QUARTER I

Week 4
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date: _________ Day: 2 (Lesson 10-Subtask 1)
The learner demonstrates understanding of key concepts of inverse
Content Standard
functions, exponential functions, and logarithmic functions.
The learner is able to apply the concepts of inverse functions, and
Performance
logarithmic functions to formulate and solve real-life problems with
Standard
precision and accuracy.
Learning M11GM-Id-2
Competency The learner determines the inverse of a one-to-one function.
I. OBJECTIVES

Knowledge: Enumerates the properties of the inverse of a one-to-one function;

Skills: Determines the inverse of a one-to-one function;
Affective: Shows patience in determining the inverse of a one-to-one function.
II. CONTENT Inverse of One-to-One Functions

III. LEARNING RESOURCES

A. References
1. Teacher’s TG for SHS General Mathematics, pp. 69-75
Guide Pages
2. Learner’s LM in General Mathematics, pp. 62-66
Materials Pages
3. Textbook Pages General Mathematics by Orlando Oronce Series 2016
4. Additional Slide Decks of the Lesson
Materials
5. Learning Teacher’s Guide and Learner’s Material
Resources (LR)
portal
B. Other Learning
Resources General Mathematics, Diwa Publishing, Senior High School Series.
2016
IV. PROCEDURES
A. Reviewing or Recalling the table of values for the function given by the equation
presenting the new by the equation y = 2x -1 given below:
lesson

Verify that it is a one-to-one function by showing that no two y-

values share the same x-value. Let us invert the values for x and y:
B. Establishing a Ask: Does the table still represent a function?
purpose for the We should see that it can still represent a function because each x
lesson value is associated with only one y value.
Then consider the next table of values.

C. Presenting Consider another table of values for another function.

examples of the
new lesson

Show the that the table does not represent a function because there
are some y-values because here are some y-values that are paired with
more the one x-value.
For example, y =1 is paired with x = 1,2,3,4. Invert the values for x
and y. Will the resulting table still represent a function?

The resulting table does not represent a function since x = 1 is paired

with more than one y-value namely, 1,2,3 and 4.

‘Inverting’ Functions
The previous discussion shows that
 if the x- and y-values of a one-to-one function are
interchanged, the result is a function, but
 if the x- and y-values of a function that is not one-to-one are
inverted, the result is no longer a function.

D. Discussing new Define the inverse of a one-to-one function.

concepts and
practicing new Definition.
skills #1 Let f be a one-to-one function with domain A and range B. Then the
inverse of f, denoted f −1, is a function with domain B and range A
defined by f −1 ( y )=x if and only f(x) = y for any y in B.

A function has an inverse if and only if it is one-to-one.

‘Inverting’ the x-and y- values of a function results in a function if
and only if the original function is one-to-one.

E. Discussing new To determine the inverse of a function from its equation.

concepts and The inverse of the function can be interpreted as the same function
 practicing new but in the opposite direction, that is, it is a function from the y-value
skills #2 back to its corresponding x-value.
To find the inverse of a one-to-one function.
a) Write the function in the form y=f(x);
b) Interchange the x and y variables;
c) Solve for y in terms of x.
This is because we are interchanging the input and output values
of a function.
Giving example.
1. Find the inverse of f(x) = 3x +1.
Solution. The equation of the function is y = 3x +1. Interchange
the x and y variables: x =3y + 1.
Solve for y in terms of x:
Solution:
x = 3y + 1
x – 1 = 3y
x−1 x−1
=y⟹ y=
3 3
x−1
Therefore, f (x) = 3x +1 is f −1(x) = .
3
Ask the following questions to the class:
a) What is the inverse of the inverse?

b) What is f( f −1 (x)¿ ? How about f −1(f(x))?

Have the class do these on the example above. The discuss

the following properties that the class should have observed
from the example above.

Note: (Subtask 2) the following day.

F. Developing Working with pairs, the teacher lets the students answer the
Mastery following.
Find the inverse functions of the following one-to-one functions:
−1 x−12
1. f(x) =2x-12. Answer: f ( x )=
2
1
2. f ( x )= x + 4. Answer: f −1 ( x )=2 x−8
2
3. f(x) = ( x +3)3. Answer: f −1(x) = √3 x−3
3 −1 4 x+ 3
4. f(x) = . Answer: f ( x )=
x−4 x

G. Finding practical Group Activity

 applications of The teacher groups the students into 5 and let each group answer the
concepts and skills following:
in daily living Direction: Find the inverse of each
a. f ( x )=2 x +1
x−2
b. f ( x )=
2 x+ 3
c. f ( x )=x −5

H. Making The teacher asks the students on how to find the inverse of a one-to-
Generalizations and one function, by the following steps:
abstractions about (a) write the function in the form y = f(x);
the lesson (b) interchange the x and y variables;
(c) solve for y in terms of x.
This is because we are interchanging the input and output values of a
function.

I.Evaluating learning The teacher lets the students individually answer the formative
assessment.

Find the inverse functions of the following one-to-one functions:

x+ 3 −1 3 x +3
1. f(x) = . Answer: f ( x )=
x−3 x−1
2 x +1 −1 x+1
2. f(x) = . Answer: f ( x )=
4 x−1 4 x−2

J. Additional
Activities for
application or
remediation
V. REMARKS

VI. REFLECTION

A. No. of learners who earned A. ____ No. of learners who earned 80% in the evaluation
80% in the evaluation
B. No. of learners who require B. ____ No. of learners who require additional activities
additional activities for for remediation
remediation
C. Did the remedial lessons C. Did the remedial lessons work? _____ No. of learners
work? No. of learners who who have caught up the lesson.
have caught up the lesson
D. No. of learners who D. ___ No. of learners who continue to require remediation
continue to require remediation
E. Which of my teaching Strategies used that work well:
 strategies worked well? Why ___ Group collaboration ___ Games ___ Poweerpoint
did these work? presentation
Answering preliminary activities/exercises
___ Discussion ___ Differentiated
Instruction
___ Case Method ___Role Playing /Drama
___ Think-Pair-Share (TPS) ___ Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties did I ___ Bullying among learners ___ Equipment (AVR/LCD)
encounter which my principal ___ Learner’s behavior/attitude ___ Science/Computer/Internet
Lab
and supervisor help me solve? ___ Colorful Ims ___ Additional Clerical Works
___ Unavaailable Technology ___ Reading Readiness
G. What innovation or
localized I used/discover which
I wish to share with other
teacher?

Prepared by:

THERESE JUNE C. BUÑAO

Special Science Teacher I