Based on DO 42, s.

2016
GRADE 1 to 12 School DOÑA HELENE NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON Teacher ROLLY C. FRANCISCO Learning Area/Subject General Mathematics

LOG
Teaching Dates July 29 – August 2, 2024 Quarter First Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key concepts of understanding of key concepts of key understanding of key concepts of understanding of key concepts of understanding of key
A. Content Standards key concepts of functions. concepts of functions. key concepts of functions. rational functions. concepts of rational
functions.

The learner is able to accurately The learner is able to accurately The learner is able to accurately The learner is able to accurately The learner is able to
construct mathematical models to construct mathematical models to construct mathematical models to formulate and solve real-life accurately formulate and
B. Performance Standard represent real-life situations using represent real-life situations using represent real-life situations using problems involving rational solve real-life problems
functions. functions. functions. functions. involving rational functions.

C. Learning Competency/ The learner represents real-life The learner evaluates a function. The learner performs addition, The learner represents real-life The learner distinguishes
Objectives situations using functions, subtraction, multiplication, division, situations using rational functions. rational function, rational
including piece-wise functions. and composition of functions equation, and rational
inequality.

Write the LC code for each. M11GM-Ia-1 M11GM-Ia-2 M11GM-Ia-3 M11GM-Ib-1 M11GM-Ib-2

Solving Real-life Problems Rational Functions,

Functions: Functions as Models Evaluating Functions Operations on Functions
involving Functions Equations and Inequalities
II. CONTENT
General Mathematics Self-Learning Modules Quarter 1 – Module 1. – Module 4
III. LEARNING RESOURCES
General Mathematics Teacher’s Guide

A. References

1. Teacher’s Guide Page 1 – 10 Page 11-14 Page 14-22 Pages 23-28 Pages 28-30
pages
2. Learner’s Materials Page 1 – 15 Page 1-17 Page 1-18 Pages 1-11 Pages 1-10
pages
3. Textbook pages

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4. Additional Materials
from
Learning Resource
(LR) portal

B. Other Learning 1. Notebook 1. Clean sheets of paper/bond papers 1. Clean sheets of paper/bond
Resource papers
2. Pencil/Ballpen 2. Pencil/Ballpen
2. Pencil/Ballpen
Bond papers/piece of paper

IV. PROCEDURES
Do a review of functions from Review on the different ways of Conduct a quick review on the rules
A. Reviewing previous Junior High School. determining functions and relations. for adding, subtracting, multiplying
lesson or presenting and dividing fractions and algebraic
the new lesson Answer PRE-TEST Let them do “What I Know?” expressions.

B. Establishing a Tell the learners how important Show the learners how to evaluate Show the learners how to solve
purpose for the lesson functions in our daily life. functions. functions using operations on
functions.

C. Presenting Let them read “What’s In” Do you still remember? Operations on functions are similar Review on polynomial functions.
examples/Instances of to operations on numbers. Adding,
the new lesson A relation is any set of ordered Given the following expressions, find subtracting and multiplying two or
pairs. The set of all first elements its value if x = 3. more functions together will result in
of the ordered pairs is called the another function. Dividing two
domain of the relation, and the functions together will also result in
set of all second elements is another function if the denominator
called the range. or divisor is not the zero function.
Lastly, composing two or more
A function is a relation or rule of functions will also produce another
correspondence between two function.
elements (domain and range)
such that each element in the The following are prerequisite skills
domain corresponds to exactly before moving through this module:
one element in the range. We have learned that, in an algebraic
expression, letters can stand for ➢ Rules for adding, subtracting,
To further understand function, numbers. multiplying and dividing fractions
let’s study the following. and algebraic expressions, real
And to find the value of the numbers (especially fractions and
Given the following ordered pairs, expression, there are two things that integers).
which relations are functions? you have to do.

1. Replace each letter in the

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expression with the assigned value. ➢ Evaluating a function.

First, replace each letter in the A short activity was provided here
expression with the value that has for you to help in recalling these
been assigned to it. To make your competencies. If you feel that you
calculations clear and avoid mistakes, are able to perform those, you may
always enclose the numbers you're skip the activity below. Enjoy!
You are right! The relations A and substituting inside parentheses. The
B are functions because each value that's given to a variable stays SECRET MESSAGE
element in the domain the same throughout the entire
problem, even if the letter occurs Direction. Answer each question by
corresponds to a unique element
more than once in the expression. matching column A with column B.
in the range. Meanwhile, relations
However, since variables "vary", the Write the letter of the correct
C and D are not functions
value assigned to a particular variable answer at the blank before each
because they contain ordered
can change from problem to problem, number. Decode the secret
pairs with the same domain [C =
just not within a single problem. message below using the letters of
(0,1) and (0,-1), D = (a,b) and
the answers.
(a,d)].
2. Perform the operations in the
How about from the given table of expression using the correct order of
values, which relation shows a operations.
function?
Once you've substituted the value for
the letter, do the operations to find
the value of the expression. Don't
forget to use the correct order of
operations: first do any operations
involving exponents, then do
That’s right! A and B are functions multiplication and division, and finally
since all the values of x do addition and subtraction!
corresponds to exactly one value
of y. Unlike table C, where -1
corresponds to two values, 4 and
1.

We can also identify a function

given a diagram. On the following
mapping diagrams, which do you
think represent functions?

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You are correct! The relations A

and C are functions because
each element in the domain
corresponds to a unique element
in the range. However, B is a
mere relation and not function
because there is a domain which
corresponds to more than one
range.

How about if the given are graphs

of relations, can you identify
which are functions? Do you still
remember the vertical line test?
Let’s recall.

A relation between two sets of

numbers can be illustrated by
graph in the Cartesian plane, and
that a function passes the vertical
line test.

A graph of a relation is a function

if any vertical line drawn passing
through the graph intersects it at

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exactly one point.

Using the vertical line test, can

you identify the graph/s of
function?

Yes, that’s right! A and C are

graphs of functions while B and D
are not because they do not pass
the vertical line test.

In Mathematics, we can represent

functions in different ways. It can
be represented through words,
tables, mappings, equations and
graphs.

1. Their sum, denoted by 𝑓+𝑔, is

D. Discussing new We said that for a relation to Discuss the solution of the activity. Definition. Let f and g be functions.
concepts and become a function, the value of
practicing new skills # the domain must correspond to a
1 the function denoted by (𝑓+𝑔)
single value of the range. Let’s (𝑥)=𝑓(𝑥)+𝑔(𝑥).
read some of the conversations
and determine if they can be
𝑓−𝑔, is the function denoted by
2. Their difference, denoted by
classified as function or not.

Scenario 1: June and Mae are in (𝑓−𝑔)(𝑥)=𝑓(𝑥)−𝑔(𝑥).

3. Their product, denoted by 𝑓•𝑔,

a long-time relationship until June
realized that he wants to marry
Mae. is the function denoted by (𝑓•𝑔)
(𝑥)=𝑓(𝑥)•𝑔(𝑥).

4. Their quotient, denoted by 𝑓/𝑔,

is the function denoted by (𝑓/𝑔)

values of x where 𝑔(𝑥)=0.

(𝑥)=𝑓(𝑥)/𝑔(𝑥), excluding the

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by (𝑓 ° 𝑔)(𝑥)=𝑓(𝑔(𝑥)). The
Scenario 2: Kim is a naturally 5. The composite function denoted
born Filipino but because of her
eyes, many people confused if process of obtaining a composite
she is a Chinese. Let’s see how function is called function
she responds to her new composition.
classmates who are asking if
she’s a Chinese.

Can you follow with what has been

discussed from the above
examples? Notice that addition,
subtraction, multiplication, and
division can be both performs on
real numbers and functions.

The illustrations below might help

you to better understand the
concepts on function operations.

In the illustrations, the numbers

above are the inputs which are all 3
while below the function machine
are the outputs. The first two
functions are the functions to be
added, subtracted, multiplied and
divided while the rightmost function
is the resulting function.

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E. Discussing new The Function Machine Evaluating function is the process of In composition of functions, we will
concepts and determining the value of the function have a lot of substitutions. You
practicing new skills # Function can be illustrated as a at the number assigned to a given learned in previous lesson that to
2 machine where there is the input variable. Just like in evaluating evaluate a function, you will just
and the output. When you put an algebraic expressions, to evaluate substitute a certain number in all of
object into a machine, you expect function you just need to a.) replace the variables in the given function.
a product as output after the each letter in the expression with the Similarly, if a function is substituted
process being done by the assigned value and b.) perform the to all variables in another function,
machine. For example, when you operations in the expression using you are performing a composition of
put an orange fruit into a juicer, the correct order of operations. functions to create another function.
you expect an orange juice as the Some authors call this operation as
output and not a grape juice. Or Look at these examples! “function of functions”.
you will never expect to have two
kinds of juices - orange and
grapes.

b. (𝑓∘ℎ)
(4)=𝑓(ℎ(4))
You have learned that function
can be represented by equation.
Since output (y) is dependent on
input (x), we can say that y is a
function of x. For example, if a
function machine always adds
three (3) to whatever you put in it.
Therefore, we can derive an
equation of x + 3 = y or f(x) = x+ 3
where f(x) = y.

Let’s try the following real-life

situation.

A. If height (H) is a function of

age (a), give a function H that can
represent the height of a person
in a age, if every year the height
is added by 2 inches.

From the definition of function

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Solution: composition, (𝑓∘ℎ)(4)=𝑓(ℎ((4)).
Looking at the mapping diagram for
Since every year the height is
left, ℎ(4)= 6. Substituting 6 to ℎ(4)
values and working from right to

height function is 𝑯(𝒂)=𝟐+𝒂

added by 2 inches, then the
we have 𝑓(6). From the diagram,
Piecewise Functions 𝑓(6) is equal to 72. Therefore,

diagram, the first function ℎ(𝑥)

(𝑓∘ℎ)(4)=𝑓(ℎ((4))=72. In the
There are functions that requires
more than one formula in order to
the second function 𝑓(𝑥) is the
served as the inside function while
obtain the given output. There are
instances when we need to outside function.
describe situations in which a rule
or relationship changes as the A table of values is another way to
input value crosses certain represent a function. The mapping
boundaries. In this case, we need diagram above has a corresponding
to apply the piecewise function. table of values below:

A piecewise function is a function ℎ(𝑥)=𝑥+2 𝑓(𝑥)=𝑥2+5𝑥+6

in which more than one formula is
used to define the output. Each
formula has its own domain, and
the domain of the function is the
union of all these smaller
domains. We notate this idea like
this:

Look at these examples!

A. A user is charged ₱250.00

monthly for a particular mobile
plan, which includes 200 free text
messages. Messages in excess
of 200 are charged ₱1.00 each.
Represent the monthly cost for
text messaging using the function
t(m), where m is the number of
messages sent in a month.

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B. A certain chocolate bar costs

₱50.00 per piece. However, if
you buy more than 5 pieces they
will mark down the price to
₱48.00 per piece. Use a
piecewise function to represent
the cost in terms of the number of
chocolate bars bought.

C. The cost of hiring a catering

service to serve food for a party is
₱250.00 per head for 50 persons
or less, ₱200.00 per head for 51
to 100 persons, and ₱150.00 per
head for more than 100.
Represent the total cost as a
piecewise function of the number
of attendees to the party.

F. Developing mastery Read each situation carefully to Let them do the suggested activity in Activity 1:
(leads to Formative solve each problem. Write your the module “What’s More.”
Assessment 3) answer on a separate sheet of MATCHING FUNCTIONS
your paper.
Direction: Match column A with
Independent Practice 1 column B by writing the letter of the
correct answer on the blank before
1. A person is earning ₱750.00 each number.
per day to do a certain job.
Express the total salary S as a
function of the number n of days
that the person works.

Answer:

S(n) = _________ (Hint: Think of

the operation needed in order to
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obtain the total salary?)

2. Xandria rides through a

jeepney which charges ₱ 8.00 for
the first 4 kilometers and
additional ₱0.50 for each
additional kilometer. Express the
jeepney fare (F) as function of the
number of kilometers (d) that
Xandria pays for the ride.

Answer:

F(d) = __________ (Hint: Aside

from the usual fare charge, don’t
forget to include in the equation
the additional fare charge for the
exceeding distance)

G. Finding practical Let them explain what they have Let them explain what they have Let them do the What have I Let them explain what they
application of learned. learned. learned. have learned.
concepts and skills in
daily living
H. Making
generalizations and
abstractions about
the lesson
I. Evaluating learning Let them do the “Assessment”. Let them do the assessment. Let them do the assessment. Let them do the
“Assessment”.

J. Additional activities
for application or
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remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.

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
lessons work? No. of
learners who have
caught up with 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 use/discover which I
wish to share with
other teachers?
Prepared by : Checked by :

ROLLY C. FRANCISCO ROLANDO L. GALLOGO

Adviser Head Teacher I

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