12

Module 2
PART 1: PREPARING TO TEACH IN THE LDM
MOST ESSENTIAL LEARNING COMPETENCIES

After having been introduced to the course in Module 1, you will now begin this course by
gaining an understanding of the Most Essential Learning Competencies (MELCs). We hope
that you will be able to strengthen your understanding through this Module. In this Module,
the development of the MELCs will be discussed, and how these can be unpacked and
combined in planning and designing your lessons.
MODULE OBJECTIVES
By the end of this Module, you will be able to:
1. explain the background and development of the MELCs
2. unpack the MELCs 3. combine related competencies into learning objectives
MODULE CONTENT
 Lesson 1. Background, Rationale, and Development of MELCs
 Lesson 2. Unpacking and Combining MELCs into Learning Objectives LAC Session
2
ESTIMATED TIME REQUIRED 3 hours
LAC Sessions are included in the activities but may be optional as determined by the LAC
members under the guidance of the LAC Leader

Lesson 1: Background, Rationale, and Development of MELCS.

By the end of this lesson, you should be able to familiarize yourself with the background,
rationale, and development of MELCs. In this session, you will be able to:
1. identify the background and basic process of the identification and development of the
MELCs
2. make sense of the function of MELCs as an educational response to a global health
crisis
3. appreciate the MELCs as support for teachers during this time
Key Topics/Concepts:
Curriculum standards; essential learning competencies; desirable learning competencies;
enduring knowledge.
Resources Required:
 Development and Design of MELCs
 Your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs
 Study Notebook

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ACTIVITY Answer the following reflective questions in your Study Notebook:

1:

1. The closure of schools around the world due to the global pandemic posed
serious challenges on the delivery of quality basic education. As a teacher,
what do you think are the fundamental concerns in terms of curriculum
standards that need to be addressed in order to ensure learning continuity? Cite
a specific example. Do you think these concerns could be solved by teachers
alone? Why or why not?
As a teacher, I think the fundamental concerns in terms of curriculum
standards that need to be addressed in order to ensure learning continuity is in
the development and adaptation of new LDM’s as an educational reactive
response to the global situation that we are facing now – the COVID19
pandemic.
Having mentioned earlier of an educational reactive response to the
global situation in terms of curriculum standards, one specific example I can
site is technology. No doubt in DepEd’s seriousness in the learning continuity
despite pandemic. However, if it wanted to succeed, it shouldn’t only look at
upgrading and tailor it fit to the situation the curriculum but to assess also the
entire system which includes what we call in management the five M’s.
Money, Materials, Methods, Machines, and most importantly, Men. Just like a
plan, it can never be considered a good plan if an organization does not have
the resources to carry-out the plan or even if it has all the money, materials,
methods and machines but does not have an efficient and effective men to
carry-out the plans it cannot succeed. Thus, DepEd has to look into all these
aspects to achieve learning continuity in this pandemic situation.
Just like the human body which is composed of many parts to function,
the educational system is also composed of many parts. For learning to
continue in this pandemic or even after pandemic, the teacher being task to
deliver new learning modalities cannot solve the concerns alone. The
resiliency, strength, efficiency and effectiveness of the teacher being the
frontliner is dependent on the support of not only the entire educational system
but of the collaboration of all stakeholders especially the government including
parents.

2. Even prior to the spread of COVID-19 that eventually led to the closure of
schools nationwide, the congested curriculum has been a perennial problem of
teachers (Andaya, 2018). This is perceived to be one of the hindering factors on
the poor performance of Filipino learners. Do you agree with this observation?
Why or why not?
Yes, I agree with this observation. With the many learning
competencies/content standards jam-packed in a subject and sometimes are
also lessons subsumed in other learning competencies in another subject with a
very limited time to discuss the lesson plus the interruptions of meeting
deadlines form paper works and school activities, this led to some learning
competencies not being taught or are being skipped thus resulting to the poor
performance of the learners as well as the teachers.

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ACTIVITY Familiarize yourself with the course reading on the Development and Design of
2: the MELCs. After going through the document, provide a brief and concise
response to the following guide questions. Write your answers in your Study
Notebook.

1. What are the general and specific purposes of the development of

MELCs?
Echoing the UNESCO belief that educational quality, access,
and system strengthening cannot be compromised in times of crisis
(UNESCO, 2017) and that doing the opposite will negatively affect
human capital, the Department of Education affirms its commitment to
sustaining the delivery of quality, accessible, and liberating the
Philippine basic education services anchored on the “Sulong
Edukalidad Framework”, producing holistic Filipino learners with 21st
Century skills as it also ensures that learning standards are relevant and
flexible to address the complex, disruptive, volatile , ambiguous impact
of COVID19 in the Philippines particularly in the basic education
sector.
Specifically, the purpose of the development of MELCs is that,
first, for teachers after having familiarized the background of MELCs
identify its basic process of the identification and development.
Second, to make sense of the function of MELCs as an educational
response to a global health crisis. And lastly, to appreciate the MELCs
as support for teachers during this time of pandemic.
It should be emphasized that MELCs is not just a reactive
response to addressing the challenges of the current pandemic but is
also a part of the DepEd’s long-term proactive response to the call of
sustainable development goal 4 (SDG4) to develop resilient education
system, most especially during emergencies.

2. How does curriculum review aid in the identification of most

essential learning competencies?
Curriculum review aid in the identification of most essential
learning competencies as it provides an overview of the articulation of
learning competencies in each learning area. Specifically, the review
covered the following:
1. Mapping of the essential (what the students need,
considered indispensable in the teaching-learning
process to build skills to equip learners for subsequent
grade levels and consequently, for lifelong learning) and
desirable (what may enhance education but may not be
necessary in building foundational skills) learning
competencies within the curriculum;
2. Identification of the prerequisite knowledge and skills
needed to prepare students for essential learning
competencies; and
3. Analysis of the interconnectedness of prerequisite
Module 2: Most Essential Learning Competencies
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knowledge and skills among the learning competencies

for each subject are.
In addition to the aforementioned, some characteristics of
essential learning competencies provided will help the teacher decide
which among the learning competencies are deemed most important.
3. What is the difference between essential learning competencies and
desirable learning competencies?
The difference between essential and desirable learning
competencies is that essential learning competencies refers to what the
students need, considered indispensable in the teaching-learning
process to build skills to equip learners for subsequent grade levels and
consequently, for lifelong learning. While desirable learning
competencies refers to what may enhance education but may not be
necessary in building foundational skills.
4. How were the most essential learning competencies identified? What
were the decisions made in order to trim down the number of the
essential learning competencies further?
Most essential learning competencies were identified first by
conducting a review on the present curriculum. Then a mapping,
identification, and analysis of the learning competencies in each
learning area with the help of the specified characteristics of a most
essential learning competency.
The necessary decisions made in this process in order to trim
down the number of the essential learning competencies are whether a
learning competency is to be retained, merged/clustered, dropped, or
rephrased. As a general rule, a learning competency is retained if it
satisfies the endurance criterion which greatly contributes to life-long
learning and is a prerequisite skill to the next grade level. Two or more
learning competencies are merged or clustered if they have the same
objective or learning intention and can therefore be combined into one
comprehensive learning competency. However, learning competencies
are removed/dropped due to the following reasons:
1. They are too specific.
2. They are deemed appropriate to be introduced in an
earlier quarter or grade level or moved to a later quarter
or grade level.
5. What is the importance of the MELCs in ensuring the delivery of
quality instruction?
MELCs is created in order to ensure quality education
especially in the delivery of learning competencies during emergency
situation. The importance of MELCs in ensuring the delivery of quality
instruction is in providing the learners learning competencies that can
endure over a period of time. MELCs is considered enduring if this
remains with the learners long after a test or unit of study is completed
or is useful beyond a single test or unit of study.
Furthermore, MELCS serves as a guide to teachers in preparing
lesson plans (weekly home learning plan) as well as in the preparation
Module 2: Most Essential Learning Competencies
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of the learner’s instructional materials (Self- Learning Modules). It is

the basis in determining and implementing learning delivery
approaches that are suited to the context and diversity of learners in
adapting to the present challenges posed by COVID19.

ACTIVITY Prepare a copy of your learning area’s original K-12 Curriculum Guide
3: and corresponding list of MELCs.
Go to the sections of the curriculum guide and MELCs that are relevant
to your instructional needs. Copy and accomplish the following table in your
Study Notebook and compare the two documents to determine which learning
competencies were retained, dropped, or merged.

Most Essential
K to 12 Learning
Actions Made Learning Reasons
Competencies
Competencies

Merged/Clustered 1.Represents real-life

situations using
functions, including
piece-wise functions. 1. Represents real-
M11GM-Ia-1
life situations using
2.evaluates a functions, including
function. M11GM-Ia-2 piece-wise functions
and evaluates a
function.
The competencies has
2. Performs addition, the same topic
3.performs addition, subtraction,
subtraction, multiplication,
multiplication, division, and It specified the main
division, and composition of context of the
composition of competency
functions by solving
functions. M11GM-Ia-3 problems involving
4. Solves problems functions. They express
involving functions. 3. Represents real-
M11GM-Ia-4 oneness of ideas
life situations using
5. Represents real- rational functions
life situations using and distinguishes
rational functions. rational function,
M11GM-Ib-1 rational equation,
6. distinguishes and rational
inequality.
rational function,
Rational equation,
and rational
inequality. M11GM-Ib-
2
Module 2: Most Essential Learning Competencies
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1.represents real-life
situations using one-to
one functions. M11GM-
Id-1
2.determines the inverse
of a one-to-one function.
M11GM-Id-2 1. represents real-life
3.represents an inverse situations using one-to
function through its: (a) one functions and
table of values, and (b) determines the inverse
graph. M11GM-Id-3 of a one-to-one function

4. finds the domain and 2. represents an inverse

range of an inverse function through its: (a)
function. M11GM-Id-4 table of values, and (b)
graph and . finds the
5. graphs inverse domain and range of an
functions. M11GM-Ie-1 inverse function.
6. solves problems 3. Graph inverse
involving inverse funtions and solve
functions. M11GM-Ie-2 problems involving The competencies has
inverse funtuions. the same topic
12. determines the
intercepts, zeroes, and 4.determines the
asymptotes of an intercepts, zeroes, and It specified the main
exponential function. asymptotes of an context of the
M11GM-If-4 exponential function and
illustrate its graph.
competency
13.graphs exponential
functions. M11GM-Ig-1 5. represents real-life
15.represents real-life situations using
logarithmic functions
situations using
and distinguishes
logarithmic functions.
logarithmic function,
M11GM-Ih-1
logarithmic equation,
16.distinguishes and logarithmic
logarithmic function, inequality.
logarithmic
equation,and 6. determines the
logarithmic inequality. intercepts, zeroes, and
M11GM-Ih-2 asymptotes of
logarithmic functions
21.determines the and illustrate its graph.
intercepts, zeroes, and
asymptotes of
logarithmic functions.
M11GM-Ii-4
22.graphs logarithmic
functions. M11GM-Ij-1

Retained 7. solves rational

equations and
inequalities. M11GM-
Ib-3

8.represents a
rational function These competencies
through its: (a) table has a valuable impact
Module 2: Most Essential Learning Competencies
 18

of values, (b) graph,

and (c) equation.
M11GM-Ib-4

9. finds the domain

and range of a
rational function.
M11GM-Ib-5
10.determines the:
a. intercepts
b. zeroes;and on students to
c. asymptotes of
enhance their ability.
rational functions.
M11GM-Ic-1

11. graphs rational

functions. M11GM-Ic-2
12. solves problems
involving rational
functions, equations,
and inequalities.
M11GM-Ic-3

7.represents real-life
situations using
exponential functions.
M11GM-Ie-3
8. distinguishes between
exponential function,
exponential equation,
and exponential
inequality. M11GM-Ie-4
9. solves exponential
equations and
inequalities. M11GM-Ie-f-
1
10. represents an
exponential function
through its: (a) table of
values, (b) graph, and (c)
equation. M11GM-If-2
11. finds the domain and
range of an exponential
function. M11GM-If-3
14.solves problems
involving exponential
functions, equations, and
inequalities. M11GM-Ig-2
17.illustrates the laws of
logarithms. M11GM-Ih-3
18.solves logarithmic

Module 2: Most Essential Learning Competencies

 19

equations and
inequalities. M11GM-Ih-i-
1
19.represents a
logarithmic function
through its: (a) table of
values, (b) graph, and (c)
equation. M11GM-Ii-2
20.finds the domain and
range of a logarithmic
function. M11GM-Ii-3
23.solves problems
involving logarithmic
functions, equations, and
inequalities. M11GM-Ij-2

Dropped
N/A

ACTIVITY In your LAC Session, discuss and share your answers to Activities 1-3 in this
4 lesson. Discuss any questions about the MELCs that need clarification as well.
Share your thoughts and let your co-teachers articulate their insights regarding
your questions. Jot down all the insights shared in the discussion, including your
own, in your Study Notebook.

In our discussion we have the same opinion that its not easy to merged or categorized some
competencies in Mathematics. Every skills in every competencies is very important and missing
those skills will let learners be confused on the next lesson.

Module 2: Most Essential Learning Competencies

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Module 2
PART 1: PREPARING TO TEACH IN THE LDM
MOST ESSENTIAL LEARNING COMPETENCIES

Lesson 2: Unpacking and Combining MELCs into Learning

Objectives.

In this session, you will familiarize yourself with unpacking and combining MELCs into
Learning Objectives. By the end of this lesson, you will be able to:
1. understand the vital considerations in unpacking and combining MELCs
2. unpack and combine sample MELCs
3. affirm that unpacking and combining MELCs provide curricular flexibilities to field
implementers
Key Topics/Concepts:
Unpack; curriculum standards; essential learning competencies; content standards;
performance standards
Resources Required:
 Unpacking and Combining the MELCs
 Your learning area’s original K-12 Curriculum Guide and corresponding list of
MELCs
 Study Notebook

ACTIVITY Familiarize yourself with the course reading on Unpacking and Combining the
1: MELCs. After reading the document, provide a brief and concise response to the
following guide questions in your Study Notebook:

Module 2: Most Essential Learning Competencies

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1. What is the importance of unpacking and combining the MELCs?

The importance of unpacking and combining of the MELCs is in
order to systematize learning activities and effectively address the
varying needs of learners and the challenges of instructional deliveries

2. What considerations must be taken in 3. Do all the MELCs need to be unpacked

unpacking and combining the MELCs? or combined? Why or why not?
Explain each. No, not all MELCs need to be
In unpacking and combining of the unpacked or combined. This is because
MELCs, the following consideration must only those MELCs that shows
be taken: commonality and relatedness in content,
topic, or theme can be unpacked or
1. Alignment on the Control and
combined to ensure that essential content
Performance Standards.
and topic will not be watered down.
MELCs are not considered a
Furthermore, only those MELCs that aid in
departure from the standards-based
the achievement of the content and
design which is one of the main
performance standards are unpacked and
features of the K to 12 Curriculum.
combined.
In fact, there are no MELCs without
the content and performance
standards. Thus, MELCs should
stick to the content and performance
standards and should not deviate
from it.
2. Prerequisite Knowledge and
Skills.
It is worth noting that the
identified MELCs cater to higher-
order cognitive demands. As such,
lower cognitive demand may be
considered first in creating learning
objectives. This ensures that
prerequisite know-ledge and skills
that would enable the achievement
of MELCs, and eventually the
content and performance standards
are addressed.
3. Logical sequence of learning
objectives.
Since the intention of
unpacking the MELCs is to provide
systematic learning experiences for
the learners, it is incumbent that the
unpacked learning objectives follow
a logical sequence. From simple to
complex.

Module 2: Most Essential Learning Competencies

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ACTIVITY Group activity.

2: 1. Form a group of four members within your LAC, preferably with fellow
teachers in your respective learning area.
2. Using the curriculum guide and a list of the MELCs, choose MELCs in the
first quarter and unpack these into learning objectives.
3. Each team will present their unpacked learning objectives. Discussion and
processing will follow each presentation. Suggestions and insights from each
group will be considered in enhancing the learning objectives.
Repeat the above process but instead of unpacking, each team will now
combine at least two MELCs of their choice. Group deliberation will be
observed in order to arrive at a consensus. Discuss and jot down the synthesis of
the presentations in your Study Notebook.
Table 2.2.1 Unpacking the MELCs – Retained Learning Competency
Retained Learning Competency Learning Objectives

7. solves rational equations and inequalities. 7. solves rational equations and inequalities.
M11GM-Ib-3 M11GM-Ib-3
8.represents a rational function through its: 8.represents a rational function through its:
(a) table of values, (b) graph, and (c) (a) table of values, (b) graph, and (c)
equation. M11GM-Ib-4 equation. M11GM-Ib-4
9. finds the domain and range of a rational 9. finds the domain and range of a rational
function. M11GM-Ib-5 function. M11GM-Ib-5
10.determines the: 10.determines the:
a. intercepts a. intercepts
b. zeroes;and b. zeroes;and
c. asymptotes of c. asymptotes of
rational functions. M11GM-Ic-1 rational functions. M11GM-Ic-1
11. graphs rational functions. M11GM-Ic-2 11. graphs rational functions. M11GM-Ic-2
12. solves problems involving rational 12. solves problems involving rational
functions, equations, and inequalities. functions, equations, and inequalities.
M11GM-Ic-3 M11GM-Ic-3
7.represents real-life situations using 7.represents real-life situations using
exponential functions. M11GM-Ie-3 exponential functions. M11GM-Ie-3
8. distinguishes between exponential 8. distinguishes between exponential
function, exponential equation, and function, exponential equation, and
exponential inequality. M11GM-Ie-4 exponential inequality. M11GM-Ie-4
9. solves exponential equations and 9. solves exponential equations and
inequalities. M11GM-Ie-f-1 inequalities. M11GM-Ie-f-1
10. represents an exponential function 10. represents an exponential function
through its: (a) table of values, (b) graph, and through its: (a) table of values, (b) graph, and
(c) equation. M11GM-If-2 (c) equation. M11GM-If-2
11. finds the domain and range of an 11. finds the domain and range of an
Module 2: Most Essential Learning Competencies
 23

exponential function. M11GM-If-3

14.solves problems involving exponential
functions, equations, and inequalities.
exponential function. M11GM-If-3 M11GM-Ig-2
14.solves problems involving exponential 17.illustrates the laws of logarithms. M11GM-
functions, equations, and inequalities. Ih-3
M11GM-Ig-2
18.solves logarithmic equations and
17.illustrates the laws of logarithms. M11GM- inequalities. M11GM-Ih-i-1
Ih-3
19.represents a logarithmic function through
18.solves logarithmic equations and its: (a) table of values, (b) graph, and (c)
inequalities. M11GM-Ih-i-1 equation. M11GM-Ii-2
19.represents a logarithmic function through 20.finds the domain and range of a
its: (a) table of values, (b) graph, and (c) logarithmic function. M11GM-Ii-3
equation. M11GM-Ii-2
23.solves problems involving logarithmic
20.finds the domain and range of a functions, equations, and inequalities.
logarithmic function. M11GM-Ii-3 M11GM-Ij-2
23.solves problems involving logarithmic
functions, equations, and inequalities.
M11GM-Ij-2

Table 2.2 Unpacking the MELCs – Rephrased Learning Competency

Rephrased Learning Competency Learning Objectives

1 represent real-life situations using functions,

1. Represents real-life situations using including piece-wise functions;
functions, including piece-wise functions and 2.evaluate a function.
evaluates a function. 3. performs addition, subtraction,
2. Performs addition, subtraction, multiplication, division and composition of
multiplication, division, and composition of functions;
functions by solving problems involving and
functions. 4. solves problems involving functions
5. represent real-life situations rational
3. Represents real-life situations using rational functions,
functions and distinguishes rational function, 6. distinguish among rational functions,
rational equation, and rational inequality. rational equations, and rational inequalities,

1. represents real-life situations using one-

to one function and determines the inverse
of a one-to-one function 1.Illustrate one-to-one functions
2. represents an inverse function through its: 2.Identify one-to-one functions
Module 2: Most Essential Learning Competencies
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3.llustrate horizontal line test

4. solve rational equations and
inequalities
solve problems involving rational
(a) table of values, and (b) graph and. finds equations and inequalities,
the domain and range of an inverse function. 5. represent a rational function
through its table of values, graphs and
3. Graph inverse functions and solve
problems involving inverse functions. equation, and solve problems involving
rational functions,
4.determines the intercepts, zeroes, and 6. Find the domain and range, intercepts,
asymptotes of an exponential function and
illustrate its graph. zeroes, asymptotes of rational functions,
graph rational functions
5. represents real-life situations using solve problems involving rational functions
logarithmic functions and distinguishes
logarithmic function, logarithmic equation,
and logarithmic inequality. 7.distinguish logarithmic functions, equations,
and inequalities
6. determines the intercepts, zeroes, and 8.solve problems related to logarithmic
asymptotes of logarithmic functions and functions, equations, and inequalities
illustrate its graph. 9.graph logarithmic functions using its
intercepts, zeroes and asymptote

Table 2.3 Combining the MELCs – Retained/Rephrased Learning Competency

Rephrased Learning Competency Learning Objectives
1 represent real-life situations using functions,
Week 1
including piece-wise functions;
1. Represents real-life situations using
functions, including piece-wise functions and 2.evaluate a function.
evaluates a function. M11GM-Ia-1-2
2. Performs addition, subtraction, 3. performs addition, subtraction,
multiplication, division, and composition of multiplication, division and composition of
functions by solving problems involving functions.
functions. M11GM-Ia-3-4
4. solves problems involving functions
Week 2
3. Represents real-life situations using rational 5. represent real-life situations rational
functions and distinguishes rational function, functions.
rational equation, and rational inequality.
M11GM-Ib-1-2 6. distinguish among rational functions,
4. solves rational equations and inequalities. rational equations, and rational inequalities,
M11GM-Ib-3
7.solve problems involving rational equations
5.represents a rational function through its:
and inequalities,
(a) table of values, (b) graph, and (c)
equation. M11GM-Ib-4 8. represents a rational function through its
table of values, graphs and equation, and
Module 2: Most Essential Learning Competencies
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solve problems involving rational functions,

6. finds the domain and range of a rational

function. M11GM-Ib-5 9. Find the domain and range, intercepts,
zeroes, asymptotes of rational functions,
Week 3
7.determines the:
a. intercepts
b. zeroes;and
c. asymptotes of rational functions.
M11GM-Ic-1 11. graph rational functions
12. solve problems involving rational functions
8. graphs rational functions. M11GM-Ic-2
9. solves problems involving rational functions,
equations, and inequalities. M11GM-Ic-3

Week 4
1. represents real-life situations using one-
to one function and determines the inverse a.Illustrate one-to-one functions
of a one-to-one function M11GM-Id-1-2 b.Identify one-to-one functions
2. represents an inverse function through its: c.llustrate horizontal line test
(a) table of values, and (b) graph and. finds d. solve rational equations and
the domain and range of an inverse function. inequalities
M11GM-Id-3-4
Week 5
3. Graph and solve problems involving d.Graph and solve problems involving inverse
inverse functions. M11GM-Ie-1-2 functions.

4.represents real-life situations using e. distinguish between exponential function,

exponential functions. M11GM-Ie-3 exponential equation, and exponential
5. distinguishes between exponential inequality?
function, exponential equation, and
exponential inequality. M11GM-Ie-4 f. represent exponential function through:
Week 6 table of values, graph, and equation?
6. solves exponential equations and
inequalities. M11GM-If-1 g. find the domain and range of an exponential
function?
7. represents an exponential function through
its: (a) table of values, (b) graph, and (c) h. graph exponential functions using its
intercepts, zeroes and asymptotes?
equation. M11GM-If-2
j. solve problems related to exponential
8. finds the domain and range of an functions, equations, and inequalities?
exponential function. M11GM-If-3
9.determines the intercepts, zeroes, and
asymptotes of an exponential function and
illustrate its graph. M11GM-If-4-5
Module 2: Most Essential Learning Competencies
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Week 7
10. represents real-life situations using
logarithmic functions and distinguishes
logarithmic function, logarithmic equation,
and logarithmic inequality. M11GM-Ih-1-2
11.illustrates the laws of logarithms
M11GM-Ih-3
Week 8
12. solves logarithmic equations and
inequalities. M11GM-Ih-i-1
13.represents a logarithmic function f.distinguish logarithmic functions, equations,
through its: (a) table of values, (b) graph, and inequalities
and (c) equation.
M11GM-Ii-2
14.finds the domain and range of a g.illustrates the laws of logarithms
logarithmic function. M11GM-Ii-3
15. determines the intercepts, zeroes, and h.finds the domain and range of a logarithmic
asymptotes of logarithmic functions and function.
illustrate its graph. M11GM-Ii-4-5
i.graph logarithmic functions using its intercepts,
16. solves problems involving logarithmic zeroes and asymptotes?
functions, equations, and inequalities.
M11GM-Ij-2
j.solve problems related to logarithmic functions,
equations, and inequalities

ACTIVITY Submit your Activity 2 Outputs to your LAC Leader. Make sure to keep a copy
3 of your outputs.

Module 2: Most Essential Learning Competencies