San Joaquin 11- Hestia, Poseidon,

DAILY School National High Grade level Aphrodite

LESSON School
PLAN Teacher Alejandro A. Diyao Learning area General Mathematics
Teaching Dates 09/12/2017 Quarter 2nd Quarter
OBJECTIVE:
A. Content Standards Key concept of inverse function, exponential function, and logarithmic
functions.
B. Performance Standards Apply the concept of inverse functions, exponential functions, and logarithmic
functions to formulate and solve real life problems with precision and accuracy.
C. Learning Competencies /  Determine the inverse of a one to one function M11GM-Id-3
Objectives
I. CONTENT Functions and Their Graphs
II. LEARNING RESOURCES
A. References

1. Teacher Guide Teachers Guide pg. 69-75

2. Learner’s Material pages
3. Textbook pages
4. Additional Material’s from
learning Resource (LR) portal
B. Other Learning Resources
III. PROCEDURES
a. Reviewing previous lesson or Review of One-to-one function and relation
presenting the new lesson
b. Establishing a purpose for the Consider the table of values for the function given by the equation y = 2x - 1
lesson given below:
X -4 -3 -2 -1 0 1 2 3 4
y -9 -7 -5 -3 -1 1 3 5 7

c. Presenting examples/instances of
the new lesson
d. Discussing new concepts
practicing new skills
e. Discussing new concept
practicing new skills #2
Verify that it is a one-to-one function by showing that no two y-values share the
same x-value.
Let us invert the values for x and y:
X -9 -7 -5 -3 -1 1 3 5 7
y -4 -3 -2 -1 0 1 2 3 4
Does this table still represent a function?
We should see that it can still represent a function because each x value is
associated with only one
y value.
`Inverting' functions
The previous discussion shows that
 if the x- and y-values of a one-to-one function are interchanged, the
result is a
 function, but if the x- and y-values of a function that is not one-to-one
are inverted, the result is
no longer a function.
Invert the values for x and y. Will the resulting table still represent a function?
X 1 1 1 1 0 1 1 1 1
y 4 3 2 1 0 1 2 3 4
The resulting table does not represent a function since x = 1 is paired with more
than one y-value;
namely, 1, 2, 3 and 4
and A function has an inverse if and only if it is one-to-one.
As shown earlier, 'inverting' the x- and y-values of a function results in a
function if and
only if the original function is one-to-one.
and To find the inverse of a one-to-one function,
a) write the function in the form y = f(x);
b) interchange the x and y variables;
c) solve for y in terms of x.

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 This is because we are interchanging the input and output values of a
function.
For the next examples, we use the definition of the inverse to verify our
answers.
EXAMPLE;
Find the inverse of 𝑓(𝑥) = 3𝑥 + 1
Solution. The equation of the function is 𝑦 = 3𝑥 + 1
Interchange the x and y variables: 𝑥 = 3𝑥 + 1
Solve for y in terms of x:
𝑥 = 3𝑦 + 1
𝑥 − 1 = 3𝑦
𝑥−1
=𝑦
3
𝑥−1
Therefore, the inverse of 𝑓(𝑥) = 3𝑥 + 1 is 𝑓-1 =
3

EXAMPLE;
 Find the inverse of g(x) = x3 - 2.
Answer: 𝑔-1 =3√𝑥 + 2
2𝑥+2
 Find the inverse of the rational function 𝑓 = 3𝑥−4
4𝑥+1
Answer: 𝑓-1 = 3𝑥−2

f. Developing mastery (leads to Find the inverse functions of the following one-to-one functions:
1
Formative Assessment) a) 𝑓(𝑥) = 𝑥 + 4 answer: 𝑓-1 = 2𝑥 − 8
2
3
b) 𝑓(𝑥) = (𝑥 + 3)3 answer: 𝑓-1 = √𝑥 − 3

g. Finding practical application of Choose a situation or scenario that can be represented as a one-to-one
concepts and skills in daily living function and
explain why it is important that the function in that scenario is one-to-
one.
h. Making generalization and A function has an inverse if and only if it is one-to-one.
abstraction about the lesson As shown earlier, 'inverting' the x- and y-values of a function results in a
function if and only if the original function is one-to-one.
i. Evaluating learning Find the inverse functions of the following one-to-one functions:
1
1. 𝑓(𝑥) = 𝑥+4 answer: 𝑓-1 = 2𝑥 − 8
2
3
2. 𝑓(𝑥) = (𝑥 + 3)3 answer: 𝑓-1 = √𝑥 − 3
3 4𝑥+3
3. 𝑓(𝑥) = answer: 𝑓-1 =
𝑥−4 3
𝑥+3 3𝑥+3
4. 𝑓(𝑥) = answer: 𝑓-1 =
𝑥−3 𝑥−1
2𝑥+1 -1 𝑥+1
5. 𝑓(𝑥) = answer: 𝑓 =
4𝑥−1 4𝑥−2

j. Additional activities for application

or remediation
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% on
the formative assessment.
B. No. of learners who requires
additional activities for remediation.
C. Did the remediation lesson work? No
of learner 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. Which difficulties did I encountered
which my principal or supervisor can
help me solve?
G. What innovation or localized materials
did I used/discover which I wish to
share with other teacher?

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