West Visayas State University

COLLEGE OF EDUCATION
GRADUATE SCHOOL
La Paz, Iloilo City, Philippines

LESSON PLAN IN GENERAL MATHEMATICS

(Senior High School)

Content Standard:
The learner demonstrates understanding of key concepts of functions.

Performance Standard:
The learner is able to accurately construct mathematical models to represent real-life
situations using functions.

Learning Competencies:
The learner represents real-life situations using functions, including piece-wise functions,
and solves problems involving functions. (M11GM-Ia-1 and M11GM-Ia-4)

I. SUBJECT MATTER
A. Topic: Functions as Models
B. Reference: General Mathematics Teacher’s Guide 1st Edition 2016, pp. 1-11
C. Materials: PowerPoint Presentation, white screen, projector, activity sheets

II. OBJECTIVES
At the end of the lesson, the learners should be able to:
1. Represent real-life situations using functions.
2. Define piece-wise function.
3. Represent real-life situations using a piece-wise function.

III. PROCEDURE
A. Daily Routine
1. Cleaning
2. Prayer
3. Checking of Attendance

B. Priming Activity
1. Recall
Recall the meaning of relations and functions then cite its differences
from one another.

Relations
A relation is a rule that relates values
from a set of values (called the domain)
to a second set of values (called the
range).
The elements of the domain can be
imagined as input to a machine that
applies a rule to these inputs to generate
one or more outputs.
A relation is also a set of ordered pairs
( x , y ).
Functions
A function is a relation where each
element in the domain is related to only
one value in the range by some rule.
The elements of the domain can be
imagined as input to a machine that
applies a rule so that each input
corresponds to only one output.
A function is a set of ordered pairs ( x , y )
such that no two ordered pairs have the
same x -value but different y -values.

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Activity 1: Function Machine
In this activity, mathematical relation will be represented as machine with an input and
an output, where the output is related to the input by some rule.

The machines will be flashed on the white screen and then the students will answer the
following guide questions:

1. Which of these machines, if you know the input, can you determine a single or unique
output? Why?
- a, b, c, d, f

2. Why is (e) not a part of the list?

Note: The following machines (a, b, c, d, f) describes a function.

3. Which of these machines, if the output is known, can you determine a single or unique
input? Why?
- d, f

Activity 2: Function or Not?

A. Given the following set of ordered pairs which of these are function/s?
1. f ={ (1 , 2 ) , ( 2 , 2 ) , ( 3 , 5 ) ,( 4 , 5)}
2. g={( 1 ,3 ) , ( 1 , 4 ) , ( 2 ,5 ) , ( 2 ,6 ) ,(3 ,7)}
3. h={( 1 , 3 ) , ( 2 , 6 ) , (3 ,9 ) , … , ( n , 3 n ) , …}

Solution: The relations f and h are functions.

B. Given the following table of values, which of these are functions?

1.
x 1 2 3 4
f (x) 2 2 5 5

2.
x 1 1 2 2 3
g( x ) 3 4 5 6 7

Solution: Only the table of values in (1) represents a function.

C. Which of the following mapping diagrams represent functions?

1. x y 2. x y
f
1 3 5 g
2 5 6
0
3 9 7
4 17 8 1
33 9
5

x y
3. h
7 11
2 13
17
1 19
23
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Solution: The relations f and g are functions.

D. Which of the following graphs can be graphs of functions?

a.

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b.

c.

d.

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 e.
e

Note: The students may use the vertical line test in order to determine whether the graph is a
graph of a function or not.

Solution: Graphs a , b , c are graphs of functions whiled and e are not.

Note: By convention, the x -variable is the input variable and that the value of the y -variable is
computed based on the value of the x -variable. A relation is a function if for each x -value there
corresponds only one y -value.

E. Which of the following represents a function?

a. y=2 x +1
b. y=x 2−2 x +2
c. x 2+ y 2=1
2 x+1
d. y=
x−1

Solution: Equations ¿), (b), and (d )are functions.

If the given equation above is a function, replace y by f (x) to denote that the value of y
depends on the value of x . You may use the other letters instead of f to distinguish one
function from the other.

Solution:
a. f (x)=2 x +1
b. q ( x)=x 2−2 x +2

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 2 x +1
c. g( x )=
x−1

2. Motivation
Do you know that functions are not only limited to mathematical concepts. They do
have their connections in our real-life situations. In fact, some real-life situations can be
modeled and solved using functions.

Note: The teacher and the students cite some examples of situations where the concept
of function can be applied.

C. Lesson Proper
 Recall the functions learned by the students during their Junior High School
math class.
o A linear function is a function of the form f ( x )=ax+ b, where a ≠ 0.
o A quadratic function is a function of the form f ( x )=a x 2 +bx +c ,
where a ≠ 0.
o A polynomial function of degree n is a function of the form
f ( x )=an x n +a n−1 x n−1+ a1 x + a0, where n ≠ 0.

 Functions can be often used to model real-life situations as I said a while

ago. Identifying an appropriate functional model will lead to a better
understanding of various phenomena.

Example 1: Give a function C that can represent the cost of buying x meals, if one meal
costs ₱ 40.

Solution: Since each meal costs ₱ 40, then the cost function is C ( x )=40 x.

Example 2: One hundred meters of fencing is available to enclose a rectangular area

next to a river (see figure). Give a function A that can represent the area
that can be enclosed, in terms of x .

River

Solution: The area of the rectangular enclosure is A=xy . We will write this as a function
of x .

100−x
Since only 100 m of fencing is available, then x +2 y =100 or y= =50−0.5 x .
2
Thus, A ( x )=x ( 50−0.5 x )=50 x−0.5 x 2.

Real-life situations can also be modeled using a piecewise function.

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 A piecewise –defined function is one which is defined not by a single equation, but
by two or more. Each equation is valid for some interval.
(https://www.varsitytutors.com)

Example 1: A user is charged ₱ 300 monthly for a particular mobile plan which include
100 free text messages. Messages in excess of 100 are charged ₱ 1 each. Represent the
amount a consumer pays each month as a function of the number of messages m sent
in a month.

Solution: Let t (m) represent the amount paid by the consumer each month. It can be
expressed by the piecewise function

t ( m )=¿

ACTIVITY
Instruction: Kindly form 3 groups. Rearrange your chairs in a circular manner. Choose a
representative to pick your situation inside the box which the teacher is holding. Help
one another in order to give what is asked in each situation.

1. Provide a real-world example or scenario that can be expressed as a relation only,

not a function.
2. Provide a real-world scenario that can be modeled by a linear function.
3. The cost of hiring a catering service to serve food for a party is ₱ 150 per head for
20 persons or less, ₱ 130 per head for 21 to 50 persons, and ₱ 110 per head for 51
to 100 persons. For more than 100 persons, the cost is at ₱ 100 per head.
Represent the total cost as a piecewise function of the number of attendees of the
party.

ANALYSIS
1. How do you find the activity?
2. For situation 1, why do you think your scenario can be considered as a relation only
and not a function?
3. For situation 2, do you think your situation can be modeled by a linear function?
Why do you think so?
4. For situation 3, how did you come up with that given piecewise function? Explain
what you have done.

ABSTRACTION
1. Give your own real-life situation that can be represented by a function then create a
function for it.
2. What is a piecewise function?
3. Given a real-life scenario that can be modeled using a piecewise function, what are
the techniques in order for you to come up with a correct piecewise function that
could represent the given real-life scenario?

APPLICATION
Performance Task
Students will be grouped into 3. Then, they need to research about the tax rates
in the Philippines. (e.g., if you earn a certain income level, then your tax rate is such).

Based on the existing tax structure, students should define a piecewise function
that models the given situation by giving (a) the function’s equation, (b) a table showing
some function values, and (c) a graph.

The students will use the piecewise function representing the tax structure in the
Philippines as a basis for discussing whether they think the tax rate is fair. For example,
they can compare the amount of tax deducted from taxpayers with various levels of
income. Students may present their work or make a report.
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IV. ASSESSMENT
Direction: On a ¼ sheet of paper answer the following.

1. A mobile user is charged ₱ 500 monthly for a particular mobile plan, which includes 200
free text messages. Messages in excess of 200 are charged ₱ 1 each. Represent the
amount a consumer pays each month as a function of the number of messages m sent
in a month.

Solution:
Let t (m) represent the amount paid by the consumer each month. It can be expressed
by the piecewise function

500 if 0<m ≤200

t ( m )=¿
500+m if m> 200

2. A store charges ₱ 80 per t-shirt for orders of 50 or fewer t-shirts, ₱ 78.50 per t-shirt for
orders of 75 or fewer but more than 50 t-shirts, and ₱ 76.50 per t-shirt for orders of
more than 75 t-shirts. Represent the printing cost C for x number of t-shirts.

Solution: 80 x if 0< x ≤ 50
C78.50
( x )=¿x if 50< x ≤75
76.50 x if x >75

V. ASSIGNMENT
Read in advance about how to evaluate functions.

Highlights:

This lesson plan makes use of the concepts learned in ICT in Mathematics Education
specifically in MS Word Lessons. The author made use of equations, graphs, tables and shapes,
in the procedure part of the lesson from priming activity until lesson proper in order to
effectively represent the mathematical concepts to students. The assessment part of the lesson
also made use of equations to represent piecewise functions.

Prepared by:

MYRHELLE D. GRECIA, LPT

MA Ed. Mathematics

Noted:

DOLLY ROSE F. TEMELO, PhD

Course Professor

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