GRADE 1 to 12 School Corazon C.

Aquino High School Grade Level 11

DAILY LESSON LOG Teacher Jennelyn D. Jacinto Learning Area GENERAL MATHEMATICS
Teaching Dates and Time Week 1 (August 29 – September 01, 2023) Quarter 1

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES Objectives: must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are assessed using formative strategies. Valuing objectives support the learning of the content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standard The learners demonstrate understanding of key The learners demonstrate understanding of key The learners demonstrate understanding of key The learners demonstrate
concepts of functions. concepts of functions. concepts of functions. understanding of key concepts of
functions.
B. Performance Standard The learner is able to accurately construct The learner is able to accurately construct The learner is able to accurately construct The learner is able to accurately
mathematical models to represent real- life mathematical models to represent real- life mathematical models to represent real- life construct mathematical models to
situations using functions. situations using functions. situations using functions. represent real- life situations using
functions.
C. Learning Orientation/ getting to know (first day) Represents real – life situations using functions, Evaluates a function. Performs addition, subtraction,
Competencies/Objectives including piece- wise functions. M11GM-Ia-1 M11GM-Ia-2 multiplication, division, and
Write the LC Code for composition of functions.
each M11GM – Ia-3
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FUNCTIONS AND THEIR GRAPHS FUNCTIONS AND THEIR GRAPHS FUNCTIONS AND THEIR GRAPHS 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 Copy pp. 1-7. General Mathematics DepEd Copy pp. 11-12. General Mathematics DepEd Copy
14-20.
2. Learner’s Materials pages
3. Textbook pages General Mathematics, Orlando A. Oronce, pages 1- General Mathematics, Orlando A. Oronce, pages Oronce, O. A. (2016). General
22 1-22 Mathematics. Philippines: Rex
General Mathematics, LynieDimasuay,et.al., pages General Mathematics, LynieDimasuay,et.al., Bookstore Inc., (RBSI)
3-7 pages 3-7
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource Laptop, chalk board, posters/manila papers Laptop, chalk board, posters/manila papers Laptop, chalk board, posters/manila papers Laptop, chalk board, posters
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Ask the students if they are familiar of what is As a review to the previous lesson call some Let the students recall the basic
presenting the new lesson function. Present the topic to the students by letting students to give what they remembered on the operations. Let the students answer.
Jennelyn D. Jacinto GENERAL MATHEMATICS
 them give examples of real-life situations that previous topic.
represent a function.
B. Establishing a purpose for the What is the importance of function in our society? The answers of the students will lead to the next What is the importance of knowing
lesson Let the students answer. topic on how to evaluate functions. how to add, subtract, multiply and
divide functions? Present the topic to
the class.
C. Presenting Ask the students, what are the different workers in Let the students give an example of equations on From the given equations by the
examples/Instances of the the society? Let the students discuss the functions the board. From their given examples, let them students let the students do the
new lesson of each in the community. find the value of their equations by substituting 2 activity on the operations and
composition of functions.
on the variable. (They may use another variable
aside from the usual x or y.)

D. Discussing new concepts and What are the different ways of representing Give more examples to the students on how to Group the students into five. They will
practicing new skills # 1 function? Tell the students that functions will include evaluate functions given the value of x will be a give their own equations and let them
one-one relationship like mother and father or many- number. do the following:
one relationship like students to one teacher. Group 1 : Addition of Function
Group 2: Subtraction of Function
Group 3 : Multiplication of Function
Group 4: Division of Function
Group 5: Composition of Two
Functions
E. Discussing new concepts and Tell the students on how to determine function from Tell the students that evaluating functions will not From the given activity they will
practicing new skills # 2 set of ordered pairs, graphs and equations. limit to numbers but they can use variable to choose a reporter to give the steps on
represent x. how they perform their assign
operations.
F. Developing mastery 1. Give more examples of evaluating functions using The teacher will check their outputs
How did you determine whether a relation is a variable to represent x. and let the other members of the
function or not? group will do the “gallery walk”.
Let the students give their answers.
G. Finding practical application of The teacher uses differentiated instruction: Give a real-life situation that the students can Let the students formulate a
concepts and skills in daily relate. conclusion on how to add, subtract,
living Group 1: Give an example of real-life situation that Example. multiply, divide and the composition
uses functions. (They may include mapping Mark started selling snacks in the nearby school.
diagram.) of functions.
In one day, he spends P200
for rent andP25 for each snack item he prepares.
Group 2: Show a graph that represents a function His expenses in a single day can be expressed as
and applying the vertical line test. the function C(x) = 25x + 200, where x is the
number of items and C(x) is
Group 3: Giving 10 sets of ordered pairs that his daily expenses in pesos. How much are his
represent a function. expenses if he prepares 100 snack items?
150 snack items?
Group 4: Give examples of equations that
represents a function.

H. Making generalizations and  A function is a relation in which each element of Evaluating a function means replacing the Let f and g be functions.
abstractions about the lesson the domain corresponds to exactly one element variable in the function, in this case x, with a value
Jennelyn D. Jacinto GENERAL MATHEMATICS
 of the range. from the function's domain and computing for the (a) Their sum, denoted by f + g, is
 A function may include one-one or many- one result. To denote that we are evaluating f at a for the function denoted by (f + g)(x) =
relationship. some a in the domain of f, we write f(a). f(x) + g(x).
 A graph represents a function if and only if
each vertical line intersects the graph at most (b) Their difference, denoted by f - g,
once. is the function denoted by (f - g)(x) =
 A relation is a function if for each x value there f(x) - g(x).
corresponds only one y – value.
(c) Their product, denoted by f . g, is
the function denoted by (f . g)(x) = f(x)
. g(x).

(d) Their quotient, denoted by f/g, is

the function denoted by (f/g)(x) =
f(x)/g(x), excluding the values of x
where g(x) = 0.

I. Evaluating learning Determine which of the following represents a Evaluate the following functions: Do the following operations given that
function: 1. g(x) = x2 – 2x + 2 , find g(-4) F(x) = x2 + 5x + 4
2. f(x) = 2x + 1 find f(1) G(x) = x2 + 2x – 8
1.) (1; 2); (2; 2); (3; 5); (4; 5)
x-1
1.( f+ g) (x)
2.) (1; 3); (1; 4); (2; 5); (2; 6); (3; 7) 3. r(x) = 2x + 1, find r(3x -1) 2. (f – g) (x)
4. q(x) = x2 – 2x + 2, find q(3x+3) 3. (f.g) (x)
4. (f/g) (x)
5. (f o g)(x)
6. (g o f) (x)

3.)

4. x2 + y2 = 1

5. y = x2 – 2x + 2

J. Additional activities for Give this problem to the students who need
application or remediation additional activities.
The function for the height of an object dropped
from a 100-meter tall platform at time t seconds is
approximated b y s ( t ) = - 5t2 + 100 (This formula
is based on an approximated value for the
acceleration g = 10m/s due to gravity). What is the
height of the object after 2 seconds? After 4
seconds?
V. REMARKS
Jennelyn D. Jacinto GENERAL MATHEMATICS
VI. 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
80% in the evaluation Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

B. No. of learners who require

additional activities for Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________
remediation who scored below Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______
80%
Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

C. Did the remedial lessons Grade 11 GENESIS - __________

work? No. of learners who Grade 11 GENESIS - __________ Total No. of Students _______ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________
have caught up with the Total No. of Students _______ Total No. of Students _______ Total No. of Students _______
lesson Grade 11 LEVITICUS - __________
Grade 11 LEVITICUS - __________ Total No. of Students _______ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

D. No. of learners who continue

to require remediation Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

E. Which of my teaching
strategies worked well? Why
did these works?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?

Jennelyn D. Jacinto GENERAL MATHEMATICS

 Prepared by: Checked: Noted:

JENNELYN D. JACINTO CRISTOBAL F. MELEGRITO, PhD VIVIAN P. BAGALSO

Subject Teacher Master Teacher I/ SHS Focal Person OIC – Head Teacher

Approved:

MELY A. BULUSAN, EdD

SHS Principal III

Jennelyn D. Jacinto GENERAL MATHEMATICS