq.) 4. Solve the equation:
X+2/8 = ¾ (rational eq.) 2. x+2 = 3
2. x+1/x-5 <5 (rational ineq.) 5. 8 4
f(x) = 1/x (rational function) Solution:
3. y = x+2/ x-2 (rational func.) 6. x+2 = 3
1/x-5 >-2 (rational ineq.) 8 4
[ x+2 = 3 ] 8
[ 8 4 ]
x+2 = 6
x=4
 Multiply the whole
equations by the least
common denominator
(LCD)
 Simplify
 Solve for x
Check the solution by
substituting 4 for x in the
original equation.
4+2 = 3
8 4
6 =3
8 4
3= 3
4 4

E. Discussing new concepts Ask the students to give a Rules In Solving Rational From the given table of values, let the Let us consider on how to obtain the
and practicing new skills summary on the difference Inequality. students sketch the graph of the rational range of the given rational function.
#2 between the rational function, 1. Write the inequality with a function. Given: The graph of f(x) = 1
rational equation and rational single rational expression on X
inequality. the left-hand side of the Let the students sketch the graph.
 inequality
2. Determine the meaningful
numbers by setting the
numerator equal to zero and
setting the denominator equal
to zero.
3. Use the meaningful numbers
to separate the number line
into intervals.
4. Test for the meaningful
numbers if they make the
inequality true or false. If true,
then they are part of the
solution. If false, then they are
not part of the solution.
- Get the values in each intervals
and substitute these into the
inequality.
- If the test value makes the
inequality true, then the entire
interval is a solution to the
inequality
- If the test value makes the
inequality false, then the entire
interval is not a solution to the
inequality.
5. Express the answer in interval
notation
F. Developing mastery Ask the students to share their Examples: From the given graph of rational
(Leads to Formative ups and downs in their lives and Solve the given inequality. Show function let the students observe the
Assessment) relate to the lesson about rational the number line. graph.
inequality and rational equality. 1. x+1 ≤ 0 Is the graph follows a smooth curve?
x-5 Or the graph forms a straight line?
Solution:
x+1 ≤ 0
x-5
x = -2 x=0 x=6 Let the students observe the graph
1 False -1 True 7 False formed. The graph approaches x -axis
7 5 as x tends to positive or negative
I IIIIIIIO I I . infinity, but never touches the x -axis.
-3 -2 -1 0 1 2 3 4 5
 6 7 That is, the function can take all the real
We need regions that make values except 0 .
the rational expression negative. So, the range of the function is the set
We avoid x = 5 since that gives of real numbers except 0
division by zero.
The solution for this inequality
is,

Set builder notation: -1 ≤ x < 5

G. Finding practical Give a real-life problem to the Present the real-life problem to the Give the given problem to the students.
application of concepts students. An object is to travel a students. EXAMPLE 7. Ten goats were set loose  Past records from a factory
and skills in daily living distance of 10 meters. Express  In an inter-barangay in an island and their population growth producing electronic
velocity v as a function basketball league, the can be approximated components show that on
v(t) of travel time t, in seconds. team from Barangay by the function average, new
Create a table showing the value candabong has won out P(t) = [ 60 ( t + 1)] employees can assemble N(t)
of v when t is 1,2,3,4 seconds. of 25 games, a winning t+6 components per day after t days of
percentage of 48%. How training. What does it means?
many games should they where P represents the goat population (Even if a person trains for several
win in a row to improve in year t since they were set loose. days, the maximum number of items
their win percentage to (a) How many goats will there be after 5 that he
60%. years? or she can assemble cannot exceed
 Solution: 75.)
12 + x = 0:6
25 + x
12 + x = 0.6(25 + x)
12 + x = 0.6(25) + 0:6x
x- 0.6x = 15 - 12
0.4x = 3
x = 7.5
H. Making generalizations  A rational function is a Tell the students the following In representing rational function, we The  domain  of a  function f(x) is the
and abstraction about the function of the form f(x) = important points to remember. should: set of all values for which the function is
lessons. p(x)  To solve an equation or a. Make an equation if it is not given. defined, and the  range  of the function
q(x) inequality in one variable b. Construct a table of values. is the set of all values that f takes.
where p(x) and q(x) are such as x means to find c. Sketch the graph from the table of
polynomial functions, and q(x) is all values of x values.
not the zero function (i.e., q(x) ≠ for which the equation or inequality d. Describe the graph.
0). The domain of is true.
f(x) is all values of x where q(x) ≠
0.
  A rational expression is
an expression that can
be written as a ratio of
two polynomials.
 Rational Inequality is an
inequality
involving rational
expressions.
I. Evaluating learning Determine whether the given is a Represent the rational function f(x) = Find the domain and range of the
rational function, a rational Solve the following rational X2 - 3x - 10 following:
equation, equation and inequality. Using ½ x 1. f(x) = (x+1) (x-2)
a rational inequality. sheet of paper. using a table of values. Plot the (x – 2)
1. y = 5x3 – 2x = 1 1. 6 + 4 = - 5 points given in the table of values and
2. 8/x – 8 = x x sketch a graph by connecting the points. 2. R(x) = 2x2 – 4
2x – 1 2. X–9 ≤ 3 (The teacher may refer to the TG p. 46.) X+5
3. x-1= x3 3x + 2
X+1
4. 6x – 5/x+3 ≥ 0.
J. Additional activities for How to solve rational equations? Let the students write on their As a preparation for the next topic let Let the students find the other
application or remediation rational inequality? journal notebook their insights on the students study domain an range. properties of rational functions aside
what they have learned on the from domain and range.
lesson.
REMARKS

REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions

A. No. of learners who earned

B. No. of learners who require

C. Did the remedial lessons

D. No. of learners who continue

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