School: North Central Mindanao College Grade Level: Grade 11- ALL STRAND

Jessamie D. Ecat, Nadiarah Aguam

SHS Teachers: Mark Bernelle G. Buhale Learning Area: GENERAL MATHEMATICS
DAILY LESSON LOG September 18-22, 2023
8:30-9:30
2:30-3:30 1ST Semester –Quarter 1-
Quarter:
3:30-4:30 Week 3
Teaching Dates and 12:30-1:30
Time: 10:45-11:45
NORTH CENTRAL MINDANAO COLLEGE, INC.
Maranding, Lala, Lanao del Norte
Tel. No. (063) – 227-8004
www.ncmc.edu.ph

MONDAY TUESDAY WEDNESDAY THURSDAY FRI

DA
Y
I. OBJECTIVES Objectives must be meet over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be
followed and if needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies.
These are using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to
find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding of…
 key concepts of functions.
B. Performance The learner is able to…
Standards:  accurately construct mathematical models to represent real-life situations using functions.
C. Learning
Competencies/Objectives The learners:
:  evaluates a function. M11GM-Ia-2
Write the LC Code for  performs addition, subtraction, multiplication, division, and composition of functions M11GM-Ia-3
each
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in
a week or two.
Lesson 3: Evaluating and FOUNDATIO Unit 2: lesson 1 Addition and Lesson 2 CL
II. CONTENT
Graphing Functions N DAY Subtraction of Functions Multiplication of Functions

III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that
RESOURCES there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Quipper (1.3) Quipper (2.1) Quipper (2.2) CL
Pages
2. Learner’s Quipper (1.3) Quipper (2.1) Quipper (2.2) CL
Materials Pages
3. Textbook Pages Quipper (1.3) Quipper (2.1) Quipper (2.2) CL
4. Additional Quipper (1.3) Quipper (2.1) Quipper (2.2) CL
 Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by
demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by
IV. PROCEDURES
providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing This lesson will give you an FOUNDATIO Before we learn how to add and Before we learn how to multiply functions, let CL
Previous Lesson or opportunity to review and practice N DAY subtract functions, let us recall how to us recall how to multiply polynomials by
Presenting the how to evaluate and graph add and subtract polynomials by working in pairs on the online exercise.
New Lesson functions, like how you learned working in pairs on the online exercise. (Click on the link to access the exercise.)
about it in your early grade levels. (Click on the link to access the “Multiplying Polynomials”. Kuta Software.
Before that, let’s have a quick exercise.) Retrieved 18 February 2019 from
recap of the basic concepts of “Adding and Subtracting Polynomials”. https://cdn.kutasoftware.com/Worksheets/Alg1
relations and functions by Dearbornschools. /Multiplying%20Polynomials.pdf
watching the following video! Retrieved 18 February 2019 from
“Identifying Relations and https://iblog.dearbornschools.org/chouc
Functions.” A Serano Production. air/wp-content/uploads/sites/
Youtube (June 2015). Retrieved 01 2165/2016/09/
March 2019 from AddingandSubtractingPolynomialsRowG
https://www.youtube.com/watch? ame-1-1.pdf
v=3BmYm5lbzkk
B. Establishing a ● In the video, what are the ● FOUN ● How do you multiply polynomials? CL
Purpose for the four methods used to DATIO ● How do you multiply functions?
Lesson determine if a given relation N DAY ● What principle(s) do you use in
is a function? multiplying functions?
● How would a table of values
be useful in graphing
functions?

C. Presenting Table of values FOUNDATIO CL

Examples/Instance a graphic organizer or chart that N DAY
s of the Lesson helps determine two or more
points that can be used in creating
graphs
D. Discussing New FOUNDATIO Example 1: Let f ( x )=2 x 2−4 x+ 1 and Example 1: Let f ( x )=4 x−1 and CL
Concepts and N DAY 2
Practicing New
2
g ( x )=−x −3 x−1. Find ( f +g ) ( x ) . g ( x )=x −3 x−2.
Skills #1 Solution: Find ( f ∙ g ) ( x ).
To find ( f +g ) ( x ) , add the two given Solution:
expressions for f (x) and g(x ). Multiply the two given expressions for f (x)
and g(x ).
( f +g ) ( x ) =f ( x )+ g ( x )
( f +g ) ( x ) =( 2 x 2−4 x +1 ) + (−x 2−3 x−1 ) ( f ∙ g ) ( x )=f ( x ) ∙ g ( x )
Combine similar terms. Substitute the given functions.

−7( xx) ∙ g ( x )( f ∙ g ) ( x )=( 4 x−1 ) ( x −3 x −2 )

2
( f +g ) ( x ) =( 2 x 2−4 x +1 ) + (−x 2−3 x−1 ) ( f +g( f)∙( xg))=x
( x )=f
2

Multiply the expressions.

Therefore, ( f +g ) ( x ) =x2 −7 x.

( f ∙ g ) ( x )=( 4 x −1 ) ( x 2−3 x−2 ) ( f ∙ g ) ( x )=4 x3 −12 x 2−8 x−x 2 +

Group similar terms together.

( f ∙ g ) ( x )=4 x 3−12 x 2−8 x−x 2 +3 x+2 ( f ∙ g ) ( x )=( 4 x3 ) + (−12 x

Combine similar terms.

( f ∙ g ) ( x )=( 4 x3 ) + (−12 x 2−x 2 ) + (−8 x +3 x )+ ( 2 )( f ∙ g ) ( x )=4 x3 −

Thus, ( f ∙ g ) ( x )=4 x 3−13 x 2−5 x +2.

E. Discussing New Example 2: Sketch the graph of FOUNDATIO Try it! Example 2: Let f ( x )=4 x−1 and CL
Concepts and the function f ( x )=x 2 +2 x−2. N DAY Example 2: Let f ( x )=2 x 2−4 x+ 1 and 2
Practicing New
g ( x )=x −3 x−2.
g ( x )=−x −3 x−1. Find ( f −g ) (−1 ).
2
Skills #2 Find ( f ∙ g ) ( 0 ).
Solution: Solution:
Subtract the two given expressions for Multiply the two given expressions for f (x)
f (x) and g(x ). and g(x ).

( f −g ) ( x )=f ( x )−g ( x ) ( f ∙ g ) ( x )=f ( x ) ∙ g ( x )

( f −g ) ( x )=( 2 x 2−4 x +1 ) −(−x 2−3 x−1) Group similar terms together.
Change the operation from subtraction
 to addition. Change the signs of all the ( f ∙ g ) ( x )=4 x 3−12 x 2−8 x−x 2 +3 x+2 ( f ∙ g ) ( x )=( 4 x3 ) + (−12 x
terms in the subtrahend.
Combine similar terms.

( f −g ) ( x )=( 2 x 2−4 x +1 ) −(−x 2−3 x−1 ) ( f −g

( f ∙)g( x) ()=
x ) ( 2(x42−4
= x3 x +1 ) +(x
) + (−12 x
2
2 +3
−x 2 x +1)
) + (−8 x +3 x )+ ( 2 )( f ∙ g ) ( x )=4 x3 −
2
( f −g ) ( x )=3 x −x+ 2 Substitute x=0 to the resulting function.
Substitute x=−1 into the resulting
function. ( f ∙ g ) ( x )=4 x 3−13 x 2−5 x +2 ( f ∙ g )( 0 )=0−0−0+2 ( f ∙ g )( 0 )=2
Hence, ( f ∙ g ) ( 0 )=2 .
( f −g ) ( x )=3 x 2−x+ 2 ( f −g )(−1 )=3 (−1 )2 −(−1 ) +2
( f −g ) (−1 )=3+1+ 2 ( f −g ) (−1 )=6
Thus, ( f −g ) (−1 )=6
F. Developing FOUNDATIO Individual Practice: Individual Practice: CL
Mastery N DAY 1. Let f ( x )=3 x 2−x +3 and 1. Let f ( x )=x −2 and 2
g ( x )=3 x −x+1 .
G. (Leads to 2
g ( x )=4 x −2 x +5. Find ( f +g ) ( x ) . Find ( f ∙ g ) ( x ).
Formative
Assessment 3) 2. Let f ( x )=3 x 2−x +3 and 2. Let f ( x )=x −2 and 2
g ( x )=3 x −x+1 .
2
g ( x )=4 x −2 x +5. Find Find ( f ∙ g ) (−1 ).
( f +g ) (−3 ).

H. Finding practical Group Practice: To be done by 2- FOUNDATIO Group Practice: To be done in pairs. Group Practice: To be done in pairs. CL
applications of 5 groups N DAY The net income of a company is the Distance is the product of speed and time. If a
concepts and skills Fidel, a working student, earns difference between its revenue and car traveled at a speed of s ( x )=( x 2−1) in
in daily living ₱640 daily for an eight-hour expenses. If XYZ Inc.’s revenue and
kilometers per hour for t ( x )=3 x hours, what is
service as a waiter in a fast-food expenses are given by the functions
restaurant. On top of his daily 2 2 the total distance traveled by the car in terms
R ( x )=3 x −5 x+2 and E ( x )=x +2 x +1 of x ?
salary, he also receives ₱35 for respectively, find the function in terms
every additional hour of work. If
of x representing its net income.
Fidel works for 11 hours in one
day, how much does he earn?

I. Making ● How do you evaluate and FOUNDATIO ● How do you solve for the sum ● How do you find the product of two CL
Generalizations graph functions for given N DAY and difference of two functions? functions?
and Abstractions values of the variable? ● How can we apply these ● Why is it important to know how to
about the Lesson ● What are the difficulties you operations in real life? multiply functions?
encountered while ● How do we find the product of ● How will you find the quotient of two or
evaluating and graphing two or more functions? more functions?
functions? How did you
overcome them?
● Suppose two functions are
both defined at a certain
value of the variable. Will
the sum or product of the
two functions be also
 defined at the same value
of the variable?

Let 𝑓(𝑥) = 2𝑥 2 − 4𝑥 + 1 and 𝑔(𝑥) =

J. Evaluating Assignment! FOUNDATIO Assignment! CL

−𝑥 2 − 3𝑥 − 1. Find (𝑓 − 𝑔)(−1).
Learning 1. Evaluate N DAY

{
2 x−4 if x< 3
f ( x )= x 2−3 if x=3 when
√ x−2 if x> 3
(a) x=−1, (b) x=3 , and (c)
x=4.
K. Additional
Activities for
Application or
Remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be
REFLECTION done to help the students learn?
Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
No. of learners who earned
80% in the evaluation
No. of learners who require
additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies work well? Why
did this work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by:
 JESSAMIE D. ECAT NADIARAH AGUAM MARC BERNELLE G. BUHALE
Subject Teacher Subject Teacher Subject Teacher

Noted by:

EDUVIGIS G. GANDIONCO
Secondary School Principal