LESSON PLAN IN GENERAL MATHEMATICS

SENIOR HIGH SCHOOL GRADE 11

I. Objectives:
A. Content Standards:
The learner demonstrates an 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 Competency:
represents real-life- situations using functions, including picewise function.

Specific Objectives: At the end of the lesson, the students should be able to:
1. recall the concepts of relations and functions;
2. define functional relationship as a mathematical model of situation; and
3. represents real-life situations using functions, including piecewise function.

II. Content:
Functions

III. Learning Resources:

References: Learners
Materials: Chalk, chalkboard, manila paper

IV. Procedure:
The teacher asks a student to lead the prayer
The teacher checks the attendance of the students
The teacher set an agreement with the students before the start of the lesson to:
• Keep silent
• Sit properly
• Listen carefully
• Raise your right hand if you want to answer
• Do not answer in chorus

A. Review
The teacher asks students to define a function and to determine a function or
not a function.
B. Motivation:
The teacher presents an image of a machine.
C. Activity:
The teacher group the class into 6 and each group is given a task to answer.

Teaching Strategy: Cooperative Learning – Encourage students of mixed

abilities to work together by promoting small group or whole class activities.
This teaching strategy is responsive to the special educational needs of learners in
difficult circumstances.

The direction of the activity:

 Students will answer the following questions based on their
reflections on the given scenarios.
 Students will explain and justify their answers afterward
Each group will answer the following questions.
  Which scenario/s do you think can be classified as functions?
 State the reason why or why not the scenarios are a function.

D. Analysis:
Ask the following questions to the students:
 What have you done in the previous activity?
 How do you determine the following scenarios if it is a function or
not?

E. Abstraction:
 Introduction of the lesson
The teacher introduces the topic function and gives meaning to the
term.

 Discussion of the lesson

The teacher presents example of functions and how to determine if the given
example is a function or not a function. After determining a function and not
a function, the teacher presents and explain on how to relate function in real-
life situation. The teacher also discuss piece-wise functions.

 Give examples
a. If height (H) is a function of age (a), give a function H that can represent the
height of a person in a age, if every year the height is added by 2 inches.
b. If distance (D) is a function of time (t), give a function D that can represent
the distance a car travels in t time, if every hour the car travels 60 kilometers.
Solution:
a. Since every year the height is added by 2 inches, then the height function is
H(a) = 2+a.
b. Since every hour, the car travels 60 kilometers, therefore the distance
function is given by D(t) = 60t.
Using piece-wise Functions
a. A user is charge 250.00 monthly for a particular mobile plan, which includes
200 free text messages. Messages in excess of 200 are charged 1.00 each.
Represent the monthly cost for text messaging using the function t(m) where
m is the number of messages sent in a month.
b. A certain chocolate bar costs 50.00 per piece. However, if you buy more than
5 pieces they will mark down the price to 48.00 per piece. Use a piece-wise
function to represent the cost in terms of the number of chocolate bars
bought.
Solution:
E. Application: Group Activity
The teacher will group the class into 6.
Game: 1,2,3,4 pass

Teaching Strategy: Cooperative Learning – Encourage students of mixed abilities

to work together by promoting small group or whole class activities.
This teaching strategy is responsive to the special educational needs of learners in
difficult circumstances.
Mechanics of the game:
Each group is assigned to answer the following questions inside the envelope.
After 2 minutes, they will pass the envelope to another group and another envelope
will be answered until they will finished answering all 6 envelopes. 2 minutes will be
given to answering per envelope.

Envelope 1
A person is earning 750.00 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.

Envelope 2
Xandria rides through a jeepney which charges 8.00 for the first 4 kilometers and an
additional 0.50 for each additional kilometer. Express the jeepney dare (f) as a
function of the number of kilometers (d) that Xandria pays for the ride.

Envelope 3
A tricycle costs 10.00 for the first 2 kilometers, and each additional kilometer adds
8.00 to the fare. Use a piecewise function to represent the tricycle fare in terms of the
distance of d in kilometers.

Envelope 4
A computer shop charges 15. 00 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.

Envelope 5
A van rental charges 5,500.00 flat rate for a whole day tour in Calabarzon of 5
passengers and each additional passenger added 500.00 to the tour fare. Express a
piecewise function to show to represent the van rental in terms number of passenger
n.

Envelope 6
An internet company charges 500.00 for the first 30 GB used in a month. Every
exceeding GB will then cost 30.00. But if the costumer reach a total of 50GB and
above, a flat rate of 1,000.00 will be charged instead. Write a piecewise function C(g)
that represents the charge according to GB used?
F. Learning Assessment:
Direction: Choose the letter of the best answer. Write the chosen letter on a separate sheet
of paper.

1. What do you call a relation where each element in the domain is related to only one
value in the range?
a. Function b. Range c. Domain d. Independent
2. Which of the following relation is a function?
a. x ¿ { ( 1 , 2 ) , ( 3 , 4 ) , (1 , 7 ) ,(5 , 1)} c. h = { ( 4 , 1 ) , ( 2 , 3 ) , (2 , 6 ) ,(7 ,2)}
b. g = { ( 3 , 2 ) , ( 2, 1 ) , ( 8 ,2 ) ,(5 , 7)} d. y= { ( 2 , 9 ) , ( 3 , 4 ) , ( 3 , 2 ) , (6 , 7)}
3. What is the range of the function shown in the diagram?
X Y

3
a
1
b
2

a. R: { 3 , 2 ,1 } b. R: { a ,b } c. R: { 3 , 2 ,1 , a , b } d. R: { all real numbers }

4. Which of the following tables represent a function?
a. b.
X 0 1 1 0 X -1 -1 3 0
Y 4 5 6 7 y 0 -3 0 -3
c. d.

X 1 2 1 2 X 0 -1 3 2
y -1 -3 -4 -1 y 3 4 5 6

5. A person is earning 500.00 per day for doing a certain job. Which of the following
expresses the total salary S as a function of the number n of days that the person
works?
a. S(n) = 500 + n c. S(n) = 500n
500
b. S(n) = d. S(n) = 500-n
n
6. Which of the following graph is a function?

c.
For numbers 7 – 8 use the problem below.
A jeepney ride in Lucena costs 9.00 for the first 4 kilometers, and each additional kilometer adds 0.75
to the fare. Use a piecewise function to represent the jeepney fare F. in terms of the distance d in
kilometers.

{
F (d )= 24.¿
25.¿

7.
a. F (d )={ 9 if 0> d ≤ 4 c. F (d )={ 9 if 0 ≥ d ≥ 4
b. F ( d )={ 9 if 0< d< 4 d. F ( d )={ 9 if 0< d ≤ 4
8.
a. F (d )=¿ c. F (d )={ ( 9 if 0.75 ) if d< 4
b. F (d )={ ( 9+ 0.75 ) if d >4 d. F (d )={( 9+0.75 ( n ) ) if d > 4

For 9 – 10 use the problem below.

Johny was paid a fixed rate of 100.00 a day for working in a computer shop and an additional 5.00 for
every typing job he made.

9. How much payment will Johny receive for a 5 typing job he made for a day?
a. 55.00 b. 175.00 c. 125.00 d. 170.00

10. Find the function f(x) where x represents the number of typing jobs he made for the
day.
a. f(x) = 100+5x c. f(x) = 100x
100
b. f(x) = 100 – 5x d. f(x)=
5x

V. Remarks:

VI. Reflection:

Index of Mastery: ________

Prepared by:
Therese June C. Buñao
Dapitan City National High School
Dapitan City Division
[email protected]
09463991938