School SOGOD NATIONAL HIGH SCHOOL Grade level GRADE 11 - SMAW 1, 2 and 3

Teacher DARREN C. CALABIA Learning Area GENERAL MATHEMATICS

DAILY LESSON LOG
SEPTEMBER 2-6, 2019, 7:30-8;50, 8:50-10:10,
Teaching Dates and Time Quarter FINAL TERM
MWF; 7:30-9:30, TTH

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives (Write the LC Code for
each)
The learner demonstrates understanding of key concepts of key concepts of simple and compound interests, and simple and general annuities.
The learner is able to apply concepts of investigate, analyze and solve problems involving simple and compound interests and simple and general annuities using
appropriate business and financial instruments.
The learners must illustrate
simple and compound
interest.

M11GM-IIa-1

II. CONTENT Simple and Compound

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
C. Presenting examples/ instances
D. Discussing new concepts and
practicing new skills #1
Interest
pp. 135 - 138
Review the concepts of
rational inequalities.
Setting the mood and
presentation of learning
objectives
Explain the definition of
terms.
pp. 93-94 pp. 95-100 pp. 101-105
pp. 82 pp. 83-87 pp. 88-91
Review the concepts discussed Review the concepts discussed
during the first discussion last meeting
Setting the mood and Setting the mood and
presentation of learning presentation of learning
objectives objectives.
Examples: Solve the ff. inequalities: Construct a table of values and
4𝑥−1 = 16𝑥; 2𝑥 ≥ 26; (1) 3𝑥 < 9𝑥−2 sketch the graph of f(x) = 2𝑥
y = 2𝑥 (2) (0.6) 𝑥−3 > (0.36)−𝑥−1
Let the students compare the Discuss the rule of exponential The graph of an exponential
three given examples. inequalities such as 𝑏 𝑚 < 𝑏 𝑛 . function is a necessary tool in

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(Leads to Formative Assessment 2)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
The ff. questions will be asked:
1. Which one is exponential
equation? Which one is
exponential inequality?
function?
2. “From the given example,
how are they similar?
different?”
One strategy to solve
exponential equations is to
write both sides of the
equation as powers of the
same base.
Ask the following question:
1. In what way, can we say for
certain that it is an exponential
equation, inequality or
function?”
“Exponential equation is an
equation involving exponential
expressions, exponential
inequality is an inequality
involving exponential
expressions, while exponential
function is a function of the
form f(x) = 𝑏 𝑥 𝑜𝑟 𝑦 = 𝑏 𝑥 ,
where b> 0 & 𝑏 ≠ 1.
The resulting direction of the describing its behavior and
inequality (m< 𝑛 𝑜𝑟 𝑚 > 𝑛) is characteristics – its intercepts,
based on whether the base b is asymptotes, and zeroes. A graph
greater than 1 or less than 1. can also provide insights as to
real-life situations that can be
modeled by exponential
functions.
Discuss the definitions and Steps:
theorems of exponential (1) Construct a table of
functions: values of ordered pairs
(1) 𝑎0 = 1 for the given function.
1
(2) −𝑛 = 𝑎𝑛 (2) Plot the points on the
𝑎
(3) 𝑎𝑟 ∙ 𝑎 𝑠 = 𝑎𝑟+𝑠 graph.
(4) (𝑎𝑏)𝑟 = 𝑎𝑟 𝑏 𝑟 (3) Connect them using a
𝑎 𝑟 𝑎𝑟 smooth curve.
(5) ( ) = = 𝑎𝑟 𝑏 −𝑟 (4) Interpret the asymptote
𝑏 𝑏𝑟
𝑎𝑟 𝑟−𝑠
(6) = 𝑎 of the function.
𝑎𝑠
Seatwork: Seatwork:
(1) 42𝑥+7 ≤ 322𝑥−3 Construct a table of values and
2 5𝑥−1 25 sketch the graph:
(2) ( ) ≥
5
𝑥+5
4
3𝑥
(1) f(x) = 2𝑥 𝑎𝑛𝑑 𝑔(𝑥) = 3𝑥
1 1
(3) ( ) ≥( ) For each of the function, identify
10 100
the domain, range, y-intercept,
and horizontal asymptote.
Reinforce the concepts Properties of exponential
discussed and skills practiced. functions:
(a) The domain is the set ℝ.
(b) The range is the set
(0, +∞).
(c) It is a one-to-one
function. It satisfies the
Horizontal Line Test.
(d) The y-intercept is 1.
There is no x-intercept.
(e) The horizontal
asymptote is the line y=
0 (or the axis). There is
no vertical asymptote.
I. Evaluating learning pp. 100 TG.
Solve the ff. problem: (20 mins.)
(a) 7𝑥+4 = 492𝑥−1
(b) 4𝑥+2 = 82𝑥
(c) 5𝑥−1 = 125
(d) 2𝑥−2 > 8
J. Additional activities for
application
V. REMARKS HIMANGRAWAY 2016 JD AVELINO DAY
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students
VI. REFLECTION learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80%
Twenty-six (26)
in the evaluation.
B. No. of learners who require
additional activities for remediation Fourteen (14)
who scored below
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 these 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?