Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 11 – ABM /11 – HUMSS

Daily Lesson Log Teacher NI-KHE G. MARQUEZ Learning Area GENERAL MATHEMATICS
Teaching Dates and Time AUGUST 12 - 16, 2024 Quarter 1st Quarter (WEEK 3)
11 – ABM (7:30 – 8:30 AM)
11 – HUMSS (10:50 – 11:50 AM)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of functions. The learner demonstrates understanding of key concepts of rational functions.
B. Performance Standard The learner is able to accurately construct mathematical models to represent real- The learner is able to accurately formulate and solve real-life problems involving
life situations using functions. rational functions.
C. MELC and MELC No. M11GM-Ib-1 M11GM-Ib-2
represents real-life situations using rational functions
The learner distinguishes rational function, rational equation, and rational inequality.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG for SHS General Mathematics, pp. 23-30 TG for SHS General Mathematics, pp. 30-32
2. Learner’s Material pages LM in General Mathematics, pp. 21-24 LM in General Mathematics, pp. 24-25
3. Textbook pages General Mathematics by Orlando Oronce Series of 2016 General Mathematics by Orlando Oronce Series 2016
4. Additional Material from Slide Decks on the Topic Teacher’s Guide and Learner’s Material
Learning Resource (LR) Portal Teacher’s Guide and Learner’s Material
B. Other Learning Resources General Mathematics, Diwa Publishing Series of 2016 General Mathematics, DIwa Publishing , 2016
IV. PROCEDURES
A. Reviewing previous lesson or Provide a brief yet sufficient
presenting the new lesson. concepts recall on the following:
 Functions
 Piecewise Functions
 Present the problem below. Recall that:
Let the students translate
mathematically. Rational expression is an expression that
Problem: Give a function C that can can be written as a ratio of two
represent the cost of buying x meals, if polynomials.
one meal costs ₱40.
Expected answer: Since each meal
costs ₱40, then the cost function is C(x)
= 40x.
B. Establishing a purpose for the new Use Example 7 on p. 8, as shown Provide examples of algebraic expressions
lesson and have the class identify if they are
below. The teacher may ask for
volunteers to discuss the problem. rational or not. Have the student explain
Problem: One hundred meters of their reasons.
fencing is available to enclose a
 rectangular area next to a river. Give a
function A that can represent the area
that can be enclosed, in terms of x.
Expected answer: The area of the
rectangular enclosure is A = xy. We will
write this as a function of x. Since only
100 m of fencing is available, then

or

.
Thus,

.
C. Presenting Examples/ instances of Use the table below to show how to
the new lesson Provide real-life situational problems distinguish among rational equations,
that can only be described by more rational inequalities and rational functions.
than one formula, depending on the
value of the independent variable. (Use
Example 8 on p. 8.) The problem is
shown below:
Problem: A user is charged ₱300
monthly for a particular mobile plan,
which includes 100 free text messages.
Messages in excess of 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. A rational equation or inequality can be
Expected Answer: Let t(m) represent solved for all x values that satisfy the
the amount paid by the consumer each equation or inequality. Whereas we solve
month. It can be expressed by the an equation or inequality, we do not “solve”
piecewise function, functions. Rather, a function (and in
particular, a rational function) expresses a
relationship between two variables (such
as x and y), and can be represented by a
table of values or a graph.
 Since this is a piecewise function, see
to it to describe this type of function.
D. Discussing new concepts and Lead the class in discussing another
practicing new skills #1 problem involving piecewise function.
Present the problem below.
Problem: A jeepney ride costs ₱8.00 for
the first 4 kilometers, and each
additional integer kilometer adds ₱1.50
to the fare. Use a piecewise function to
represent the jeepney fare in terms of
the distance d in kilometers.
Expected answer: The input value is
distance and the output is the cost of
the jeepney fare. If F(d) represents the Determine which of the following are
fare as a function of distance, the can rational expressions.
be represented as follows:

Make sure to discuss about greatest

integer or floor function as the problem
above requires the use of such function
applied to d. The floor function gives
the largest integer less than or equal to

d, e.g. .
E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to (Cooperative learning technique is Determine whether the given is a
Formative Assessment 3) encouraged.) Divide the class into 5. rational function, rational equation, a
Present the problem to the class and rational inequality, or none of these.
give them adequate time to discuss
among themselves the solution.
Problem: A videoke machine can be
rented for ₱1000 for three days, but for
the fourth day onwards, an additional
cost of ₱400 per day is added.
Represent the cost of renting a videoke
 machine as a piecewise function of the
number of days it is rented and plot its
graph.
Refer to the solution on p.10.

G. Finding practical applications of (Cooperative learning technique is still

concepts and skills in daily living encouraged and the use of rubric for
checking the group’s output
presentation is suggested.) Show the
problem below to the class:
Problem: The cost of hiring a catering
service to serve food for a party is ₱150
per head for 20 persons or less, ₱130
per head for 21 to 50 persons, and
₱110 per head for 51 to 100 persons.
For 100 or more persons, the cost is at
₱100 per head. Represent the total cost
as a piecewise function of the number
of attendees of the party.

Expected answer:

,
H. Making generalizations and Ask the learners to summarize the
abstractions about the lesson concept learned by differentiating and
Ask: How do you find the solutions of giving examples of rational function,
problems involving functions? rational equation and rational inequality.
I. Evaluating learning Determine whether the given is a
rational function, rational equation, a
rational inequality, or none of these.

x+1
1. =10
2x
Answer: rational equation

√
2. f(x) = -5x3 - 4 x−1
Answer: none of these
See Attachment.

x+1
3. ≤10
2x
Answer: rational inequality

x−1
4. f ( x )=
x +1
Answer: rational function

J. Additional activities for application For remediation, assign learners to

or remediation answer part F individually. Peer tutoring
is desired. See to it the learners submit
their output. Random output Write 5 examples of a rational function,
presentations should be encouraged. rational equation and rational inequality.
For enrichment, assign the problem on
part G. The same rubric should be used
for grading the learners’ outputs.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on A. ____ No. of learners who earned 80% in the evaluation A. ____ No. of learners who earned 80% in the evaluation
the formative assessment
B. No. of learners who scored below B. ____ No. of learners who require additional activities for remediation B. ____ No. of learners who require additional activities for remediation
80% (needs remediation)
C. No. of learners who have caught up C. Did the remedial lessons work? _____ No. of learners who have caught up the C. Did the remedial lessons work? _____ No. of learners who have caught up the
with the lesson. lesson. lesson.
D. No. of learners who continue to D. ___ No. of learners who continue to require remediation D. ___ No. of learners who continue to require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Games ___ Poweerpoint presentation ___ Group collaboration ___ Games ___ Poweerpoint presentation
Answering preliminary activities/exercises Answering preliminary activities/exercises
___ Discussion ___ Differentiated Instruction ___ Discussion ___ Differentiated Instruction
___ Case Method ___Role Playing /Drama ___ Case Method ___Role Playing /Drama
___ Think-Pair-Share (TPS) ___ Doscivery Method ___ Think-Pair-Share (TPS) ___ Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method ___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
Why? Why?
___ Complete Ims ___ Complete Ims
___ Availability of Materials ___ Availability of Materials
___ Pupil’s eagerness to learn ___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks ___ Group member’s cooperation in doing their tasks
F. What difficulties did I encounter ___ Bullying among learners ___ Equipment (AVR/LCD) ___ Bullying among learners ___ Equipment (AVR/LCD)
which my principal or supervisor can ___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab ___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab
help me solve? ___ Colorful Ims ___ Additional Clerical Works ___ Colorful Ims ___ Additional Clerical Works
___ Unavaailable Technology ___ Reading Readiness ___ Unavaailable Technology ___ Reading Readiness
G. What innovation or localized A. ____ No. of learners who earned 80% in the evaluation A. ____ No. of learners who earned 80% in the evaluation
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV
EVALUATION

WORKSHEET No. 3

Solve the followig problems. Show your solution.

1. In an organ pipe, the frequency f of vibration of air is inversely proportional to the length L of the pipe.

Suppose that the frequency of vibration in a 10-foot pipe is 54 vibrations per second. Express f as a function of L.

2. 2. The distance from Manila to Baguio is around 250 kilometers.

(a) How long will it take you to get to Baguio if your average speed is 25 kilometers per hour? 40 kilometers per hour? 50 kilometers per hour?

(b) Construct a function (s) , where is the speed of travel, that describes the time it takes to drive from Manila to Baguio.

Answer:

1.