GRADE 7-12 School Magpet NHS Grade Level 11

DAILY LESSON LOG Teacher MARIO C. CAPLAYA JR Learning Area General Mathematics
Teaching Dates and Time AUG. 29-AUG.3, 2023 / 7:30 - 9:30, 9:50 - 11:50, 1:00 - 3:00 Quarter First

Session 1 Session 2
I. OBJECTIVES
A. Content Standards Key concept of function.
B. Performance Standards Accurately construct mathematical models represent real-life situation using functions.
Define relation and function Define relation and function
correctly differentiate a function from relation correctly differentiate a function from relation
C. Learning Competencies/Objectives
(Write LC Code for each)
accurately determine whether a given scenario is a function or not accurately determine whether a given scenario is a function or not

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
3. Textbook's pages
4. Additional Materials from Learning
Resource (LR) portal
quipper activity sheets and ppt. quipper activity sheets and ppt.
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Are you familiar of the mathematics word "function and relation"? Are you familiar of the mathematics word "function and relation"?

B. Establishing a purpose for the In this activity, the students will be asked to make pairings based on the In this activity, the students will be asked to make pairings based on the
lesson scenario below then write these pairings as ordered pairs in a set scenario below then write these pairings as ordered pairs in a set
C. Presenting examples/ instances of What is a function? Relation? What is a function? Relation?
the new lesson
D. Discussing new concepts and What are the types of relation correspondence. What are the types of relation correspondence.
practicing new skills #1
E. Discussing new concepts and How do relation differ from fuction? How do relation differ from fuction?
practicing new skills #2
F. Developing mastery (Leads to Determine the type of correspondence of the following sets. Determine the type of correspondence of the following sets.
Formative Assessment 3)
 what is the importance of understanding the concept of relation and what is the importance of understanding the concept of relation and
G. Finding practical applications of
concepts and skills in daily living
fuction? In which aspects of your life can you apply the concept of fuction? In which aspects of your life can you apply the concept of
relation and function? relation and function?
H. Making generalizations and How to use the vertical line test in testing relation to determine if it’s a How to use the vertical line test in testing relation to determine if it’s a
abstractions to the lesson function or not? function or not?

A. identify the type of relation dipected by each set of ordered pairs? A. identify the type of relation dipected by each set of ordered pairs?
1. Define a relation between two sets A and B. Give an example of a relation1. Define a relation between two sets A and B. Give an example of a relation
and explain whether it is a function or not and explain whether it is a function or not
2. Given two sets X = {1, 2, 3} and Y = {a, b, c}, create a function that maps
2. Given two sets X = {1, 2, 3} and Y = {a, b, c}, create a function that maps
each element in set X to an element in set Y. Is this function one-to-one or
each element in set X to an element in set Y. Is this function one-to-one or
onto? Explain why.
I. Evaluating learning onto?
3. Consider the set A = {1, 2, 3, 4} and the set B = {x, y, z}. Can you provide anExplain
3. Consider thewhy.
set A = {1, 2, 3, 4} and the set B = {x, y, z}. Can you provide
example of a relation from A to B that is both reflexive and symmetric? an example of a relation from A to B that is both reflexive and symmetric?
Explain your answer. Explain your answer.
4. Determine whether the following relation R on the set C = {1, 2, 3, 4} is an
4. Determine whether the following relation R on the set C = {1, 2, 3, 4} is an
equivalence relation: R = {(1, 1), (2, 2), (3, 3), (4, 4), (1, 2), (2, 1)}. If it is an
equivalence relation: R = {(1, 1), (2, 2), (3, 3), (4, 4), (1, 2), (2, 1)}. If it is an
equivalence relation, explain why. If not, identify which properties it lacks.
5. Given sets A = {a, b, c} and B = {1, 2, 3, 4}, define a function that is equivalence
5. Given setsrelation,
A = {a, explain why.
b, c} and B =If{1,
not,
2, identify which
3, 4}, define propertiesthat
a function it lacks.
is
neither injective (one-to-one) nor surjective (onto). Provide an example neither injective (one-to-one) nor surjective (onto). Provide an example of
of such a function and explain why it fails to satisfy these properties. such a function and explain why it fails to satisfy these properties.
J. Additional activities for application Advance study on evaluation of function.
Advance study on evaluation of function.
and remediation
Not successfully done because the teacher focusses on the orientation
V. REMARKS
of the class about rules and regulation of the teacher. Successfully Done
VI. REFLECTION
A. No. of learners who earned 80% on the formative
assessment
B. No. of learners who require additional activities
for remediation

C. No. of learnes who have caught up with the lesson

D. No. of learners who need to require remediation

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 materials did I
use/discover which I wish to share to other teachers?
Prepared by: Checked by:
MARIO C. CAPLAYA JR. JOCELYN S. LOBATON, MT-II
Teacher I, Ratee Master Teacher , Rater

Approved:
JASPER L. LOBATON, Ed.D
Principal III