DAILY LESSON LOG OF GENERAL MATH (Week 3)

School Grade Level Grade 11

Teacher Learning Area General Mathematics

Teaching Date and Time Quarter First

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 developing content knowledge and competencies. These are
I. OBJECTIVES
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 Standards The learner demonstrates key concepts of rational functions.

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

Learning Competency: Illustrates (M11GM-IC-3)

C. Learning Competencies/
Objectives Learning Objectives: The students are able to solve problems involving rational functions, equations
and inequalities.

II. CONTENT Solving Problems involving rational inequality functions.

III. LEARNING RESOURCES teacher’s guide, learner’s module,

A. References

1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook pages

4. Additional Materials
from Learning Resource
(LR) portal

B. Other Learning
Resources

These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES
by providing pupils/students with multiple ways to learn new things, practice the 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. Review previous lesson Ask questions of the steps in solving rational functions and equations tackled in the previous lesson.
or presenting the new
lesson

B. Establishing a purpose Solving problems involving rational inequality functions

for the lesson
 Solve the following problems:

C. Presenting examples/ A box with a square base is to have a volume of 8 cubic meters. Let x be the length of the side of the
instances of the new square base and h be the height of the box.What are the possible measurements of a side of the
lesson square base if the height should be longer than a side of the square base?

How could we solve each problem? How could we interpret each problem?

The teacher discusses the problem given in the previous activity.

Solution
The volume of a rectangular box is the product of its width, length, and
height. Since the base of the box is square, its width and length are equal.
Let x = the length of a side of the box
h = its height
the equation relating h and x is
8 = x2 h
Expressing h in terms of x,
8
h= 2
x
Since the height is greater than the width,
h > x , then
8
2 >x
x
(a) To solve this inequality, we begin by rewriting it with zero on one side
8 8−x 3 ( 2−x ) (x 2+2 x +4)
–x>0 >0 >0
x2 x2 x
2

(b) The rational expression will be zero for x = 2 and undefined for x = 0. Plot on
D. Discussing new concepts a number and use hollow circles since these values are not part of the solution.
and practicing new skills
0 2
#1
( c ) Construct a table of signs to determine the sign of the function in each interval
determined by 0
And 2. Note that x2 + 2x + 4 is positive for any real values for x.

Interval x<0 0< x<2 x>2

Test point x = -1 x=1 x=3
2-x + + -
x2 + 2x + 4 + + +
x2 + + +
( 2−x ) (x 2+2 x +4) + + -
2
x
(d) Since the rational expression is positive in the interval 0 < x < 2, this is the solution set
of the inequality. We reject the interval x < 0 even if the expression is positive here since we only
consider positive values of x for this problem.

Therefore, the height of the box should be less than 2 meter

E. Discussing new concepts
and practicing new skills
#2

F. Developing mastery
(leads to formative
assessment 3)

G. Finding practical
applications of concepts
and skills in daily living

H. Making generalizations
and abstractions about
the lesson

I. Evaluating Learning

J. Additional activities or
remediation

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.

A. No. of learners who

earned 80% of the
evaluation