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OCt 2

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11 views6 pages

OCt 2

Uploaded by

Prince Christian Garcia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Archdiocese of Lingayen Dagupan Catholic Schools

URBIZTONDO CATHOLIC SCHOOL, INC.


Urbiztondo, Pangasinan
Contact No’s. (075) 540-1712 / 0923- 086-2353
Urbiztondo Catholic School-ALDCS @ucsaldcs
SENIOR HIGH SCHOOL DEPARTMENT
S. Y. 2024-2025

TEACHING GUIDE

MET # __3___ Lesson # __1___ ( INVERSE FUNCTION)

Prerequisite Content-knowledge:

represents real-life
situations using one-to-one
functions (M11GM-Id-1);
2. determines the inverse
of a one-to-one function
(M11GM-Id-2);
3. represents an inverse
function through its table
of values and graph
(M11GM-Id-3);
4. finds the domain and
range of an inverse
function (M11GM-Id-4);
and
5. solves problems
involving inverse functions
(M11GM-Ie-2).
A. Represents real-life situations using one-to-one functions.
B. Determines the inverse of a one-to-one function.
C. Represents an inverse function through its table of values and graph.
D. Finds the domain and range of an inverse function.
E. Solves problems involving inverse functions.

represent real – life


situations using rational
functions
2. distinguishes rational
function, rational equation
and rational inequality
Prerequisite Skill:
A. Solves problems involving inverse functions.
B. Demonstrates understanding of key concepts of inverse functions,
exponential functions, and logarithmic functions.

Prerequisites Assessment:

Before we start this


module, let us check first
what you have learned
about
expressing fractions to
decimals and percent
and vice versa by
answering the
questions below.
Before we begin this lesson, let us check first your prior knowledge on this lesson.
After taking and checking this short test, take note of the items that you are not
able to answer correctly
Direction: Determine whether the given relation is a function, then if it is a
function, determine whether it is one-to-one:
________1.) The relation pairing an SSS member to his or her SSS number.
________2.) The relation pairing a real number to its square
________3.) The relation pairing an airport to its airport code. Airport codes are
three letter codes used to uniquely identify airports around the world and
prominently displayed on checked-in bags to denote destination of these
bags. Here are some examples of airport codes:
 MNL – Ninoy Aquino International Airport (All terminals)
 CEB – Mactan-Cebu International Airport
 TAG – Bohol-Panglao International Airport
 DVO – Francisco Bangoy International Airport (Davao)
 JFK – John F. Kennedy International Airport (New York City)
 CDG – Charles de Gaulle International Airport (Paris, France)
________4.) The relation pairing a person to his or her citizenship.

Pre-lesson Remediation Activity:


1. For Students with an Insufficient Level of Prerequisite Content-knowledge
and/or Skill(s):

The teacher will give the students more examples on how to solve an
inverse function and explain it more clearly to the students.

2. For Students with a Fairly Sufficient Level of Prerequisite Content-


knowledge and/or Skill(s):

The teacher will give the students more examples on how to solv an
inverse function and let the students answer a following examples and let
them explain how they get it.

Introduction: Must include the following parts:


1. Time frame : 3 hours
2. RUA: At the end of the lesson the students will be able to; define inverse
function (Understanding), determines the inverse of a one-to-one function
(Remembering), solves problems involving inverse functions (Applying).
3. The students will be going to define inverse function ,determines the inverse
of a one-to-one function, solves problems involving inverse functions.
4. Overview of the Lesson : In this lesson you are going to define inverse
function ,determines the inverse of a one-to-one function, solves problems
involving inverse functions.

Student’s Experiential Learning:

Chunk 1 : Activity 1: Identifying One-To-One using Table of Values!


(Drawing attention to meaning )
1.Identify whether the function 𝑓(𝑥)= 2𝑥 − 7 is a one-to-one function
using table of values. Assign values of 𝑓(𝑥) to see if the function is one-to-
one.
2 Identify whether the function 𝑔(𝑥)= 𝑥2 is a one-to-one function or not
using table of values. Assign values of 𝑔(𝑥) to see if the function is one-to-
one.

Formative question
1. How will you determine if the given example is a function?
2. What is/are the given in the problem? What are you going to solve?

Chunk 2: Activity 2: Horizontal Line Test! (Prompting connections to


prior knowledge)
Based on your understanding of the topic, try to make decisions and connect it to
real-life situations applying your knowledge on it.
Direction: Determine if the given graph is a one-to-one function or not.

Formative questions:
1. How can you determine if the graph is a function?
2. How can you identify if it is a one-to-one function?

Chunk 3: Activity 3: Try Me! (Prompting for effortful thinking)


Discussion Proper: The teacher will use powerpoint presentation and a white
board in discussing the following topics;
3.1 Inverse Function
Synthesis

Activity 4:Your Turn! (Using Examples and non-examples)

Directions: Identify the inverse of the following functions. Show COMPLETE and
CORRECT solutions.

______________1. 𝑓(𝑥) = 3𝑥 + 6

______________2. ℎ(𝑥) = 2𝑥 + 3

______________3. 𝑓(𝑥)= 𝑥3− 2

______________4. 𝑔(𝑥)=𝑥+6

______________5. 𝑣(𝑥)=𝑥+3/𝑥−3

RUA of a Student’s Learning: At the end of the lesson the students will be
able to; define inverse function (Understanding), determines the inverse of a one-
to-one function (Remembering), solves problems involving inverse functions
(Applying).

Post-lesson Remediation Activity:


Answer Me!
Directions: Consider the following functions below, solve for its inverse and its
domain and range. Show COMPLETE and CORRECT solutions.

1.𝑓(𝑥) = 3𝑥 + 6 4.𝑔(𝑥)=𝑥+6

_____________a. 𝑓−1(𝑥) _____________a. 𝑔−1(𝑥)

_____________b. 𝑓−1(𝑥)′𝑑𝑜𝑚𝑎𝑖𝑛 _____________b. 𝑔−1(𝑥)′𝑑𝑜𝑚𝑎𝑖𝑛

_____________c. 𝑓−1(𝑥)′𝑟𝑎𝑛𝑔𝑒 _____________c. 𝑔−1(𝑥)′𝑟𝑎𝑛𝑔𝑒

2.ℎ(𝑥) = 2𝑥 + 3 5.𝑣(𝑥)=𝑥+3𝑥−3

_____________a. ℎ−1(𝑥) _____________a. 𝑣−1(𝑥)

_____________b. ℎ−1(𝑥)′𝑑𝑜𝑚𝑎𝑖𝑛 _____________b. 𝑣−1(𝑥)′𝑑𝑜𝑚𝑎𝑖𝑛


_____________c. ℎ−1(𝑥)′𝑟𝑎𝑛𝑔𝑒 _____________c. 𝑣−1(𝑥)′𝑟𝑎𝑛𝑔𝑒

3.𝑓(𝑥)= 𝑥3− 2 6.𝑓(𝑥)=2𝑥+14𝑥−1

_____________a. 𝑓−1(𝑥) _____________a. 𝑓−1(𝑥)

_____________b. 𝑓−1(𝑥)′𝑑𝑜𝑚𝑎𝑖𝑛 _____________b. 𝑓−1(𝑥)′𝑑𝑜𝑚𝑎𝑖𝑛

_____________c. 𝑓−1(𝑥)′𝑟𝑎𝑛𝑔𝑒 _____________c. 𝑓−1(𝑥)′𝑟𝑎𝑛𝑔𝑒

Prepared by:

CHRISTIAN G. PADLAN
Teacher

Checked by:

JOE ANN DADUYA


SHS Coordinator

Noted by:

KIM ABIGAIL CAMACHO, MaEd


SHS Principal

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