GRADES 1 to 12 School IRAWAN NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher RANDY N. CORPUZ Learning Area MATHEMATICS

Teaching Dates and Time JULY 29-JUNE 1, 2024 Quarter 1

Day 1 Day 2 Day 3 Day 4

II. OBJECTIVES
A. Content Standards The learners demonstrates 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 Competencies/Objectives Represents real – life situations using Evaluates a function. Performs addition, subtraction, Solves problems involving
functions, including piece- wise M11GM-Ia-2 multiplication, division, and composition functions.
functions. M11GM-Ia-1 of functions. M11GM-Ia-4
M11GM – Ia-3
II. CONTENT FUNCTIONS AND THEIR GRAPHS.
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as
well as paper-based materials. Hands-on learning promotes concept development.

B. References
2. Teacher’s Guide pages
4. Learner’s Materials pages
6. Textbook pages
8.
10.Additional Materials from
CLAS GEN MATH CLAS GEN MATH CLAS GEN MATH CLAS GEN MATH
Learning Resource (LR) portal
D. Other Learning Resources
IV. PROCEDURES
B. Reviewing previous lesson or Ask the students if they are familiar of As a review to the previous lesson call Let the students recall the basic  What are the different
presenting the new lesson what is function. Present the topic to some students to give what they operations. Let the students answer. types of functions
the students by letting them give remembered on the previous topic. discussed from the
examples of real life situations that previous lesson?
represent a functions.  When will you use these
different functions in real
life-situations?

D. Establishing a purpose for the What is the importance of function in The answers of the students will lead to What is the importance of knowing how  Do you have problems in
lesson our society? Let the students answer. the next topic on how to evaluate to add, subtract, multiply and divide real life that is related to
functions. functions? Present the topic to the functions?
class.  What do you think are the
steps in solving
problems?
F. Presenting Ask the students, what are the different Let the students give an example of From the given equations by the  The teacher will
examples/instances of the workers in the society? Let the equations on the board. From their students let the students do the activity present the word
new lesson students discuss the functions of each given examples, let them find the value on the operations and composition of problem.
 in the community. of their equations by substituting 2 on functions. Peter is a bread vendor at
the variable. ( They may use other Julie’s Bakeshop that pays
variable aside from the usual x or y.) an hourly wage P45.00 and
1.5 times the hourly wage
for the extra hours if he
works for more than 40
hours a week. Peter’s
working schedule is from 8
o’clock in the morning to 4
o’clock in the afternoon
every Monday to Friday.

H. Discussing new concepts and What are the different ways of Give more examples to the students on Group the students into five. They will Let the students understand
practicing new skills #1 representing function? Tell the how to evaluate functions given the give their own equations and let them the problem and answer the
students that functions will include value of x will be a number. do the following: following questions:
one-one relationship like mother and Group 1 : Addition of Function A. Write a piecewise function
father or many- one relationship like Group 2: Subtraction of Function that gives the weekly pay P in
students to one teacher. Group 3 : Multiplication of Function terms of the number of hours
Group 4: Division of Function Peter work?
Group 5: Composition of Two Functions Let the student manipulate
the mathematical model.
 For up to 40 hours,
the pay is 45h
 For over 40 hours,
the pay is by:
45(40) + 1.5(45)
(h-40)
Mathematical Model:
P(h) = 
45 h, if 0  h  40
67.5h-900, if h 40
J. Discussing new concepts and Tell the students on how to determine Tell the students that evaluating From the given activity they will choose B. How much does Peter’s
practicing new skills #2 function from set of ordered pairs, functions will not limit to numbers but a reporter to give the steps on how they wage per week if he works 35
graphs and equations. they can use variable to represent x. perform their assign operations. hours only?
C. How much pay will Peter
receive if he works 50 hours?

L. Developing mastery  How did you determine Give more examples of evaluating The teacher will check their outputs Let the students solve for the
(Leads to Formative whether a relation is a function functions using variable to represent x. and let the other members of the group problem using the
Assessment) or not? will do the “gallery walk”. mathematical model and
Let the students give their answers. show solutions)
Since 35 is less than 40 then
we use the equation
= 45(h)
= 45(35)
= 1,575
Since 50 is greater than 40
 then we use the equation
67.5h – 900
= 67.5(50) – 900
= 3,375 – 900
= 2,475

N. Finding practical application The teacher uses differentiated Give a real life situation that the Let the students formulate a conclusion The students will go to their
of concepts and skills in daily instruction: students can relate. on how to add, subtract, multiply, divide respective group and will do
living Group 1: Give an example of real life Example. and the composition of functions. the steps in solving problem
situation that uses functions.(They may Mark started selling snacks in the given to them. They will
include mapping diagram.) nearby school. In one day he spends choose a reporter to present
Group 2: Show a graph that P200 their output.
represents a functions and applying for rent andP25 for each snack item he Group No.1:
the vertical line test. prepares. His expenses in a single day  Find the dimensions of
Group 3: Giving 10 sets of ordered can be the largest rectangular
pairs that represent a function. expressed as the function C(x) = 25x + garden that can be
Group 4: Give examples of equations 200, where x is the number of items and enclosed by 60m of
that represents a function. C(x) is fencing. (quadratic
his daily expenses in pesos. How much function)
are his expenses if he prepares 100 (answer: the dimension that
snack items? gives the maximum area is
150 snack items? 15 meters by 15 meters or
the maximum area is 225
square meters)
 Mark started selling
snacks in the nearby
school. In one day he
spends P200 for rent
and P25 for each snack
item he prepares. His
expenses in a single
item he prepares. His
expenses in a single day
can be expressed as the
function C(x) = 25x+200,
where x is the number of
items and C(x) is his
daily expenses in pesos.
A. How much are his
expenses if he prepares 100
snack items? 150 snack
items? Respectively.
(answer: Mark’s expenses for
100 snacks is P2,700.00 and
for 150 snacks is P3,950.00)
 Group No.3:
A particular high school had
 1200 students enrolled in
2013, and 1500 students in
2016. If the student
population P; grows as a
linear function of time t,
where t is the number of
years after 2013.
a. How many students will be
enrolled in the school in
2020?
(answer: There are 1,900
students to be enrolled in the
school in the year 2020
 Group No.4:
Gina is charged P300
monthly for a particular
mobile plan, which includes
100 free text messages.
Messages in excess of 100
are charged P1 each.
(Piecewise Function)
a. How much will Gina pay if
she sent 289 messages in
one month? If 89 messages
were sent?
(answer: Gina pays P489.00
for 289 messages and P300
pesos for 89 messages)
 Group No.5:
The function for the height of
an object dropped from a 100
meter tall platform at time t
seconds is approximated by
s(t)=-5t2+100 (This formula is
based on an approximated
value for the acceleration
g=10m/s2 due to gravity).
A. What is the height of the
object after 2 seconds? After
4 seconds?
(answer: The height of the
object after 2 seconds is 80
meters and after 4 seconds
20 meters)

P. Making generalzations and  A function is a relation in  Evaluating a function means Let f and g be functions. Process in solving
abstraction about the lessons. which each element of the replacing the variable in the (a) Their sum, denoted by f + g, is the problems involving
domain corresponds to exactly function, in this case x, function denoted by (f + g)(x) = f(x) + functions:
 one element of the range. with a value from the function's domain g(x). a) Comprehend and
 A function may include one- and computing for the result. To denote understand the word
one or many- one relationship. that we (b) Their difference, denoted by f - g, is problem
 A graph represents a function are evaluating f at a for some a in the the function denoted_by (f - g)(x) = f(x) b) Identify the known
if and only if each vertical line domain of f, we write f(a). - values/ the given values
intersects the graph at most g(x). c) Determine the
once. unknown/required value
 A relation is a function if for (c) Their product, denoted by f . g, is d) Illustrate/Draw a diagram
each x value there the function denoted by (f . g)(x) = f(x) . for the word problem
corresponds only one y – g(x). e) Identify the operations to
value. be used
(d) Their quotient, denoted by f/g, is the f) Construct a
function denoted by (f/g)(x) = f(x)/g(x), mathematical
excluding the values of x where g(x) = model/sentence
0. g) Evaluate and Manipulate
the mathematical model
h) Solve for the problem
using the mathematical
model
i.)Give the value of the
unknown/required value
R. Evaluating learning Determine which of the following Evaluate the following functions: Do the following operations given that From the given activity, let
represents a functions: 1. g(x) = x2 – 2x + 2 , find g(-4) F(x) = x2 + 5x + 4 the students get their index
1.) (1; 2); (2; 2); (3; 5); (4; 5) 2. f(x) = 2x + 1 find f(1) G(x) = x2 + 2x – 8 card and give what they have
2.)(1; 3); (1; 4); (2; 5); (2; 6); (3; 7) x-1 learned from the session. Let
3. r(x) = 2x + 1, find r(3x -1) 1.( f+ g) (x) them give the steps in solving
4. q(x) = x2 – 2x + 2, find q(3x+3) 2. (f – g) (x) word problem.
3. (f.g) (x)
4. (f/g) (x)
5. (f o g)(x)
6. (g o f) (x)

3.)
4. x2 + y2 = 1
5. y = x2 – 2x + 2

T. Additional activities for Give this problem to the students who

application or remediation need additional activities.
 The function for the height of an
object dropped from a 100-
meter tall
platform at time t seconds is
approximated b y s ( t ) = - 5t2 + 100
(This formula is based
on an approximated value for the
acceleration g = 10m/s due to gravity).
What is the
 height of the object after 2 seconds?
After 4 seconds?

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities
for remediation
C. Did the remedial lessons work? No. of learners
who have caught up in the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
used/discover which I wish to share with other
teachers?

Prepared by: Checked by:

RANDY N. CORPUZ CARLYN DON G. PADUL

SST-I Master Teacher II
Approved by:
MARILYN M. BADILLA
Principal II