DAILY School San Pablo National High School Grade Level XI

LESSON Teacher Juvy May A. Sojero Learning Area General Mathematics - Daisy
LOG Date and Time October 19, 2022 @ 3:00-4:00 Quarter First
(ANNOTATIONS)
PPST INDICATORS/KRA OBJECTIVES/
INDICATORS TO BE OBSERVED DURING
THE CLASSROOM OBSERVATION
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of antiderivatives and Riemann integral.
B. Performance Standards The learner shall be able to formulate and solve accurately situational problems involving population
models.
C. Learning Competencies/ LC: The learners illustrate an antiderivative of a function. (STEM_BC11I-IVa-1)
Objectives (Write the LC
code for each)
II. CONTENT Illustration of an Antiderivative of a Function
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Basic Calculus TG pp.193-195
2. Learner’s Materials pages Basic Calculus LM pp.225-226
3. Textbook pages
4. Additional Materials from CO_Q4_Basic Calculus SHS Module 1: INTEGRATION pp.1-10
Learning Resource (LR)
Portal
B. Other Learning Resources
IV. PROCEDURES
a) Activity Matching Type. Match the functions in Column A with their corresponding derivatives in Column B. Indicator 3: Use effective verbal and non-verbal
classroom communication strategies to support
Column A Column B learner understanding, participation, engagement
3 2 3 2 and achievement
1. F ( x )=x +2 x + x a. f ( x )=4 x +3 x  In order to give the correct values of x
3 2 2
2. F ( x )=x + x + x b. f ( x )=9 x +3 and y , I won’t say the instructions in
3. F ( x )=x 4 + 3 x 3 +1 c. f ( x )=3 x 2 +2 x+1 words but also pointing the exact location
4. 4 3
F ( x )=x + x +2 d. 2
f ( x )=9 x −3 of the coordinates.
5. 2
F ( x )=x +2 x+1 e. f ( x )=2 x +2 Indicator 4: Establish safe and secure learning
6. 2
F ( x )=x −2 x +1 f. f ( x )=2 x−2 environment to enhance learning through the
3 g. 2
f ( x )=3 x +4 x+1 consistent implementation of policies, guidelines
7. F ( x )=3 x +3 x+1 and procedures
3 2
8. 3
F ( x )=3 x −3 x +1 h. f ( x )=4 x +9 x  Classroom rules and reminders must be
observed throughout the session.
b) Analysis Indicator 4: Establish safe and secure learning
environment to enhance learning through the
 1. 3
F ( x )=x +2 x + x
2 consistent implementation of policies, guidelines
and procedures
Answer: f ( x )=3 x 2 +4 x+1  Classroom rules and reminders must be
Let the students examine the relationship
g observed throughout the session.
between each given and its answer. Could you
3 2 work backward to find the “antiderivative” of each
2. F ( x )=x + x + x function?
Answer: f ( x )=3 x 2 +2 x+1
c
4 3
3. F ( x )=x + 3 x +1
Answer: f ( x )=4 x 3 +9 x 2
h

4. F ( x )=x 4 + x3 +2
Answer: f ( x )=4 x 3 +3 x2
a
2
5. F ( x )=x +2 x+1
Answer: f ( x )=2 x +2
e
2
6. F ( x )=x −2 x +1
Answer: f ( x )=2 x−2
f

7. F ( x )=3 x 3 +3 x+1
Answer: f ( x )=9 x 2 +3
b
3
8. F ( x )=3 x −3 x +1
Answer: f ( x )=9 x 2−3
d

c) Abstraction Indicator 3: Use effective verbal and non-verbal

Definition 1 classroom communication strategies to support
learner understanding, participation, engagement
A function F is an antidirivative of the function f on an interval I if and only if F ' ( x )=f ( x ) for every
and achievement
 value of x in I .  Inorder to give the correct values of x
and y , I won’t say the instructions in
words but also pointing the exact location
of the coordinates.
d) Discussing the new Indicator 1: Apply knowledge of content within and
concepts and practicing across curriculum teaching areas
new skills #1  I presented a topic that is aligned with the
competency needed to achieve.
 I integrated HUMSS subject when I gave
an example for citizenship under
“Citizenship-in-Practice” topic with LC
“the learner explains citizenship” with
code HUMSS_PG12-IId-13
 I integrated Araling Panlipunan when I
introduced SSS as one of my examples
in one-to-one function.

Indicator 2: Display proficient use of Mother

Tongue, Filipino, and English to facilitate teaching
and learning
 During the discussion I may do code
switching sometimes may in Filipino or
Bisaya help me explain better the content
that I wanted my students to understand.

Indicator 4: Establish safe and secure learning

environment to enhance learning through the
consistent implementation of policies, guidelines
and procedures
 Classroom rules and reminders must be
observed throughout the session.
e) Discussing new concepts Graph of a One-to-one Function Indicator 1: Apply knowledge of content within and
and practicing new skills #2 across curriculum teaching areas
If f is a one-to-one function, then no two points ( x 1 , y 1 ) and ( x 2 , y 2 ) , have the same y-value.
 I presented a topic that is aligned with the
Therefore, no horizontal line cuts the graph of the equation y = f(x) more than once. Example. competency needed to achieve.
Compare the graphs of the above functions
Indicator 2: Display proficient use of Mother
Tongue, Filipino, and English to facilitate teaching
and learning
 During the discussion I may do code
switching sometimes may in Filipino or
How to Determine if a Function is One-to-One Bisaya help me explain better the content
that I wanted my students to understand.
Horizontal Line test: A graph passes the Horizontal Line Test if each horizontal line cuts the graph
at most once. Indicator 3: Use effective verbal and non-verbal
A function f is one-to-one if and only if the graph y = f(x) passes the horizontal Line test. classroom communication strategies to support
 Example. Which of the following functions are one-to-one? learner understanding, participation, engagement
and achievement
 I used non-verbal communication for me
to expressed better the use of vertical
line test and horizontal line test.

Indicator 4: Establish safe and secure learning

environment to enhance learning through the
consistent implementation of policies, guidelines
Figure 3 shows that the horizontal line test intersects more than one, while the other horizontal line and procedures
test intersects no more than one. It means that Figure 4 is an example of one-to-one function.  Classroom rules and reminders must be
observed throughout the session.
Students will understand if the given real-life situation problem is a one-to-one function or not.
Indicator 5: Maintain learning environment that
promote fairness, respect and care to encourage
learning
 This indicator must be observed
throughout the session.
f) Developing mastery (Leads Understanding One-to-One Functions Indicator 1: Apply knowledge of content within and
to formative Assessment 3) Determine whether each of the following situations is a one-to-one function. Elaborate your answer. across curriculum teaching areas
1. The relation of a dog to its family members  I presented a topic that is aligned with the
2. The relation of a person to his or her passport competency needed to achieve.
3. A car model to its manufacturing company Indicator 2: Display proficient use of Mother
4. A shark to where it lives Tongue, Filipino, and English to facilitate teaching
5. True or False questions to answers and learning
 During the discussion I may do code
Identify if the graph is a one-to-one function or not. switching sometimes may in Filipino or
Bisaya help me explain better the content
_________________________ _________________________ that I wanted my students to understand.

Indicator 5: Maintain learning environment that

promote fairness, respect and care to encourage
learning
 This indicator must be observed
throughout the session.
 _________________________ _________________________

_________________________

g) Finding practical Anthony’s math teacher gives a quiz every day. However, Anthony missed his Thursday quiz due to Indicator 1: Apply knowledge of content within and
applications of concepts high fever. On Friday, her teacher tells him that since he was excused, his score on the Friday quiz across curriculum teaching areas
and skills in daily living.  I presented a topic that is aligned with the
will be doubled to compensate for his absence. If he got 8, 9, and 10 on his other three quizzes. competency needed to achieve.
Let x = Anthony’s score on Friday quiz
f (x) = Anthony’s total score at the end of the week
1. What would be Jayson’s total score of the week?
2. Show that the function f (x) is a one-to-one function
3. Is the problem an example of one-to-one function? Why?
h) Making generalizations and A. Complete the statements below.
abstractions about the 1. The ________ is a set of ordered pairs in which no two ordered pairs that have the same first
lesson. component and have different second components.
2. When working on the coordinate plane, a function is a one-to-one function when it will pass the
_____________ (to make it a function) and also a ___________ (to make it one-to-one).
3. Is the Function f :(m ,3) ,(a ,2),(t , 9),¿ ) represents one-to-one functions? If yes, why?
___________________
4. In the diagram below, set A is the _______ of the function and set B is the _______of the
 function.

B. Which of the following graphs show one-to-one function? State the reason below.

i) Evaluating learning. Multiple choice test is given.

j) Additional activities for Assignment:
application or remediation. Below are words which can be associated with one-to-one functions. Write a statement
below that may prove it is an example of one-to-one function.
Example: Passport ID
Answer: A person has only one passport ID.
1. Citizenship
2. Fare
3. Car
4. Area of a circle.
5. Soap

Prepared by: Checked by:

JUVY MAY A. SOJERO EDGARDO R. DOLAUTA

GenMath – Teacher School Head