School A.S.

BERNARDO NATIONAL HIGH SCHOOL

Teacher KATHERINE G. BARANDA
Teaching Date and Time November 10, 2022
GRADES 1 TO 12
Grade Level GRADE 11
DAILY LESSON
LOG Learning Area GENERAL MATHEMATICS
Quarter I

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
I. OBJECTIVES developing 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 demonstrate understanding of key concept of rational function.
Standards

B. Performance The learner is able to accurately formulate and solve real-life problems
Standards
involving rational functions.

C. Learning At the end of the lesson the students will be able to:
Competencies/Obje
ctives Write the LC
code for each 1. identify the correct graph of the given set notation or interval notation,
and;
2. solve Rational Inequality.
M11GM-Ib-3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the
content can be tackled in a week or two.
II. CONTENT
Rational Function and their Graph
III. LEARNING List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and
in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-
RESOURCES on learning promotes concept development.
A. References
1. Teacher’s Guide
pages
2. Learner’s Material SLM – General Mathematics Module 2
pages
Rational Functions
3. Textbook pages
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Power Point, Projector/Flat Screen TV, Laptop
Resources
IV. These steps should be done across the week. Spread out the activities appropriately so that students will learn well.
Always be guided by demonstration of learning by the students which you can infer from formative assessment
PROCEDURES activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their
(4 A’s) 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. Introductory DAILY ROUTINE
Activity

1. Prayer
2. Cleaning
3. Greetings
4. Checking of attendance
5. Setting of standards

B. Activity Activity 1: Match me!

Match the set notation or interval notation from column A to its

graph at column B.

COLUMN A COLUMN B

1. (a,b) a.

2. [a,b] b.
 3. (a,b] c.

4. {x|a< x} d.

5. {x|a < b} e.

(answers: 1.e; 2.b; 3.d; 4.a; 5. c)

C. Analysis Process questions:

1. How do you find the activity?
2. What was your clue in finding the correct answer?
3. Do you think the activity was helpful?
D. Abstraction DISCUSSION
Interval and set notation:

An inequality may have infinitely many solutions. The set of all

solutions can be expressed using set notation or interval notation. These
notations are presented in the table below:

Procedures in solving rational inequality:

(a) Rewrite the inequality as a single rational expression on one side of the
inequality symbol and 0 on the other side.

(b) Determine over what intervals the rational expression takes on positive
and negative values.

i. Locate the x values for which the rational expression is zero or

undefined (factoring the numerator and denominator is a useful strategy)

ii. Mark the numbers found in (i) on a number line. Use a shades circle to
indicate that the value is included in the set, and a hollow circle to
indicate that the value is excluded. These numbers partition the number
line into intervals.

iii. Select a test point within the interior of each interval in (ii). the sign of
the rational expression at this point is also the sign of the rational
expression at each interior point in the aforementioned interval.

iv. Summarized the intervals containing the solutions.

Example:
2�
Solve the inequality �+1 > 0

(a) Rewrite the inequality as a single rational expression.

(b) The rational expression will be zero for x=1 and undefined for x=-1. the value of
x=1 is included while x=-1 is not. Mark these on the number line. Use a shaded circle
 for x=1 ( a solution ) and an unshaded circle for x=-1 ( not a solution.)

(c) Choose the convenient test point in the intervals determined by -1 and 1 to
�−1
determine the sign of �+1 in these intervals. Construct a table of sign as shown
below.

Interval X< -1 -1 <x<1 X>1

Test point X=0 X=0 X=2

X-1 - - +

X+1 - + +

�−1 + - -
�+1

(d) Since we are looking for the intervals where the rational expression is positive or
zero, we determine the solution to be the set {xϵ RIx <-1 or > 1}. plot this set on the
number line.
E. Application Activity:
By three, solve the rational inequality.
1 5
1. �−3 < �−3

F. Assessment Quiz:
I. Draw a graph of the following interval notation.
1. ( - 7, 15)
2. [-1, 10]
3. R

II. Solving rational inequality.

�−7
1. �−1 < 0
�+5
2. �−4 < 0
G. Assignment Advance research about rational function represented as table of values,
graph and equation.
V. REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
What else needs to be done to help the 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% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
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 these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?
Observed by: Prepared by

JEROME SILAYRO KATHERINE G. BARANDA

Critic Teacher Pre-Service Teacher