Type equation here .

INSTRUCTIONAL PLANNING
(The process of systematically planning, developing, evaluating, and managing the instructional process by using principles of teaching and learning – D.O. 42 s. 2016)

Detailed Lesson Plan (DLP)

Section
Alcaraz, Banzon, Bernido, Jacquard
Date:
April 25, 2022

DLP No. 1
Learning Area: General Mathematics
Grade Level: 11
Quarter: 1
Duration: 1 hr

Learning Competency/ies
The learners…
-determines the inverse of a one-to-one function
Code: M11GM-Id-2
ANNOTATIONS
Key Concepts/ Understanding to be Developed:
The learner demonstrates understanding of the key concepts of inverse function.

1. Learning Objectives:

Knowledge:
Describe inverse of a one-to-one function;

Skills:
Solve and determine the inverse of a one-to-one function;

Attitudes:
Appreciate the importance of inverse function in real-life; and

Values:
Show patience and cooperation in determining the inverse of a one-to-one function.

2. Content
The Inverse of One-to-one Functions

3. Learning Resources

Dimasuay, Lynie, et. al., (2016). General Mathematics Learner's Modules. Department of Education
Verzosa, Debbie Marie, et. al., (2016). General Mathematics: Learner's Material, First Edition. Department of Education

4. Procedure

4.1 Introductory Activity (5 minutes)

The teacher will immediately proceed to the class’ daily routine:
 Prayer Leader for the Opening & Closing Prayer (sitting arrangement)
 Attendance checking
 Safety and health reminder
 Review of previous lesson
Function or NOT
FUNCTION NOT A FUNCTION

{(–7, 4), (–8, 3), (–7, 7), (–20,

8), (5, 9), (3, 1), (2, 6)}

{(10, 9), (–2, –16), (–6, 7), (5, 8),

(8, –16), (–11, 9)}
 {(15, –3), (–6, 9), (–3, 0), (–1,
16)}

One-to-one function or NOT

Function One-to-one function

{(10, 9), (–2, –16), (–6, 7), (5, 8), {(15, –3), (–6, 9), (–3, 0), (–1,
(8, –16), (–11, 9)} 16)}

After instructing the entire class, provide additional oral directions for a student with special needs. For instance, ask them whether they understood the directions and repeat
them together.
4.2 Activity (20 minutes)
I. I Can See Your Mind

Let’s have a mind game. Ready?

Think of a whole number from 1-10. Multiply it by 2. Then, subtract 1 from it. Now, add 4 to the difference. Lastly, give me your answer and I’ll tell the number you are thinking
of.
 How did I guess your original number by telling me your final answer?
2x
x multiply by 2 add 3 2x+3

inverse x-3
(x-3)/2 divide by 2 subtract 3 x

By that way, I have seen your mind. It’s now your turn to make a new command and try guessing with your family.

II. The teacher will present unarranged phrase to be arranged by the students

ENIMRETED EHT ESREVNI FO A ENO-0T-ENO

NOITCNUF

*Present the objectives

a. Define the word inverse.

x -2 -1 0 1 2

y -6 -5 -4 -3 -2
 x -6 -5 -4 -3 -2

y -2 -1 0 1 2

 Based on the illustration what do you mean by inverse?

Inverse Function Defined

The inverse of a function is a function with domain B and range A given that the original function has domain A and range B.

This inverse function of function f is denoted by f −1. It is defined by the equation f −1(𝑦)=𝑥 if and only if 𝑓(𝑥) = 𝑦 for any y in range B. Since both are functions, then a
function has to be one-to-one for its inverse to be a function at the same time. If it is a many-to-one function, its inverse is one-to-many which is not a function.

 What do you mean by this statement?

Since both are functions, then a function has to be one-to-one for its inverse to be a function at the same time. If it is a many-to-one function, its inverse is one-to-
many which is not a function.

x -2 -1 0 1 2 x -2 -1 0 1 2
y -6 -5 -4 -3 -2 y 4 1 0 1 4
 x -6 -5 -4 -3 -2 x 4 1 0 1 4
y -2 -1 0 1 2
y -2 -1 0 1 2
Not a function

III. Example 1

Given f(x) = 3x – 8, the inverse of a function may be solved intuitively.

Solution:

However, it is not that easy in some case. In later examples, you will understand what I mean by saying that there is a more general method that may be followed.

To find the inverse of a one-to-one function, consider the following:

a. Replace f(x) with y. (This is done to make the rest of the process easier.)
b. Interchange the x and y variables in the equation;
c. Solve for y in terms of x.

Example:
IV. Group Activity

Follow the steps in finding the inverse of a one-to-one function. If the given function is one-to-one, use function composition to check your inverse function.

2 √ x −11+ 4
3
Group 1: f ( x)=
5

Group 2: f ( x)= x2 + 4 x−2

Group 3: f ( x)= x3 −2

Guide questions:
1. Is the given function a one-to-one function? Why?

2. What happens to the inverse if the given function is not one-to-one? Why?
Options:

1.) While other regular students have their groupings, I will give different approach to students with special needs for example:

My desk serves as a staging area. I have several piles of activities there that take a concept up or down. Those "piles" might include differentiated worksheets, word
problems, and task cards. Depending on how students grasp the concept, I can either reteach, offer practice, or enrich.
All students in my class can choose whether they want to take their learning to the next level. "I don't say, 'Because you're gifted, you get choice, and because you're not
gifted, you don't.'" Optional challenge work is available to anyone who wants to try it.

2.) Enable Gifted Students to Work Together

When gifted students work together, they challenge themselves in unexpected ways. They bounce ideas off one another and take a peer's idea to a new place. They also
learn that as smart as they are, they, too, must exert effort with challenging content—and that they'll sometimes fail along the way.

3.) I will Ask my Gifted Students To Serve As Tutors For Students Who Are Struggling.

Students with disabilities:

Provide sufficient opportunities to practice.

Use as many visual aids as possible. (Video tapes will allow students to have a complicated procedure repeated often enough to understand it.)

4.3 Analysis (5 minutes)

From the activity, answer the following questions:
1. What type of function is given?
2. What is the inverse function?
3. What are the properties of inverse function?

4.4 Abstraction (5 minutes)

1. Why is it necessary to know if the given function is one-to-one or not?
2. How to find the inverse of a one-to-one function?
If student has difficulty learning by watching, suggest that he/she write down on an index card the steps that must be followed in solving a problem. If student is responsible
for knowing steps or a formula for a test, he/she may then use these index cards as study tools.
4.5 Application (10 minutes)

How important is inverse function in real-life situation?

Example 1: conversion of pesos to dollars

Several countries designate their currency as pesos. Three of these nations are Mexico, the Philippines and Chile. The dollar is the currency in Honk Kong, the United States,
Australia and several other places. The relative value of the peso against the dollar is different in each country, and it is determined by how strong a country is politically
and economically compared with the other country. Before you convert pesos to dollars, you should find out the exchange rate for the two currencies for the countries in
question.

Step 1
Look up the conversion rate of pesos to dollars. The X-Rates website provides an online table that lists this information. Assume that 1 peso is worth 0.019 dollars.
Step 2
Multiply the number of pesos you want to convert into dollars by the value of 1 peso in dollars. For the conversion value of 100 pesos in our example, multiply 100 times
0.019. The result is 1.9 dollars.

Example 2: Conversion of Celsius to Fahrenheit and vice versa

4.6 Assessment (10 minutes)
The assessment will be done individually.
Refer to the attached worksheet.
Offer the Most Difficult First
I simply needs to have a few extension activities on hand—tasks that carry the concept to the next level—for students to work on quietly while others complete the regular
activity.

4.7 Assignment (2 minutes)

Prove that the inverse of a linear and the two slopes are reciprocals of each other.

Provide follow-up directions in writing. For example, write the page number and details for an assignment on the chalkboard, then remind the student to look at the chalkboard
if they forget the assignment.

Give gifted students more complex numbers in a math assignment or a more difficult text to read.

Add a second component to assignments, such as having them apply the skill they've learned to a real-world situation or asking them to write an explanation of their thinking.

4.8 Concluding Activity (3 minutes)

We cannot go back in time nor can we undo the harm caused, but we have the power to determine the future and to ensure that what happened never happens again.

- Paul Kagame

5. Remarks

6. Reflections

A.

Prepared by:

Name: ALMA MAE C. PUTONG School: TAGBILARAN CITY SCIENCE HIGH SCHOOL
 Position/Designation: T3 Division: TAGBILARAN CITY DIVISION
Contact Number: 09385995535 Email address: almamae.putong@deped.gov.ph

Checked by:

JONATHAN D. MEMBREVE
Master Teacher II

CRESTITA BATINGAL JUSTINO M. CANDA

Head Teacher II School Head