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Week 4 Day 1 (Lesson 9)

gen math week 2

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Therese June Cabilin Buñao
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9 views4 pages

Week 4 Day 1 (Lesson 9)

gen math week 2

Uploaded by

Therese June Cabilin Buñao
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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QUARTER I

Week 4
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date: ___________ Day: 1 (Lesson 9)
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 Standard logarithmic functions to formulate and solve real-life problems with
precision and accuracy.
M11GM-Id-1
Learning Competency
The learner represents real-life situations using one-to-one functions.
I. OBJECTIVES

Knowledge: Enumerates the properties of one-to-one functions;


Skills: Represents real-life situations using one-to-one functions;
Affective: Shares honestly real-life situations that can be represented using one-to-
one functions.
II. CONTENT One-to-One Functions

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide TG for SHS General Mathematics, pp. 33-42
Pages
2. Learner’s Materials LM in General Mathematics, pp. 27-33
Pages
3. Textbook Pages General Mathematics by Orlando Oronce Series 2016
4. Additional Materials Slide Decks
5. Learning Resources Teacher’s Guide and Learner’s Material
(LR) portal
B. Other Learning
Resources General Mathematics, Diwa Publishing, Senior High School Series.
2016
IV. PROCEDURES
A. Reviewing or presenting Recall rational expressions and rational equations. These can be useful
the new lesson tools representing real-life situations and for finding answers to real
problems. In particular, they are quite good for describing distance-
speed-time questions, and modeling multi-person work problems.
B. Establishing a purpose
for the lesson Ask: Do you have any idea what is a one-to-one function?
Definition of one-to-one function is presented.
Definition: The function f is one-to-one if any x 1 , x 2 ∈t h e domain of f ,
then f(x 1)≠ f ¿). That is, the same y –value is never paired with two
different x-values.

C. Presenting examples of Ask the class to determine whether the given relation is a function. If it
the new lesson is a function, determine whether it is one-to-one. Discuss each.
Examples:
1.The relation pairing an SSS member to his or her SSS number.
(Function/one-to-one)
2. The relation pairing a real number to its square. (Function /NOT one-
to-one)
3. The relation pairing distance d (in kilometers) traveled along a given
jeepney route to the jeepney fare for traveling that distance.
(Function/not one-to-one)
Let students give their own examples of real-life situations involving
functions.
D. Discussing new concepts Graphing one-to-one functions.
and practicing new skills Show the following graphs to the class. Ask them if the given function is
#1 one-to-one or not by having them check if there is a y-value with more
than one corresponding x-value.
Present the graphs.

a) y = x 2−4 b. y = 2x - 1

2 x +3
c. y = d. y = x 3
x

The students with the teacher’s guidance should identify that the second,
third and fourth graphs represent one-to-one functions. The first graph is
a quadratic function. It is not one-to-one because the value 0 is paired
with two x-values, namely 2 and -2.
A simple way to determine if a given graph is that of a one-to-one
function is by using the horizontal line test.
E. Discussing new concepts Presents the horizontal line test.
and practicing new skills A function is one-to-one if each horizontal line does not intersect the
#2 graph at more than one point.

F. Developing Mastery Discussion.


The first graph showing the plot y = x 2 – 4 fails the horizontal line test
because some lines intersect the graph at more than one point. The
remaining three graphs pass the horizontal line test, because all
horizontal lines intersects the graph at most once.
G. Finding practical Group Activity:
applications of concepts Each group will give atleast 5 examples in applying one to one function
and skills in daily living into real life situation.
Example:
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.p
Answer: The relation is a function because every person has its unique
I.D.
H. Making Generalizations How can you relate into real-life situation the one-to-one function?
and abstractions about (Instill in the minds of the learners that real-life situations can all be
the lesson represented by functions; specifically rational functions, rational
equations or rational inequalities.)
I.Evaluating learning A. Enumerate the properties of one-to-one functions.
B. Determine whether the given situation is a one-to-one function or
not.
1. The relation pairing an airport to its airport code. (Function/ one-to-
one)
2. The relation pairing a person to his or her citizenship. (Not a function)
3. Books to authors (Function/one-to-one)
4. SIM cards to cell phones (Not one-to-one)
5. True or false questions to answers (Not one-to-one)
J. Additional Activities for Ask students to give one example of a situation showing one-to-one
application or function and one example showing not one-to-one function. (answers
remediation may vary)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% A. ____ No. of learners who earned 80% in the evaluation
in the evaluation
B. No. of learners who require B. ____ No. of learners who require additional activities for
additional activities for remediation remediation
C. Did the remedial lessons work? C. Did the remedial lessons work? _____ No. of learners who
No. of learners who have caught up have caught up the lesson.
the lesson
D. No. of learners who continue to D. ___ No. of learners who continue to require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Games ___ Poweerpoint
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 encounter ___ Bullying among learners ___ Equipment (AVR/LCD)
which my principal and supervisor ___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab
___ Colorful Ims ___ Additional Clerical Works
help me solve? ___ 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

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