Detailed Lesson Plan

in General Math

I. Objectives
At the end of the lesson, the students should be able to:
a.) express exponential form into logarithmic expression and vice-
versa;
b.) solve logarithms manually and with the aid of Microsoft Excel;
c.) value the importance of logarithms by knowing its application in
Science, DRRM and other related subjects.

II. Subject Matter

Content : Functions and their Graphs
Content Standards : Key concepts of exponential functions and
logarithmic functions.
Performance Standards : apply the concepts of exponential functions
and logarithmic functions to formulate and
solve real-life problems with precision and
accuracy.
Learning Competencies : 1.) Represent real-life situations using
logarithmic functions. (M11GM – Ih – 1)
Topic : Introduction to Logarithms
Reference : Gen. Mathematics Teaching Guide,
pp. 112 – 121.
Materials : Multi-media
III. Procedures:

A. Preliminaries
- Prayer
- Checking of Attendance
- Checking of assignment (If there’s any)

B. Preparatory Activity
- Review of the previous lesson

Ask the student to find the value of the variable.

a.) 5x = 625
1
b.) x-2 = 9
c.) 102 = x
Answers:
a. x = 4
b. x = 3
c. x = 100
C. Developmental Activities

ACTIVITY
Video about earthquake will be shown to the students.

ANALYSIS
The following questions will be asked:
1. What have you observed in the video?
2. How devastating is the earthquake?
3. What are the magnitudes that were reported? Can we compute
these magnitudes manually?

ABSTRACTION
(Indicators No. 4 and 5)
The teacher will employ scaffolding teaching technique and auction
system as a game to stimulate the students learning. It is by providing
worksheets to the group of students then engaging them to a game. (See
attachment for the sample of the worksheets).

Examples:

Think of a logarithm of x to the base b (denoted by logbx as the exponent

of b that gives x. For example, log381 = 4 because 34 = 81. Some
additional examples are given below:
a.) Log232 = 5 because 25 = 32
b.) Log51 = 0 because 50 = 1
1 1
c.) Log66 = -1 because 6-1 = 6
Auction System:
(Indicators No. 2 and 3)
The students are provided with strips of paper. The strips of paper
is color coded. White for 1 point, Green for 2 points and Yellow for 5
points. Each group is given a 10 white strips, 10 green strips and 4 yellow
strips, a total of 50 points. Before the question is given, the leader of the
group will choose 1 member of his/her team to fight with other group
(each member has only one chance of answering the question). After
the question is given, the teacher will be asking for bets. The highest
bidder will have the 1st chance to answer the question. However, if the
answer of the highest bidder is wrong, the 2nd bidder will answer the
question. The member who got a correct answer will collect all the bets.
At the end of the game the number of strips of paper will be the basis of
 ranking. However, the group who has no more strips of paper will be out
from the game.

Round 1.
Example 1. Without using a calculator, find the value of the following
logarithmic expression.
a.) log9729
b.) log 10, 000
c.) log1/216
1
d.) log5
√5
Solution.
a.) What exponent of 9 will give 729? Answer: 3
b.) What exponent of 10 will give 10, 000? Answer: 4
c.) What exponent of ½ will give 16? Answer: -4
1
d.) What exponent of 5 will give ? Answer: -1/2
√5

Round 2. (Indicator no. 8)

Example 2. Using a Microsoft excel, compute for the value of the natural
logarithm.
a. ln 100
b. ln 250

APPLICATION
(Indicator 1, Science Integration)
The teacher will ask the following question:
1. Do you know the meaning of the magnitude that is being reported right after
the earthquake?
To fully understand on the meaning of each magnitude, the students will
be given piece of paper with numbers 1 to 10 as magnitude. With these
numbers they are to assign descriptions that describes the magnitude of the
earthquake. The descriptions are as follows: Scarcely Perceptible, Slightly Felt,
Weak, Moderately Strong, Strong, Very Strong, Destructive, Very Destructive,
Devastating, Completely Devastating. The role of the teacher is to check if the
students made it correctly.
2. How is this magnitude computed?
In Richter Scale the magnitude R of an earthquake is given by

2 𝐸
R= 3 (log104.40 )

Where E (in joules) in the energy released by the earthquake.

(The quantity 104.40 is the energy released by a very small reference
earthquake).
IV. Evaluation
I. Valuing the topic through real life application.

(Indicator no.1, DRRM Integration)

Based on the video that we have watched,

1. How important is emergency or first aid kit?

2. How can we reduce the risks and damages of an earthquake?

After gaining ideas from the students, the teacher then will show the things to
be done before, during and after the earthquake.

II. Refer to Seatwork in Teaching Guide, Seatwork 1, 2 and 3 on page 121.

V. Assignment

1. Research on decibel levels that are already harmful to our auditory

health, and seek ways to prevent hearing loss.

Prepared by:

JOEYNEL L. PONTEVEDRA
SST - II

Checked by:

CHARLIE C. ROMERO, MST

School Principal
 Earthquake’s Magnitude in Richter Scale
Magnitude Description

10

Arrange the following description on the magnitude given on the table.

WEAK STRONG DESTRUCTIVE

MODERATELY STRONG VERY STRONG SCARCELY PERCEPTIBLE

COMPLETELY DEVASTATING VERY DESTRUCTIVE

DEVASTATING VERY DEVASTATING