DAILY LESSON LOG OF M11GM-Ia-1 & 2(Week One-Day One)

School Madamba National High School Grade Level Grade 11

Teacher Amanie Usman Amanoddin Learning Area General Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary
procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done for developing
I. OBJECTIVES content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support
the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content
The learner demonstrates understanding of key concepts of functions.
Standards
B. Performance The learner is able to accurately construct mathematical models to represent real-life situations
Standards using functions.
Learning Competency: Represents real-life situations using functions, including
piece-wise functions. (M11GM-Ia-1)
Evaluates a function. (M11GM-Ia-2)
C. Learning
Competencies/
Learning Objectives:
Objectives
1. Distinguish different kinds of functions
2. Evaluate functions.
3. Share examples of real-life situations which can be represented using functions
I. CONTENT Functions and Their Graph
II. LEARNING teacher’s guide, learner’s module
RESOURCES
A. References
1. Teacher’s Guide Pages 1-14
2. Learner’s Materials Pages 1-9; 10-12
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well.
Always be guided by demonstration of learning by the pupils/ students which you can infer from formative assessment
III. PROCEDURES activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice the
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences
and previous knowledge. Indicate the time allotment for each step.
A. Review previous Given the following models, identify the kind of function being shown on each item by choosing
lesson or presenting from the list in the box.
the new lesson Linear function Quadratic function Polynomial Function
Piecewise Function One-to-One Many-to-One
1) f(x) = 7x
2) g(x) = x2
3) h(x) = x3 + 2x2 – x +1
4) {(1,2), (2,4),(3,9)}
5)

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6)

6) {( , Philippines )}
7)

8)
 {8,1<x≤5¿¿¿¿
B. Establishing a The teacher lets the students realize that being able to model real-life situations will help us
purpose for the understand better the concept of functions including piece-wise functions.
lesson
(Contextualization & Localization)The teacher divides the class into groups with five members, do a
2 – part Activity.
First part, requires each group to come up with 2 real –life examples of functions modelled by
a mapping diagram and set of ordered pairs.
C. Presenting examples/ Second part, asks the group to choose which best represents a real-life situation: A jeepney
instances of the new passenger pays P8.00 for the first 5 km as fare and an additional P1.00 for every succeeding
lesson distance x in kilometer.

A. f(x) =
{8,1<x≤5¿¿¿¿ B. f(x) = 8 +1.00x

The teacher discusses with the students why the real-life examples they give illustrate functions
D. Discussing new
and of why they have chosen such representation for part 2 in the activity.
concepts and
The teacher explains that Choice A in the second part of the activity is a representation of a piece-
practicing new skills
wise function. Explain further that Piece-wise function is used whenever it is not possible to
#1
represent a situation with just one equation.
Given a function f(x) = 2x, what is the result when you replace x by 2 in the function? If x = 0? If x =
E. Discussing new -1?
concepts and Tell to the class that the one done is evaluating functions.
practicing new skills Steps to undertake in evaluating functions are
#2 1) Substitute the value to the variable.
2) Do the operation to find the value of the function.
Activity: Evaluate the following functions.
1) f(x) = 3x ; if x = 4
F. Developing mastery 2) f(x) = x/2, if x = 0
3) f(x) = 2x3 – 8, if x = -3
4)f(x) = x - 3 , if x = 12
Ask students of real-life situations which can be represented by a piece-wise function.
G. Finding practical
(Contextualization & Localization)
applications of
Possible Answers: Internet payment; Taxi fare
concepts and skills in
Secondly, ask them to think of situations where evaluation of functions can be applied.
daily living
Example answers: when computing for salary; when computing for fare; when purchasing items
H. Making The teacher summarizes the lesson through asking the following questions
generalizations and 1) What are the different types of functions?
abstractions about 2) What are ways to represent functions?
the lesson 3) How do we evaluate functions?
A. 1) Which best represents the situation below.
The sweet corn sold in the canteen is at P7.00. If I want to buy x pieces of sweet corn,
how much will I pay?
A. f(x) = 7 + x B. f(x) = 7x c.) f(x)= 7
2) Represent the situation in any possible model.
I. Evaluating Learning With Santos family, mama and the eldest child are both of blood type A, papa, youngest
and the middle child are all blood type B.
B. Evaluate the following:
1) h(x) = x3 – x2 +x – 2, if x = 0 2) g(x) = (x + 4)(x – 1) , if x = -2
3) f(x) = 1/x, if x = 3 4) h(x) = 4x – 2, if x = 1
5) f(x) = 5(x+2) , if x = 4
J. Additional activities Answer page 9 of your book numbers 1-3 & 5.
or remediation Answers:1) any value except 4 and 6 2) b 3) V and W 5) S (n) = 600n
IV. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs
V. REFLECTION to be done to help the pupils/students 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% of the
evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
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 Presenting examples, finding practical applications and evaluation.
localized materials did I
use/ discover which I wish
to share with other
teachers

Prepared by:
MARIA IVANA M. MAYOL
Math Teacher