SCHOOLS DIVISION OF PARAÑAQUE CITY

Parañaque City

DAILY LESSON LOG IN GENERAL MATHEMATICS

TEACHER JEFRREY F. CABRAL GRADE LEVEL Eleven
TEACHING DATES February 26, 2025 LEARNING AREA Mathematics
1:00 – 1:50PM ENCARNACION B304 4th
4:40-5:30 DELLOSA B303
TEACHING TIME 5:30-6:20 LICUANAN B306 QUARTER (2nd
6:20-7:10 LUNA B401 Semester)
I. OBJECTIVES
A. Content Standards The learners demonstrate understanding of key concepts of inverse
functions, exponential functions, and logarithmic functions.
B. Performance Standards The learners shall be able to apply the concepts of inverse functions,
exponential functions, and logarithmic functions to formulate and solve
real-life problems with precision and accuracy.
C. Learning Competencies/ The learner represents an exponential function through its: (a) table of
Objectives values, (b) graph, and (c) equation.

M11GM-If-2
D. Specific Objectives
 Recall the law of exponent
 Define exponential function and its properties
 Represent an exponential function through its table, graph and
equation;
 Find the domain and range of exponential function;
 Determine the intercepts, and asymptotes of an exponential
function, and
 Graph exponential functions.

II. CONTENT GRAPHING EXPONENTIAL FUNCTIONS

III. LEARNING RESOURCES
A. References General Mathematics, Next Century Mathematics, Authored by Jesus P.
Mercado and Fernando B. Orines, Coordinator, published by Phoenix
Publishing House Unit 4.2 pp. 11-25
B. Other Learning Resources

A. Reviewing previous lesson or Show from the presentation the Law of Exponents:
presenting the new lesson (The learner will choose the correct answer)
m n m +n
1. a ∙ a =a
n mn
2.(a¿¿ m) =a ¿
m m m
3.( ab) =a ∙ b
−m 1
4. a = m
a
m
a m−n
5. n =a
a
0
6. a =1

B. Establishing a purpose for

the lesson Activity:
Title: Folding a Paper in Half Repeatedly.
Get a sheet of paper.
Procedure.
 Step 1, fold the paper in half. How many partitions do we
have? Enter the answer in the table.
 Step 2, fold it again in half. How many partitions do we
have? Enter the answer in the table.
 Do the process in 5 times.
Paper folding
Number of 1 2 3 4 5
folds (x)
 Number of 2 4 8 16 32
Partition
(y)

Questions:
 What pattern can be observed?
 Define a formula for the number of strings n as a function of
step number s.
C. Presenting examples/
instances of the new lesson Definition of exponential function.

An exponential function is a function define by

x
f ( x )=a

Where a> 0∧a ≠1

Properties of Exponential Functions

 The domain is the set of all real numbers.
 The range is the set of all positive real numbers.
 It is a one-to-one function. It satisfies the Horizontal Line Test.
 The y-intercept is 1. There is no x – intercept.
 The horizontal asymptote is the line y = 0 (or the x – axis). There
is no vertical asymptote.

Sketch the graph of

x
f ( x )=2

Construct a table values

x f ( x )=2
x

- 1
3 8
- 1
2 4
- 1
1 2
0 1
1 2
2 4
3 8

−3 1 1
y=2 = =
2 8
3

−2 1 1
y=2 = =
2 4
2

−1 1 1
y=2 = =
2 2
1

1
y=2 =2
2
y=2 =4
3
y=2 =8
 Now on your smartphone open your geogebra graphing calculator, plot
the points and connect them using smooth curve.

 Step 1, insert all the computed ordered pairs in the input

 Step 2, to make smooth graph just simply enter the equation
x
f ( x )=2

What do you observed with graph?

Since b is greater than 1 the function is increasing

x
f ( x )=2
Domain: Set all of real numbers
Range: Set of all real numbers

y – intercept: y=20=1

There is no x – intercept

Horizontal Asymptote: y=0

Integrating technology into teaching exponential functions using the

SAMR model (Substitution, Augmentation, Modification, Redefinition)
enhances student learning and engagement.

Substitution (Tech as a Direct Substitute)

🔹 Example: Use a graphing calculator app (e.g., Desmos,
GeoGebra) instead of a physical graphing calculator.
🔹 How: Students enter exponential functions into the app to visualize
their graphs.
🔹 Benefit: This replaces paper-based graphing but does not
significantly change the learning process.

D. Discussing new concepts and

practicing new skills #1 Sketch the graph of

()
x
1
f ( x )=
2

Construct a table values

()
x 1
x
f ( x )=
2
- 8
3
- 4
 2
- 2
1
0 1
1 1
2
2 1
4
3 1
8

()
−3
1 3
y= =2 =8
2

()
−2
1 2
y= =2 =4
2

()
−1
1 1
y= =2 =2
2

()
0
1
y= =1
2

()
1
1 1
y= =
2 2

()
2
1 1
y= =
2 4

()
3
1 1
y= =
2 8

Now on your smartphone open your geogebra graphing calculator, plot

the points and connect them using smooth curve.

 Step 1, insert all the computed ordered pairs in the input

 Step 2, to make smooth graph just simply enter the equation

()
x
1
f ( x )=
2

What do you observed with graph?

Since 0< b<1 the function is decreasing

()
x
1
f ( x )=
2
Domain: Set all of real numbers
 Range: Set of all real numbers

y – intercept: y=20=1

There is no x – intercept

Horizontal Asymptote: y=0

E. Discussing new concepts and Group Activity

practicing new skills #2 Sketch the graph and use table of values below. Find the domain and
range, intercepts and horizontal asymptote

Group 1.
x
f ( x )=3
x -3 -2 -1 0 1 2 3
f (x)

Group 2.
x
f ( x )=4
x -3 -2 -1 0 1 2 3
f (x)

Group 3.
x
1
f ( x )=
3
x -3 -2 -1 0 1 2 3
f (x)

Group 4.
x
1
f ( x )=
4
x -3 -2 -1 0 1 2 3
f (x)

Group 5.
x
f ( x )=5
x -3 -2 -1 0 1 2 3
f (x)

F. Developing Mastery
(Formative Assessment)
G. Finding practical Let’s remember what happen during pandemic, what do you think is
applications of applications of the function related to the spread of this virus?
concepts and skills in daily
living Remembering the covid-19 pandemic the growth of virus was
exponential function.
H. Making generalizations and
abstractions
I. Evaluating learning On a one whole sheet of paper
a. Complete the following table of values for f ( x )=6x

x -3 -2 -1 0 1 2 3
f (x)

b. Sketch the graphs of f ( x )=6x using geogebra graphing

calculator.
c. Identify the domain, range, y – intercept, and horizontal
asymptote.
J. Additional activities for
application and remediation
V. REMARKS
 VI. REFLECTION A. No. of learners who earned 80% on the formative assessment:
_______
B. No. of learners who require additional activities for remediation:
_______
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 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? _____________________________________________

Prepared by: Checked by: Noted by: Approved by:

JEFRREY F. CABRAL DR. JOSEPH B. GONZALES DR. ZENAIDA N. REGODON GERRY A. LUMABAN
Teacher II Math Subject Group Head Assistant School Principal II Principal IV