DAILY LESSON LOG

School: BUCTO NATIONAL HIGH SCHOOL Grade Level: 11

GENERAL
Teacher: RHENAN O. BACOLOD Learning Area:
MATHEMATICS
Teaching Dates and Time: JUNE 17-21, 2019 Quarter: FIRST
OBJECTIVES SESSION 5 SESSION 6 SESSION 7 SESSION 8
A. Content Standards The learners demonstrate an understanding of key concepts of functions.
B. Performance The learners shall be able to accurately construct mathematical models to represent real-life situations using functions.
Standards
C. Learning Represents real-life situations
Competencies/ using functions, including piece- Represents real-life situations using functions, including piece-wise functions
Objectives (with LC wise functions. M11GM-Ia-1
Code for each) M11GM-Ia-1
Unpacked LC  Differentiate function  Enumerates the types of  Make a graph the of quadratic,
from relation functions rational, inverse and piece-wise
 Determine if function  Make a graph the of constant, functions
or not linear, identity and greatest  Determine the domain and range
integer function of quadratic, rational, inverse
 Determine the domain and and piece-wise functions
range of constant, linear,
identity and greatest integer
function
II. CONTENT DETERMINING FUNCTION
FROM RELATION DOMAIN AND RANGE OF FUNCTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional
Materials from
Learning Resources
(LR)portal
B. Other Learning Visual aids, worksheet Visual aids, worksheet Visual aids, worksheet
Resources
IV. PROCEDURES
1. ELICIT
A. Reviewing Ask the learners to make a recap Review the past topic Recall the first 4 types of functions
previous lesson or of relations and the 5 ways to
presenting the new express relations
lesson
2. ENGAGE
B. Establishing a Functions can be used to model How do we know if the given real-life
purpose for the real-life situations. Identifying an problem we are facing will increase,
lesson appropriate real life model will decrease, constant or fluctuate?
lead to a better understanding of
various phenomena.
C. Presenting You have a summer job that pays Show the ff. graphs and ask the students Let the students give an example
examples/ instances time and a half for overtime. (If what they have observed in the graph of the following:
of the new lesson you work more than 40 hours) 1. Quadratic equation
After that it is 1.5 times your 2. Rational equation
hourly rate of 200.00/hr. 3. Piece wise functions
4. Inverse functions

3. EXPLORE
D. Discussing new Show examples of functions to Discuss the first 4 types of functions and Discuss the last 4 types of
concepts and the students and let them deduce their examples. Show them the graphs of functions and their examples.
practicing new skills what makes a function. these functions Show them the graphs of these
#1 functions
E. Discussing new Discuss the difference between a Discuss how to determine the Domain Discuss how to determine the
concepts and function and relation and the and Range of constant, linear, identity Domain and Range of quadratic,
ways in writing a function. and greatest integer function. Let them rational, inverse and piece-wise
practicing new skills Determine also the domain and discover on their own how to get the functions. Let them discover on
#2 range. domain and range through questioning. their own how to get the domain
and range through questioning.
4. EXPLAIN
F. Developing Answer the FUNCTION OR NOT Determine the domain and range of the Determine the domain and range
Mastery (Leads to A FUNCTION Worksheet ff. functions: of the ff. functions:
Formative 1. f(x) = 2x + 1 1. f(x) = 2x2 - 4
Assessment) 2. f(x) = 1/2 6
2. f(x) =
3. f(x) = 2x + 4 x4
4. 4y = 4x
ìï2x + 1 x ³1
f (x ) = í 2
ïîx + 3 x <1
5. ELABORATE
G. Finding practical What real life situations can we Give examples of everyday encounters Give examples of everyday
application of say it is a function or just a involving the different types of functions encounters involving the different
concepts and skills in relation? types of functions
daily living
H. Making Summarize today’s lesson Answer the 321 Chart Let the students write a reflective
generalizations and journal
abstractions about
the lesson
6. EVALUATE
I. Evaluating learning Determine whether each relation Answer Part A. of the worksheet entitled Answer Part B. of the worksheet
is a function or not. Explain your It’s not MRF..it’s D-R-F! entitled It’s not MRF..it’s D-R-F!
reasoning for each.

1. {(3,2), (1, -1), (2, -4), (3, -

9), (4, -16)}

2.
 3.
4. Add another ordered pair to
this relation that would make this
not a function anymore.
(5, 4), (8, -1), (7, 3), (0, 5), (10, -
2), and __________
7. EXTEND
J. Additional The following graph tells a story.
activities for Write a story that would model
application or this graph. Take note of where
remediation the graph begins and ends and
what the independent and
dependent variables are.
V. REMARKS
VI. REFLECTION
At 9:00 AM, Christina began to add
water to a swimming pool at the rate of
25 gallons per minute.When she began,
the pool contained 80 gallons of water.
Christina stopped adding water to the
pool at 4:00 PM.
Let g be the number of gallons of water
in the pool and t be the number of
minutes that have past since 9:00 AM.
a. Write an equation for g as a
function of t.
b. What is the domain of the
function?
c. What is the range of the function?
d. Is the function one-to-one?
 A. No. of learners who
earned 80% on this
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 the lesson
D. No. of learners who
continue to require
remediation
F. What difficulties did I
encounter which my
principal or supervisor
help me solve?
G. What innovation or
localized materials did I
used/ discover which I
wish to share with other
teachers?
Prepared by: Checked by:

RHENAN O. BACOLOD FLORA K. CLAR

Subject Teacher School Head

Date Checked: __________ Time: __________