DAILY School Grade Level 11

LESSON Teacher Learning Area GENERAL MATHEMATICS

LOG Date:
Quarter 1
Time:

I. OBJECTIVES SEPTEMBER 12, 2022 SEPTEMBER 13, 2022 SEPTEMBER 14, 2022 SEPTEMBER 15, 2022

A. Content Standard The learner demonstrates understanding of key concepts of rational functions.

B. Performance
Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.

C. Learning ● determines the: (a) intercepts; (b) zeroes; and (c) asymptotes of rational functions. M11GM-Ic-1
Competencies
● solves problems involving rational functions, equations, and inequalities. M11GM-Ic-3

Determines the:
Solves problems involving
Solves problems involving rational functions, equations,
● Objectives (a) intercepts, (b) zeroes; and rational functions, equations,
Graphs rational functions. and inequalities.
(c) asymptotes of rational and inequalities.
functions. Solves problems involving
Solves problems involving rational inequalities.
rational equations
II. CONTENT
Topic : Rational Functions, Equation Solving Rational Equations and Solving Rational Equations and Rational Functions, Equation and
and Inequalities Inequalities Inequalities Inequalities
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
Pages

2. Learner’s Material MORE ON FUNCTIONS MORE ON FUNCTIONS MORE ON FUNCTIONS MORE ON FUNCTIONS
Pages for General Mathematics for General Mathematics for General Mathematics for General Mathematics
Senior High School (CORE) Senior High School (CORE) Senior High School (CORE) Senior High School (CORE)
 Quarter 1 Quarter 1 Quarter 1 Quarter 1
3. Textbook Pages

4. Additional
Materials from
Learning
Resources

B. Other Learning TV, laptop, powerpoint

TV, laptop, powerpoint TV, laptop, powerpoint TV, laptop, powerpoint
Resources presentation
presentation presentation presentation
IV. PAMAMARAAN

A. Reviewing previous Ask the students if they have Have a recall on the previous
lesson or presenting Recall on how to find the x and their own real life situations topic. What you have learned
the new lesson Let the students give the other y- intercept, asymptotes and the that involves rational yesterday on our activity?
properties of rational functions. domain and range of rational equations. Let them prepare
functions. their problems to be used in
the group activity.

B. Establishing a What are the steps in solving

purpose for the Present to the students the word problems?
lesson zeroes of rational function, x- What are the steps in sketching Give the difference of rational
intercept, y- intercept and the graph of a rational function? What is the importance of equation and rational inequality.
asymptote. finding solutions in our own (Call a student to answer it
problems? orally.)

C. Presenting Let the students find the x and The class is given two rational The teacher will present the
examples/instances y intercepts of the following functions. They will use their topic on solving problems
of the new lesson rational functions. prior knowledge on finding the involving rational equations Present the given problem that
intercepts, asymptotes, zeroes involves rational inequality.
1. f(x) = x + 2 that will lead them in sketching
A box with a square base is to
the graph.
2x – 1 have a volume of 8 cubic
meters. Let x be the
2. f(x) = 1
length of the side of the square
x base and h be the height of the
 box. What are the possible

measurements of a side of the

square base if the height should
be longer than a side of the

square base?

D. Discussing new Guide the students in solving

concepts and for the x and y intercept.
practicing new skill • To find the x – Let the students go to their Discuss the same on what are
#1 intercept, equate then function Given the rational functions: respective group. They will the steps in solving word
to zero, then solve for x , so 1. f(x) = 1/x problems.
prepare a short yell to
the x – intercept is a point
whose coordinate is (x,0). 2. f(x) = 1/x2 recognize them if they are
The class is divided into four called for reporting.
• To find the y- intercept,
let x equals zero, then solve groups
for y, so the y- intercept is a
point whose coordinate is
( 0,y).
E. Discussing new Give additional concept to the They will be assigned on their Guide the students to answer
concepts and students that the zeroes of task. the problem.
practicing new skill rational functions are values of From the members of the
#2 x that makes the function or y Group 1 will determine the group, they will choose two
equals zero. Let the students preliminary activity of sketching given problems and they will
identify the x and y intercept of the graph like finding the x and y give the solution written in the
the given rational function – intercept, vertical and manila paper.
given earlier. horizontal asymptotes and
zeroes of number 1.

Group 2 will also do the

preliminary activity for number 2.

Group 3 will make a table of

values and sketch the graph of
number 1.
 Group 4 will make a table of
values and sketch the graph of
number 2.

F. Developing Mastery How to solve the vertical All the outputs will be posted on
asymptote? the board. For Group 3 and
Group 4 let the students observe
• Equate the the graph, let the students find
denominator to zero, then solve the difference and let them
for x. determine the domain and the
range of the graph.
• To determine the
horizontal asymptote, compare
the degree of the numerator
with the degree of the
denominator.

• If the degree of the

numerator is less than the
degree of denominator then the
graph of f has the line y = 0 or
the x – axis as horizontal
asymptote.

• If the degree of
numerator and denominator In their respective group, they
are equal then the graphof f The students will prepare
will formulate their own word
has the line y = a themselves for their report
and also they will prepare problems that involves rational
b their output by group. inequality.

where a is the leading

coefficient of the numerator
and b is the leading coefficient
of the denominator.

• If the degree of
numerator is greater than the
 degree of denominator then the
graph of f has no horizontal
asymptote.

G. Finding practical The teacher will ask the

applications of students the following
concepts & skills in questions:
daily living.
1. Do you have electricity
connection at home?.

2. How about your neighbors?

3. How much do you consume

in your electricity
The students have their “gallery
monthly? How about your walk” in which they will move
neighbor? Your from one group to another to The group will choose their Let them appreciate the
observe how it is perform. reporter and will report it to importance of finding solutions
relatives? Were you able to
the class. (Rubrics is used.) to any probems encountered in
compare? Is there a
real life.
difference? Why do you
How we are going to cope our
think there is?
everyday problems?
5. How will you assess the
difference of electricity

consumption in each
household?

H. Making To find the x – intercept, To graph rational functions, Steps in Solving Word Steps in Solving Word Problems
generalizations & equate then function to zero, factor the numerator and Problems Applications Applications
abstractions about then solve for x , so the x – denominator(if necessary), find
the lesson
intercept is a point whose the intercepts:*x - 1. Read the problem 1. Read the problem carefully
coordinate is (x,0). intercepts:zeros of the carefully and make sure the and make sure the situation is
numerator y - intercept: f(0), situation is thoroughly thoroughly understood.
To find the y- intercept, let x Find the vertical asymptotes understood.
2. Identify the quantities, both
equals zero, then solve for y, so (determine the zeros of the 2. Identify the known and unknown, that are
the y- intercept is a point denominator, find the horizontal quantities, both known and involved in the problem.
whose coordinate is ( 0,y). or oblique(slant asymptotes). unknown, that are involved in
Then, plot and graph the the problem. 3. Select one of the unknown
For determining the function quantities and represent it by a
asymptotes: 3. Select one of the variable (letter), and then
unknown quantities and express any other unknown in
Equate the denominator to represent it by a variable terms of this variable, if
zero, then solve for x. (letter), and then express any possible.
To determine the horizontal other unknown in terms of
this variable, if possible. 4. Search the problem for
asymptote, compare the information that tells what
degree of the numerator with 4. Search the problem quantities or combination of
the degree of the for information that tells what them are equal.
denominator. quantities or combination of
them are equal. 5. Often, making a sketch help
If the degree of the numerator us to carry out the steps.
is less than the degree of 5. Often, making a
denominator then the graph of sketch help us to carry out the 6. Write an equation using the
f has the line y = 0 or the x – steps. algebraic expression in the fifth
axis as horizontal asymptote. step. Carrying through
6. Write an equation calculations with the initial
If the degree of numerator and using the algebraic expression guess sometimes helps to clarify
denominator are equal then in the fifth step. Carrying the relationship between
the graphof f has the line y = a through calculations with the variables.
b initial guess sometimes helps
to clarify the relationship 7. Solve the equation obtained
where a is the leading between variables. the sixth step.
coefficient of the numerator 8. Check the solution in the
and b is the leading coefficient 7. Solve the equation
obtained the sixth step. original problem. This step is
of the denominator. critical since we want our
If the degree of numerator is 8. Check the solution in solution of the focus problem
greater than the degree of the original problem. This step rather than the equation we
is critical since we want our
 denominator then the graph of solution of the focus problem write.
f has no horizontal asymptote. rather than the equation we
write.

I. Evaluating Learning Solve the given word problem: Let the students solve the given
inequality.
1. Ruby can complete
typing the research project in 1. Mrs. Reyes wanted to buy a
6 days while Cynthia can broom sticks for P25.00 each.
complete it in 4 days. If they The broom stick cost
both work on the same P25.00.However, if she order
Determine the x and y –
research project together, how more than 15 broom sticks, it
intercepts, zeroes and vertical
long will it take them to do the will be marked down to P22.00.
and horizontal asymptotes of Sketch the graph of the given research project? How much she will pay if she will
the given rational functions. rational functions. buy 12 broom sticks? 30 broom
2. A square-base water sticks?
1. f(x) = 1/x + 3 tank can hold a volume of 27
cubic meters when full.
2. f(x) = 3x / x +2
Let x be the length of the side
of the square base and h be
the height of the water
tank .What are the possible
measurements of a side of the
square base tank its height
should be longer than a side
of its base?

J. Additional activities Additional activities for Explain the significance of Give a real life problems that The teacher may give additional
for application or application or remediation asymptote in real life by showing can be solved using the activities or not depending on
remediation situations. concept of rational function. the understanding of the
students.

V. REMARKS
VI. REFLECTION

a. No. of learners who

earned 80% in the
evaluation
b. No. of learners who
require additional
activities for
remediation who
scored below 80%
c. Did the remedial lesson
work? No. of learners
who caught up with the
lesson
d. No. of learners who
continue to require
remediation
e. Which of my teaching
strategies worked well?
Why did this work?
f. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
g. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?