LESSON EXEMPLAR FOR CLASSROOM OBSERVATION

Name of School: MANUEL L. QUEZON Grade Level: GRADE 11

NATIONAL HIGH SCHOOL
Name of MS. HANNAE ALYZA N. Learning Area: GENERAL
GRADE 11 TO 12 Teacher: PASCUA MATHEMATICS
DAILY LESSON LOGS Teaching Dates SEPTEMBER 19, 2019 Quarter: SECOND
and Time:

I. OBJECTIVES
The learners demonstrate an understanding of key concepts of inverse
A. Content Standard
functions, exponential functions, and logarithmic functions.
B. Performance Standards The learners shall be able to apply the concepts of inverse functions,
exponential functions, and logarithmic functions to formulate and solve real-life
problems with precision and accuracy
Learners are expected to represent real-life situations using exponential
C. Objectives/ Learning Competencies functions.
M11GM-Ie-3
II. CONTENT Functions and Their Graphs
III. LEARNING RESOURCES
A. References
1. TG/pages SHS Teaching Guide pp. 88-94
2. LM/pages SHS Learner’ Module pp. 106-130
3. Textbooks/pages
4. Additional from
LRMDS portal
B. Other Learning Resources Power point, instructional materials (Table of values, 2meter string, marker
and pair of scissors)
IV. PROCEDURES
A. Motivation/Reviewing previous lesson or INVESTIGATION:
presenting the new lesson Read&Proceed:The student will be given a set of materials to be used in the
investigatory activity. They have the follow a certain procedure to answer the
given activity.

Materials: 2 meter string and pair of scissors, and table of values

Procedure:
(a) At step 0, there is 1 string
(b) At step 1, fold the string into equal parts and then cut at the middle. How
many strings of equal parts do you have? Enter your answer in the table below
(c) At step 2, again fold each of the strings equally and then cut. How many
strings of equal parts do you have? Enter your answer in the table below
(d) Continue the process until the table is completely filled-up

step 0 1 2 3 4 5 6 7
# of
1
strings
B. Establishing purpose of the lesson Let each group share their table of values in class. Then, ask the following
HOTS questions to student:
1. What will be the number of strings after doing the 8 th step?
2. What specific method used in the given activity?
C. Presenting examples/instances of the Post the given table of values. Then, ask them again these questions:
 new lesson
step 0 1 2 3 4 5 6 7

# of strings 1 2 4 8 16 32 64 128

1. What pattern can be observe from the data?

2. Give a formula for the number of strings as a function of the step
number. (Guide them until they establish this representation:
N = 2s ; wherein N as the number of string and s as the string)

D. Discussing new concepts and practicing Explain to the class that N = 2s is the simplest idea to represent exponential
new skills #1 function which is basically represent as

f(x)=bx where x > 0 and b≠ 1

Ask the student the reason for these application?

Again, ask the students where does exponential occurs in real world scenario?

Exponential functions are used to model real-life situations such as:

 Population Growth
 Radioactive decay
 Growth of an epidemic
 loan interest rates
 Investments

E. Discussing new concepts and practicing Let the students study the given exponential model:
new skills #2

After the observation, let them explain how does the exponential arrived from
the given situation.
Let the student try this on the board and explain their answer:

Another example to study by the student and give some observation on the
given exponential model:
 Process student answer and try this to them:

Another example to try:

(Process students answer)

F. Developing Mastery (Leads to BOARD WORK:
Formative Assessment) Let the students answer it on board then explain their answers in class.

G. Finding practical applications of Ask these questions to students:

concepts and skills in daily living 1. How important these ideas in real-life situation?
 2. Whom do you think usually use the idea of exponential function?

H. Making generalizations and SHARING OF IDEAS:

abstractions about the lesson Let the student shares learning retained to them in this lesson.
I. Evaluation/Assessment GROUP EXPO-BATTLE:
Four 5 minutes, let each member of groups construct an exponential situation
with exponential model. Let them share to their group for revision of the
formulated situation or answer if necessary. After the group discussion, the
battle begins. Each group will be given to give the exponential situation and let
the other group answers or vice versa. The group will answer it with timer. The
group who give the answer in shorter period with more correct answers will be
the winner.
J. Additional activities for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on the
formative assessment
B. No. of learners who require additional
activities for remediation
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 this work
F. What difficulties did I encounter which
my principal/supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other teachers

Prepared by: Checked by:

HANNAE ALYZA N. PASCUA ROCHELLE C. PALAPUZ

Teacher II OIC-Office of the Principal

PERFORMANCE TASK/TEST MATERIALS USED

IN DEMONSTRATION TEACHING
 READ & PROCEED
(INVESTIGATORY ACTIVITY)

NAME OF MEMBERS: SCORE:

____________________________________
____________________________________
____________________________________
____________________________________

Materials: 2 meter string, pair of scissors, marker and table of values

Procedure:
(a) At step 0, there is 1 string
(b) At step 1, fold the string into equal parts and then cut at the middle. How
many strings of equal parts do you have? Enter your answer in the table
below.
(c) At step 2, again fold each of the strings equally and then cut. How many
strings of equal parts do you have? Enter your answer in the table below
(d) Continue the process until the table is completely filled-up

step 0 1 2 3 4 5 6 7
# of
strings 1
OBSERVATION CHECKED:
Used scientific procedure to write your observation in the space provided:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

 Performance task/test material highlighting integration

of content knowledge within and across subject areas.
POWER POINT USED IN
DEMONSTRATION TEACHING
 Instructional material used to implement deveolpmentally sequenced teaching and
learning process to meet curriculum requirements and varied teaching contexts.
 Instructional material highlighting different teaching strategies that develop critical
and creative thinking and other HOTS.
 Instructional material highlighting learner centered strategies that promote literacy
and numeracy skills.