SCHOOL MARCIANO DAHAN HS SUBJECT MATH

DAILY LESSON
GRADE 11 HUMSS QUARTER 2nd
PLAN
TEACHER CHRISTOPHER LANCE PANES DATE December 16, 2024

I. OBJECTIVES
 The learner demonstrates the key concept of random variables and probability
distributions.
 The learner demonstrates the key concept of normal variables and probability
A. Content distributions.
Standard  The learner demonstrates the key concept of sampling variables and sampling
probability distributions of the sample mean.
 The learner demonstrates the key concept of estimation of population mean and portion.

 The learner is able to apply an appropriate a random variable for a given real-life
problem (such as in decision making and games of chance).
 The learner is able to accurately formulate and solve real-life problems in different
B. Performance disciplines involving normal distribution.
Standard  The learner is able to apply suitable sampling and sampling distributions of the sample
mean to solve real-life problems in different disciplines.
 The learner is able to estimate the population mean and population proportion to make
sounds inferences in real-life problems in different disciplines.
MELCs
Represents real-life situations using functions, including piece-wise functions.
C. Learning Specific objectives:
Competency/ 1. Recall the concepts of relations and functions.
Objectives 2. Define and explain the functional relationship as a mathematical model of situation.
3. Represents real-life situations using functions, including piece-wise functions.

II. CONTENT
A. References
1. Teacher’s
Materials
2. Learner’s
Materials pages

3. Textbook pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resource
III. PROCEDURES TEACHER STUDENT

These steps should be done across the week.

Spread out the activities appropriately so that Yes ma’am
students will learn well. Always be guided by
demonstration of learning by the students Yes ma’am
which you can infer from formative assessment
activities. Sustain learning systematically by
A. Reviewing
providing students with multiple ways to learn
previous lesson
new things, practice their learning, question
or presenting
their learning processes, and draw conclusions
the new lesson
about what they learned in relation to their life
experiences and previous knowledge. Indicate
the time allotment for each step.

B. Establishing a Ask the learners about their learning about relations

purpose for the and functions on their previous studies of
 mathematics.
lesson
Task #1. Mind Blow:
Ask the learners about the statement:

All FUNCTIONS are REALATIONS but not all

RELATIONS are FUNCTIONS

Task #2
Present to the class different scenario and ask them
which of them are function.

Scenario 3: As part of their requirements in

Statistics class, Andrei made a survey on the
C. Presenting religion of his classmates and here's what he found
Examples/ out.
Instances of the Andrei Good morning classmates, as our
new lesson requirement in Statistics may know your religion.
This data will be part of my input in the survey that
I am doing.
Ana 1: I am a Catholic.
Kevin: I am also a Catholic.
Sam: I am a member of the Iglesia ni Cristo.
Joey: I am a Born Again Christian.
Lanie: My family is a Muslim.
Jen: We are sacred a Catholic Family.
Andrei: Thank you classmates for your responses.

Reflection:
1. From the above conversations, which scenario/s
do you think can be classified as function?
2. State the reason/s why or why not the above
scenarios a function.


D. Discussing New
Task #3
Concepts and
Let the learners engage in the discussion on:
practicing new
Functions as representations of real-life situations
skills 1
The Function Machine Piecewise Functions

E. Discussing New
Concepts and
practicing new
skills 2

F. Developing
Mastery (leads Task #4
to formative Direction: Read each situation carefully to solve
assessment) each problem. Write your answer on a separate
sheet of your paper.
1. A person is ea earning P750.00 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.
2. Xandria rides es 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.

Question How are functions apphed in real-life

situations?

Task #5
Direction: Represent the following problems below
1. A tricycle n ride costs ₱10.00 for the first 2
kilometers, and each additional kilometer adds
G. Finding
P8.00 to the fare. Use a piecewise function to
Practical
represent the tricycle fare in terms of the distance d
applications of
in kilometers.
concepts and
skills in daily
2. A parking fee at SM Lucena costs P25.00 for the
living
first two hours and an extra P5.00 for each hour of
extension. If you park for more than twelve hours,
you instead pay a fiat rate of P100.00. Represent
your parking fee using the function p(t) where t is
the number of hours you parked in the mall.

Task #6
Read and analyze the following statements. If you
think the statement suggests an incorrect idea,
rewrite it on the given space, otherwise leave it
blank.
H. Making
1. A relation is a set of ordered pairs where the first
generalizations
element is called the range while the second
and abstractions
element is the domain.
about the lesson
2. A function can be classified as one-to-one
correspondence one-to- many correspondence and
many-to-one correspondence.
3. In a function machine, the input represents the
independent variable while the output is the
dependent variable.

Task #7
Direction: Read each situation carefully to solve
each problem.
1. A computer shop charges P15.00 in every hour
of computer rental. Represent your computer rental
fee (R) using the function R(t) where tis the number
I. Evaluating
of hours you spent on the computer.
Learning
2. A van rental charges P5,500.00 flat rate for a
whole-day tour in CALABARZON of 5 passengers
and each additional passenger added P500.00 to the
tour fare. Express a piecewise function to show to
represent the van rental in terms number of
passenger n.

[ ]Lesson carried. Move on to the nest objective

IV. REMARKS [ ]Lesson not earned
[ ]Others

V. REFLECTION £out of £ Grade 11-HUMSS earned

80% above _out of_Grade 11-TVL
A. No. of learners who earned 80% in the eamed 80% above
evaluation

£out of £Grade 11-HUMSS require

B. No. of learners who require additional activities additional activities for remediation,
for remediation who scored below 80% _out of_Grade 11-TVL require
additional activities for remediation.
C. Did the remedial lessons work? No. of learners £Yes £No £out of£Grade 11-
 HUMSS eamed 80% above _out
who have caught up with the lesson of_Grade 11-TVL eamed 80% above

£out of£Grade 11-HUMSS continue

D. No. of learners who continue to require to require remediation out of Grade
remediation 11-TVL continue to require
remediation.
Strategies used that work well
£Metacognitive Development: Self-
assessments note taking and
studying,techniques, and vocabulary
assignments.
Bridging: Thin-pair-share, quick-
writes, and anticipatory charts

Schema-Building: Compare and

contrast, jigsaw leaming, peer
teaching, and projects.

Contextualization: Demonstrations,
media, manipulative, repetition, and
local opportunities.

Text Representation: Student created

drawings, videos and games.
Other Techniques and Strategies used:
E. Which of my teaching strategies worked well?
Why did these work?
_Explicit Learning
_Gamification/Learning through play
_Rereading of Paragraphs
_Role Playing/Drama
_Lecture Method
_Group Collaboration
_Answering preliminary activities
_Differentiated Instruction
_Discovery Method Others
(specify)_____
Why?
_Complete LMs
_Students' eagerness to learn
_Group member's
collaboration/cooperation in doing
their tasks
_Audio Visual Presentation of the
lesson
_Availability of materials

_Bullying among students

F. What difficulties did 1 encounter which my _Students behavior/attitude
principal or supervisor can help me solve? _Unavailable Technology Equipment
_Additional clerical works

Planned Innovations:
_Contextualized Localized and
Indigenized IM's
_Localized Videos
G. What innovation or localized materials did I
_Making module from views of the
use/discover which I wish to share with other
locality _Recycling of materials to be
teachers?
used as Instructional Materials
_Local poetical composition