QUARTER I

Week 1 
Subject:
GENERAL
Grade Level: 11
MATHEMATIC
S
Date:
______________ Day: 1 (Lesson 1)
____
Content
The learner demonstrates understanding of key concepts of functions. 
Standard
Performance The learner is able to accurately construct mathematical models to
Standard represent real-life situations using functions.
M11GM-Ia-1
Learning
The learner represents real-life situations using functions, including 
Competency
piece-wise functions. 
I. OBJECTIVES                The learner:
Knowledge:
Identifies real-life situations using functions, including piece-wise functions;
Represents
Skills: real-life situations using functions, including piece-wise functions;
Affective:
Appreciates the use of functions in representing real-life situations. 
II. CONTENT Functions as Models

III. LEARNING RESOURCES

A. Reference
s
1.Teacher’s TG for SHS General Mathematics,   pp. 1-10
Guide
Pages
Learner’s LM in General Mathematics, pp. 1-9
Materials Pages
Textbook General Mathematics by Orlando Oronce Series 2016
Pages
4Additiona
Slide Decks of the Lesson
l Materials
5. Learning Teacher’s Guide and Learner’s Material
Resources
(LR) portal
B. Other General Mathematics, Diwa Publishing , 2016
Learning
Resources
IV. PROCEDURES
A. Review
Reviewin
the concept of Functions introduced in the Junior High School.
g or  Relations and Functions
presenting the  The Function as a machine
new lesson  Functions and relations as a set of ordered pairs, table of values,
graph in the Cartesian Plane
 Vertical Line Test

B. Establishi Presentation of  6 Function Machines

ng a purpose Say: Mathematical relations can be represented by machines with an input
for the lesson and an output, and that the output is related to the input by some rule.

Ask students which of these machines represent a function.

Guide questions.
1. Which of these machines, if you know the input , can you
determine a single or unique output? (expected answers: a, c, d,
and f of the presented function machines). Have the class explain
why. Ask why e) is not part of this list. Introduce the term function
to describe these machines. 
2. Which of these machines, if the output is known, can you
determine a single or unique input? (The answers should be (d)
and (f). 
3. Suppose we connect machine (a) to machine (c) such that the
output of (a) becomes the input of (c). 
Say: Functions can often be used to model real-life situations. 
Present to the class the problem below.
 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. Presenting Proceed to show another scenario as shown below:

examples of  One hundred meters of fencing is available to enclose a
the new lesson rectangular area next to a river. Give a function A that can represent
the area that can be or enclosed, in terms of x. (See TG, Example 7 for
the illustration on p. 8)
Solution: The area of the rectangular enclosure is . We will write this as a
function of x. Since only 100 m of fencing is available, then

or . Thus, .
D. Show
Discussin
the problem of piecewise functions.
g new
Say: Some
concepts and situations can only be described by more than one formula, depending on the
 practicingvalue
new of the independent variable.
skills #1
1. A user is charged ₱300 monthly for a particular mobile plan, which includes 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.
Ask: Is it possible to describe the problem with one formula or equation only?
Justify your answer.
Expected answer: No, there are 2 formulas or equations that could be
derived from the problem. The equations are said to be functions. If we
put these functions as one function, it describes a piecewise function. We
can describe such function as a function defined on a sequence of
intervals.
Let represent the amount paid by the consumer each month. It can be
expressed by the piecewise  function.

E. More
Discussin
examples are posted.
g new
1. Contaminated
concepts and water is subjected to a cleaning process. The concentration of 
pollutants
practicing is initially 10 mg per liter of water. If the cleaning process can reduce the 
new
skills #2 pollutant  by  5%  each  hour,  define  a  function  that  can  represent  the
concentration of pollutants in the water in terms of the number of hours that the
cleaning process has taken place. 

hour,  the  concentration  of  pollutants  is  (10)*(0.95).  After  2 hours, it is this
value, times 0.95, or [(10)*(0.95)](0.95) = 10(0.95)2.  In general, after t hours,
the concentration is C(t) = (10)(0.95)t mg per liter of water.
Squares of side  x  are cut from each corner of an  (8in x 5in) rectangle (see figure), 
that  its  sides  can  be  folded  to  make  a  box  with  no  top.  Define  a 
function in terms of x that can represent the volume of this box.
 The length and width of the box are 8  –2x and 5  –2x, respectively. Its height is x. Thus,
the volume of the box can be represented by the function 
V(x) = (8 –2x)(5 –2x)x = 40x – 26x2+ 4x3

F. Developin
g Mastery
G. Give
Finding
examples of real-life situations which can be represented by relations.
practical
a. A relation but not a function
applications
ofExample:
concepts Destination versus tricycle fare: For P15 you can go anywhere within 3
and skillskilometers.
in
daily living
b. a linear function
Example: Distance versus time if traveling at a constant speed
H. Making
Ask: How can we represent real-life situations as functions?
Generalization
s and
Functions can often be used to model real situations.  Identifying an appropriate
abstractions
functional model will lead to a better understanding of various phenomena.
about the
lesson
I. Divide
Evaluatin
the class into 5 groups, preferably with 6-8 members. Then, call two group
g learning
volunteers to discuss their answers. A rubric may be used to check the groups’
 answers. ( See attached Worksheet for the Evaluation and  Rubric for assessing
group performance).  
J. Additional  For remediation, assign learners to pick 2 problems that they did
Activities for not work on in the previous activity found in part I. Peer tutoring
application or is desired for this purpose.
remediation
 For enrichment, assign Seatwork 5 on p. 11. The same rubric
should be used for grading the learners’ outputs.
V. REMAR
KS
VI. REFLEC
TION
A. No. of learners A. ____ No. of learners who earned 80% in the evaluation
who earned 80%
in the evaluation
B. No. of learners B. ____ No. of learners who require additional activities for remediation
who require
additional
activities for
remediation
C. Did the C. Did the remedial lessons work? _____ No. of learners who have
remedial lessons caught up the lesson.
work? No. of
learners who have
caught up the
lesson
D. No. of learners D. ___ No. of learners who continue to require remediation
who continue to
require
remediation
E. Which of my Strategies used that work well:
teaching strategies ___ Group collaboration           ___ Games           ___ Poweerpoint presentation
Answering preliminary activities/exercises
worked well? ___ Discussion                                               ___ Differentiated Instruction
Why did these ___ Case Method                                            ___Role Playing /Drama
work? ___ Think-Pair-Share (TPS)                          ___ Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties ___ Bullying among learners                ___ Equipment (AVR/LCD)
did I encounter ___ Learner’s behavior/attitude            ___ Science/Computer/Internet Lab
___ Colorful Ims                                   ___ Additional Clerical Works
which my ___ Unavailable Technology                ___ Reading Readiness
principal and
supervisor help
 me solve?
G. What
innovation or
localized I
used/discover
which I wish to
share with other
teacher?

EVALUATION
Name: __________________________    Date: _______ Score: ________
WORKSHEET No. ___
Answer the following problems.
a. The fee for hiring a guide to explore a cave P700. A guide can only take care of maximum of 4
persons, and additional guides can be hired as needed. Represent the cost of hiring guides as a
function of the number of tourists who wish to explore the cave.
b. The cost of hiring a caterer service to serve food for a party is P150 per head for 20 persons or
less, P130 per head for 21 to 50 persons, and P110 per head for 51 to 100 persons. For 100 or
more persons, the cost is at P100 per head. Represent the total cost as piecewise function of the
number of attendees of the party. 
c. A videoke machine can be rented for P1000 for 3 days, but for the fourth day onwards, an
additional cost of P400 per day is added. Represent the cost of renting a videoke machine as a
piecewise function of the number of days it is rented.

SUPPLEMENTAL ACTIVITY (Developing Mastery)

Instruction:
A. Which of the following mapping diagrams represent functions?

B. Identify the domain for each relation using set builder notation.
ANSWER  of  Worksheet  No. _____
a.
b.
c.

ANSWER  of  Supplemental Activity (Developing Mastery)

A. The relations fand gare functions because each value yin Yis unique for a specific 
value of x. The relation  his not a function because there is at least one element in  X
for  which  there  is  more  than  one  corresponding  y-value.  For  example,  x=7 
corresponds to y= 11 or 13. Similarly, x=2 corresponds to both y=17 or 19. 
A relation between two sets of numbers can be illustrated by a graph in the Cartesian 
plane ,  and that a function passes the vertical line test. 
B.  The domains for the relations are as follows:
 Rubric for Assessing Group Performance
CATEGORY 4 3 2 1

Mathematical 90-100% of the steps Almost all (85-89%) of Most (75-84%) of the More than 75% of the
Errors and solutions have no the steps and solutions steps and solutions steps and solutions have
mathematical errors. have no mathematical have no mathematical mathematical errors.
errors. errors.

Mathematical Explanation shows Explanation shows Explanation shows Explanation shows very
Concepts complete substantial some understanding limited understanding of
understanding of the understanding of the of the mathematical the underlying concepts
mathematical mathematical concepts concepts needed to needed to solve the
concepts used to solve used to solve the solve the problem(s). problem(s) OR is not
the problem(s). problem(s). written.

Neatness and The work is presented The work is presented The work is presented The work appears
Organization in a neat, clear, in a neat and in an organized sloppy and unorganized.
organized fashion that organized fashion that fashion but may be It is hard to know what
is easy to read. is usually easy to read. hard to read at times. information goes
together.