School Grade Level Grade 11

Teacher Learning Area General Mathematics

Teaching Date and Time Aug 4-6 , 2024 Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may
I. OBJECTIVES be done for developing content knowledge and competencies. These are assessed using Formative Assessment
Strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of functions.
B. Performance Standards The learner is able to accurately construct mathematical models to represent real-life
situations using functions.
Learning Competency: Represents real-life situations using functions, including
piece-wise functions. (M11GM-Ia-1)
Evaluates a function. (M11GM-Ia-2)
C. Learning
Competencies/
Learning Objectives:
Objectives
1. Distinguish different kinds of functions
2. Evaluate functions.
3. Share examples of real-life situations which can be represented using functions
II. CONTENT Functions and Their Graph
III. LEARNING teacher’s guide, learner’s module
RESOURCES
A. References
1. Teacher’s Guide Pages 1-14
2. Learner’s Materials Pages 1-9; 10-12
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will
learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways
IV. PROCEDURES to learn new things, practice the 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. Review previous lesson or Given the following models, identify the kind of function being shown on each item by
presenting the new lesson choosing from the list in the box.
Linear function Quadratic function Polynomial Function
Piecewise Function One-to-One Many-to-One
1) f(x) = 7x
2) g(x) = x2
3) h(x) = x3 + 2x2 – x +1
4) {(1,2), (2,4),(3,9)}
5)

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6)

6) {( , Philippines )}
7)
 8)

{8 ,1<x≤5¿¿¿¿
B. Establishing a purpose for The teacher lets the students realize that being able to model real-life situations will help
the lesson us understand better the concept of functions including piece-wise functions.
(Contextualization & Localization)The teacher divides the class into groups with five
members, do a 2 – part Activity.
First part, requires each group to come up with 2 real –life examples of functions
modelled by a mapping diagram and set of ordered pairs.
Second part, asks the group to choose which best represents a real-life situation: A
C. Presenting examples/
jeepney passenger pays P8.00 for the first 5 km as fare and an additional P1.00 for
instances of the new lesson every succeeding distance x in kilometer.

A. f(x) =
{8 ,1<x≤5¿¿¿¿ B. f(x) = 8 +1.00x

The teacher discusses with the students why the real-life examples they give illustrate
functions and of why they have chosen such representation for part 2 in the activity.
D. Discussing new concepts
The teacher explains that Choice A in the second part of the activity is a representation of
and practicing new skills #1
a piece-wise function. Explain further that Piece-wise function is used whenever it is not
possible to represent a situation with just one equation.
Given a function f(x) = 2x, what is the result when you replace x by 2 in the function? If x =
0? If x = -1?
E. Discussing new concepts Tell to the class that the one done is evaluating functions.
and practicing new skills #2 Steps to undertake in evaluating functions are
1) Substitute the value to the variable.
2) Do the operation to find the value of the function.
Activity: Evaluate the following functions.
1) f(x) = 3x ; if x = 4
F. Developing mastery 2) f(x) = x/2, if x = 0
3) f(x) = 2x3 – 8, if x = -3
4)f(x) = x - 3 , if x = 12
Ask students of real-life situations which can be represented by a piece-wise function.
(Contextualization & Localization)
G. Finding practical
Possible Answers: Internet payment; Taxi fare
applications of concepts
Secondly, ask them to think of situations where evaluation of functions can be applied.
and skills in daily living
Example answers: when computing for salary; when computing for fare; when
purchasing items
The teacher summarizes the lesson through asking the following questions
H. Making generalizations and
1) What are the different types of functions?
abstractions about the
2) What are ways to represent functions?
lesson
3) How do we evaluate functions?
A. 1) Which best represents the situation below.
The sweet corn sold in the canteen is at P7.00. If I want to buy x pieces of
sweet corn, how much will I pay?
A. f(x) = 7 + x B. f(x) = 7x c.) f(x)= 7
2) Represent the situation in any possible model.
I. Evaluating Learning With Santos family, mama and the eldest child are both of blood type A, papa,
youngest and the middle child are all blood type B.
B. Evaluate the following:
1) h(x) = x3 – x2 +x – 2, if x = 0 2) g(x) = (x + 4)(x – 1) , if x = -2
3) f(x) = 1/x, if x = 3 4) h(x) = 4x – 2, if x = 1
5) f(x) = 5(x+2) , if x = 4
J. Additional activities or Answer page 9 of your book numbers 1-3 & 5.
remediation Answers:1) any value except 4 and 6 2) b 3) V and W 5) S (n) = 600n
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/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% of the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No.
of learners who have caught up
with the lesson.
D. No. of learners who continue 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 Presenting examples, finding practical applications and evaluation.
materials did I use/ discover which
I wish to share with other teachers