School: Quezon National High School Grade Level: 11

Teacher: MARK JAMES B. LACANDILI Learning Area: GENERAL MATHEMATICS

Date/ Quarter/Week:
Time:

LESSON PLAN IN STATISTICS & PROBABILITY 11

Objectives must be met over the week and connected to

the curriculum standards. To meet the objectives
I. 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 supports the
learning of content and competencies and enables
children to find significance and joy in learning the
lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content The learners demonstrate the key concepts of one-
Standard to-one functions.

B. Performance The learners can apply the concepts of one-to-one

Standard functions to formulate and solve real-life situations
with precision and accuracy
C. Learning Represents real-life situations using one-to-one
Competency functions.

D. Specific At the end of the lesson, learners are expected to:

Objectives Knowledge: Determine if a function is a one-to-
one.

Skills: Use the horizontal line test to recognize

whether the graph is a one-to-one function.

Attitude: Cite an example of situations using one-

to-one function.

II. CONTENT Main Topic: One-to-one function

III. LEARNING Materials:
RESOURCES Laptop, picture, chalk, manila paper, pentel pen,
projector, and speaker
GEN MATH11_Q1_MOD11_one-to-one
function_v1-1
IV. PROCEDURES Teachers’ Activity
A. Preparatory Prayer by themselves in silence since not all Students will perform the
Activity students are of the same religion preliminaries activity.
Checking of Attendance
For absent learners who are sick or working,
printed modules and digital copies are available
here for them to cope with the lesson.

Class Agreement:

U- understand the lesson

N- never give up
I – involve yourself in-class activities
 Q- quietly work so you don’t disturb others
E- enthusiastic to learn

B. Reviewing (5 mins) Students will answer about

previous lesson Motivation: the previous topic through
or presenting guessing game.
the new lesson Let us have a short review.
Directions:
Let us have some recall first. Students will answer
the following questions. These are mathematical
concepts related to new topic.

Answer:

1.A _______is a rule that relates values from set of 1. Relation

values (Called domain and Range) is also a set of order
pairs.
Function Relation
2. The ________ of a function is the set of values that 2. Domain
we are allowed to plug into our function. This set is the
x values in a function such as f(x).
Domain Range
3. Range
3. The _______ of a function is the set of values that the
function assumes. They are the y value.
Domain Range
4. True
4. A function is a relation where each element in the
domain is related to only one value in the range by some
rule.
True False
5. Every Function is a relation but not all relation is a 5.Students answer may
function vary
True False

Let the students give their ideas about the word function
 and give the term or synonyms according to their Allowing the learners to
dialect. define by giving the
synonyms of the word/s
using their own mother
tongue.

C. Establishing a (5 mins) Used Mapping Diagram as

purpose for the Concept Mapping Diagram: verbal and non-verbal
lesson Which of the following sets of values represent a strategies as well as guide
one-to-one function? questions to support
learners’ understanding
and participation in the
subject matter.

Possible Solutions:
 Some values from the left side correspond
to the same element found on the right, so
m(x) is not a one-to-one function as well.
 Each of the elements on the first set
corresponds to a unique element on the
next, so n(x) represents a one-to-one
function.

D. Presenting One-to-One Functions Integration of the lesson

examples/insta A function f is one-to-one if it never takes the same within and across
nces the new value twice or f ( x 1 ) ≠ f ( x 2 ) whenever (x 1) ≠( x 2) .That curriculum by letting the
lesson is, the same y-value is never paired with two learners to share his or her
different x-values. idea about private sector
like SSS agency. (Social
Example 1. The relation pairing an SSS member Studies) As well as
to his or her SSS number personal devotion about
Christianity marriage.
Solution:
Each SSS number is assigned a unique SSS
number. Thus, this relation is a function.
Furthermore, two members cannot be
assigned the same SSS number, therefore,
the function is one-to-one.

Example 2. The relation pairing citizenship to a

 person

Solution:
The relation is a function because each
person has citizenship. However, a person
can have two citizenships, (dual citizen)
therefore, it is not a one-to-one function

Example 3. Biblical basis (Christian) Gen. 1:27

God intended marriage to be monogamy

Students will answer about his/her idea

about monogamy

In the Venn diagram below, function f is a one-to-

one function since not two inputs have a common
output.

Figure 1. Venn diagram of a one-to-one function.

In the Venn diagram below, function f is NOT a

one-to-one since the inputs 2 and 4 have the same
output.

Figure 2.Venn diagram of a function that is not a

one-to-one.
There are a lot of real-life applications of a one-t-
one function. Determine whether the given relation
is a function. If it is a function, determine whether
it is one-to-one.

E. Discussing new Practice Activity (Graph me!) The activity is use applying
concepts and Horizontal Line Test. by learning by doing
practicing new Direction: The student will graph the given teaching philosophy.
skills #1 function and analyze the graph of the function if it Learners learn through
is a one-to-one function. hands on manipulation of
Desmos application in
Graph f ( x )=| x|+ 1 Android Phone.
 Use the horizontal line test to determine if a
given graph represents a one-to-one function
1. Confirm the graph is a function by using the
vertical line test.
2. Inspect the graph to see if any horizontal line
drawn would intersect the curve more than one.
3. If there is any such line, then the function is not a
one-to-one, but if every horizontal line intersects
the graph in at most one point, then the function
represented by the graph is a one-to-one.

Note: For those learners who don’t android phone,

you can construct a table of values and plot ordered
pairs. Connected these points to graph f(x).

A function is one-to-one if each horizontal line

does not intersect the graph at more than one point.
F. Discussing new
concepts and Activities were given with
practicing new appropriate use of ICT like
skills #2 Online Quizizz application
that gained interest in
learning mathematics.

Identify whether the following represents one-to- Answers:

one functions.
1.Degree Fahrenheit to its equivalent degree 1.One-to-one Function.
Celsius measurement . 2. Not One-to-one
2. Person to his/her citizenship Function
3. Fare to his/her citizenship 3. Not One-to-one
4. Cellphone to its cellphone number Function
5. Length in meters to its length in inches. 4. One-to-one Function.
6. Father to his biological son. 5. One-to-one Function.
7. ATM card number to the account name 6. One-to-one Function.
8. Person to his favorite music. 7 One-to-one Function.
9. House to a telephone number 8. Not One-to-one
10. Brand name to pair of shoes Function
9. One-to-one Function.
10. Not One-to-one
Function

Scoring Rubrics
Points/ 10 8- Silver 7-Bronze
Description Gold Badge Badge
Badge
Correctness No 1 mistake 2 or more
mistake mistakes
a. Developing Activity: Understanding One-to-one Function
Mastery
Determine whether each of the following situations
is a one-to-one function. Elaborate on your answer.
1. A covid patient to his attending Physician and Answers:
Nurses.
1. Not one-to-one function
2. The relation of a person to his or her passport (Students explanation may
vary).
3. A chieftain village in a tribal group
2. Not one-to-one function.
4. Displaced people from Marawi siege due to (Students explanation may
armed conflict. vary).
3. One-to-one function
5. Given the function of f(x)=3x+1 (Students explanation may
vary).
_________________________________________
4. Not one-to-one function.
Standards 4 3 2 1 (Students explanation may
vary).
Understanding Demonstrated Demonstrated Demonstrated Demonstrated
of Task substantial understanding gaps in little 5. One-to-one function
understanding of the process understanding understanding
of the content, and demands the content of the content (Students explanation may
of the task, and demands
process, and
demands of the even though of the task vary).
some details
task
may have
been
overlooked

Creativity and Creatively and Creatively and Creatively and Unable to

Clarity of clearly clearly clearly finish the task
Explanation explained data explained data explained data and unable to
and ideas in and ideas and ideas explain data
effective and ideas
manner while
going beyond
expectations

a. Finding (5 mins) The questions prepared

practical Questions Ponder: helps the learners to be
application of How can you apply the concept of one-to-one functions motivated and responsible
the concepts in your daily life? with their own learning
and skills in about the application of the
Students will ask about the concept of one-to-one
daily living lesson in real-life situation.
function and give at least one example on his/her daily
life by selecting on or the following categories:

HOUSEHOLD ONE-TO-ONE
RELATIONSHIP

EDUCATIONAL ONE-TO-ONE
RELATIONSHIP

BUSINESS ONE-TO-ONE RELATIONSHIP

NATURE ONE-TO-ONE RELATIONSHIP

b. Generalizing Directions:
and a.Fill in the blanks with sometimes, always, or
abstractions never to make the following statements correct.
about the
lesson  Cosine functions can ____________ be one
to one function.
 If f(x) is a one-to-one function, its domain
will _________ have the same number of
elements as its range.
 When a horizontal line passes through a
function that is a one-to-one function, it will
___________ pass through two ordered
pairs.

c. Evaluating Direction: Read and understand each item carefully

Learning and choose the letter of the correct answer. Each
question is given one (1) point.

1. Which of the following represents a one-to-one Students Answer:

function? 1.C
A. Teacher to students
2. A.
B. Mother to her children
C. Student to their LRN
3. D
D. Students to teacher 4.A
5.A
2. Which of the following graphs represents a one- 1
to-one function?
1

3.The coffee shop menu, shown in figure below consists

of items and their prices. Is the menu representing one-
to-one function?
MENU
Dunkin Donut P 25.00
Krispy kreme P 45.00
Mister Donut P 25.00

A. Yes, because each item on the menu has

only one price, so the price is a function
of the item.
B. Yes, because one item on the menu has
only one price, so the price is a function
of the item
 C. No, because the two items on the menu
have the same price.
D. No, because one item on the menu has
the same price.
4.Which of the following does not represent a one-to-
one function?

A. Gas has one function when put in a car.

B. House belongs to one person.
C. A washing machine has one function (to wash)
D. An x-ray is associated with the one function of
taking internal pictures.
5.The table shows the lists of the five greatest volleyball
players of all time in order of rank. Is the rank a
function of player’s name? does the name a one-to-one
function of the rank?
Player Rank
Tokyo 1
Nairobi 2
Alicia 3
Lisbion 4
Manila 5
A. Yes
B. No
C. Maybe
D. I don’t know

Mastery Index
Scores Frequency (f)
5 -
4 -
3 -
2 -
1 -
0
Total Number of Students=
d. Additional Assignment:
Activities Below are words that can be associated with one-to-one
functions. Write a statement below that may prove that
is an example of one-to-one function.

Example: Passport I.D

Answer: A person has only one passport I.D

1.Citizenship
2.Fare
3.Car
4.Area of a circle.
5. Soap
Prepared by:

MARK JAMES B. LACANDILI

BSED MAJOR IN MATHEMATICS