GRADES 1 to 12 School ALICIA NATIONAL HIGH SCHOOL Grade Level GRADE 11

DAILY LESSON LO Teacher SANIATA V. DE VERA Learning Area GENERAL MATHEMATICS

Teaching Date July 29 to August 2, 2024 Quarter - Week Q1-W1
Classes: HUMSS-Chaucer, Homer & Shakespeare; and ABM-Pacioli
Session 1 Session 2
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed. Additional lessons or exercises and remedial activities may 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 joy in learning
I. OBJECTIVES 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.
C. Learning Competencies
M11GM-Ia-1: represents real-life situations using functions, including M11GM-Ia-3: perform the different types of operations on function.
(Write the LC code for each) piece-wise functions.
M11GM-Ia-2: evaluates a function. M11GM-Ia-4: solves problems involving functions.
II. CONTENT Key Concept of Functions
List the materials to be used in different days. Varied sources of materials sustain student’s interest in the lesson and in learning. Ensure that there is a mix concrete and manipulative materials as well paper-based
III. LEARNING RESOURCES materials. Hands on learning promotes concept development.

A. References General Mathematics Quarter 1 – Module 1:

Key Concept of Functions
Pages 6 to 11 Pages 11 to 20
B. Other Learning Resources K-12 MELCs pages 512
Teacher’s made PowerPoint Presentation
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students will multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relations to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Review Previous Lessons Opening Activity: DO YOU KNOW ME? • Checks attendance and assignment, then present the objectives.
Presenting the new lesson • Review past lesson
• Determine whether each relation is a function or not a function, which are express in
sets, table, equation, graph.
• Recall the definition of relation and function. • The important concept that we need to understand in this lesson is that
• Then go back to the Opening Activity, to check by applying the definition of function. adding, subtracting and multiplying two or more functions together will result in another
function. Dividing two functions together will also result in another function if the
denominator or divisor is not the zero function.
REMINDER: What to bring in every session? (Activity notebook where to work
activities/exercise/quizzes; and ballben.
lecture notebook, pencil and
B. Establishing the purpose for
the lesson • Discuss the definition of Sum, Difference, Product and Quotient of Function
Functions as representations of real-life situations
• Present examples of each operations
lesson Let the students define the following
1. A linear function 2. A quadratic func3. A polynomial function of degree n
Functions can often be used to model real situations. Identifying an appropriate
functional model will lead to a better understanding of various phenomena.

C. Presenting examples/
instances • Then introduce the concept of Composition of Function
Present many real-life situations where there are quantities that depend on one or more
variables
of the new lesson
 Classes: HUMSS-Chaucer, Homer & Shakespeare; and ABM-Pacioli
D. Discussing new concepts Session 1 Session 2
and Present definition of Piece-wise Function with illustration and examples

practicing new skills #1 Emphasize that some situations can only be described by more than one formula, • Present examples on how to perform composition of function
depending on the value of theindependent variable.

E. Discussing new concepts and Evaluating Functions. •A problem is a situation in which we do not have an immediate solution, we
* How to evaluate functions do not know instantly how to solve it. In a mathematical problem, every
practicing new skills #2 * Examples situation involves mathematical reasoning. This time let's have the real
application of functions, to experienced solving real-life problems involving
functions.
•Present the four steps that can be used to solve verbal problems
• Give examples to solve.

MATCH IT! Activity

(Leads to Formative Give Activity 3 as group work.
Assessment 3)
Seatwork. The cost of hiring a catering service to serve food for a party is P150 per SOLVE IT! Activity
G. Finding practical head for20 persons or less, P130 per head for 21 to 50 persons, and P110 per head for 51
applications of concepts to 100persons. For 100 or more persons, the cost is at P100 per head. Represent the total
cost asa piecewise function of the number of attendees of the party.
and skills in daily living
H. Making generalizations / Based on the concepts that have been discussed, complete all the
1. How is piece function different from the other functions? following sentences.
abstractions about the 2. How is evaluating functions similar to or different from evaluating algebraic
lesson expressions?
Solve the following problems: Give a five-item quiz
I. Evaluating learning 1. A videoke machine can be rented for P1, 000 for three days, but for the fourth day
onwards, an additional cost of P400 per day is added. Represent the cost of renting a
videoke machineas a piecewise function of the number of days it is rented and plot its
graph.
2. The function for the height of an object dropped from a 100-meter tall platform at
time t seconds is approximated by s(t) = −5t + 100 (This formula is based onan
approximated value forthe acceleration g = 10m/s due to gravity). What is the heightof
the object after 2 seconds? After 4 seconds?

J. Additional activities for Performance Task: (as assignment)

Ask students to research about tax rates in the Philippines (e.g., if you earn a certain
application or remediation income level,then your tax rate is such and such). If there are no references available,
you can just give them the taxstructure (this can be seen at the back of your Income Tax
Return or ITR).
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What work? What else need to be done to help the students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% o
formative assessment
 Classes: HUMSS-Chaucer, Homer & Shakespeare; and ABM-Pacioli
Session 1 Session 2

B. No. of learners who require additi

activities for remediation

C. Did the remedial lesson works? N

learners who have caught up with
lesson
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

my principal or supervisor can hel
me solve?
G. What innovations or localized
materials did I use/discover which
wish to share with other teachers?
For improvement, enhancement and/or clarification of any DepEd material used, kindly submit feedback to [email protected]

Prepared by: Checked by: NOTED:

SANIATA V. DE VERA SHALY ROSE D. ANTONIO ELISA D. SABADO
Teacher III Subject Coordinator SHS OIC - Asst. Principal