School Lower Binogsacan National High School Grade Level Grade 11

Teacher Alejo P. Balquin Learning General

Area Mathematics
Teaching Dates and Time Quarter 1st Sem., Quarter 1
MY DAILY LESSON PLAN July 31, 2024

DAY: Monday - Thursday

TIME: GRADE AND SECTION:
8:20 - 9:20 AM Grade 11 - GAS
9:35 - 10:35 AM Grade 11 - HUMSS
10:35 - 11:35 AM Grade 11 - TVL - AFA & HE
12:20 - 1:20 PM Grade 11 - TVL - ICT
I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Recall the concepts of relations and functions.
2. Represent real-life situations using functions, including piece-wise functions.
3. Reflect on the relevance of the topic to real-life situations.
The learner demonstrates understanding of key concepts of functions.
A. Content Standards
B. Performance Standards The learner is able to construct mathematical models to represent real-life situations using functions.

Represents real-life situations using functions, including piece-wise functions.

C. Learning Competencies
M11GM-Ia-1
Write the LC code for each

Functions and their Graphs

II. CONTENT

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide pages General Mathematics Teacher Guide p. 1-10

2. Learner’s Material pages

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources General Mathematics Quarter 1 Module 1. Retrieved from: https://depedtambayan.net/general-mathematics-
quarter-1-module-1-functions/
C. Routinary Activities 1. Prayer
2. Checking of attendance, students’ situation and learning environment.
3. Recap of the discussion
4. Proceed to the discussion proper.
5. Guide the students in solving.

IV. PROCEDURES

A. Reviewing previous
lesson or presenting the Teacher’s Activity Student’s Activity
new lesson
Good day, students! I hope that you are all doing well.
Today, we will be learning the first topic in General
Mathematics 11. This is about the key concepts of functions
and relations along with how functions are being
represented in real-life situations.

Are you ready to delve into this topic? Yes, Sir. We are ready!

B. Establishing a purpose Let’s study the following set of ordered pairs.

for the lesson
C. Presenting A. ¿ {(1 ,2),(2 , 3),(3 , 4), (4 ,5)}
examples/instances of B. ¿ {(3 , 3),(4 , 4 ),( 5 ,5),(6 , 6)}
the new lesson
C. ¿ {(1 , 0),(0 ,1),(−1 , 0),(0 ,− 1)}
Sir, the domains of each set of ordered
What can you observe with the three given set of ordered pairs are unique, thus, they are not
 pairs? What can you observe with the domains? repeated paired to other range (y-values).

Very good! Since the domains of all set of ordered pairs are
unique, we can say that A, B, C are all functions.
D. Discussing new Relation
concepts and practicing  is a rule that relates values from a set of values
new skills #1 (called the domain) to a second set of values (called
E. Discussing new the range).
concepts and practicing  The elements of the domain can be imagined as input
new skills #2 to a machine that applies a rule to these inputs to
generate one or more outputs.

Example: {(1,1),(2,3)(3,5),(4,7),(5,9)}
 The set of all first coordinates is the domain ( x ), of the
relation. The set of all second coordinates is the range
( y ) of the relation.
Domain ( x ): {1,2,3,4,5} - also called as input
Range ( y ): {1,3,5,7,9} - also called as output
 Aside from ordered pair, a relation can also be
represented in three (3) different ways:

Kinds of Relations
A relation may be classified as one-to-one, many-to-one, or
one-to-many. It is one-to-one relation if every element in the
domain is mapped to a unique element in the range, many-
to-one if two or more elements in the domain are mapped to
only one element in the range, one-to-many if each element
in the domain is mapped to any two or more elements in the
range.

One-to-one {(1,1),(2,3),(3,5),(4,7).(5,9)}
One-to-many {(1,1),(1,3),(3,5),(3,7),(3,9)}
Many-to-one {(1,1),(3,1),(5,1),(7,5),(9,5)}

Now, we have here two relations. The other one is a

function.

a) {(1,1), (2,3), (3,5), (4,7), (5,9)} FUNCTION

b) {(1,1), (2,3), (1,5), (4,7), (5,9)} NOT A FUNCTION

How do we verify if a given relation is a function? The domain ( x ) should be paired to exactly
one range ( y ). Meaning, the x values
should not be repeatedly paired to the y
values.
Function
 is a relation where each element in the domain is
related to only one value in the range by some rule.

Example: {(1,1),(2,3)(3,5),(4,7),(5,9)}

Let’s go back to the kinds of relation. Let’s identify which

one is a function.

One-to-one {(1,1),(2,3),(3,5),(4,7).(5,9)} FUNCTION

One-to-many {(1,1),(1,3),(3,5),(3,7),(3,9)} NOT A FUNCTION
Many-to-one {(1,1),(3,1),(5,1),(7,5),(9,5)} FUNCTION

Note: All functions are relations, however, not all relations

are functions.
Another example of this is marriage. In some religion, it’s
okay to marry more than one wife without judging their
morality e.g. Muslim. However, for Christians, it seems to
look like not morally acceptable to marry more than one
person. For better understanding, see the illustrations
below.

Catholic:

This represents one-to-one relation.

Muslim:

This represents one-to-many relation.

This represents many-to-one relation.

Determining if a graph is a function or not.

In determining if a graph is a function or not, we have to use
the vertical line test.
 Vertical line test is a test which uses vertical line to
check whether the relation expressed in graph is a
function or not. If every vertical line intersects the
graph not more than once, then the graph represents
a function.
Examples:

Determining if an equation is a function or not.

 In determining if an equation is a function or not, we have to
focus on the exponent of the y.
 When the exponent of y is an even number, then, it is
not a function.
 When the exponent of y is an odd number, then, is it
is a function.
Examples:

Functions as representations of real-life situations.

Functions can often be used to model real situations.
Identifying a functional model will lead to a better
understanding of various phenomena.
Example 1: Given a function C that can represent the cost
of buying x meals, if one meal costs ₱40.

Solution: Since each meal costs ₱40, then the cost function
is C (x)=40 x .

Example 2: A user is charged ₱300 monthly for a particular

mobile plan, which includes 100 free text messages.
Messages which exceeds 100 are charged ₱1 each .
Represent the amount a consumer pays each month as a
function of the number of messages m sent in a month.

Solution: Let t (m) represents the amount paid by the

consumer each month. It can be expressed by the piece-
wise function.

{
t (m)= 300 if 0<m≤ 100
300+ mif m>100
Example 3:
A jeepney ride costs ₱8 for the first 4 kilometers, and each
additional integer kilometer adds ₱1.50 to the fare. Use a
piece-wise function to represent the jeepney fare in terms of
distance d in kilometers.

Solution:
The input value is distance and the output is the cost of the
jeepney fare. If F (d ) represents the fare as a function of
distance, the function can be represented as follows:
F (d )=
{8+1.5(d)if
8 if 0< d ≤ 4
d >4

Note: A piece-wise function is a function that is defined on a

sequence of intervals.
F. Developing mastery Read each situation carefully to solve each problem. Write
(Leads to Formative your answers on a separate sheet of paper.
Assessment 3)
Independent Practice 1:
A person is earning ₱750 per day to do a certain job.
Express the total salary S as a function of the number n of
days that the person works.

Answer: S(n)=¿ ¿ Answer: S(n)=750 n

Independent Practice 2:
Rica rides through a jeepney which charges ₱9 for the first
5 kilometers and additional ₱0.50 for each additional
kilometer. Expressthe jeepney fare (F) as a function of the
number of kilometers (d) that Rica pays for the ride.

Answer: F (d )=¿ ¿
Answer: F (d )= {9+0.5(d)if
9 if 0< d ≤ 5
d >5
 G. Finding practical
applications of concepts G. Practical Application
and skills in daily living
H. Making generalizations Relations and functions can be applied in the real-life
and abstractions about context. Some of these are the following:
the lesson
 A muslim marrying more than one wife.
 A LBNHS student to LRN number
 A child with his/her biological mother.

H. Generalizations
Based on our discussion today,

1. How do we verify if a given relation is a function?

2. Why is it important to reflect on the relevance of functions
and relations to real-life situations?
I. Evaluating learning Direction: Read each question carefully. Choose the letter of the correct answer. (3 minutes)

1. Which of the following is NOT TRUE about function?

A. Function is composed of two quantities where one depends on the other.
B. One-to-one correspondence is a function.
C. Many-to-one correspondence is a function.
D. One-to-many correspondence is a function.

2. In a relation, what do you call the y values or the output?

A. Piece-wise
B. Range
C. Domain
D. Independent

3. Identify which statement best describes the graph.

A. It is a function since the vertical line will touch the graph at three points.
B. It is a function since the vertical line will touch the graph at exactly one point.
C. It is a mere relation since the vertical line will touch the graph at three points.
D. It is a mere relation since the vertical line will touch the graph at exactly one point.

4. A computer shop charges ₱15 in every hour of computer rental. Represent your computer rental fee (R)
using the function R(t ) where t is the number of hours you spent on the computer.
A. R(t )=15 t
B. R(t )=15 t+t
C. R(t )=15 t+ 0.5(t)
D. R(t )=15

5. Why is it important to reflect on the relevance of functions and relations to real-life situations?
A. It helps in understanding abstract mathematical concepts better.
B. It enables the practical application of mathematical theories in everyday problems.
C. It improves problem-solving and critical thinking skills.
D. All of the above.
J. Additional activities for Assignment:
application or
remediation At home or in your community, look and think for at least one situation that could represent function. From the
identified situation, write a sample problem and its corresponding function equation.

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
B. No of learners who require
additional activities for
remediation
Did the remedial lessons work?

C. No. of learners who 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
materials did I use/discover
which I wish to share with
other teachers?

Prepared by: Checked by:

ALEJO P. BALQUIN MARIA CARMELA O. SIONICIO

SHS SST - I SHS Coordinator

Noted by:

EDEN I. BOBIS
Secondary School Principal I