.

School: SAN ROQUE NATIONAL HIGH SCHOOL Grade Level: GRADE 11

GRADES 1 to 12 Teacher: JOY ANN M. JULIANO Learning Area: GENERAL MATHEMATICS
DAILY LESSON
PLAN Teaching Dates and Time: AUGUST 5 - 9, 2024 Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

After going through this module, you are expected to:
1. representation real-life situations using functions, including piece-wise functions (M11GM-Ia-1);
I. OBJECTIVES 2. evaluate different functions (M11GM-Ia-2);
3. perform the different types of operations on function (M11GM-Ia-3); and
4. solve various problems involving functions (M11GM-Ia-4).
The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates The learner demonstrates
A. Content Standards understanding of key concepts of understanding of key concepts of understanding of key concepts of understanding of key concepts of understanding of key concepts
functions. functions. rational functions. rational functions. 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 accurately
B. Performance construct mathematical models to construct mathematical models to formulate and solve real-life formulate and solve real-life formulate and solve real-life
Standards represent real-life situations using represent real-life situations using problems involving rational problems involving rational problems involving rational
functions. functions. functions. functions. functions.
The learner distinguishes
C. Learning The learner performs addition, The learner distinguishes rational
The learner solves problems The learner represents real-life rational function, rational
Competencies/ subtraction, multiplication, division, function, rational equation, and
involving functions. situations using rational functions. equation, and rational
Objectives Write the LC and composition of functions rational inequality.
M11GM-Ia-4 M11GM-Ib-1 inequality.
for each M11GM-Ia-3 M11GM-Ib-2
M11GM-Ib-2
II. CONTENT Representing Real-Life Situations Rational Functions, Equations and Rational Functions, Equations
Operations on Functions Composition of Functions
Using Rational Functions Inequalities and Inequalities
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide TG for SHS General Mathematics, pp. TG for SHS General Mathematics, TG for SHS General Mathematics, TG for SHS General
pages 14-22 pp. 23-30 pp. 30-32 Mathematics, pp. 30-32
2. Learner’s Materials
LM in General Mathematics, pp. LM in General Mathematics, pp. LM in General Mathematics, pp.
pages LM in General Mathematics, pp. 13-20
21-24 24-25 24-25
3. Textbook pages

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing previous Provide a brief yet sufficient concepts Provide a brief yet sufficient Provide a brief yet sufficient Recall that: Rational expression is Recall that: Rational
 concepts recall on the following:
 Functions
 Piecewise Functions
concepts recall on the following:
expression is an expression
recall on the following:  Addition and subtraction Present the problem below. Let the an expression that can be written
lesson or presenting the that can be written as a ratio
• Addition, subtraction, multiplication of functions. students translate mathematically. as a ratio of two polynomials.
new lesson of two polynomials.
and division of fractions and algebraic  Multiplication and division Problem: Give a function C that can
expressions of functions. represent the cost of buying x
meals, if one meal costs ₱40.
Expected answer: Since each meal
costs ₱40, then the cost function is
C(x) = 40x.
Provide examples of algebraic
 Use Example 7 on p. 8, as Provide examples of algebraic expressions and have the class
shown below. The teacher expressions and have the class identify if they are rational or
Ask: What would happen may ask for volunteers to
identify if they are rational or not. not. Have the student explain
if the “output” of the discuss the problem.
Have the student explain their their reasons.
Problem: One hundred meters of
function fencing is available to enclose a reasons.
used as the input for the rectangular area next to a river.
function Give a function A that can
Ask: What is P(x) + Q(x) ?
represent the area that can be
(P(x))/(Q(x)) ?
B. Establishing a Expected answer: ? enclosed, in terms of x.
purpose for the lesson The first expression is the sum of two Expected answer: The Expected answer: The area of the
expression or functions. The second is result is rectangular enclosure is A = xy. We
a quotient of two functions. will write this as a function of x.
Since only 100 m of fencing is
. Using a function as an
available, then or
input leads us to function
composition.

. Thus,

C. Presenting Point out to the class that adding, Proceed to define composite Provide real-life situational Use the table below to show how Use the table below to show
examples/instances of subtracting and multiplying two or function as shown below. problems that can only be to distinguish among rational how to distinguish among
the new lesson more functions together will result in described by more than one equations, rational inequalities and rational equations, rational
Definition. Let and be
another function. Dividing two formula, depending on the value of rational functions. inequalities and rational
functions. The composite function,
functions together will also result in the independent variable. (Use functions.
another function if the denominator or denoted by , is defined by Example 8 on p. 8.) The problem is
divisor is not the zero function. The shown below:
• Proceed to define the operations on process of obtaining a composite Problem: A user is charged ₱300
functions: function is called function monthly for a particular mobile
 plan, which includes 100 free text
Let f and g be functions. messages. Messages in excess of
(a) Their sum, denoted by , is the 100 are charged ₱1 each.
function defined by Represent the amount a consumer
( f +g ) ( x ) =f ( x )+ g ( x ) pays each month as a function of
(b) Their difference, denoted by , is the the number of messages m sent in
function defined by a month.
( f −g ) ( x )=f ( x )−g ( x ) Expected Answer: Let t(m)
(c) Their product, denoted by , is the represent the amount paid by the
function defined by consumer each month. It can be
( f . g ) ( x )=f ( x ) g ( x ) expressed by the piecewise
composition.
function,
(d) Their quotient, denoted by , is the
function defined by , A rational equation or
f f (x ) A rational equation or inequality inequality can be solved for all x
( x )= values that satisfy the equation
g g (x) can be solved for all x values that
excluding the values of x where satisfy the equation or inequality. or inequality. Whereas we solve
g ( x )=0. Whereas we solve an equation or an equation or inequality, we
inequality, we do not “solve” do not “solve” functions.
Since this is a piecewise function, functions. Rather, a function (and Rather, a function (and in
see to it to describe this type of in particular, a rational function) particular, a rational function)
function. expresses a relationship between expresses a relationship
two variables (such as x and y), and between two variables (such as
can be represented by a table of x and y), and can be
values or a graph. represented by a table of values
or a graph.
D. Discussing new Write the functions on the board. Lead the class in discussing another Determine which of the
concept and practicing problem involving piecewise Determine which of the following following are rational

new skills #1 Introduce the definition of the function. Present the problem are rational expressions. expressions.
operations of two functions given f(x)  below. Determine whether the given is a Determine whether the given is
and g(x) as two functions. Problem: A jeepney ride rational function, rational equation, a rational function, rational
costs ₱8.00 for the first 4 a rational inequality, or none of equation, a rational inequality,
 kilometers, and each these. or none of these.
additional integer
 kilometer adds ₱1.50 to
the fare. Use a piecewise

function to represent the
Pose a problem to the class and
jeepney fare in terms of
discuss its solution. Refer to the
the distance d in
abovenamed functions.
kilometers.
EXAMPLE 1. Find and simplify
 .
Expected answer: The
Solution input value is distance and
the output is the cost of
the jeepney fare. If F(d)
represents the fare as a
Find and simplify . Is it function of distance, the
can be represented as
the same with ? follows:
Solution:

+2 Make sure to discuss about

= greatest integer or floor function as
the problem above requires the
use of such function applied to d.
The floor function gives the largest
integer less than or equal to d, e.g.

The functions and .

are not the same.
E. Discussing new Present the following problems to the  In groups of 2s, assign
concepts and practicing class. Let them work in pairs for an the problem below. The
new skills #2 allotted time. Then, call a volunteer or use of a rubric is desired
two to discuss the answers. to score learners’
outputs. (See solutions
under Examples 15, 16 of
TG on p.21)

Find and simplify:

1)

2)
F. Developing mastery  (Cooperative learning
(Leads to formative technique is encouraged.)
assessment) Divide the class into 5.
Present the problem to
the class and give them
adequate time to discuss
among themselves the
solution.

Problem: A videoke
machine can be rented for
₱1000 for three days, but
for the fourth day
onwards, an additional
cost of ₱400 per day is
added. Represent the cost
of renting a videoke
machine as a piecewise
function of the number of
 days it is rented and plot
its graph.
(Cooperative learning technique is
still encouraged and the use of
rubric for checking the group’s
output presentation is suggested.)
Show the problem below to the
class:
Problem: The cost of
hiring a catering service to
serve food for a party is
₱150 per head for 20
persons or less, ₱130 per
G. Finding head for 21 to 50 persons,
practical/ and ₱110 per head for 51
application of concepts to 100 persons. For 100 or
and skills in daily living more persons, the cost is
at ₱100 per head.
Represent the total cost as
a piecewise function of
the number of attendees
of the party.
Expected answer:

,
Ask the learners to summarize
Ask the learners to summarize the
H. Making the concept learned by
concept learned by differentiating
generalizations Explain how to perform operations on Explain how to find and simplify a Ask: How do you find the solutions differentiating and giving
and giving examples of rational
and abstractions about functions composite function. of problems involving functions? examples of rational function,
function, rational equation and
the lesson rational equation and rational
rational inequality.
inequality.
 Solve the followig problems. Show
your solution.
Determine whether the given is a
1. In an organ pipe, the frequency f Determine whether the given is
rational function, rational equation,
of vibration of air is inversely a rational function, rational
a rational inequality, or none of
proportional to the length L of the equation, a rational inequality,
these.
pipe. Suppose that the frequency or none of these.
of vibration in a 10-foot pipe is 54 x+1
1. Let f(x) = 1. =10 x+1
2 2 vibrations per second. Express f as 2x 1. =10
3 x −2 x −1 , g ( x )=x −1 ,∧h ( x )=f ( x )+ g ( x ) .
a function of L. 2x
Answer: rational equation
Answer: rational equation
Find: 2. The distance from Manila to
I.Evaluating Learning 2. f(x) = -5x3 - 4√ x−1
Baguio is around 250 kilometers. 2. f(x) = -5x3 - 4√ x−1
Answer: none of these
Answer: none of these
(a) How long will it take you to
x+1
get to Baguio if your average 3. ≤10 x+1
2x 3. ≤10
speed is 25 kilometers per hour? 2x
40 kilometers per hour? 50 Answer: rational inequality
Answer: rational inequality
kilometers per hour?
x−1
4. f ( x )= x−1
(b) Construct a function (s) , x +1 4. f ( x )=
x +1
where is the speed of travel, that Answer: rational function
Answer: rational function
describes the time it takes to drive
from Manila to Baguio.

For remediation, assign learners to pick For remediation, assign learners to

one of two problems given in part E. answer part F individually. Peer
Peer tutoring is desired. See to it the tutoring is desired. See to it the
J. Additional activities learners submit their output. Random learners submit their output.
Write 5 examples of a rational Write 5 examples of a rational
for application or output presentations should be Random output presentations
function, rational equation and function, rational equation and
remediation encouraged. should be encouraged.
rational inequality. rational inequality.
For enrichment, assign Example 11, 12 For enrichment, assign the problem
of TG on page 19. The same rubric on part G. The same rubric should
should be used for grading the be used for grading the learners’
learners’ outputs. outputs.
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

lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
E. Which of my teaching
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
strategies worked well?
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
Why did these work?
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s
doing their tasks in in in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
principal or supervisor __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
can help me solve? __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
__ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
 __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be used __ Recycling of plastics to be
Instructional Materials as Instructional Materials as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
The lesson have successfully delivered The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
due to: delivered due to: delivered due to: delivered due to: delivered due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
G. What innovation or activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
localized materials did I ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
use/discover which I ___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
wish to share with other ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
teachers? ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s Cooperation ___ Group member’s
doing their tasks in in in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks

Prepared by:
JOY ANN M. JULIANO Checked:
Subject Teacher MAR GAUDEN F. ACERON
School Head
Date: ________________________