GRADES 1 to 12 School Grade Level 11

DAILY LESSON Teacher Learning Area MATHEMATICS

LOG Teaching Dates and Time Week 2 Quarter 1

MONDAY TUESDAY WEDNESDAY THURSDAY

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 Standards The learners demonstrates understanding of key concepts of functions.

B. Performance Standards The learner is able to accurately construct mathematical models to represent real- life situations using functions.
C. Learning Represents real life Solves rational equations Represents a rational function Finds the domain and
Competencies/Objectives situations using rational and inequalities. through its: (a) table of range of a rational
functions. M11GM-Ib-1 M11GM-Ib-3 values, (b) graph, and (c) function.
equation. M11GM –Ib-5
Distinguishes rational M11GM-Ib-4
function, rational equation,
and rational inequality.
M11GM-Ib-2
II. CONTENT FUNCTIONS AND THEIR GRAPHS.
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide General Mathematics General Mathematics General Mathematics
pages Deped Copy pp. 23-29. Deped Copy pp. 30-40.. Deped Copy pp. 41-49..
2. Learner’s Materials
pages
3. Textbook pages General Mathematics for Soaring 21st Century
senior high school; by Mathematics by Chua et
Ricardo B. Banigon JR; et al. al. pp. 20-23

4.
5. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous (a) The local barangay
lesson or presenting received a budget of P100;
the new lesson 000 to provide medical
checkups for
The children in the
barangay. The amount is to
be allotted equally among
all the children
in thebarangay. Write an
equation representing the
relationship of the allotted
amount
per child(y-variable) versus
the total number of children
(x-variable).
B. Establishing a What is the equation being
purpose for the formed from the given real
lesson life problem?
Let the students give an idea
. equations.
pp.25- 30
TG,LM, Cartolina, Pentel
pen, Metacards.
As a review of the previous As a recall for the previous Ask the students if they
topic the students is given topic ask the students on have researched on what
metacards containing what they remember on is domain and range.
rational equation and rational function. What are some properties
inequalities. Let the students of functions?
paste the given metacards
on the correct group either it
is rational equation or
rational inequality.
Examples:
1. x+2 / x+1 = 3
2. y-3 / y+2 > 0
3. x-5 /x+1 ≤ 3
4.1/x < 5
5. x/5 = 5 + x/3
6. 4/y =-5
7. (x/ x-2)-3 < 0
8. (a - 2) / (a + 2) ≥ 0
9. m/2 = 1
10. (x-3) / (3x-2) ≤ 2
After the given activity, ask Ask the students how we From the previous
the students if they know the can represent rational topic on
rule in solving rational functions using table of representing
equations? values, graphs and rational functions
from table of

C. Presenting Fill up the table below with
examples/instances the different allotment
of the new lesson amounts for different values
for the number
of children: No. of children
(x) and Allocated Amount
(y)
X 1 2 5 1 2 5 1
0 0 0 0 0 0 0
0 0 0 0
0 be
y represented as a function
D. Discussing new Provide some examples of
concepts and algebraic expressions and
practicing new skills have the class identify if
#1 they if they are rational
function, rational equation
or rational inequality and
have them explain their
reasoning.
Identify the following
given expressions wether
rational equation, rational
inequality or rational
function.
1. 3/x = x/4 (rational eq.)
4. X+2/8 = ¾ (rational eq.)
2. x+1/x-5 <5 (rational
ineq.) 5. f(x) = 1/x
Rules in Solving Rational
Equation:
1. Eliminate the rational
expressions in the equation
by multiplying both sides of
the equation by LCD.
2. Solve the equation.
3. Check your solution.
Give examples to the
students.
Examples:
Solve for x.
1. ¾ = x/4
Answer:
x=3
Since the denominator of
each expression is the same,
the numerators must be
equivalent as well. This
means that x = 3
Solve the equation:
2. x+2 = 3
8 4
Solution:
x+2 = 3
Present the given examples
to the students.
• Represent the speed
of a runner as a
function of the time
it takes to run 100
meters in the track.
Let x represent the time it
takes the runner to run 100
meters. Then the speed can
s(x) as follows:
s(x) = 100
x
After the equation is given
let the students create the
table of values based on the
given equation.
The table of values for run
times from 10 seconds to 20
seconds . ( The teacher may
refer to the TG p.42.)
values and its
graph, can we
determine its
domain and
range?
Let the students consider
the rational function:
F(x) = x2 + 7x + 9
X (x -2) (x +5)
(a) The domain of a
function is the set of all
values that the variable x
can take.
(b) The range of a
function is the set of all
values that f(x) can take.
Tell the students that to
determine the domain of
rational function is the set
of all numbers except the
x – value that make the
denominator zero.
In the given equation, the
domain of the function is
the set of all real
numbers, except 0, 2, and
-5.
 (rational function)
3. y = x+2/ x-2 (rational
func.) 6. 1/x-5 >-2 (rational
ineq.)
E. Discussing new Ask the students to give a
concepts and summary on the difference
practicing new skills between the rational
#2 function, rational equation
and rational inequality.
8 4
[ x+2 = 3 ] 8
[ 8 4 ]
x+2 = 6
x=4
▪ Multiply the whole
equations by the least
common denominator
(LCD)
▪ Simplify
▪ Solve for x
Check the solution by
substituting 4 for x in the
original equation.
4+2 = 3
8 4
6 =3
8 4
3= 3
4 4
Rules In Solving Rational From the given table of Let us consider on how to
Inequality. values, let the students obtain the range of the
1. Write the inequality with sketch the graph of the given rational function.
a single rational rational function.. Given: The graph of f(x)
expression on the left- =1
hand side of the X
inequality Let the students sketch
2. Determine the the graph.
meaningful numbers by
setting the numerator
equal to zero and setting
the denominator equal to
zero.
3. Use the meaningful
numbers to separate the
number line into
 intervals.
4. Test for the meaningful
numbers if they make
the inequality true or
false. If true, then they
are part of the solution.
If false, then they are not
part of the solution.
- Get the values in each
intervals and substitute
these into the inequality.
- If the test value makes the
inequality true, then the
entire interval is a solution
to the inequality
- If the test value makes the
inequality false, then the
entire interval is not a
solution to the inequality.
5. Express the answer in
interval notation
F. Developing mastery Ask the students to share Examples: From the given graph of
(Leads to Formative their ups and downs in their Solve the given inequality. rational function let the
Assessment) lives and relate to the lesson Show the number line. students observe the graph.
about rational inequality and 1. x+1 ≤ 0 Is the graph follows a
rational equality. x-5 smooth curve? Or the graph
Solution: forms a straight line?
x+1 ≤ 0
x-5
x = -2 x=0 x=6 Let the students observe
1 False -1 True 7 False the graph formed. The
7 5 graph approaches x -axis
I IIIIIIIO I I . as x tends to positive or
-3 -2 -1 0 1 2 3 negative infinity, but
4 5 6 7 never touches the x -axis.
We need regions that That is, the function can
make the rational expression take all the real values
except 0 .
 negative. We avoid x = 5 So, the range of the
since that gives division by function is the set of real
zero. numbers except 0
The solution for this
inequality is,

Set builder notation: -1 ≤ x

< 5 Interval Notation: [ -1,
5)

G. Finding practical Give a real life problem to Present the real-life problem Give the given problem
application of the students. An object is toto the students. EXAMPLE 7. Ten goats to the students.
concepts and skills travel a distance of 10 • In an inter-barangay were set loose in an island • Past records from
in daily living meters. Express velocity v basketball league, the and their population growth a factory
as a function team from Barangay can be approximated producing
v(t) of travel time t, in candabong has won by the function electronic
seconds. out of 25 games, a P(t) = [ 60 ( t + 1)] components show
Create a table showing the winning percentage t+6 that on average,
value of v when t is 1,2,3,4 of 48%. How many new
seconds. games should they where P represents the goat employees can assemble
win in a row to population in year t since N(t) components per day
improve their win they were set loose. after t days of training.
percentage to 60%. (a) How many goats will What does it means?
• Solution: there be after 5 years? (Even if a person trains
12 + x = 0:6 for several days, the
25 + x maximum number of
12 + x = 0.6(25 + x) items that he
12 + x = 0.6(25) + 0:6x or she can assemble
x- 0.6x = 15 - 12 cannot exceed 75.)
0.4x = 3
x = 7.5
H. Making • A rational function is Tell the students the In representing rational The domain of
generalzations and a function of the following important points function we should: a function f(x) is the set
abstraction about form f(x) = to remember. a. Make an equation if it is of all values for which
the lessons. p(x) • To solve an equation not given. the function is defined,
q(x) or inequality in one b. Construct a table of and the range of the
where p(x) and q(x) are variable such as x values. function is the set of all
 polynomial functions, and
q(x) is not the zero function
(i.e., q(x) ≠ 0). The domain
of
f(x) is all values of x where
q(x) ≠ 0.
• A rational
expression is an
expression that can
be written as a ratio
of two polynomials.
• Rational Inequality
is an inequality
involving rational
expressions.
I. Evaluating learning Determine whether the
given is a rational function,
a rational equation,
a rational inequality.
1. y = 5x3 – 2x = 1
2. 8/x – 8 = x
2x – 1
3. x-1= x3
X+1
4. 6x – 5/x+3 ≥ 0.
J. Additional activities How to solve rational
for application or equations? rational
remediation inequality?
REMARKS
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
means to find all
values of x
for which the equation or
inequality is true.
Solve the following rational
equation and inequality.
Using ½ sheet of paper.
1. 6 + 4 = - 5
x
2. X–9 ≤ 3
3x + 2
Let the students write on
their journal notebook their
insights on what they have
learned on the lesson.
c. Sketch the graph from the values that f takes.
table of values.
d. Describe the graph.
Represent the rational Find the domain and
function f(x) = range of the following:
X2 - 3x - 10 1. f(x) = (x+1) (x-2)
x (x – 2)
using a table of values. Plot
the 2. R(x) = 2x2 – 4
points given in the table of X+5
values and sketch a graph by
connecting the points. (The
teacher may refer to the TG
p. 46.)
As a preparation for the Let the students find the
next topic let the students other properties of
study domain an range. rational functions aside
from domain and range.
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
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?
Prepared by: Noted:
MARIE JOY GALINDO-GARCIA CLARIZA C. SATORRE, PhD
Math Teacher Asst. School Principal
Checked:
DENNIS B. RUBIN, MTI MA. TERESITA H. ESCOBIA
Master Teacher School Principal III