GRADE 1 to 12 School
Aquino High School
DAILY LESSON LOG Teacher
I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning
Competencies/Objectives
Write the LC Code for
each
II. CONTENT
III. LEARNING RESOURCES
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 Resource
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Jennelyn D. Jacinto
Corazon C.
Grade Level 11
Jennelyn D. Jacinto Learning Area GENERAL MATHEMATICS
Teaching Dates and Time Week 3 (September 11 – September 15, 2023) Quarter 1
Day 1 Day 2 Day 3 Day 4
Objectives: must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are assessed using formative strategies. Valuing objectives support the learning of the content and
competencies and enable to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
The learners demonstrate understanding of key The learners demonstrate understanding of key The learners demonstrate understanding of key The learners demonstrate
concepts of functions. concepts of functions. concepts of functions. understanding of key concepts of
functions.
The learner is able to accurately construct The learner is able to accurately construct The learner is able to accurately construct The learner is able to accurately
mathematical models to represent real- life mathematical models to represent real- life mathematical models to represent real- life construct mathematical models to
situations using functions. situations using functions. situations using functions. represent real- life situations using
functions.
Represents a rational function through its: (a) Finds the domain and range of a rational function. Determines the:
table of values, (b) graph, and (c) equation. M11GM –Ib-5 (a) intercepts, (b) zeroes; and (c) asymptotes of Solves problems involving rational
M11GM-Ib-4 rational functions. functions, equations, and inequalities.
M11GM-Ic-1 M11GM-Ic-3
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
FUNCTIONS AND THEIR GRAPHS FUNCTIONS AND THEIR GRAPHS FUNCTIONS AND THEIR GRAPHS FUNCTIONS AND THEIR GRAPHS
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.
General Mathematics Deped Copy pp. 41-49..
Soaring 21st Century Mathematics by Chua et al. pp. General Mathematics by Frelie B. Tan- Faylogna GENERAL MATHEMATICS by
20-23 pp. 47- 59. Orlando A. Oronce pages 57 – 76
Laptop, chalk board, posters/manila papers Laptop, chalk board, posters/manila papers Laptop, chalk board, posters/manila papers Laptop, chalk board, posters
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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.
As a recall for the previous topic ask the Ask the students if they have researched on what is Let the students give the other properties of Ask the students if they have their
students on what they remember on rational domain and range. What are some properties of rational functions. own real-life situations that involves
function. functions? rational equations. Let them prepare
their problems to be used in the
group activity.
GENERAL MATHEMATICS
B. Establishing a purpose for the
lesson
C. Presenting
examples/Instances of the
new lesson
D. Discussing new concepts and
practicing new skills # 1
E. Discussing new concepts and
practicing new skills # 2
F. Developing mastery
Jennelyn D. Jacinto
Ask the students how we can represent rational
functions using table of values, graphs and
equations.
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 be
represented as a function 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.)
From the given table of values, let the students
sketch the graph of the rational function.
From the given graph of rational function let the
students observe the graph.
Is the graph follows a smooth curve? Or the
graph forms a straight line?
From the previous topic on representing rational
functions from table of 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.
Let us consider on how to obtain the range of the
given rational function.
Given: The graph of f(x) = 1
x students identify the x and y intercept of the given
Let the students sketch the graph.
Let the students observe the graph formed. The
graph approaches x -axis as x tends to positive or
negative infinity, but never touches the x -axis. That
is, the function can take all the real values except 0.
So, the range of the function is the set of real
numbers except 0.
Present to the students the zeroes of rational What are the steps in solving word
function, x- intercept, y- intercept and asymptote. problems?
What is the importance of finding
solutions in our own problems?
Let the students find the x and y intercepts of the The teacher will present the topic on
following rational functions. solving problems involving rational
1. f(x) = x + 2 equations.
2x – 1
2. f(x) = 1
x
Guide the students in solving for the x and y Let the students go to their respective
intercept. group. They will prepare a short yell
To find the x – intercept, equate then function to to recognize them if they are called
zero, then solve for x, so the x – intercept is a for reporting.
point whose coordinate is (x,0).
To find the y- intercept, let x equals zero, then
solve for y, so the y- intercept is a point whose
coordinate is (0,y).
Give additional concept to the students that the From the members of the group, they
zeroes of rational functions are values of x that will choose two given problems and
makes the function or y equals zero. Let the they will give the solution written in
the manila paper.
rational function given earlier.
How to solve the vertical asymptote? The students will prepare themselves
for their report and also they will
1. Equate the denominator to zero, then prepare their output by group.
solve for x.
2. To determine the horizontal asymptote,
compare the degree of the numerator
with the degree of the denominator.
3. If the degree of the numerator is less
than the degree of denominator, then
the graph of f has the line y = 0 or the x
– axis as horizontal asymptote.
 If the degree of numerator and
denominator are equal, then the graph
of f has the line
y=a
b
where a is the leading coefficient of the
numerator and b is the leading
coefficient of the denominator.
GENERAL MATHEMATICS

G. Finding practical application of
concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
Jennelyn D. Jacinto
EXAMPLE 7. Ten goats were set loose in an
island and their population growth can be
approximated by the function
P(t) = [ 60 ( t + 1)]
t+6
where P represents the goat population in year
t since they were set loose.
(a) How many goats will there be after 5 years?
In representing rational function, we should:
a. Make an equation if it is not given.
b. Construct a table of values.
c. Sketch the graph from the table of values.
d. Describe the graph.
Give the given problem to the students.
 Past records from a factory producing electronic
components show that on average, new employees
can assemble N(t) components per day after t days
of training. What does it mean?
(Even if a person trains for several days, the
maximum number of items that he or she can
assemble cannot exceed 75.)
domain of a function f(x) is the set of all values for
which the function is defined, and the range of the
function is the set of all values that f takes.
4. If the degree of numerator is greater
than the degree of denominator, then
the graph of f has no horizontal
asymptote.
The teacher will ask the students the following
questions:
1. Do you have electricity connection at home?
2. How about your neighbors?
3. How much do you consume in your electricity
monthly? How about your neighbor? Your
relatives? Were you able to compare? Is there a
difference? Why do you think there is?
4. How will you assess the difference of electricity
consumption in each household?
 To find the x – intercept, equate then
function to zero, then solve for x, so the
x – intercept is a point whose coordinate
is (x,0).
To find the y- intercept, let x equals
zero, then solve for y, so the y- intercept
is a point whose coordinate is (0,y).
For determining the asymptotes:
 Equate the denominator to zero, then
solve for x.
 To determine the horizontal asymptote,
compare the degree of the numerator
with the degree of the denominator.
 If the degree of the numerator is less
than the degree of denominator, then
the graph of f has the line y = 0 or the x
– axis as horizontal asymptote. If the
degree of numerator and denominator
are equal, then the graph of f has the
line y = a
b 6.
where a is the leading coefficient of the
numerator and b is the leading
coefficient of the denominator.
 If the degree of numerator is greater
than the degree of denominator, then
the graph of f has no horizontal
asymptote.
The group will choose their reporter
and will report it to the class.
(Rubrics is used)
Steps in Solving Word Problems
Applications
1. Read the problem carefully and
make sure the situation is
thoroughly understood.
2. Identify the quantities, both
known and unknown, that are
involved in the problem.
3. Select one of the unknown
quantities and represent it by a
variable (letter), and then
express any other unknown in
terms of this variable, if
possible.
4. Search the problem for
information that tells what
quantities or combination of
them are equal.
5. Often, making a sketch help us
to carry out the steps.
Write an equation using the
algebraic expression in the fifth
step. Carrying through
calculations with the initial guess
sometimes helps to clarify the
relationship between variables.
7. Solve the equation obtained the
sixth step.
8. Check the solution in the original
problem. This step is critical
since we want our solution of
the focus problem rather than
GENERAL MATHEMATICS

I. Evaluating learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
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
Jennelyn D. Jacinto
Represent the rational function f(x) = x2 - 3x -
10
x (x – 2)
using a table of values. Plot the
points given in the table of values and sketch a
graph by connecting the points. (The teacher
may refer to the TG p. 46.)
As a preparation for the next topic let the
students study domain and range.
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.
Grade 11 GENESIS - __________
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Grade 11 LEVITICUS - __________
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Find the domain and range of the following:
1. f(x) = (x+1) (x-2)
2. r(x) = 2x2 – 4
x+5
Let the students find the other properties of rational
functions aside from domain and range.
Grade 11 GENESIS - __________
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Determine the x and y – intercepts, zeroes and
vertical and horizontal asymptotes of the given
rational functions.
1. f(x) = x
2x + 1
2. f(x) = 2x2 – 3x + 1
x -2
Explain the significance of asymptote in real life
by showing situations.
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the equation we write.
Solve the given word problem:
1. Josephine can complete typing
the research project in 6 days
while Cynthia can complete it in 4
days. If they both work on the
same research project together,
how long will it take them to do the
research project?
2. A square-base water tank can
hold a volume of 27 cubic meters
when full.
Let x be the length of the side of
the square base and h be the
height of the water tank. What are
the possible measurements of a
side of the square base tank its
height should be longer than a
side of its base?
The teacher may give additional
activities or not depending on the
understanding of the students.
Grade 11 GENESIS - __________
Total No. of Students _______
Grade 11 LEVITICUS - __________
Total No. of Students _______
Grade 11 GENESIS - __________
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GENERAL MATHEMATICS
 lesson Grade 11 LEVITICUS - __________ Total No. of Students _______ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

D. No. of learners who continue

to require remediation Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________ Grade 11 GENESIS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________ Grade 11 LEVITICUS - __________
Total No. of Students _______ Total No. of Students _______ Total No. of Students _______ Total No. of Students _______

E. Which of my teaching
strategies worked well? Why
did these works?
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: Checked: Noted:

JENNELYN D. JACINTO CRISTOBAL F. MELEGRITO, PhD VIVIAN P. BAGALSO

Subject Teacher Master Teacher I/ SHS Focal Person OIC – Head Teacher

Approved:

MELY A. BULUSAN, EdD

SHS Principal III

Jennelyn D. Jacinto GENERAL MATHEMATICS