DAILY LESSON PLAN IN GRADE 11

(General Mathematics)
(September 5, 2023 – September 8, 2023)

I- OBJECTIVES:

A. Content standard:
1. The learner demonstrates understanding of key concepts of functions.

B. Performance standard:
1. The learner is able to accurately construct mathematical models to represent real-life situations using
functions.

C. Learning Competencies/Objectives: At the end of the session, majority of the students are expected to:

The learner represents real- The learner represents real- The learner evaluates a The learner solves problems
life situations using life situations using function. involving functions.
functions, including functions, including [M11GM-Ia-2] [M11GM-Ia-4]
piecewise functions. piecewise functions.
[M11GM-Ia-1] [M11GM-Ia-1] 1. find the value of a 1. identify a function as
function at a given value of being a linear, quadratic,
1. define a function; 1. define relations and 𝑥; polynomial, rational, or
2. represent a function using functions; 2. construct a table of values radical;
function notation; and 2. differentiate a function for a function; and 2. find the domain and
3. properly model real-life from a relation; and 3. plot points in a coordinate range of different types of
problems using equations. 3. determine whether a plane to graph functions. function; and
given scenario is a function 3. find the domain and
or not. range of a function
represented by its graph.

II- SUBJECT MATTER:

A. Topics:
- Functions, Function Notations, and Equations
- Functions vs. Relations
- Evaluating and Graphing Functions
- Domain and Range of Functions

B. References: Internet Search Engines: Google, SlideShare, YouTube

C. Materials: Notebook, Graphing Paper, Pen, Watch or Timer, Ruler or Tape Measure, LCD Projector/TV, Laptop,
Chalk and White Board Marker.

III- PROCEDURES:

Preliminary Activities
1. Prayer
2. Greetings
3. Attendance
4. Assignment
5. Review

Session 1 FUNCTIONS, FUNCTION NOTATIONS, AND EQUATIONS

Activity Birth Month Trick. This activity will introduce to the students the concept of many-to one
function by challenging the students to come up with a reason why an outcome will always be
the same regardless of their birth months.

Methodology:

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 Ask the students to do the following steps:
1. Take the number of your birth month. (e.g., January = 1, February = 2, etc.)
2. Add 32.
3. Add the result in step 2 to the difference between 12 and the number of your birth month.
4. Divide by 2.
5. Subtract 10.

Expected Results:
1. Suppose the student’s birth month is June. June is represented by 6.
2. Adding 32 to 6 gives 38.
3. Adding the difference of 12 and 6, which is 6, to 38 gives 44.
4. Dividing 44 by 2 gives 22.
5. Subtracting 10 from 22 gives 12.

Guide Questions:
Analysis 1. When is your birthday?
2. What number represents that month?
3. After following all the rules, what result did you get? How about the others?
4. Why do we always obtain the same result which is 12?

Function – a special kind of relation in which no two distinct ordered pairs have the same first
Abstraction
element. In an equation in two variables, 𝑥 and 𝑦, the variable 𝑦 may be expressed as 𝑓(𝑥) if
every value of 𝑥 corresponds to a single value of 𝑦. The value that it takes in is called the input
or independent variable while the corresponding value that it produces is the output or
dependent variable.

Example:
a. Suppose you are in a grocery store. Each grocery item has its corresponding price. This is an
example of a function wherein the independent variable is the grocery item while the
dependent variable is its price.
b. Let 𝑓(𝑥) = 3𝑥 − 2, find 𝑓(2).
𝑓(2) = 3(2) − 2
𝑓(2) = 4

Ways of Writing Functions

𝑓 (𝑥) = 2𝑥 + 6 𝑦 is written as a function of 𝑥.
𝑥 → 2𝑥 + 6 The arrow is read as “is mapped to.”
𝑓 ∶ 𝑥 → 2𝑥 + 6 The colon symbol (:) is read as “such that.”
𝑓 = {(𝑥, 𝑦)|𝑦 = 2𝑥 + 6} The function 𝑓 is written as a set.

Piecewise Function – a function composed of two or more expressions for the different parts
of the domain.

Example:
3𝑥 if 𝑥 < 0
Let 𝑔(𝑥) = { −1 if 𝑥 = 0
𝑥2 if 𝑥 > 0

The function 𝑔 is a piecewise function because the set of possible values of the independent
variable has been divided into three parts: 𝑥 > 0, 𝑥 = 0, and 𝑥 < 0, with each part having its
own expression.

Application Test Yourself! Show your solution to the following problems:

1. Consider a water dispenser as a function machine. What is the input, the function, and the
output?
2. Consider the table of values. Determine the input, the function, and the output.

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 3. Let 𝑓(𝑥) = 𝑥2. What is 𝑓(−4)?

Answer the problem below:

Assignment Jocelyn bakes cookies. She sells these cookies online. She earns ₱25 per cookie, but she
incurs₱200 worth of expenses per day. Using this scenario, answer the following:
a. Write a function relating her daily earnings or profit 𝑃(𝑛) and the number of cookies 𝑛 sold.
b. How many cookies does she need to sell for her to break even? What does this imply?

Session 2 FUNCTIONS VS. RELATIONS

Activity Pair Up! This individual activity will allow the students to create pairs based on given
scenarios. This will help them recall what a relation is and differentiate it from a function.

Methodology:
1. Ask the students to make pairings based on the scenarios below then write these pairings as
ordered pairs in a set.
𝐴 = {pair yourself with your siblings}
𝐵 = {pair yourself with your parents}
𝐶 = {pair yourself with your favorite TV show/s}
𝐷 = {pair yourself with your permanent city of residence}
2. Ask one to three students to write their answers on the board.

Analysis Guide Questions:

1. Which among the sets are considered as functions?
2. What do we call those sets that are not functions?
3. How do we define a relation?

Abstraction  Relation – a set of objects, such as numbers, grouped with one another which may or may
not represent a pattern; simply a set of ordered pairs that are arranged in an orderly
manner

Example:
Billy is associated to his friends: Gabriel, Jasmine, and Luis. Using this example, we can
define a relation 𝐹 showing this association or correspondence.
𝐹 = {(Billy, Gabriel), (Billy, Jasmine), (Billy, Luis)}

 One-to-one correspondence – each value of the independent variable(𝑥) is unique and is

associated with a unique value of the dependent variable (𝑦)

 Many-to-one correspondence – two or more values of 𝑥 are associated with the same
value of 𝑦

 One-to-many correspondence – some values of 𝑥 are associated with more than one
value of 𝑦

 Many-to-many correspondence – some values of both 𝑥 and 𝑦 are associated with more
than one value of their counterpart

 Function – a special kind of relation in which no two distinct ordered pairs have the same
first element

Example:
Miguel, Karlo, and Bien are paired to their respective schools. Let us name this relation 𝑆.
𝑆 ={(Miguel, DLSU), (Karlo, ADMU), (Bien, ADMU)}

 Vertical Line Test – can be used to determine if a graph represents a function. If a

vertical line is drawn on any part of the graph of a function, the line will intersect at most
one point on the graph of a function. On the other hand, if we can draw a vertical line that
intersects a given graph at more than one point, then that graph represents a relation that is
not a function.

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 Example:
The given graph below passes the vertical line test since if we draw an imaginary vertical line
anywhere on the graph, it would touch exactly one point.

Application
Test Yourself! Provide what is asked.

1. Determine whether the following set is a function.

𝐴 = {(2, 3), (4, 5), (6, 7), (8, 9)}
2. Write all the ordered pairs in the figure and determine the type of relation depicted by the
given figure.

3. Given 𝑓(𝑥) = |𝑥|, complete the table of values below. Sketch the graph of the function and
show that it would pass the vertical line test.

Assignment
Given: 𝑦 = 2𝑥
a. Complete the table of values.
b. Sketch the graph of 𝑦 = 2𝑥.
c. Determine whether 𝑦 is a function of 𝑥.

Session 3 EVALUATING AND GRAPHING FUNCTIONS

Activity Heartbeat, Plot It! This activity will be on calculation of pulse rate then plotting of results in
a coordinate plane.

Methodology:
1. This activity should be done individually.
2. Ask the students to complete the following table:

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 3. Ask the students to take their pulse rate or the number of heartbeats in one minute. Do this
by placing the tips of their index and middle fingers over the pulse on the palm side of their
wrists and count the number of beats in one minute.
4. Have them write their rates on the second column of the table beside Student 1.
Analysis
5. For the succeeding rows, they should survey other students regarding their pulse rate to
complete the table.

Guide Questions:
1. Write all entries as ordered pairs in the form (Student Number, Pulse Rate).
Abstraction
2. Plot the ordered pairs on a graphing paper. Draw a line through all the points.
3. Is the set of ordered pairs you obtained a function? Explain your answer.

Table of values – a graphic organizer or chart that helps determine two or more points that
can be used in creating graphs

Example:
Consider the function 𝑓(𝑥) = 4𝑥 + 1. The values of the function for the given values of 𝑥 are
shown in the following table of values.

Example:
Evaluate the function𝑓(𝑥) = 3𝑥 − 4 at (a) 𝑥 = 2 and (b) 𝑥 = 4.

a. Substitute 𝑥 = 2 in the given function and simplify.

𝑓(𝑥) = 3𝑥 − 4
𝑓(2) = 3(2) − 4
𝑓(2) = 6 − 4
𝑓(2) = 2
b. Substitute 𝑥 = 4 in the given function and simplify.
𝑓(𝑥) = 3𝑥 − 4
𝑓(4) = 3(4) − 4
𝑓(4) = 12 − 4
𝑓(4) = 8

Example:
𝑥 + 3 if 𝑥 < 1
Evaluate 𝑓(𝑥) = { 𝑥2 – 6 if 𝑥 = 1
√𝑥 + 3 if 𝑥 > 1
when
(a) 𝑥 = 0, (b) 𝑥 = 1, and (c) 𝑥 = 3.

a. Since 𝑥 = 0 < 1, we use the first expression. Substitute 0 in the expression then simplify.
𝑓(𝑥) = 𝑥 + 3
𝑓(0) = 0 + 3
𝑓(0) = 3
b. Since 𝑥 = 1, we use the second expression. Substitute 1 in the expression then simplify.
𝑓(𝑥) = 𝑥2 − 6
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 𝑓(1) = (1)2 − 6
𝑓(1) = 1 − 6
𝑓(1) = −5
Application c. Since 𝑥 = 3 > 1, we use the 3rd expression. Substitute 3 in the expression then simplify.
𝑓(𝑥) = √𝑥 + 3
𝑓(3) = √3 + 3
𝑓(3) = √6

Test Yourself!

Evaluate the function 𝑓(𝑥) = 5𝑥 + 4 at the specified values.

1. 𝑓(−1)
Assignment 2. 𝑓(2)
3. 𝑓(0)
4. 𝑓(−3)
5. 𝑓(1)

Consider the function 𝑓(𝑥) = 3𝑥 + 2.

1. Construct a table of values for the given function.

2. Sketch the graph of the function.

Session 4 EVALUATING AND GRAPHING FUNCTIONS

Activity Height And Seek. This activity will be on measurement of height and calculation of predicted
forearm length.

Methodology:
1. This activity should be done individually.
2. Students should measure their height in centimeters using a ruler or a tape measure.
3. On a sheet of paper, have them record the measure on the first column of the table below.

4. For the succeeding rows, students should survey other students regarding their height.
5. After completing the table, have them substitute each measure for 𝐻 in the formula 𝐹𝐿 =
0.258𝐻 +0.382 to obtain the predicted forearm length (𝐹𝐿)in centimeters. Write the answers
on the second column of the table.

Guide Questions:
Analysis
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 1. If all entries in the table are written as ordered pairs in the form (Height, Predicted Forearm
Length), what are the ordered pairs?
2. Does the set of ordered pairs you obtained represent a function? Explain your answer.
3. If you continue obtaining measures from students and computed their predicted forearm
length, what do you think will be the set of all possible values for the first coordinate? How
about the second coordinate?

Abstraction  Domain of a function – the set of all values of the independent variable 𝑥 that have
corresponding values of the dependent variable 𝑦
Example:
Consider the function 𝐹 = {(−1,1), (1,1), (−2,4), (2,4)}. The domain of 𝐹 is the set containing
all the first coordinates: {−1, 1, −2, 2}.

 Range of a function – the set of all values of 𝑦 that can be obtained from the possible
values of 𝑥
Example:
Consider the function 𝐹 = {(−1,1), (1,1), (−2,4), (2,4)}. The range of 𝐹 is the set containing all
the second coordinates: {1, 4}.

 Linear function – a function that has a degree of 1 and whose graph is a straight line; the
domain and range of a linear function are both the set of real numbers (ℝ)
Example:
The functions 𝑓(𝑥) = 𝑥 − 7 and 𝑔(𝑥) = 5𝑥 + 4 are linear functions.

 Quadratic function – a function that has a degree of 2 and whose graph is a parabola; the
domain of a quadratic function is the set of real numbers
Example:
The functions 𝑓(𝑥) = 𝑥2 − 3𝑥 and 𝑔(𝑥) = 2𝑥2 − 𝑥 + 1 are quadratic functions.

 Polynomial function – a function involving nonnegative integer powers of the

independent variable; the domain of a polynomial function is the set of real numbers; the
range of a polynomial function whose degree is odd is the set of real numbers
Example:
The functions 𝑓(𝑥) = 𝑥3 + 1 and 𝑔(𝑥) = 3𝑥3 − 2𝑥 + 1 are polynomial functions.
Linear, and quadratic functions are polynomial functions.

 Rational function – a function that can be expressed as a ratio of two polynomials; the
domain of a rational function is the set of real numbers except the zeros of its denominator
Example:
The functions 𝑓(𝑥) = 3/𝑥+1 and 𝑔(𝑥) = 𝑥+2 𝑥−2 are rational functions. The domain of
𝑓(𝑥) is the set of real numbers except −1. The domain of 𝑔(𝑥) is the set of real numbers except
2.

 Radical function – a function that contains radical expressions; the domain of a radical
function is the set of real numbers except those that make the radicand of radicals with
even index negative
Example:
The functions 𝑓(𝑥) = √𝑥 − 2 and 𝑔(𝑥) = 3√3𝑥 + 1 are radical functions. The domain of 𝑓(𝑥) is
the set of real numbers greater than or equal to 2. The domain of 𝑔(𝑥) is the set of real
numbers.

Problem:
Find the domain and range of the function 𝑓(𝑥) = 7 − 3𝑥.

Solution:
The function 𝑓(𝑥) = 7 − 3𝑥 is a linear function. The domain and range of a linear function are
both the set of real numbers. Therefore, the domain of the function 𝑓(𝑥) = 7 − 3𝑥 is ℝ
and its range is also ℝ.

Application
Test Yourself!
1. Find the domain and range of the function 𝑓(𝑥) = 2𝑥3 − 5.
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 2. What is the domain and range of 𝑓(𝑥) = 3 – 𝑥2?
3. Find the domain and range of 𝑓(𝑥) = 4 using its graph.
Assignment
Provide what is asked.
The following table shows the number of patients admitted for diagnosis of dengue fever in a
local hospital in a week.

Take the entries in the first column as elements of the domain and the second column as
elements of the range. Identify the domain and range of the function.

Prepared by: Checked by:

KRISTINE LYKA T. CURADA FREDDIE Q. MAGLASANG

Mathematics Teacher School Head