School
Teacher
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material
pages
3. Textbook's pages
4. Additional Materials
from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new lesson
D. Discussing new concepts
and practicing new skills #1
Teaching Date and Time October 12, 2023 (9:30 – 10:20)
Grade Level 11
Learning Area GENERAL MATHEMATICS
Quarter FIRST
The learner demonstrates understanding of key concepts of rational functions.
The learner is able to accurately formulate and solve real-life problems involving
rational functions.
The learner represents a rational function through its: (a) table of values, (b) graph,
and (c) equation. M11GM-Ib-4
REPRESENTATIONS OF RATIONAL FUNCTIONS
General Mathematics Teacher’s Guide page 41-50
General Mathematics Learner’s Module (Module 8)
General Mathematics Learner’s Material page 35-43
Review the definition of rational functions.
From the definition, the teacher stresses that we can also represent rational
functions using table of values, graphs and equation.
GROUP ACTIVITY (5 minutes)
Students will be grouped into three. Each group will be provided with different task.
Rubric:
Correctness of answer- 5
Presentation of output- 2
Cooperation and time management- 3
TOTAL 10
*Checking of outputs will be done during discussion.
Present a simple scenario involving rational functions to the class like representing
the speed of a runner as a function of time it takes to run 100 meters in the track
d
using the average speed (velocity) formula s=
t
Discussing example 1. (GROUP 1)
Represent the speed of a runner as a function of the time it takes to run 100 meters
in the track.
Solution: Since the speed of a runner depends on the time it takes the runner to
run 100 meters, we can represent speed as a function of time.

E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(Leads to Formative
Assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
d
(Recall that the formula for speed is s= where s is the speed, d is the distance
t
and t is the time.
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:
d
s(x )=
t
Example 2. (GROUP 2)
Continuing the scenario above, construct a table of values for the speed of a runner
against different run times.
Let x be the run time and s(x )be the speed of the runner in meters per second,
100
where s(x )= . The table of values foe run times from 10 seconds is as follows:
x
x 10 12 14 16 18 20
s(x ) 10 8.33 7.14 6.25 5.56 5
From the table, we can observe that the speed decreases with the time. We can use
a graph to determine if the points on the function follow a smooth curve or a
straight line.
Example 3. (GROUP 3)
Plot the points on the table of values on a Cartesian plane.
100
Determine if the points on the function s(x )= follow smooth curve or a
x
straight line.
Solution:
Assign points on the Cartesian plane for each entry on the table of values.
Plot the points on the Cartesian plane.
By connecting the points, we can see that they are not collinear but rather follow a
smooth curve. So, for the 100-meter dash scenario, we have constructed a function
of speed against time, and represented our function with a table of values and a
graph.
x−1
Represent the rational function f (x)= , using table of values and plot a graph
x +1
of the function by connecting the points.
Giving examples on practical problems:
In an inter-barangay basketball league, the team from Barangay Sagurong has won
12 out of 25 games, a winning percentage of 48%. How many games should they
win in a row to improve their win percentage to 60%? What will be their winning
percentage if they win? 10 games in a row? 15? 20? 30? 50? 100 games? (refer to

H. Making generalizations
and abstractions to the
lesson
I. Evaluating learning
page 40).
Rational Functions can be
represented by a table of
values, graphs, and
equation.
Rational Functions can be represented by a table of values, graphs, and equation.
10
Given: f (x)=
x−3
1. Construct a table of values using the numbers from -2 to 8.
2. Plot the points in the Cartesian plane and determine whether the points
form a smooth curve or a straight line.

J. Additional activities for Leslie is running every day around their 200-meter school oval as a part of her
application and training as an athlete.
remediation a. What function will represent her speed in finishing the track after x seconds?
b. Construct a table of values for the function you obtained in question a using
integer (10,20,30,40,50,60).
c. Plot the points you obtained in question b and connect them using a smooth
curve.
V. REMARKS
VI. REFLECTION
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 work well?
Why did these works?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?
Prepared by:

Checked by: Noted by: