DAILY/WEEKLY LEARNING PLAN

QUARTER: 1ST QUARTER Grade Level: GRADE 11 ABMB/HUMMSD/ICTE

WEEK: Five (5) Learning Area: General Mathematics
Date: SEPTEMBER 25-29, 2023
CONTENT STANDARDS: The learner demonstrates understanding of key concepts of rational functions.
PERFORMANCE STANDARDS: The learner is able to accurately formulate and solve real-life problems involving rational functions.
MELCS:
 determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational functions. M11GM-Ic-1
 represents real-life situations using one-to one functions. M11GM-Id-1
 determines the inverse of a one-to-one function. M11GM-Id-2
 finds the domain and range of an inverse function. M11GM-Id-4
DAY 1 DAY 2 DAY 3 DAY 4
PRAYER
CLASSSROOM MANGEMENT
CHECKING OF ATTENDANCE
Learning across curriculum: Learning across curriculum: Learning across curriculum: Learning across curriculum:
1. Physics: Determine the intercepts 1. Physics - Representing real-life 1. Physics - Determining the inverse 1. Physics - Understanding the
and zeroes of projectile motion situations using one-to-one relationship between variables in relationship between time and
equations. functions can be applied in solving physics equations. distance in projectile motion.
2. Economics: Determine the physics problems involving motion, 2. Computer Science - Understanding 2. Biology - Analyzing the relationship
intercepts and zeroes of demand distance, and time. the inverse functions used in between population size and
and supply functions. 2. Economics - One-to-one functions computer programming. available resources.
3. Chemistry: Determine the can be used to analyze and 3. Economics - Analyzing the inverse 3. Economics - Identifying the
intercepts and zeroes of represent economic data, such as relationship between demand and relationship between price and
equilibrium constant expressions. the relationship between price and price in economics. demand for a particular product.
quantity demanded or the
Activity relationship between income and Activity Activity
“Give Me Your Point” expenditure.
3. Biology - One-to-one functions can Exploring Inverse Functions  Divide the class into pairs or small
x−2 be utilized in studying biological groups and provide each group
Consider the function f ( x )= . Plug processes, such as the relationship Materials: Graph paper, markers, calculators with a set of function cards. Each
x +2
in the function in the geogebra and give between enzyme concentration Instructions: card should contain a function in
your observation on the behavior of the and reaction rate. the form of an equation or a graph.
graph of the function. 1. Divide the students into pairs or  Instruct the students to identify the
Activity small groups. inverse function for each card and
The teacher will show the graph on the TV 2. Provide each group with a set of determine the domain and range
screen. Group the students into four groups and do one-to-one functions. of both the function and its
the following: inverse.
 Have a contest on identifying  Encourage students to discuss their
functions. 3. Instruct the students to graph the findings within their groups and
given functions and their inverses
  Make sure that each group on the graph paper. provide support as needed.
consolidate answers from each 4. Ask the students to compare and
member. analyze the graphs to identify any Analysis
 The scores of the winning group patterns or characteristics of
will serve as extra points for inverse functions. Facilitate a class discussion where students
performance task. 5. Discuss the findings as a class. share their findings from the activity. Guide
the discussion to emphasize the importance
Rubrics Interpretation in Scoring: See Rubric: of understanding the domain and range of
Analysis Appendix A Criteria: Accuracy of graphing and inverse functions.
identification of inverse functions
1. What is the behavior of the Points:10 Abstraction
graph?
2. What will be the value of f (x) if Analysis Introduce the concept of finding the domain
Descriptive Interpretation (Extra Points) – and range of inverse functions algebraically.
x is equal to 0?
Rank from highest to Lowest 1. What is the inverse function of f(x) Provide step-by-step instructions on how to
3. If f ( x )=0, what is the possible
= 2x + 3? find the domain and range using the original
value of x ? 5 points- 1st 2. How can you determine if two function.
4. Is it possible that the value of x 3 points – 2nd functions are inverses of each
can be equal to −2? Give me 1 point – Participation other? Application
your point.
Pre-Evaluation (Optional)or use Pre-Test After completing the activities, analyze the Present a real-life problem that requires
Abstraction instead. See Appendix 4.1 outcomes by discussing the students' students to find the domain and range of an
understanding of inverse functions, their inverse function. For example, give them a
The teacher will give his inputs by recalling Direction: Determine whether or not the ability to graph and solve equations using scenario where they need to determine the
on the fundamental properties of following relation is one to one or not. inverse functions, and their application of acceptable input and output values for a
functions: inverse functions to real-life problems. specific situation.

a. The domain of a function is the Abstraction

Assessment
set of all values that the variable
x can take. Summarize the key concepts learned in the
lesson, emphasizing the definition and 1. What is the domain of the inverse
b. The range of a function is the set x−2
properties of inverse functions. −1
of all values that f(x) can take. function f ( x )= ?
c. The zeroes of a function are the 3
Analysis Application
values of x which make the 2. If f ( x )=2 x−1 , what is the range
function zero. The real numbered  Base from the result of the pre- of the inverse function?
Assign the students a project where they
zeroes are also x-intercepts of the evaluation, let the students explain 3. True or False: The domain of an
need to identify and analyze real-life
graph of the function. if the given relation is oneto-one or inverse function is always the same
situations where inverse functions are used.
d. The y-intercept is the function not. Ask one representative per as the domain of the original
They can create a presentation or a written
value when x = 0. group. function.
report discussing the significance and
 What is your basis on identifying if 4. Fill in the blank: The range of the
applications of inverse functions in those
Example: Consider the function the given relation is one-to-one or inverse function is the ______ of
situations.
x−2 not? Explain. the original function.
f ( x )= let us (a) Find its domain 5. Which of the following statements
x +2 Assessment
and range, (b) intercepts and the y- Given atleast 3 minutes present into the is TRUE about domain and range of
intercepts. class and to give emphasis from the assign To assess the learning of the students, an inverse function?
Explanation: Recall that the x-intercepts of topic. (3 mins per Group) teachers can use various methods such as a. The domain of the inverse
a rational function are the values of x that quizzes, problem-solving tasks, and class function is the range of
will make the function zero. A rational Abstraction participation. They can also evaluate the the original function.
function will be zero if its numerator is students' ability to identify and solve inverse b. The range of the inverse
zero. Therefore, the zeroes of a rational Definition: The function is one-to-one if for functions in different contexts. function is the domain of
function are the zeroes of its numerator. any x 1 , x 2 in the domain of f, then the original function.
f (x 1) ≠ f (x 2) . That is, the same y-value is c. The domain and range of
Definition: The vertical line x=a is a an inverse function are
never paired with two different x-values.
vertical asymptote of a function f if the always same as the
graph of f either increases or decreases Illustrative Example 1: original function.
without bound as the x-values approach a d. The domain and range of
from the right or left. The relation pairing an airport to its airport an inverse function have
code no relationship with the
Here are the following steps to follow in original function.
finding the vertical asymptote. Airport codes are three letter codes used to
a. Reduce the rational function to uniquely identify airports around the world
lowest terms by cancelling out and prominently displayed on checked-in
the common factor/s in the bags to denote the destination of these
numerator and denominator. bags. Here are some examples of airport
b. Find the values that will make the codes:
denominator of the reduced  MNL – Ninoy Aquino International Airport
rational function equal to zero. (All terminals)
c. The line x=a is a vertical  CEB – Mactan-Cebu International Airport
asymptote.  DVO – Francisco Bangoy International
Airport (Davao)
Application  JFK – John F. Kennedy International Airport
(New York City
The teacher will then give some examples  CDG – Charles de Gaulle International
to apply the definition. Airport (Paris, France)

The teacher will do the first number and Illustrative Example 2:

will set a pattern then the learners will
finish the second number. A simple way to determine if a given graph
is that of a one-to-one function is by using
The teacher will then solve the second
number to see whether the learners got
the correct answer.

Let us find domains, intercepts, zeros and

the vertical asymptote of the given
functions:
 Application

(Performance Task - Group Activity):

In your group, write in a one whole sheet of

paper and discuss the following set, and do
x +2 the following
1. f ( x )=
x−1
4−3 x 1. For what values of k is the set of
2. f ( x )= order pairs {(2, 4), (k, 6), (4, k)} a
x −1 one-to-one function?
2. Consider each uppercase letter in
Assessment the English alphabet as a graph. Is
there any of these letters that will
Find the domain, intercept, zeros and the pass both the vertical and
vertical asymptote of the given functions: horizontal line tests?
3. The length of a rectangle, is four
x−2 more than its width. Let be the
1. f ( x )=
x−3 function mapping the length of the
1−x rectangle to its area. Is the function
2. f ( x )=
x +1 one-to-one?
4. The relation pairing a distance d (in
kilometers) traveled along a given
jeepney route to the jeepney fare
for traveling that distance.

Assessment

Formative: Post Test. See APPENDIX 4.1

DISCUSS THE EXPECTED OUTPUT

ATTENDANCE ATTENDANCE ATTENDANCE ATTENDANCE

11 – ABM(B) 11 – ABM(B) 11 – ABM(B) 11 – ABM(B)

11 – HUMSS(D) 11 – HUMSS(D) 11 – HUMSS(D) 11 – HUMSS(D)
11 – ICT(E) 11 – ICT(E) 11 – ICT(E) 11 – ICT(E)
INDEX OF MASTERY

75-100% -----
50-74% ----- INDEX OF MASTERY INDEX OF MASTERY INDEX OF MASTERY

25-49% ----- 75-100% ----- 75-100% ----- 75-100% -----

0-24% ----- 50-74% ----- 50-74% ----- 50-74% -----

25-49% ----- 25-49% ----- 25-49% -----

0-24% ----- 0-24% ----- 0-24% -----