School TARUSAN INTEGRATED SCHOOL Grade 11

DETAILED Level
LESSON PLAN Teacher LORETO C. MUNION, JR Learning GENERAL MATHEMATICS
Area
Teaching Dates and Time AUGUST 19-23, 2024 Set WEEK 4
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES HOLIDAY
A. Content The learner The learner demonstrates
Standards demonstrates key understand key concepts of
The learner demonstrates key The learner demonstrates key
concepts of rational inverse functions,
concepts of rational functions. concepts of rational functions.
functions. exponential functions, and
logarithmic functions.
B. Performance The learner is able to apply
Standards The learner is able the concepts of inverse
The learner is able accurately The learner is able accurately accurately formulate and functions, exponential
formulate and solve real-life formulate and solve real-life solve real-life problems functions, and logarithmic
problems involving rational problems involving rational involving rational functions to formulate and
function. function. function. solve real-life problems
with precision and
accuracy.
C. Learning Learning Competency: Learning Competency: solve Learning Competency: Learning Competency:
Competencies Learning Objectives: problems involving rational Illustrates (M11GM-IC-3) Represents real-life
with LC code 1. Describe and state the uses functions, equations and situations using one-to one
and importance of asymptotes, inequalities. Learning Objectives: The functions.M11GM-Id-1
points and intercepts in plotting Learning Objectives: students are able to Learning objectives:
the graph of function; 1. The students are able to  Define one-to-one
solve problems involving
2. Graph the given functions interpret problem that involves function;
rational functions,
3. Create the graph rational functions and equations;  Represents real-
harmoniously with the group 2. Solve problems involving equations and life situations
rational functions and equations; inequalities. using one-to one
3. Instill harmony towards the functions; and
group.  Relate the
concepts to
practical
applications of
life.
II. CONTENT Graph Rational Function Solving Problems involving Solving Problems One to One Function
Rational Functions involving rational
inequality functions.

III. LEARNING Teacher’s guide, Learner’s teacher’s guide, learner’s module, teacher’s guide, learner’s Teaching Guide
module
 RESOURCES module,

A. References
1. Teacher’s Guide Pages
Pages Pages Page 64-66
pages
2. Learner’s Material Pages
Pages Pages NONE
pages
3. Textbook pages NONE
4. Additional Materials NONE
from learning
Resource (LR) portal
B. Other Learning
Resources
IV. Procedures PRELIMINARIES PRELIMINARIES PRELIMINARIES PRELIMINARIES
 Start with the following  Start with the following with  Start with the  Start with the
with a prayer and a prayer and greetings following with a following with a
greetings  Checking of attendance prayer and prayer and greetings
 Checking of attendance  Setting the mood, and greetings  Checking of
 Setting the mood, and classroom standards  Checking of attendance
classroom standards attendance  Setting the mood,
 Setting the mood, and classroom
and classroom standards
standards
A. Reviewing previous lesson or presenting the new lesson
The teacher will review the following:

The teacher will discuss Asymptote:

• Vertical asymptotes, take away the denominator of the

function and equate it to 0 and find the value of x.

• horizontal asymptotes,

a. If the degree of the numerator and denominator is equal, we use y= ratio of leading coefficient

b. if y=0, if the degree of the numerator is lower than the degree of the denominator

c. If the degree of the numerator is higher, no horizontal asymptote but a slant asymptote.

We set the x=0 in finding the y-intercept and solve the y of

the function and set y=0 in finding the x-intercept and solve
for the value of x in the function and give examples.

Ask questions of the steps in solving rational functions and equations tackled in the previous lesson.

Ask questions of the steps in solving rational functions and equations tackled in the previous lesson.

The teacher will group the class into pairs and have them perform the following activity:
Activity1.

Each pair is tasks to coordinate an engineering team based in the United States who uses English units of measurement with an engineering team in the Philippines using SI units. The
two engineering teams are task with designing and constructing an engine for a motorcycle that can be used underwater.

Listed below are the conversion factors:

The first task is to convert and translate the English units in the following message from the US team to metric:

'As you can see, the engine should be able to provide 850 pounds of force at half-throttle even when it is 47 feet underwater. Having sections of the engine casing exposed to the water
is great for keeping it cooled down, but we should have a warning sensor whenever the engine temperature reaches 200
F. The design also guarantees that the motorcycle can travel from 12 to 16 miles underwater at a full tank of 3.4 gallons.'

Having converted this

message, the Philippine team
responded with the following
message. Your team is tasked
to perform the translations
from metric to English units
this time:
'Our test conditions restrict
us to working up to 12
meters underwater, and at
this depth, we observe the
engine providing 185
Newton’s of force. Also, the
temperature you specified is
still well within the safe
operating temperature of the
engine, and we recommend
that the warning sensor
triggers at 120
C instead. We were also able
to extend the distance
covered by the motorcycle to
4.5 kilometers per liter of
fuel.'
B. Establishing a purpose Determine the graph of rational Solving problems involving Solving problems The teacher lets the
for the lesson function. rational functions involving rational students realize that
inequality functions relating one to one
function into real life
situations are important
skills needed to understand
the concepts of inverse
functions, exponential
functions, and logarithmic
functions.
C. Presenting examples/ 1. Divide the class into 8groups. Solve the following problems: Solve the following The teacher will present
Instances of the new 2. Assign a corresponding 1. Find two consecutive problems: another example that will
lesson number for each group to integers such that the sum of lead them to the topic.
answer. one-third of the first and one- A box with a square base Activity2.
3. Let the students recall and fourth of the second is 9. is to have a volume of 8 Examples of a one to one
sketch the graph of some basic 2. The students in function:
cubic meters. Let x be
function. (Peer Grouping) dressmaking class of Mandaue 1. The relation of you to
the length of the side of
 a.f(x) = 2x b. f(x) = x + 1 c. City Comprehensive National the square base and h be your girlfriend/boyfriend.
f(x) = x ; x ≥0 d. f(x) =| High School want to buy fabric for the height of the 2. You and your
x| their project. The cost of the box.What are the toothbrush.
e. y = 4x f. y= 4+x fabric is P43 per meter. However 3. You and your
possible measurements
g. y = x h. y = 4x if they will buy more than 20 underwear.
of a side of the square
-3 meters, it will be marked down to
4. The students present their P38 per meter. How much they base if the height should The teacher will ask the
output in the class will pay if they will buy 18 be longer than a side of students to give their own
meters? 43meters? the square base? idea. Relating the Activity 1
and activity 2 will somehow
How could we solve each How could we solve each understand the concepts of
problem? How could we interpret problem? How could we one to one function.
each problem? interpret each problem?

D. Discussing new The teacher will discuss how to The teacher discusses the The teacher discusses The teacher will discuss the
concepts and graph rational functions: problem given in the previous the problem given in the topic and gives some
practicing new skills 1. Find the asymptotes of the activity. previous activity. examples.
#1 rational function s:
2. draw the asymptotes as Find two consecutive Solution
dotted lines integers such that the sum of The volume of a
3. Find the x and y-intercepts one-third of the first and one- rectangular box is the
4. Find the values of y for fourth of the second is 9. product of its width, Example 1. The relation
several values of x. Solution: length, and height. Since pairing an SSS member to
5. Plot the points and draw a Let i = the first integer the base of the box is his or her SSS number.
smooth curve to connect i + 1 = the second integer square, its width and Answer: Each SSS member
points. Make sure that the so, the equation is length are equal. is assigned to a unique SSS
graph does not cross the 1/3 (i) + 1/4 (i +1) = 9 Let x = the length of a number. Thus, the relation
vertical asymptotes. What is the LCD? (answer:12) side of the box h = its is a function. Further, two
Then, height the equation different members cannot
12[ 1/3 (i) + 1/4 (i + 1) ] = relating h and x is 8 = x2 be assigned the same SSS
9(12) Multiply both sides by the h number. Thus, the function
LCD, 12. Expressing h in terms of is one-to-one.
4i + 3i + 3 = 108 x, Example 2. The relation
Apply the Distributive property. pairing a real number to its
8
7i + 3 = 108 h= 2
square.
Combine like terms x Answer: Each real number
7i + 3 – 3 = 108 – 3 Since the height is has a unique perfect
Apply subtraction property greater than the width, h square. Thus, the relation is
7i = 105 > x , then a function. However, two
Divide both sides by 7 8 different real numbers such
i = 15 2> x as 2 and –2 may have the
x
First integer (a) To solve this same square. Thus, the
i + 1 = 16 inequality, we begin function is not one-to-one.
Second integer by rewriting it with
Therefore, the integers are 15 zero on one side
and 16. 8 8−x
3

The students in 2 –x>0 2

dressmaking class want to buy
x x
fabric for their project. The cost >0
of the fabric is P43 per meter. ( 2−x ) (x 2+ 2 x + 4)
>0
However if they will buy more x2
than 20 meters, it will be marked (b) The rational
down to P38 per meter. How expression will be zero
much they will pay if they will buy for x = 2 and undefined
18 meters? 43meters? for x = 0. Plot on a
Solution: number and use hollow
Let C = the amount paid (P) circles since these values
n = the number of meters are not part of the
bought solution.
C(n) = 43n , if (0 < n ≤ 20) ( c ) Construct a table of
where n = 18 meters signs to determine the
C(n) = 43(18) sign of the function in
C(n) = P774.00 each interval determined
C(n) = 38n , if ( n > 20) by 0
where n = 43 meters And 2. Note that x2 + 2x +
C(n) = 38(43) 4 is positive for any real
C(n) = P1634.00 values for x.
Therefore,
if n = 18meters, the
amount paid is P774.00
if n = 43meters, the
amount paid is P1634.00 (d) Since the rational
expression is positive in
the interval 0 < x < 2, this
is the solution set of
the inequality. We reject
the interval x < 0 even if
the expression is positive
here since we only
consider positive values
of x for this problem.
Therefore, the
height of the box should
be less than 2 meter
E. Continuation of
discussion of new
concepts leading to
formative assessment
F. Developing Mastery A. Give the students (in group) a Think, Pair and Share: The teacher lets the
(Leads to formative problem to sketch its graph A videoke machine can be rented student find a pair to
Assessment 3) after completing the table of for P1, 000 for three days, but for answer the following.
values below. They are asked to the fourth day onwards,
post their work afterwards. an additional cost of P400 per
(activity)find the asymptote, day is added. How much is the
zeroes, and intercepts rent if the machine will be rented Answer: Only b is a one-to-
f(x) = 1/x for 5 days? one function. Books can
Solution: have multiple authors that
Let C = the amount of wrote the book. A true or
A. Sketch the graph of rent(P) false question has only one
a. f(x) = 1/2x X = the number of answer so it is a function
b. f(x) = 3x/5x5 days the machine be rented but a “True” answer can
c. f(x) = x3 – 1 / x + 2 (1pt) correspond to multiple
questions.
C(x) = P1,000 ;
if (0 < x ≤ 3)
(1pt)
C(x) = 1000 + 400 (x – 3 ); Answer: Both a and c are
if ( x > 3) one-to-one functions. B is a
(1pt) function however it is not
So, if x = 5 days, one-to-one since it has y-
C(5) = 1000 + values that are paired up
400 (5 -3) (1pt) with two different x-values.
C(5) =
P1,800.00
(1pt)

G. Finding practical To apply this into a real

applications of situation, the teacher will
concepts and skills in ask the students how is one
daily living to one function can relate
to a real life situation.

1. The relation pairing a

person to his or her
citizenship.
Answer: The relation is not
a function because a
 person can have dual
citizenship (i.e., citizenship
is not unique).
2. An I.D. belongs to one
person.
Answer: The relation is a
function because every
person has its unique I.D.
a. Making Ask the students to compare Call a student and ask what are The teacher summarizes
generalizations and the previous function to the steps in solving problems. the mathematical skills in
abstraction about the rational function. determining a one to one
lesson Ask them the steps on how to function by discussing HLT
sketch the graph of rational and VHLT.
function A simple way to determine
if a given graph is that of a
one-to-one function is by
using the Horizontal Line
Test.

Horizontal Line Test

A function is one-to-
one if each horizontal
line does not intersect
the graph at more than
one point.

The Vertical and

Horizontal Line Tests

Allfunctionssatisfythe
verticallinetest.
Allone-to-
onefunctionssatisfybo
th thevertical and
horizontal line tests.
b. Evaluating learning Give what is ask: The teacher lets the
Sketch the graph of f(x) = A Minibus travels 150 km in the students individually
2/(x+1) and F(x) = 4x/4x+1. same time that a Ceres bus answer the formative
travels 100km. If the Minibus assessment.
goes 20km/hr faster than Ceres ,
find the rate of each bus. State whether the
Solution: statement or the function
Let r = the rate of the Ceres is one to one function or
r + 20 = the rate of the Minibus not.
1. Students of their LRN.
d r T One to One Function
Ceres 1 r 100 2. Students to their weight.
0 r Not
0 3. f = {(12,2), (15,4), (19,-4),
Mini 1 r+ 150 (25,6)}. One to One
bus 5 20 Function
r +20
0 4. g = {(-1,2), (0,4), (9,-4),
(18,6), (23,-4)}. Not
Since time travels is the 5. h(x) = x 2+ 2. Not
same, the equation is
100 150
=
r r +20
Cross multiply 100 (r +
20) = 150 r
By distribution 100r +
2000 = 150r or 150r = 100r
+ 2000
Combine similar terms
150r – 100r = 2000
50r = 2000
Divide by 50
r = 40
r + 20 = 60
2. 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.
How much is the rent if
the machine will be
rented for 5 days?
Solution:
Let C = the
amount of rent(P)
X = the
number of days the machine be
rented (1pt)
 C(x) = P1,000 ;
if (0 <
x ≤3) (1pt)
C(x) = 1000 +
400 (x –3 ); if ( x >
3) (1pt)
So, if x = 5 days,
C(5) = 1000 +
400 (5 -3)
(1pt)
C(5) =
P1,800.00
(1pt)

c. Additional Activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation.
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up with the lessons.
D. No. 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 or supervisor can help me solve?
G. What innovation or localized materials did I used/discover which I wish to share with
other teachers?

Prepared By: LORETO C. MUNION, JR. Checked By: HERBERT J. MURIO

TEACHER I TEACHER-IN-CHARGE