School PINAGKAWITAN INTEGRATED NATIONAL HIGH SCHOOL Grade Level GRADE 11

GRADES 1-12 Teacher MAY M. ADORNA Learning Area GENERAL MATHEMATICS

SESSION 1 SESSION 2 SESSION 3 SESSION 4

I. OBJECTIVES:
A. Content Standards Functions and Their Graphs: The learner demonstrates understanding of the key concepts of functions
B. Performance Standards The learner is able to accurately construct mathematical models to represent real-life situation using functions.

C. Learning Competencies/ represent real-life situations using Identify the different functions using Evaluates a function perform addition and subtraction of
Objectives functions mapping/diagram, ordered pair, equation solve real-life problems involving functions
Solve problems involving piecewise and graph. functions solve the given equation with accuracy
function Illustrate the vertical line test. appreciate the importance of evaluating be honest in getting the solutions to the
accurately find the solutions to every cooperate actively in class discussion functions given functions
problem
II. CONTENT Functions and Graphs
III. LEARNING RESOURCES
A. References
1. Curriculum Guide pages M11GM-Ia-1 M11GM-Ia-1 M11GM-Ia-2 M11GM-Ia-3
2. Learner’s Materials page General Mathematics on pages 4-6 General Mathematics 1-4 on pages General Mathematics on pages 10-12 General Mathematics on pages 13-15

3. Textbook pages General Mathematics by Juan Apolinario C. General Mathematics by Juan Apolinario General Mathematics by Juan General Mathematics by Juan
Reyes and Romeo Sulit Jr. pages 1-5 C. Reyes and Romeo Sulit Jr. pages 1-5 Apolinario C. Reyes and Romeo Sulit Jr. Apolinario C. Reyes and Romeo Sulit Jr.
on pages 9-14 pages on 15-20
4. From Learning Resources
portal
5. Other Learning Resources Activity Card, Power point presentation, Internet, pictures, Flash Cards, Pictures/figure of Functions Cabbage Activity, bond paper,

IV. PROCEDURES
A. Review previous lesson or Can you still recall our topic yesterday? Description: This activity will help to recall Description: This activity will help to
presenting new lesson Give some examples that represents the operations of integers. recall how to evaluate functions.
function. Activity: HELLO SMILEY HI SAD FACE! Activity: PEEL THE CABBAGE!
Directions: Raise Smile if the given relation Directions: The cabbage will pass to
is a function and Sad face if the given each student it will only stop until the
relation is mere function. teacher told to do so. If it stop the one
who is holding it will peel the cabbage
Joseph and Jules are brothers whom
and answer the questions. Then repeat
always roam around to find out their
the procedure.
personal belongings in their bedroom. They
always spend a lot of time to look.
 Guide Questions:
How will you describe the room of the two
boys?
What is your impression upon seeing this
room?
Did you easily find their stuffs?
What suggestions can you give for them to
find their stuff easily?
B. Establishing a purpose for the Some students say that Mathematics is Functions can be represented through Do you know how to evaluate functions? If Do you know how to perform the
lesson very difficult subject but they don’t know mapping/diagram, set of ordered pairs, not let us discover it. operations with real number. Today
that life without math is not possible. equation and graph. We need to you will be given two functions, we
Why? consider the different rules in will obtain the sum and difference
Functions is the first subject in Gen determining if the given are functions
of it.
Math wherein most of the time we use to or a mere relations.
model it in real life situation. To
understand more let’s start the day.

C. Presenting Description: This activity will help you Post the different rules in determining Activity: Finding your X! Description: This activity will help the
examples/instances of new determine relations that are functions. if the given diagram/map, ordered pair, (Board Work Exercises.) students to a form the correct
lesson Activity: LET’S HAVE A BREAKFAST. graph and equation is a function. Directions: Given a function evaluate the procedure in adding and subtracting
Directions: Here are the pictures of some value of y by substituting the value of x. functions
of our breakfast meals and drinks. In your Activity: Drag Me First!
group name 3 pairs of your usual meal in Directions: Arrange the procedure in
breakfast. finding the sum and difference of
functions.
D. Discussing new concepts and How did you choose your answer? Description: This activity will help you Questions: Applying the procedures. Find the sum
practising new skills #1 to determine if the given is a function 1. How did you find the activity? 1 2
or mere relation. Guided by the rules. 2. What have you discover in evaluating of and .
3 5
Activity: LET’S TALK ABOUT IT!! functions? 1 2
Directions: Determine which diagram, 3. Did you encounter some difficulties in Find the sum of and
evaluating? How did you address those x−3 x−5
ordered pair, graph and equation are
functions and which are not. difficulties?
Do the board work.

E. Discussing new concepts and Think of real life situations where you could Checking of activity. Listing down the process in evaluating Call somebody to explain the solutions.
practising new skills #2 input something into a machine and get functions. Ask the students to give the
different output. The first is done for you. step by step procedure in evaluating
INPUT MACHINE OUTPUT functions.
Bread Oven toaster Toasted
bread
F. Developing mastery (Lead to A jeepney ride cost P 8.00 for the first 3 In diagram when can we identify if the Description: This activity encourage 100% Let f ( x )=x 2−1 and g ( x )=8 x .
Formative Assessment 3) kilometer, and each additional integer given relation is a function and which participation of the students. Obtain the following.
kilometre adds P 1.5 to the fare. Use a are not? Activity: WINNER TAKES ALL! f +g
piecewice function to represent the Call some students determine if they Direction: You will be group into five. Each
f −g
jeepney fare in terms of the distance (d) in really understand the rules in group will have one representative to
kilometres. determining a function. evaluate the functions on the board. The
If this will be the fare rate, P45.00 going to first to get the correct answer will have 2
Tanauan approximately how many points and 1 point for the other players
kilometres from Laurel to Tanauan? who got correct answers too.

G. Making Generalizations and Relation is a rule that relates values from a Diagram/Mapping: Evaluating function means replacing the To add or subtract function:
abstractions about the lesson first set of values (domain) to second set of *Every element in A is matched with variable in the function, in this case x, with Find the least common denominator
values (range). exactly one element in B a value from the function’s domain and (LCD) of both fractions.
Function is a relation that gives a single * It does not matter whether each computing for the result. to denote that Rewrite the fractions as equivalent
output for every valid input number. element in A is matched with the same we are evaluating f at a for some a in the fractions with the same LCD
element in B. domain of f, we write f(a). The LCD is the denominator of the
Ordered Pair resulting fraction
*There is no distinct ordered pair with The sum of difference of the numerator
the same first element. of the resulting fraction
Equation:
*If it can be transformed into point-
slope form and there will be one value
of y in every value of x.
Graph:
*If the vertical line intersects the graph
at most once.
H. Finding practical applications All functions are relation but not all In every situation, there is always a Activity: Let’s get real! Ask the student to give some examples
of concepts and skills in daily relations are function. mathematical function in which one Directions: Solve the given problem by where in they can use addition and
(Give some examples then ask what are the quantity corresponds to another quantity evaluating the function. subtraction of functions. (One of the
living according to some definite rule.
students’ idea.) Suppose that s(T) is the top speed (in answer is when buying or selling
Let the student cite some examples.
kilometre per hour) of a runner when the goods.)
temperature is T degree Celsius. Explain
what the statements s(15) = 12 and s(30) =
10 mean.

I. Evaluating learning Let’s Get Real! See the attachment the back of this Evaluate the functions at x – 3. Show Use these to answer numbers 1 and
You only have P 100 and you want to treat page. your answer and checking. 2.
your 3 friends for a snack in your school Directions: Determine if the given 1. f ( x )=x−3 v ( x )=x 2 +5 x + 4
canteen because one of them is celebrating diagram is a function or not function.
her birthday today. But you have to save P 2. g ( x )=x 2−3 x +5 f ( x )=3+ 3
30.00 for your fare. Give the possible price g ( x )=x 2+2 x−8
of snack that fits your money. Explain your p ( x ) =2 x−7
answer. Determine the following functions
 ( v+ g ¿ ( x)
( f − p) ( x )
J. Additional activities for Give three examples of real life situation Illustrate your own diagram showing Evaluate the following functions at Determine the function
application or remediation that represents function. that the relation is a function and x=−4. (f+p)
which are not function. f ( x )=x 3−64 v−g ¿
r ( x )=√ 5−x
V. REMARKS JUNE 12, 2019 HOLIDAY INDEPENDENCE DAY
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. N. of learners who required
additional activities for remediation
who scored below
C. Did the remedial lesson 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
work well? Why did these work?

F. What difficulties did I encounter

Prepared by: MAY M. ADORNA Checked by: CRISTY B. MALALUAN