Exemplar Lesson Plan

School Grade
GRADE 11
Level
Learning GENERAL
Teacher CHRISTIAN DAVE M. BALATERO
Area MATHEMATICS
DAILY LESSON PLAN
Date Quarter FIRST

I. OBJECTIVES

A. Content Standards The learner demonstrates an understanding of key

concepts of functions.
B. Performance Standards The learner shall be able to accurately construct
mathematical models to represent real-life problems
involving functions.
C. Learning Competencies/ The learner shall be able to:
Objectives  represent real-life situations using functions, including
piecewise functions.
 Specific Learning Outcomes:
At the end of the lesson, the learner should be able to:
1. Distinguish relation and function.
2. Identify the relations of function through a set of
ordered pairs, mapping diagrams, and graphing.
3. Represent real-life situations using functions,
including piecewise functions.
II. CONTENT FUNCTIONS AS MODEL

III. LEARNING General Mathematics Learner’s Materials DepEd

RESOURCES General Mathematics/Next Century Mathematics

A. References

1. Teacher’s Guide pages pp.1-10

2. Lerner’s Materials pages pp. 1-9
3. Textbook Orines, F. (2016). Next Century Mathematics 11 General
Mathematics: Phoenix Publishing House. pp. 1 – 54.
B. Other Learning Resources Materials:
For Instruction delivery section: chalkboard, visual aids,
handouts
IV. PROCEDURES

REVIEW OR INTRODUCTION Review the last lesson and relate it to the new lesson.
Reviewing the previous lesson
presenting the new lesson

DAILY OBJECTIVE/S The learning objectives/specific learning outcomes will be

Establishing a purpose for the
posted on the board.
lesson

The teacher will ask a volunteer to read each of the specific

learning outcomes.
PRE-ACTIVITY Presentation of the Lesson:
Presenting examples/instances of
the new lesson
Introduction
Did you Know?

The shadow's length can be considered as function of its

height and the time of day. It is because, shadows can be
used to find the height of large objects such as buildings,
trees, towers, etc. ; the same function rule (ratio) by which
we compare the length of an upright ruler to its shadow will
help us find the unknown input (the height of the large
object) when we measure its shadow.

Relation refers to a rule that relates values from a set of

values called the domain to the second set of values called
the range.

Function refers to a relation where each element in the

domain is related to only one value in the range by some
rule.

In mathematics and other disciplines, functions repeatedly

occur in different forms. Here are some real-life situations
that make use of functions.
a. The circle's area A is a function of its radius r.
2
A=π r
b. The approximate amount of community tax C(x) paid
by a taxpayer whose gross income is x (in ₱) is
x
C(x) = 5 +
1, 000

The function as a Machine:

We will represent mathematical relations as machines or

model with an input and an output, and that the output is
related to the input by some rule.
A.

Machine f(x)

B.

Machine f(x)
Ask the class to give descriptive names to these five
machines. Raise the following guide questions to the class
about these machines:

a. Which of these machines represent a function? Ans. A

b. From these machines, if you know the input, can you
determine a single or unique output? Ans. A. Have the
class explain why. Ask why B is not part of it.

Representations of relations and functions:

a. Ordered pairs
b. Mapping Diagram
c. Graphing

A.Ordered Pairs

Example: Which of the following set of relations are

functions?
f = {(1,2), (2,3), (3,5), (4,7)}
k = {(1,3), (1,4), (2,5), (2,6), (3,7)}
h = {(1,3),(2,6), (3,9),…,(n,3n),…}

Solution. The relations h and f are functions because there

is no two ordered pairs have the same x-value but different
y-values, while k is considered as not a function because
(1,4) and (1,3) are ordered pairs with the same x-value
(domain) but different y-values (range).

B. Mapping Diagram
Example: Which of the following mapping diagrams
represent functions?
a.
X Y
f

X Y
g
 Solution.

a. The relation f is a function because each value of y

in Y is unique for a specific value of x.
b. The relation g cannot be considered a function
because there is at least one element in x in a
domain for which there is more than one
corresponding y-value in range.
C.Graphing

Example: Which of the following can be graphs of

functions?

Vertical Line Test

A particular Graph represents a function if and only if each

line intersects the graph at most once.

A. B.

Solution.

Draw an imaginary vertical line passing through the given

graph in as many possible points of intersections. If the line
intersects the graph exactly, the mathematical relation it
represents is a function. Otherwise, it is a mere relation.

a. F(x) is a function.
b. E(x) is not a function; a circle will fail a vertical line
test.
Note:
One is to One relation – Function.
Many is to One relation – Function.
One is to Many – Not Function

"X should be faithful to its Y" - Function.

Teaching Strategy: Model, Lead, & Test (MLT) and

Differentiated Instruction (DI)

ACTIVITY Piecewise Functions:

Discussing new concepts and
practicing new skills #1
Mathematically, some situations can only be described by
more than one formula, depending on the independent
variable's value.

1. A user is charged P400 monthly for a particular

mobile plan, which includes 200 free text messages.
 Messages above 200 are charged P1 each. This
situation represents the monthly cost for text
messaging using the function c(m), where m refers
to the number of messages sent in a month.

Solution. The text messaging's cost can be expressed by

the piecewise function:
c(m)= 400 , if 0 < m ≤ 200
400 + m , if m > 200

2. A jeepney ride costs P12.00 for the first 4 kilometers, and

each additional integer kilometer adds P2.50 to the fare.
In this situation, use a piecewise function to represent the
jeepney fare in terms of the distance (d) in kilometers.

Solution. The input value is the distance, and the output is the
jeepney fare's cost. Given F(d) represents the fare as a function
of distance, it can be represented as follows:

F(d) = 12.00 , if 0 < d ≤ 4

(12.00 + 2.50(d) , if d > 4

ANALYSIS/ ABSTRACTION Board work

Discussing new concepts and
practicing new skills #2
1. A proposed train fare would charge P20.00 for the
first 5 km of travel and P0.75 for each additional
kilometer over the proposed fare.
a. Find the fare function f(x) where x represents the
number of kilometers traveled.
b. Find the proposed fare for a distance of 45 km.

Solution.
a. f(x) = 20 for 0 < x ≤ 5
Let x = number of kilometers traveled.
X – 5 = number of kilometers traveled over and above
5km

f(x) = 20 + 0.75 (x – 5)
= 20 + 0.75x – 3.75
= 16.25 + 0.75x for x > 5
The fare function is f(x) = P16.25 + P0.75x.

b. f(45) = 16.25 + 0.75 (45) = 16.25 + 33.75

f(45) = 50

The proposed fare for the 45-km ravel is P50.00.

DEEPENING
Developing mastery The learning activities are based on the learner’s needs.

Challenged Learner

1. Which of the following sets of ordered pairs are

functions?
 a. A = {(1, 2), (2, 3), (3, 4), (4, 5)}
b. B = {(1, 1), (1, 2), (3, 3), (4, 4)}

2. Determine which of these Mapping diagrams

represent functions?

c.

Learner’s
Reference
Number
(LRN)

d.
X Y
f

3. Determine which of the given graph represents a

function.

e.

4. A user is charged P400 monthly for a particular

mobile plan, which includes 100 free text messages.
Messages above 200 are charged P2 each.
 Represent the monthly cost for text messaging using
the function t(m), where m is the number of
messages sent in a month.

Capable Learner

1.Which of the following sets of ordered pairs are functions?

a. Q = {(5, π), (3, π), (1, π), …}

b. D = {(0, 0), (1, 1), (2, 4), (3, 9)… (n, n 2)}
c. A = {(1, 0), (0, 1), (-1, 0), (0, -1)}
d. D = {(-2, 4), (-1, 1), (0, 0), (1, 1), (2, 4)}
e. Y = {(1, 3), (2, 6), (3, 9), (n, 3n), …}

2. The following are mapping diagrams; which of these

diagrams represent functions?

f.

g.
X Y
f

h.
X Y
f
 3. Determine which of the given graph represents a
function.

i.

j.

4. A jeepney ride SM PPC to San Jose New Market

costs P12.00 for the first 4 kilometers, and for each
additional integer, kilometer adds P1.50 to the fare.
From this situation, use a piecewise function to
represent the jeepney fare in terms of the distance
(d) in kilometers.

APPLICATION Collaborative Learning

Finding practical applications of
concepts and skills in daily living
Each group will be given an assigned task (Problems
involving functions and piecewise functions)

Challenged Learner

1. A specific chocolate bar costs P35.00 per piece.

However, if you buy more than ten pieces, they will
be marked down to P32.00 per piece. Use a
piecewise function to represent the cost in terms of
the number of chocolate bars bought.

Capable Leaner
1. Suppose that s(T) is the top speed (km per hour) of a
runner when the temperature is T degrees Celsius.
Explain what the statements s(15) = 12 and s(30) =
10 mean.
2-3. Suppose that a community tax law reads as follows:
 Annual Gross Earnings Community Tax Due
Less than or equal to P P0
120,000
More than P 120,000 but 1% of income over
not over P240,000 P120,000
Over P240,000 5% of income over
P120,000

a. Represent the income tax payment schedule using a

piecewise-defined function.
b. What is the community tax due given an annual
gross earning of P48,340? And P160,000?
P435,000?

This activity will be evaluated using Rubrics.

Rubrics
 5 all solutions are correct
 4 with one (1) wrong solution
 3 with two (2) wrong solutions
 2 with three (3) wrong solutions
 1 with one (1) correct solution

GENERALIZATION Questions:
ABSTRACTION
Making generalization and
abstractions about the lesson
1. What is a function?
2. How do you distinguish relation to function?
3. Identify the relations of function through a set of
ordered pairs, mapping diagrams, and graphing.
3. How will you represent real-life situations using
functions, including piecewise functions?

ASSESSMENT Evaluation:
Evaluating learning
I. Distinguish relation and function using the Venn diagram.

II. Multiple Choice:

Instruction: Read and understand the following questions
carefully and select the best answer.
1. What is a relation defining a set of ordered pairs
such as (x, y) where no two or more distinct ordered
pairs have the same first element (x)?

a. a. function b. relation c. domain d.

range
2. A graph of a mathematical relation is a function if any
vertical line drawn passing through the graph
intersects the graph at exactly ________ point.
a. 3 b. 2 c. 1 d. 0
3. The fruit vendor generates revenue of R pesos by
selling n boxes of plums at P80.00 each. The
independent variable is:
a. P80.00 b. R c. n d. Both R
and n.
4. A speed walker from Puerto Princesa City walks with
a speed of 8 km/hour. Given the distance walked is
 d, and the time elapsed is t, write a function related
to the variables. Also, how long it takes for the speed
walker to walk 20.8 km?
a. d(t) = 20.8t, and it takes 93.6 hours to walk
20.8 km.
b. d(t) = 20.8t, and it takes 1 hour to walk 20.8
km.
c. d(t) = 8t, and it takes 93.6 hours to walk 20.8
km.
d. d(t) = 8t, and it takes 2.6 hours to walk 20.8
km.

5. A user is charged P400 monthly for a particular

mobile plan, which includes 200 free text messages.
Messages above 200 are charged P1 each. This
situation represents the monthly cost for text
messaging using the function c(m), where m refers
to the number of messages sent in a month.

a. t(m)= 400 ,if 0 < m ≤ 200

400 + m, if m > 200
b. t(m)= 400 ,if 0 < m ≤ 200
400 - m, if m > 200
c. t(m)= 400 ,if 0 > m ≤ 200
400 + m, if m > 200
d. t(m)= 400 ,if 0 < m ≤ 200
400 m, if m < 200

ASSIGNMENT/REMEDIATION
Additional activities for application
Challenged Learner
or remediation

Construct a one (1) “Functional-Machine” this is a functional

model that represents mathematical relations as machines
with input and output.
Here’s a sample of Functional-Machine:
Machine f(x)
Input

INPUT: 3-dimentional Image

OUTPUT: The image rotated 15o
counterclockwise

Output

Capable Learner

Construct a one (1) "Tech -Model" this is a functional model

that represents mathematical relations as machines with
input and output.

Here are some sample of Tech – Model:

 Rubrics for Tech – Model

Criteria Exemplary Satisfactory Good Fair Needs

(5) (4) (3) (2) improvement
(1)

Shows Shows Shows Shows Application is

concrete substantial some complete but unclear and
Applicatio application of application application lack of doesn’t show
n of mathematical of of input application for concrete
Function ideas and mathematica and output. input and understandings
processes l ideas and output. .
about input processes
and output. about input
and output.
tasks were tasks were all tasks Fewer than tasks were
Task done with done with were done half of tasks done but
(Model) outstanding high with were done; some
quality; work quality. acceptabl or most objectives
exceeds e quality.objectives were met but
expectations were met but need
need improvement.
improvement
.
Submission Submitted Submitted Submitted Submitted Submitted
before the on the a day two days or three days or
deadline. deadline. after the more after more after the
deadline the deadline deadline

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation

B. No. of learners who

required additional
activities for remediation
who scored below 80%

C. Did the remedial lessons

work? No. of learners who
have caught up with the
lessons

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I

encounter, which my
 principal and supervisor
can help me solve?

G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

Prepared by:

Christian Dave M. Balatero