GRADE 1 to 12 School Grade Level 11

DAILY LESSON LOG Teacher Learning Area GENERAL MATHEMATICS

Teaching Dates and Time Quarter 1st Quarter/WEEK 6

MONDAY TUESDAY WEDNESDAY THURDAY

I. OBJECTIVES 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 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 Standard The learner demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic functions.
B. Performance Standard The learner is able to apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate and solve real-life problems with
precision and accuracy.
C. Learning The learner should be able to… The learner should be able to… The learner should be able to… The learner should be able to…
Competency/Objectives solves exponential equations and solves exponential equations and represents an exponential function finds the domain and range of an
Write the LC code for each. inequalities. M11GM-Ie-f-1 inequalities. M11GM-Ie-f-1 through its: (a) table of values, (b) exponential function.
graph, and (c) equation. M11GM- M11GM-Ie-f-3
Ie-f-2
determines the intercepts, zeroes,
and asymptotes of an exponential
function.
M11GM-Ie-f-4
At the end of the session, learners are At the end of the session, learners are Objectives: Objectives:
expected to: expected to: At the end of the session, learners are At the end of the session, learners
1. distinguish between exponential 1. apply rules for solving expected to: are expected to:
function, exponential equation exponential inequalities; 1. represents exponential functions 1. recall graphing exponential
and exponential inequality; 2. solve exponential equations; through its: (a) table, (b) graph and, (c) function;
2. apply One-to-one property in and equation; 2. determine the behaviour and
solving exponential equations; 3. participate actively during 2. graph exponential functions; and characteristics of exponential
3. solve exponential equations; and class discussion and activities. 3. participate actively during class function;
4. share skills in solving discussion and activities; 3. finds the domain and range of an
exponential problems. exponential function.
4. determines the intercepts, zeroes,
and asymptotes of an exponential
function;
5. Participate actively during class
discussion and activities.
II. CONTENT Exponential Functions
Solving Exponential Equations Solving Exponential and Inequalities Graphing Exponential Functions
IV. LEARNING
RESOURCES

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A. References
1. Teacher’s Guide Pp95-100 Pp95-100
pages
2. Learner’s Materials
pages
3. Textbook pages Pp2-6 Pp7-10 Pp11-13
4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning Resource Next Century Mathematics by Fernando Next Century Mathematics by Next Century Mathematics by Next Century Mathematics by
B. Orines Fernando B. Orines Fernando B. Orines Fernando B. Orines
V. PROCEDURES
A. Reviewing previous (2 mins) Review: (2 mins) (2 mins) Assignment:
lesson or presenting the  Definition of exponential functions. Allow learners to show and explain The teacher will the students to recall Allow learners to show and explain
new lesson  Determine whether the given their answer in the assignment last about exponential functions. Allow their answer in the assignment last
function represented by its equation meeting. them also to give some application in meeting.
is an exponential function or not. real life of exponential function.
x 16
2 x−3
=4
x+ 2 Sketch the graph of
1. y=8 *Possible answer: f ( x )=−(2¿¿−x) ¿ at
8 ( 4¿¿ 2) =4 x+2 ¿
2 x−3
2. y=x 4 x−6=x+2  Population growth x=−3 ,−2 ,−1 , 0 ,1,2,3 ,
3x
3. y=5 3 x=8  Population decay
8  Compound Interest Answer:
x= x -3 -2 -1 0 1 2 3
3 f(x) -8 -4 -2 -1 -1/2 -1/4 -1/8

B. Establishing a purpose (3 mins) (3 mins) (3 mins) From their answer in the assignment,
for the lesson Motivation Motivation Motivation the teacher will ask the following
Asks students to share their ideas about how Asks students to share their ideas about The teacher will show the following questions:
A, B, and C are similar and how they are how A, B, and C are similar and how they below, and ask the learner if what are
different. are different. these: 1. What are the values of the
domain?

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 A. y=4 x−1 A. y=4 x−1 x -4 -3 -2 -1 0 1 2 3 2. What are the values of the
B. y=2x B. y=2x
f(x) 1/16 1/8 1/4 1/2 1 2 4 8 range?
C. 2 x ≥ 26 C. 2 x ≥ 26
3. What do you observe about
the values of the domain?
How about the range?
*Emphasis that there is also a way in
solving exponential inequality. 4. In your table of values, what
coordinate/s that shows
either the domain or range is
zero? What does it represent
in your graph?
5. What do you notice in your
graph?
f (x)=2x *Note: Learners are expected to have
idea about the domain and range
*Note: The above given are the way to since it had been discussed in the
represent exponential function. past lessons.

C. Presenting (5 mins) (5 mins) The following are the ways to The teacher will present the
examples/Instances of Teacher discusses the definitions of represent exponential function: following Behavior/ characteristics
the new lesson exponential equations, inequalities and The teacher will discuss about the 1. Table of values of the graph of exponential function:
functions. Rules for Solving Exponential 2. Graph
Exponential Exponential Exponential
Inequalities 3. Equation  Domain is the set of real
Equation Inequality Function numbers.
Definition An equation
involving
An inequality
involving form 1. If the same real number is
Function of the
 Range is the set (0 ,+ ∞)
f ( x )=b , where b>0added
, b ≠ 1to or subtracted from
exponential exponential x
expressions expressions  It is one-to-ne function. It
. both sides of an inequality, satisfies the horizontal line
Example
1 x
the sense of the inequality is
72 x−x = 52 x −5x +1 ≤ f0( x )=( 1.8x ) ∨¿
2
test.
343 not changed.
y=(1.8)  The y-intercept is 1. There is
2. If both sides of an inequality no x-intercept.
are multiplied by or divided by
 The horizontal asymptote is
the same positive real
the line y=0(¿ the x −axis)
number, the sense of the
inequality is not changed. . There is no vertical
asymptote.
3. If both sides of an inequality
are multiplied by or divided by
the same negative real
number, the sense of the
inequality is changed.

D. Discussing new concepts (10 mins) (10 mins) Example: I do part

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 and practicing new skills Before presenting some examples, the teacher I do part Let us consider the given expression Sketch the graph of f ( x )=2 x+1 at
#1 will ask the learners to recall about the “One- below: x=−3 ,−2 ,−1 , 0 ,1,2,3 , then
to-One Property of Exponential Functions”. Examples: Solve each exponential f ( x )=2 x−4 determine the following:
inequality.
Ans:
Is the above expression represents a a. Domain
1. 3 x > 343
x1 x2 x1 x2 function? Why or Why not? b. Range
If x 1 ≠ x 2 , then b ≠ b . Conversely , if b =b ,then x1 ≠ x 2 c. intercepts
Solution: 3 x > 35 *Note: Allow learners to elaborate d. zeroes
Examples: Solve each exponential equation. x +1>5 their answer. e. asymptote
I do part x >5−1
1. 4 x−1=16 x >4 Now let us construct a table of values Solution:
Solution: 4 x−1=16 Since 3>1 by evaluating the given function. x -3 -2 -1 0 1 2 3
x−1 2
4 =4 f(x) 1/4 1/2 1 2 4 8 16

x−1=2 1 x+5 1 3x f ( x )=2 x−4 for x=1,2,3,4

2. ( ) ≥( )
x=2+1 10 100
x=3 1−4 1 1
If x=1 , f ( 1 )=2 = =
The solution set is { 3 } 2 8
( ) ( )
x+5 3x 3
1 1
Solution: ≥ 1 1
10 100 2−4
If x=2 , f ( 2 )=2 = 2 =
2. 125 x−1 =25x +3
2 4
( ) ( )
x+5
1 1 3x
Solution:125 x−1 =25x +3 ≥ 2 1 1
x−1 x+3 10 10 3−4
If x=3 , f ( 3 ) =2 = =
(5¿¿ 3) =(5¿¿ 2) ¿ ¿ 2 2
3 ( x−1 )=2( x +3)
3 x−3=2 x +6 10( ) ( )
1 x+5 1 6 x
≥
10
If x=4 , f ( 4 )=2 =20=1
4−4

If x=5 , f ( 5 ) =25−4=21 =2
x=9 x +5 ≤6 x
The solution set is { 9 } 1≤x
Tabular result
1 a. the domain of f ( x )=2 x+1is
Since <1 x 1 2 3 4 5
10 f(x) 1/8 1/4 1/2 1 2 { x / x ∈ R }.
b. the range of f ( x )=2 x+1is
*A table of values exhibits ab
exponential trend unreal if there is a { f ( x)/ f (x)>0 }.
common ratio. c. The y-intercept is (0,2). There is
no x-intercept.
d. Zeroes: y=2
e. The graph is asymptotic to the x-
axis; the asymptote is y=0

E. Discussing new concepts (10 mins) 10 mins) After constructing table of values, we We do part
and practicing new skills We do part We do part can have now representation of
#2 Exercises: Solve each exponential equation. Exercises: Solve each exponential exponential function through its graph. Sketch the graph of f ( x )=2 x at
−x 1 inequality.
x=−4 ,−3 ,−2 ,−1 , 0 , 1,2,3
1. 16 = 1. 24 x+1 ≤512
64 Steps:

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 Answer: (4¿¿ 2)−x =(64)−1 ¿ Answer: 24 x+1 ≤29 1. Plot the coordinates in the Solution:
4 x+1 ≤ 9 table of values. x -4 -3 -2 -1 0 1 2 3
4 −2 x =( 4¿¿ 3)−1 ¿
4 x≤8 2. Connect the points. f(x) 1/16 1/8 1/4 1/2 1 2 4 8
−2 x=−3
3 x≤2
x= Result:
2
2. ¿
Answer: ¿
The solution set is {32 } ¿
5 x−1 ≥−2
1
2. 2
2 x−1
=4
3 x+2 x ≥−
5
Answer: 22 x−1=(22)3 x+2
2 x−1=6 x +4
−4 x=5
−5 a. the domain of f ( x )=2 x is
x= { x / x ∈ R }.
4
The solution set is
−5
{ }
4
*The graph of exponential function is
the primary tool used in describing in
b. the range of f ( x )=2 x is
{ f ( x)/ f ( x)>0 }.
behavior and characteristics. c. The y-intercept is (0,1).
There is no x-intercept.
d. Zeroes: y=1
e. The graph is asymptotic to
the x-axis; the asymptote is
y=0

F. Developing mastery (3 minutes-preparation; 2 minutes-
(leads to Formative presentation)
Assessment ) You do part (DI)
ACTIVITY 3: SHOWCASE OF TALENT
Directions: Solve the given exponential
equations, then present it through:
Group X’s and Y’s. Singing: 4 =4 x+4
Group Squadratics. Poem: 9 x+1=3
Group Syntax Error. Broadcasting: 4 =
Group Mathangels. Chant:92 x =27
Group Infinite. Choral Reading: 3 x+1=35
(3 minutes-preparation; 2 minutes-
presentation)
You do part (DI)
ACTIVITY 3: TALENT SHOW
Directions: Solve the given exponential
equations, then present it through in artistic
way.
2x
Group X’s and Y’s. 2 x−1 >32
1 Group Squadratics. 5 x+3 ≥ 25
x
Group Syntax Error. 3 x+2 ≤ 27
8
Group Mathangels. 4 3 x−1 <64
Group Infinite. 3 x > 9x +3
Collaborative Work: Collaborative Work:
For each group sketch the graph of For each group sketch the graph of
x x
1 1
f ( x )=( ) at f ( x )=( ) at
2 3
x=−4 ,−3 ,−2 ,−1 , 0 , 1,2,3,4 , x=−4 ,−3 ,−2 ,−1 , 0 , 1,2,3,4 ,
*To gain the attention of learners, *To gain the attention of learners,
activity can be done through contest. activity can be done through contest.
Give additional points for the group Give additional points for the group
who will finish first. who will finish first.

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 *Note: Activity given may modified, it
depends upon with your learner.
G. Finding practical (2 mins)
application of concepts Teacher asks students:
and skills in daily living Where can we use exponential equations?
. inequalities? Can you site a specific
H. Making generalizations (5 mins)
and abstractions about Teacher asks students about their learning.
the lesson  Did you understand our lesson?
 Can you solve exponential equation?
What rules do we need to follow in
order to solve exponential equation?
*Note: Activity given may modified, it
depends upon with your learner.
(2 mins) Teacher will ask the students: Teacher will ask the students:
Teacher asks students: Where can you see a thing/figure that Where can you see a thing/figure
Where can we use exponential represents exponential function? Allow that represents exponential function?
them also to elaborate their answer. Ask them also to elaborate their
problem/situation?
answer.
(5 mins) The teachers will ask: The teachers will ask:
Teacher asks students about their learning. What are the ways to represent  What are the behaviours and
 What rules do we need to follow an exponential function? characteristics of the graph
in order to solve exponential of exponential function?
 In what specific reason that a
inequality?
given table of values represent  How can you determine the
Possible answer:
an exponential function? How domain, range, intercepts,
1. If the same real number is
about graph? zeroes and asymptotes of the
added to or subtracted from
graph? Please elaborate your
both sides of an inequality,
answer.
the sense of the inequality is
not changed.
2. If both sides of an inequality
are multiplied by or divided by
the same positive real
number, the sense of the
inequality is not changed.
3. If both sides of an inequality
are multiplied by or divided by
the same negative real
number, the sense of the
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 inequality is changed.

I. Evaluating learning (5 mins) (5 mins) Quiz: Quiz:

Teacher gives assessment. Teacher gives assessment. Sketch the graph of f ( x )=2 x −1 at In the given exponential function
Solve the given exponential equation Solve the given exponential inequality x
2 x+1 5x 3 x+2 x x=−3 ,−2 ,−1 , 0 ,1,2,3 , f ( x )=2 −3 , determine/find the
9 =27 7 ≤ 49 following:
a. Domain
b. Range
c. intercepts
d. zeroes
e. asymptote

*Note: No need to show the table of

values and the graph of the given
exponential function.

J. Additional activities for Assignment: Solve for x: Assignment:

application or 16
2 x−3
=4
x+ 2 Sketch the graph of
remediation f ( x )=−(2¿¿−x) ¿ at
x=−3 ,−2 ,−1 , 0 ,1,2,3 ,
VI. REMARKS

VII. 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 _____Experiment _____Experiment _____Experiment _____Experiment
strategies worked well? _____Role Play _____Role Play _____Role Play _____Role Play
Why did these work? _____Lecture _____Lecture _____Lecture _____Lecture
_____Complete IMs _____Complete IMs _____Complete IMs _____Complete IMs

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 _____Discover _____Discover _____Discover _____Discover
_____Collaborative Learning _____Collaborative Learning _____Collaborative Learning _____Collaborative Learning

Others, please specify Others, please specify Others, please specify Others, please specify

Why? _________________________ Why? _________________________ Why? _________________________ Why? _________________________

F. What difficulties did I _____Bullying among students _____Bullying among students _____Bullying among students _____Bullying among students
encounter which my ______Pupils/ behavior/attitude ______Pupils/ behavior/attitude ______Pupils/ behavior/attitude ______Pupils/ behavior/attitude
principal or supervisor _____Colorful IMs _____Colorful IMs _____Colorful IMs _____Colorful IMs
can help me solve? _____Unavailable technology equipment _____Unavailable technology equipment _____Unavailable technology equipment _____Unavailable technology
(AVR/LCD) (AVR/LCD) (AVR/LCD) equipment (AVR/LCD)
_____Science/ Computer/Internet lab _____Science/ Computer/Internet lab _____Science/ Computer/Internet lab _____Science/ Computer/Internet lab
Others, please specify __________________ Others, please specify __________________ Others, please specify __________________ Others, please specify __________________

G. What innovation or _____Localized videos _____Localized videos _____Localized videos _____Localized videos
localized materials did I _____Making big books from views of the _____Making big books from views of the _____Making big books from views of the _____Making big books from views of
use/discover which I locality locality locality the locality
wish to share with other _____ Recycling of plastics for contemporary _____ Recycling of plastics for _____ Recycling of plastics for _____ Recycling of plastics for
teachers? arts contemporary arts contemporary arts contemporary arts
_____Local music composition _____Local music composition _____Local music composition _____Local music composition
Others, please specify_____________ Others, please specify_____________ Others, please specify_____________ Others, please specify_____________

Note: This material has been crafted for the benefit of the teachers and learners as ease preparation of teaching-learning plan, yet you can modify it as to diversity of learners but not the
competencies. Thank you.

Prepared by:

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