WEEKLY LESSON PLAN School

MAPAWA NATIONAL HIGH Grade 11- Hailey, Finlay and Chiron

Department of Education SCHOOL Leve/Section
Teacher VICTOR JR. A. OCBA Learning Area GENERAL MATHEMATICS
Teaching Dates and
WEEK 6 Quarter
Time Quarter 1
Session 1: Session 2: Session 3: Session 4:
September 3, 2024 September 4, 2024 September 5, 2024 September 6, 2024
I. OBJECTIVES
The learners demonstrate an understanding of: The learners demonstrate an understanding of:
A. Content Standards 1. key concepts of rational functions. 1. key concepts of rational functions.

2. Performance The learners…

Standards accurately formulate and solve real-life problems involving rational functions.
Learning Competencies
Learning Competencies The learners:
The learners: 1. represent a rational function through its: (a)
1. solve rational equations and inequalities. (M11GM-Ib- table of values, (b) graph, and (c) equation.
3) (M11GM-Ib-4)

3. Learning
Competencies/Obj Learning Objectives: Learning Objectives:
ectives at the end of the lesson, the students will be able to: at the end of the lesson, the students will be able to:

1. Recall the methods in finding LCD 1. Recall the definition of rational functions;
2. Solve rational inequality and accurately use notation; 2. Represent rational function through a table of value, a
and graph or an equation; and
3. Encourage active participation from among classmates 3. Develop perseverance in representing rational
during class discussion/activity. function through a table of values, a graph or an
equation.
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. TG’s Pages
2. LM’s Pages CO_Q1_General Mathematics SHS Module 6, pp. 5-15 CO_Q1_General Mathematics SHS Module 7, pp. 7-13
3. Textbook’s Pages
B. Other Resources
IV. PROCEDURES
1. Reviewing previous  Greet the students/Check attendance/Review  Greet the students/Check attendance/Review past
lesson or presenting  Present and review past lesson about rational lesson
 equation.  Review the definition of rational functions by
presenting the definition of a rational function
Solve for x:

the new lesson  Explain the objectives of the lesson and what students
are expected to learn by the end of the session.

from it.

 What comes to your mind if you hear the word

inequality? What are the meanings of inequality in
 Present an example of table of values and an image
Mathematics and in other fields. After the questions,
depicting graph.
the teacher then relates it to Filipino Subject that the
2. Establishing the
word “inequality” is the best example of Register
purpose of the lesson  Explain the objectives of the lesson and what
(salita na may iba’t-ibang depinisyon depende sa
students are expected to learn by the end of the
domeyn) (Filipino Integration)
session.
 Explain the objectives of the lesson and what students
are expected to learn by the end of the session.

3. Presenting  Present a simple scenario involving rational functions

examples/instances of to the class like representing the speed of a runner as
the new lesson  The teacher will present functions and the students will a function of time it takes to run 100 meters in the
identify what type of function it is. track using the average speed (velocity) formula s =
d
Direction: Determine whether the given is a rational function, . (Science Integration)
t
rational equation, a rational inequality, or none of these.
Discussing example 1.
Represent the speed of a runner as a function of the time it
takes to run 100 meters in the track. Construct a table of
values for the speed of a runner against different run times.

Solution:

Since the speed of a runner depends on the time it takes the

runner to run 100 meters, we can represent speed as a
function of time.

Let x represent the time it takes the runner to run 100

 meters. Then the speed can be represented as a function
s(x) as follows:

100
s(x) = .
x

To solve rational inequalities: Example 2. The current world record (as of October 2015)
for the 100-meter dash is 9.58 seconds set by the Jamaican
(a) Rewrite the inequality as a single rational expression Usain Bolt in 2009. We start our table of values at 10
on one side of the inequality symbol and 0 on the other side. seconds. (Social Studies Integration)

(b) Determine over what intervals the rational expression Let x be the run time and s(x) be the speed of the runner in
takes on positive and negative values. 100
meters per second, where s(x) = . The table of values
i. Locate the x values for which the rational expression is x
zero or undefined (factoring the numerator and denominator for run times from 10 seconds is as follows:
is a useful strategy).

ii. Mark the numbers found in (i) on a number line. Use

x 10 12 14 16 18 20
4. Discussing new a shaded circle to indicate that the value is included in the
concepts and solution set, and a hollow circle to indicate that the value is s(x) 10 8.33 7.1 6.25 5.56 5
practicing new skills excluded. These numbers partition the number line into 4
#1 intervals.

iii. Select a test point within the interior of each interval

in (ii). The sign of the rational expression at this test point is
also the sign of the rational expression at each interior point
in the aforementioned interval.

iv. Summarize the intervals containing the solutions.

Example.

2x
Solve the inequality ≥1. Express the inequality as a
x+1
single rational expression.
5. Discussing new From the table, we can observe that the speed decreases
concepts and with the time. We can use a graph to determine if the points
practicing new skills on the function follow a smooth curve or a straight line.
#2
Example 3. Plot the points on the table of values on a
Cartesian plane. Determine if the points on the function s(x)
100
= follow smooth curve or a straight line.
x
Solution:

Assign points on the Cartesian plane for each entry on the

table of values.

Plot the points on the Cartesian plane. By connecting the

points, we can see that they are not collinear but rather
follow a smooth curve. So, for the 100-meter dash scenario,
we have constructed a function of speed against time, and
 represented our function with a table of values and a graph.

Activity (by Pair) Group Activity

Direction: Solve each problem below and choose the letter Direction: The class will be divided into two groups. The first
group will complete the table of values and the second group
that corresponds to the solution to each problem. Place the will plot the points into a cartesian plane. Lastly, both groups
correct answer in the corresponding lines. (Values Integration) will then identify the mistake in the graph and correct it.

x−1
Given f(x)= , represent it using a table of values and
x+ 1
plot the graph.

6. Developing Mastery

7. Finding practical Try this one! Giving examples on practical problems:

applications of
concepts and skills in Sam and Alex work in the same company.
In an inter-barangay basketball league, the team from
daily living 2 x +1 Barangay Nabago has won 12 out of 25 games, a winning
Last Saturday Alex finished a work more than the
x +1 percentage of 48%. How many games should they win in a
row to improve their win percentage to 60%? What will be
x+2
work of Sam which is , but if they work together, their winning percentage if they win? 10 games in a row? 15?
x+1 20? 30? 50? 100 games?
they can finish a work less than 9.
What are the possible number of work Alex can finish?
  Summarize the main points covered in the lesson,
 Summarize the main points covered in the lesson, emphasizing the important parts to be considered in
8. Generalizing and emphasizing the important parts to be considered in representing rational function through a table of
abstractions about solving rational inequalities; values, a graph or an equation;
the lesson  Ask students to reflect on what they have learned and  Ask students to reflect on what they have learned and
share any new insights or questions they may have. share any new insights or questions they may have.
 Provide additional resources for further exploration of
the topic, such as recommended readings or websites.
 Conduct a quiz to assess students' understanding of
 Conduct a quiz to assess students' understanding of
9. Evaluating Learning the lesson.
the lesson.

10. Additional Activities

for Application or
Remediation

V. 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
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: Approved by: Compliance Audited:

VICTOR JR. A. OCBA ERWIN A. MANUEL _____________________________

Teacher 1 School Principal-I Education Program Supervisor