Grade
Bangkal Senior High
School Level and Grade 11
GRADE School
Section
11
Subject Learning General
DAILY LESSON Camille Bendicio
Teacher Area Mathematics
LOG
Teaching
Date and July 29,2024 Quarter 1st
Time
I. OBJECTIVES
A. Content Standards The learners demonstrate an understanding of…..
● concepts and underlying principles of classroom
management
● key concepts of functions
B. Performance Standards The learners shall be able to…
● follow the classroom management rules and procedures
before,during and after class
● accurately construct mathematical models to represent real-
life situations using functions.
C. Learning Competencies / The learners shall be able to:
Objectives
1. Appreciate the importance of knowing the classroom rules
and procedures
2. The learner represents real life situations using functions,
including piecewise functions (M11GM- la-I)
II. CONTENT Classroom Management Orientation and Function
III.LEARNING RESOURCES
A. References
1. Teacher’s Guide pages K to 12 Grade 11 General Mathematics Curriculum Guide
Page 1 of 8
2. Learner's Material pages 3-11
pages
3. Textbook pages
4. Additional Materials
from the Learning
Resource (LRMDS)
B. Other Learning Resources Smart TV, laptop, pictures, real objects, power point presentation
IV PROCEDURES
A. Reviewing Routinary Activities:
previous lesson or
presenting new 1. Prayer
lesson 2. Greetings
3. Attendance
“Pass the Egg” by the use of this activity we introduce the subject.
Instructions:
1. All the students would participate in this activity and every boiled
egg has a question
2. the students need to pass the egg, once the song stop he/she
need to answer the question
3. if he/she gave the correct then the price is the boiled egg and if
the student gave a wrong answer then the egg passed it again to
another student
Ask the learner about the learning about relation and function on
their previous studies of mathematics
B. Establishing a Task 1: Mind Blow
purpose for the
lesson Ask the students about the statement
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All FUNCTIONS are RELATION but not RELATION are
FUNCTIONS
C. Presenting cenario: As part of requirements in Statistics class. Andrei made a
examples/instances survey on the religion of his classmates and here’s what he found
of the new lesson out
Andrei: Good morning classmates, as our requirements in statistics
may i know your religion. This data will be part of my input in the
survey that i am doing.
Ana: I am a catholic
Kevin: I am also a catholic
Sam: I am a member of Iglesia ni Cristo
Joey: I am a born again christian
D. Discussing new Classroom Rules:
concepts and
practicing new skills Maintain order and peace during lesson
#1 Wearing a mask in the classroom
Wash your hands before going the class
Stay in your seat during lesson
Always keep the class clean and tidy
Additional Rules before, during and after class
Be Prompt
Be prepared
Be optimistic
Be participative
Be polite
Be respectlful
Be courteous
Be honest
Discussing new concepts
and
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practicing new Explanation:
skills #2
A relation is any set of ordered-pair numbers.
Suppose the grades in Mathematics of four students are shown in
the following table:
Student 1 2 3 4
Weight 85 80 88 83
The pairing of the student number and his corresponding grades in
Mathematics is a relation and can be written as a set of ordered-
pair numbers.
R = {(1, 85), (2, 80), (3, 88), (4, 83)}
The set of all first elements is called the domain or input of the
relation.
The domain of A= {1, 2, 3, 4}
The set of second elements is called the range or output of the
relation.
The range of B = {88, 80, 88, 83}
A function is a relation where each element in the domain is related
to only one value in the range by some rule.
A function is a set of ordered pairs (x,y), such that no two ordered
pairs have the same x-value but different y-values. Using functional
notation, we write f(x) = y, read as “f of x is equal to y”. In
particular, if (1,2) is an ordered pair associated with the function
f,then we say that f(2) = 1’
Examples: Determine whether the following are functions or not:
f = {(1, 2), (2, 3), (3, 4), (4, 5)}
g = {(1, 3), (0, 3), (2, 1), (4, 2)}
h = {(1, 6), (2, 5), (1, 9), (4, 3)}
Solution:
f = {(1, 2), (2, 3), (3, 4), (4, 5)} , the relation f is a function because
no two
ordered pairs have the same x-value but different y-values.
g = {(1, 3), (0, 3), (2, 1), (4, 2)}, the relation g is a function no
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because two
ordered pairs have the same x-value but different y-values.
h = {(1, 6), (2, 5), (1, 9), (4, 3)}, the relation h is a not a function
because
(1,6) and (1,9) are ordered pairs with the same x-value but different
y-values.
A relation and a function can be presented using the following:
1. Using a mapping diagram – where elements of the domain are
mapped to the
elements of the range using arrows. The use of the arrow diagrams
makes it easy
to determine whether a relation is one-to-one, one-to-many, many-
to-one, or
many-to-many.
Consider the following arrow diagrams:
Figure A is a function because each element of the first set is
paired with one and
only one element in the second set.
Figure B is not a function because each element in the first seat is
matched with
more than one element in the second set.
Graphs
Vertical line test – a graph represents a function if and only if each
vertical line
intersects the graph at most once.
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Solution:
Graphs (2) and (3) are graphs of functions, while (1) and (4) are
not functions because
they do not pass the vertical line test.
Functions as Representation of Real Situational
F. Developing Determine whether the relation is a function or not
mastery
1. {(1,5),(2,6),(3,7),(4,8)}
2. {(-1,4),(3,1),(6,-1)}
3. {(1/2,1),(-⅓,2),(-⅓,5)}
4. {f(x)={x,yly=x+5 and x = 1,2,3,4,5}
5. {(-3,3),(-3,1),(2,-1)}
6. f(x)={x^2,x)lx elements real numbers
G. Finding practical
applications of
concepts and skills in ● As a student, how will you apply the lessons you have
daily living learned today in your daily life?
H. Making ● All FUNCTIONS are RELATION but not RELATION are
generalizations and FUNCTIONS
abstractions about
the lesson ● The set of all first elements is called the domain or input of
the relation.
(ELABORATE)
● The set of second elements is called the range or output of
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the relation.
I. Evaluating Learning
J. Additional
activities for
application or
remediation
V. REMARKS Re-teaching Transfer of the lesson to the following day
Lack of Time
No class Achieved
VI. 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% on the formative
assessment
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
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solve?
G. What innovation or
localized materials did I use/
discover which I wish to share
with other teachers?
Prepared by: Checked by:
CAMILLE BENDICIO RUTH C. YAMBAO
Teacher I Principal
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