DAILY LESSON LOG OF M11GM-Ib-1(Week Two-Day One)

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
I. OBJECTIVES 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 learner demonstrates an understanding of key concepts of rational functions.
B. Performance Standards The learner is able to accurately formulate and solve real-life problems involving rational
functions.
Learning Competencies: a.) represents real-life situations using rational functions
(M11GM-Ib-1) b.) distinguishes rational function, rational equation, and rational inequality
(M11GM-Ib-2)
C. Learning Competencies/
Learning Objectives:
Objectives
1. Represent real-life situations using rational functions;
2. Distinguish rational function, rational equation, and rational inequality; and
3. Demonstrate appreciation of representing real-life situations using rational functions.
II. CONTENT Rational Function
III. LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages 25-32
2. Learner’s Materials Pages 21-24
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources General Mathematics for Senior High School by Lynie Dimasuay et.al.
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
IV. PROCEDURES formative assessment activities. Sustain learning systematically 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 or Teacher asks learners to recall the definition of a polynomial function. She asks learners to
presenting the new lesson give some examples of such.
B. Establishing a purpose for The teacher lets the students realize that understanding concepts on polynomial function is
the lesson pre-requisite in understanding rational function as well.
(Contextualization & Localization)
Teacher presents a situation to the class:
The distance from Manila to Baguio is around 250 kilometers. How long will it take
you to get to Baguio if your average speed is 25 kilometers per hour? 40 kilometers per
C. Presenting examples/
hour? 50 kilometers per hour?
instances of the new lesson
Teacher then leads learners in representing real-life situations using rational functions;
since distance is calculated as the product of speed and time. So, in getting the time,
distance is divided by the speed.

D. Discussing new concepts Teacher asks some volunteers to cite more real-life situations using rational function.
and practicing new skills #1
E. Discussing new concepts Teacher posts several expressions and let learners identify them as rational function,
and practicing new skills #2 rational equation, and or rational inequality.
F. Developing mastery (leads
to formative assessment 3)
G. Finding practical applications
of concepts and skills in
 daily living
Teacher lets learners differentiate rational function, rational equation, rational inequality
based on the answered exercises above.
A rational function is a function of the form
H. Making generalizations and P(x)
abstractions about the
y=f ( x )= where P ( x )∧Q ( x ) are polynomial functions∧Q ( x ) ≠ 0.
Q(x)
lesson
P(x) P(x)
If is equal to 0, then =0 is called a rational equation. Moreover, if the
Q( x ) Q( x )
equation symbol = is replaced with¿ , ≤ ,>,∨≥ , you have a rational inequality.
Working in pairs, the teacher lets learners answer the exercises.
I. The budget of a university organization is split evenly among its various committees. If
they have a budget of Php60 000:
a. Construct a function M(n) which would give the amount of money each of the n number
of committees would receive.
b. If the organization has eight committees, how much would each committee have?
II. Determine whether the given is a rational function, a rational equation, a rational
inequality or none of these.
I. Evaluating Learning 1. y=5 x 3−2 x +1
8 x
2. −8=
x 2 x−1
5
3. 6 x− ≥0
x+ 3
7 x −4 √ x +1
3
4. g ( x )= 2
x +3
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works?
VI. REFLECTION What else needs to be done to help the pupils/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% of
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson 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 In the development of the lesson. (Presenting examples/ instances of the new lesson)
materials did I use/ discover which I
wish to share with other teachers