GRADES 1 to 12 School BAMBAD NATIONAL HIGH SCHOOL Grade Level 11
DAILY LESSON LOG Teacher EDCEL LADRILLO BAGSIC Learning Area GENERAL MATHEMATICS
Teaching Dates and Time Week 3 Quarter 1
Day 1 Day 2 Day 3 Day 4
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 inverse functions, exponential functions, and logarithmic functions..
B. Performance The learner is able to apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate and
Standards solve real-life problems with precision and accuracy.
C. Learning Represents real - life situations Determine the inverse of a Represents an inverse Finds the domain and range of an
Competencies/Objectives using one – one functions. one-one function. M11GM- function through its: inverse function. M11GM-Id-4
M11GM-Id-1 Id-2 (a) table of values, and (b)
graph. M11GM-Id-3
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 66-67 69-75 77-86
pages
2. Learner’s 60-61 62-67
Materials pages
3. Textbook pages General Mathematics by General Mathematics by
Frelie B. Tan- Faylogna Oronce, pp. 40-45
pp.76-79.
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other
Learning
Resources
IV. PROCEDURES
A. Reviewing Let the students recall on the Ask the students if they still Review: What is the inverse The students are given jumbled
previous lesson or concepts of one- one function. remember table of values function of the following: words and let the student come to
presenting the new Let them give examples that represent one-one 1.{ (1,2) , (2,4), ( 3,6), answer using the same group.
lesson showing one- one relationship? function. (4,8) } The first group to answer with the
2.{ (mom,dad), (sis,bro), highest number of correct are
( tito, tita) } declared winner.
Describe the coordinates of Fucnoint- the set of ordered pairs
your answer in 1 and 2. such that for every x, there
correspond a unique y.
Mainod- the x- value of the ordered
pair
Geran- the y- value of the ordered
pair
Serevin- a function that is derived
from a given function by
interchanging the 2 variables, x and
y
B. Establishing a What is the importance of The concepts of one- one Ask the students if they After the preliminary activity the
purpose for the having one- one relationship? function is important for the have an idea on how to group is given set of equations and
lesson next lesson because a graph the inverse of the let them give the inverse of the
function has an inverse if it given function. function.
is one- one.
C. Presenting Give a real life situation to the Give an example of a table Present a word problem that The students will make a table of
examples/instances students and let them identify of values in the board. will guide the students. values from the given equations
of the new lesson if the given relation is a Consider the table of values Cooperative Learning and its inverse.
function and if it is a function for the function given by the (Group of 5) Present a
determine whether it is one- equation y = 2x - 1 given Situation: Rey’s Mother is
one.(The teacher may refer to below: a domestic helper in Hong
TG p.64-67.) X -3 -2 -1 0 1 2 3 Kong. He wants to buy
y -7 -5 -3 -1 1 3 5
books for his study. She
sent dollars for the
requirements. The exchange
rate was 1.00 $ to P 44.00.
Complete the table by
converting Dollar into
pesos.
$ 1 5 1 50 100
0
P
D. Discussing new Tell the students that A Let the students interchange The students will answer the The students will give the domain
concepts and function f(x) is a one-one the values of x and y in the given guide questions: and range of the given inverse
practicing new function if no two elements given table of values and 1. State the procedure you equations.
skills #1 in the domain of f they will create a new performed on the number of
corresponds to the same equation from the table of Hong Kong dollars to obtain
element in the range of f. values. the number of pesos.
2. Let p represent pesos and
d represent dollars. Write an
equation for the function
that dollars as input and
pesos as output.
3. Write an equation that
converts pesos to the dollars
using the equation in (c).
4. Switch the role of P and
$.
E. Discussing new Let the students go to their The students will be given The students will present After knowing the value of its
concepts and respective group. They will another function in a form the table of values of the domain and range of the inverse
practicing new choose a real life situation in of equation and they will original function and its function, let the students draw the
skills #2 the community that shows one- analyze how to get the inverse. Let the students graph of the two.
one function. inverse of this equation. find the difference.
F. Developing The students will act on the Let the students have their From the table of values, let From the given graph, the teacher
mastery situation and present it to the own ways to get the inverse the students sketch the will ask the following questions:
(Leads to class by group. of the function. The students graph of the original 1. What is the relationship of
Formative may use different strategies equation and on the inverse the domain of the given
Assessment) as long as they arrive in the equation.. (The teacher may function to the range of its
correct answer. call a student to do this and inverse function?
let the other students 2. What is the relationship of
observe.) the range of the given
function to the domain of
its inverse function?
G. Finding practical The students will realize that Let the students give a The students will observe The students will have their own
application of there are many situations in mapping diagram of real life the two graphs presented on understanding on the concept of
concepts and skills real life that shows one- one situations that illustrates the board and they will inverse function and they will relate
in daily living functions. inverse functions. write what their own it to the real-life.
insights from the lesson.
H. Making A function f(x) is a Let f be a one-to-one Graphing inverse functions 1. Define and give examples of
generalizations one-one function if no function with domain A and Given the graph of a one-to- an inverse function.
and abstraction two elements in the range B. Then the inverse of one function, the graph of 2. Identifying the domain and
about the lessons. domain of f f, its inverse can be obtained range of an inverse function.
corresponds to the same denoted f-1, is a function by 3. Find the relationship of the
element in the range of with domain B and range A reflecting the graph about domain of the given function to
f. denoted by f-1(y) = x if and the line y = x. the range of its inverse
only if f(x) = y for any y in function?
B. 4. Find the relationship of the
To find the inverse: Follow range of the given function to
the following steps: the domain of its inverse
1.Replace f(x) with y function?
2.Interchange x and
y
3.Solve for the new
y from the equation
in step 2.
4. Replace the
new y with f-1(x).
I. Evaluating Identify if the given real- life Determine the inverse of the Determine the inverse Fill up the table with the correct
learning situations represents a one- one following functions if of the following table range of the function :
function. there’s any. of values and graph. 1. F ( x) = x – 10
1. Books to Authors 1. M(x) = x +2 (1) X 10 11 12 13
F
2. SIM cards to cell phone 2. R(x) = (x + 3)2 X 20 30 50 100 ( x)
numbers 3. D(x) = 2x – 7 Y 68 86 122 212
3. True or False Questions to 4. f(x) = 2x + 1 (2) 2. F ( x) = 2x + 1
answers X 3 -3 -6 6 X 1 2 3 4
F
4. A mother and father y 2 -1 3 -1 ( x)
relationship (3) (4)
.
Fill up the table with the correct
domain of the function :
3x - 4 . 3. F ( x) = x + 10
X
F 0 1 2 3
( x)
4. F ( x) = x – 1 / 2
X
F 3 7 9
( x) 5
J. Additional Which of the following Determine if f and g are Let the students make their It is optional for the teacher to give
activities for relations is a one-to-one inverses of each other. own table of values and let additional activities.
application or function? 1. f(x) = 3x +5 , g(x) = x-5 them draw the graph.
remediation 1. { (0,0),(1,1), (2,8), (3,27), 3
(4,64)} 2. f(x) = x , g(x) = √x
3 3
2. {(-2,4), (-1,1).(0,0),(1,1),
(2,4)}
3. {(0,4),(1,5),(2,6),(3,7),...
(n,n+4),...}
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.
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:
EDCEL L. BAGSIC
Special Science Teacher I
Checked:
GERARD A. JULLAR
Master Teacher II
Noted:
ABAS S. DOLLENTE
Secondary School Principal I
