Saint Vincent de Paul Diocesan College

Andres Soriano Avenue, Mangagoy, Bislig City

Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of functions.
Performance Standard The learner is able to accurately construct mathematical models to represent real-life situations using functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(REPRESENTATION OF FUNCTIONS)
Learning Competencies  Represents real-life situations using functions including piecewise function.

Specific Learning At the end of the lesson, the students will learn to…
Outcome a. define functions and relations;
b. determine if a given relation is a function using ordered pairs, graphs and equations;
c. define linear, quadratic, piece-wise and absolute value function;
d. represents real-life situation using functions, including piece-wise
functions.
I. INTRODUCTION
1st Quarter
(Week 1)  Start the lesson by telling students how functions can relate to real-life situations.
Functions describe situations where one quantity determines another. For example, the length of a person’s shadow along the floor is a function
of their height; a population in a given city is determined through its relationship with time; and etc. Therefore, functions are important tools in
the construction of mathematical models.

Day 1 II. MOTIVATION

 Function Machine Activity
There are six ‘machines’ pasted on the board/online with an input and an output, and that the output is related by some rule . Inside the figures
were rules written on it.
Guide Questions:
a. Which of these machines, if you know the input, can you determine a single or unique output?
b. Which of these machines if the output is known, can you determine a single or unique input?
c. Suppose we connect machine (a) to machine (c) such that the output of (a) becomes the input of (c). Give the outputs for the following
inputs: A, R, S, U
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

III. INSTRUCTION/ DELIVERY

1. Video Presentation/Online references
Have the students watch instructional video and read an article on how functions are used to model real-life situations. (to be posted on
Google Classroom)
a. https://www.youtube.com/watch?v=Uz0MtFlLD-k
b. https://www.educationworld.com/a_curr/mathchat/mathchat010.shtml
2. Definition of Terms
In your learning module, study the definitions and examples of functions.
3. Discussion 1: Discuss to the class how relation is a function using ordered pairs, graphs and equation.
4. Discussion 2: Discuss to the class the types of functions.
5. Guided Inquiry:
a. Problem 1: Discuss to the class how functions can be used to model real-life situation (inflation rate hike).
6. Individual Work
b. Problem 2: ask students to construct a piecewise function and solve based on the given problem.
IV. PRACTICE:
-Ask the students to perform the following tasks:
 Using five real-life situations, write the mathematical function that models each situation
V. ENRICHMENT: Concept Map/mathematical Model
Ask the students to do the following:
 Make a concept map for mathematical functions
 Ask students to research about tax rates in the Philippines .Based on the existing tax structure, ask students to define a piecewise
function that models this situation by giving (a) functions equation, (b) a table showing some function values, and (c) a graph.
VI. EXERCISES:
Answer Practice and Application I, II, III, V, and VI
Answer the word problem on Practice and Application VII
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of functions.
Performance The learner is able to accurately construct mathematical models to represent real-life situations using functions.
Standard
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
( EVALUATION OF FUNCTIONS)
Learning  Evaluates a function.
Competencies
Specific Learning 1. evaluate a function;
Outcome 2. identify Odd and Even Functions; and
3. Solve problems involving functions.
I. INTRODUCTION
1st Quarter Evaluating a function means replacing the variable in the function, in this case x, with a value from the functions’ domain and computing for the
(Week 1) result. To denote that we are evaluating f at a for some a in the domain of f, we write f(a).
-ask students to answer the entry card in Lesson 2.
II. MOTIVATION
The teacher poses the question. Explain your answer
 How do you use function notation in evaluating a function?
Day 2 III. INSTRUCTION/ DELIVERY
1. Video Presentation
- Have the students watch instructional videos on the evaluation of functions. (to be posted on Google Classroom)
a. https://www.khanacademy.org/math/algebra-functions/interpreting-function-notation/v/interpreting-function-notation-example-1
b. https://www.khanacademy.org/math/algebra/algebra-function/interpreting-function-notation/v/interpreting-function-notation-example-2
2. Definition of Terms:
 In your learning module, study the definition of evaluation of functions, function notation, odd and even functions.
3. Guided Inquiry:
Problem 1: Discuss to the class how to evaluate a function and the steps in solving it.
4. Individual Work
Problem 2: ask students to evaluate function in the given problem.
5. Guided Inquiry:
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

Problem 3: Discuss to the class odd and even functions.

6. Individual Work:
Problem 4: ask students to identify each function as even, odd or neither.
7. Guided Inquiry:
Problem 4: Discuss to the class problems involving functions (price of printed t-shirts)
8. Individual Work:
Problem 5: ask the students to solve the given problem.
IV. PRACTICE:
- Ask the students to work in performing the following tasks:
 Given f ( x )=x−2, find the following values
a. f ( 0 )
b. f ( 3 )
c. f (−1 )
d. f ( x +1 )
e. f ( 3 x )
V. ENRICHMENT: Case Problem analysis
Ask the students analyse the given problem.
 As the lightning strikes, the time between the flash that we see and the thunder that we hear depends on the distance that we are from where
the lightning struck. A table of this function is shown below.
Distance (in kilometres), d 1 2 3 4 5
Time (in seconds),t 3 6 9 12 15
a. Write a formula of this function. Use the letters d and t.
b. Graph the data in the table by letting the x-axis represent distance and the y-axis represent time.
c. Why does it seem reasonable that the graph of this function should go through the origin?
VI. EXERCISES:
Answer Practice and Application I and II
Answer the word problem on Practice and Application III
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of functions.
Performance Standard The learner is able to accurately construct mathematical models to represent real-life situations using functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(OPERATIONS ON FUNCTIONS)
Learning Competencies  Performs addition, subtraction, multiplication and composition of functions;
 Solves problems involving functions.
Specific Learning At the end of the lesson, the students will learn to…
Outcome a. recall the laws of exponent;
b. recognize special products through pattern recognition;
c. performs addition, subtraction, multiplication, and composition of functions; and
d. solve problems involving functions.
I. INTRODUCTION
1st Quarter  Use the entry card in the learning module to assess students’ prior knowledge in performing the indicated operations.
(Week 1) II. MOTIVATION
 Do a quick review of the rules exponents and special products through a/an game/interactive game.

III. INSTRUCTION/ DELIVERY

1. Video Presentation/Online references
Day 3-4 Have the students watch instructional videos on the operations of functions. (to be posted on Google Classroom)
a. https://www.youtube.com/watch?v=3gaxVHVI4cI
b. https://www.youtube.com/watch?v=wUNWjd4bMmw
2. Definition of Terms
In your learning module, study the definition on the sum, difference, product, quotient and the composition of functions.
3. Discussion 1: Introduce examples to build up to the following notations for function operations.
4. Guided Inquiry:
c. Problem 1: Write/give the examples of functions on the board/online and use these functions to develop the examples below.
5. Individual Work
d. Problem 2: challenge students to solve the problems written on the board/online.
IV. PRACTICE:
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

-Ask the students to perform the following tasks:

2 x +1
Given: f ( x )=2 x +1 q ( x )=x 2−2 x +2 r ( x )=
x−1

 Express the function f ( x )=x 2 +3 as sum and difference of the functions above.
 Express the function f ( x )=x 2−4 x +1 as sum and difference of the functions above.
 Express the function f ( x )=2 x 3−3 x 2+ 2 x +2 as product and quotient of the function above.
 Find and simplify ( f o q ) ( x )∧(r o f )( x)
V. ENRICHMENT: Problem solving/Concept Application
Ask the students to do the following:
Given: The number of words in a child’s vocabulary is a function of the child’s age. The formula for the siz of vocabularies of typical children
between the ages of 20 months and 50 months given by n=60 a−900 where a represents the child’s age in months and n represents the number
of words that the child uses correctly.
1. Complete the table on the right using the given formula.
2. Graph the function, A 20 25 30 35 40 50 letting the x-axis represent the child’s age a
And the y-axis n represents the number of words n.
3. How many words does a typical 25-month old child know?
4. How many words does a typical 50-month old child know?
5. How many new words does a typical child learn each month from age 20 months to the age of 50 months?
6. Will the formula work for 10-month old child? Explain.

VI. EXERCISES:
Answer Practice and Application I and II
Answer Writing nos. 1-3
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(REPRESENTATION OF RATIONAL FUNCTIONS)
Learning Competencies  Represents real-life situations using rational functions.

Specific Learning At the end of the lesson, the students will learn to…
Outcome a. recall concepts about polynomial functions;
b. define polynomial functions; and
c. represents real-life situations using rational functions.

I. INTRODUCTION
1st Quarter  Present the following scenario to demonstrate real-world applications of rational functions as stated in the learning module.
(Week 2) II. MOTIVATION
 Do a quick review on polynomial and rational functions to assess student’s prior knowledge by giving them checklists.

- The teacher poses the question for students to ponder.

 What information can be determined by the numerator and denominator of a rational function?
Day 1 III. INSTRUCTION/ DELIVERY
1. Video Presentation/Online references
Have the students watch instructional video and power point presentation on how rational functions are used to model real-life situations.
(to be posted on Google Classroom)
a. https://www.slideshare.net/reycastro1/rational-function-representation-107424974
b. https://www.youtube.com/watch?v=NNv4-cWa7nQ
2. Definition of Terms
In your learning module, study the definitions of polynomial and rational functions.
3. Discussion 1: Present and discuss to the class the following scenarios as mentioned in the introduction. Indicate that unlike polynomial
functions, rational functions may contain a variable in the denominator.
4. Discussion 2: Discuss to the class rational functions and give illustrative examples.
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

5. Guided Inquiry
Problem 1: Discuss distance related problem.

6. Individual Work:
Problem 2: ask students to solve the given problem written on the board/online.
IV. PRACTICE:
 Ask the students to solve the problem.
a. A fence is to enclose a rectangular vegetable farm with an area of 400 square meters. If x is the length of one side of this fence, find
a function P(x) representing the perimeter of the fencing material required. Find the perimeter of the fence if one side has length 10
meters, 50 meters.

V. ENRICHMENT: Experiment
 Have the class to perform the experiment involving light reflecting off a small mirror into a wall. The class can be divided into groups of 3
or 4 students with their own materials.
- Materials and instructions are stated in the learning module.

VI. EXERCISES:
Answer Practice and Application I
Answer the word problem on Practice and Application IV
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(RATIONAL EQUATIONS AND INEQUALITIES)
Learning Competencies  Distinguishes rational function, rational equation, and rational inequality
 Solves rational equations and inequalities
Specific Learning At the end of the lesson, the students will learn to…
Outcome a. define rational equation and inequalities;
b. simplify rational expression;
c. distinguishes rational function, rational equation, and rational inequality
d. solves rational equations and inequalities.
I. INTRODUCTION
1st Quarter  Provide students examples of algebraic expressions and have them class identify if they are rational or not.
(Week 2) II. MOTIVATION
x+1
 Give some rational equations such as =10 and ask students some strategies they could try for solving it.
2x
x+1
 Next, turn the equation to an inequality, ≤10. Challenge the class to provide as many solutions and non-solutions as they can.
2x
Day 2  Inform the class that this lesson provides systematic techniques to solve rational equations and inequalities.

III. INSTRUCTION/ DELIVERY

1. Video Presentation/Online references
Have the students watch instructional video and PowerPoint Presentations on rational equations and inequalities.. (to be posted on
Google Classroom)
 https://www.slideshare.net/reycastro1/solving-rational-equation?qid=2f377bc4-0c90-4e00-8428-80311364da0f&v=&b=&from_search=1
 https://www.slideshare.net/reycastro1/rational-expression-107423381?qid=7748e736-052d-4183-85b1-
2017634c288c&v=&b=&from_search=9
 https://www.youtube.com/watch?v=6eqgIZyXgK8
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

 https://www.youtube.com/watch?v=ZjeMdXV0QMg

2. Definition of Terms
In your learning module, study the definitions and examples of functions, rational equations and inequalities.
3. Discussion 1: Use a table to show how to distinguish among rational equations, rational inequalities and rational functions.
4. Discussion 2: Discuss to the class how to solve and the procedure in simplifying rational equations.
5. Guided Inquiry
 Problem 1: Discuss to the class guided problem solving and check for extraneous solution by substituting the answers back into
the original equation.
6. Individual Work
 Problem 2: ask students to solve and simplify the given problem in the learning module.
7. Guided Inquiry
 Problem 3: apply the concepts of rational equations and inequalities to solving word problems. Discuss examples to the class.
8. Individual Work
 Problem 4: ask students to solve the given problem.
IV. PRACTICE:
-Ask the students to perform the given task.
 Using real-life situations, apply the concepts or rational equations and inequalities. Have them solve, simplify and explain their answer.
V. ENRICHMENT: problem Solving
Ask the students to do the given problem.
x y z
 Suppose that x,y and z are positive integers such that = = and xyz=1 , 620. Find the value of y.
3 4 5

VI. EXERCISES:
Answer Practice and Application I and II
Answer the word problem on Practice and Application VI
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(RATIONAL FUNCTIONS)
Learning Competencies  Represents a rational function through its (a) table of values, (b)graph, and (c)
equation
 Finds the domain and range of rational function.
Specific Learning At the end of the lesson, the students will learn to…
Outcome a. define rational function;
b. represents a rational function through its (a) table of values, (b)graph, and
(c) equation; and
c. finds the domain and range of rational function.

I. INTRODUCTION
1st Quarter  Present a simple scenario involving rational function to the class.
(Week 2) II. MOTIVATION
 Assess students’ prior knowledge by giving them checklists to answer.
 The teacher poses the question to students.
- what information can be determined by the numerator and denominator of a rational function
III. INSTRUCTION/ DELIVERY
Day 3-4 1. Video Presentation/Online references
Have the students watch instructional video and PowerPoint Presentation on rational functions. (to be posted on Google Classroom)
 https://www.slideshare.net/reycastro1/rational-expression-107423381?qid=7748e736-052d-4183-85b1-
2017634c288c&v=&b=&from_search=9
 https://www.slideshare.net/jovicrullepa/chapter-2-rational-function?qid=6ddd7d42-2546-4443-b41b-
b532788b7300&v=&b=&from_search=15
 https://www.youtube.com/watch?v=jQ-fS2lsslU
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

2. Definition of Terms
In your learning module, study the definitions and examples of rational functions and its representations.
3. Discussion 1: Discuss to the class how to represent the rational function using the given scenario at the start of the class.
4. Discussion 2: Discuss and give more illustrative examples with graphing, table of values and equation and find the domain and range
of the function
5. Guided Inquiry:
Problem 1: Present the given problem on the board/online.
6. Individual Work
Problem 2: ask students to construct a table of values, graph and equation out from the given problem and ask them to find the
domain and range of the function.
IV. PRACTICE:
- Ask the students to perform the given task:
 Plot the points on the table of values given on a Cartesian plane. Determine if the points of the function given follow a smooth
curve or a straight line.

V. ENRICHMENT: Procedural Report

 Ask students to create a rational function that models real life situation and present a Procedural Report.

VI. EXERCISES:
Answer Practice and Application I
Answer the word problem on Practice and Application IV
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(GRAPHING RATIONAL FUNCTIONS)
Learning Competencies  Determines the (a)intercepts, (b)zeroes, and (c) asymptotes of rational
functions;
 Graphs rational functions; and
 Solves problems involving rational functions, equations and inequalities.
Specific Learning At the end of the lesson, the students will learn to…
Outcome a. recall domain and range of a function;
b. define intercepts and asymptotes of a function;
c. Determines the (a)intercepts, (b)zeroes, and (c) asymptotes of rational
functions;
d. identify the domain and range of a rational function through its graph;
e. find the vertical and horizontal asymptote of rational function;
e. Graphs rational functions; and
f. Solves problems involving rational functions, equations and inequalities.

I. INTRODUCTION
1 Quarter
st
 Start the lesson by recalling the important concepts and properties of functions.
(Week 3) II. MOTIVATION
 Use the activity in the learning module and have the class answer to assess their prior knowledge.
III. INSTRUCTION/ DELIVERY
1. Video Presentation/Online references
Have the students watch instructional video and PowerPoint Presentation on graphing rational functions. (to be posted on Google
Day 1-4 Classroom)
 https://www.slideshare.net/math260/29-graphs-of-factorable-rational-functions-t?qid=90306829-56be-4a6f-ae94-
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

9938e3a4c9b1&v=&b=&from_search=6
 https://www.youtube.com/watch?v=fvC0dm2wzIo
 https://www.youtube.com/watch?v=P0ZgqB44Do4
2. Definition of Terms
In your learning module, study the definitions of vertical asymptote, horizontal asymptote and zeroes of a function.
3. Discussion 1: Discuss to the class that in sketching the graph of a rational function, we will make use of the x and y intercepts of the
function.
4. Discussion 2: Discuss to the class how the function behaves near the value where the function is undefined, as well as in the extreme
values of x. Take a detailed look at the steps in graphing a simple rational function and develop a process for graphing other rational
functions.
5. Guided Inquiry:
x−2
Problem 1: Discuss to the class how the function f ( x )= behaves.
x +2
6. Individual Work
Problem 2: ask students to solve the given problem. Find the domain, range, intercepts and sketch the graph of the function.
IV. PRACTICE:
-Ask the students to perform the following tasks:
 For each problem given, identify the x and y intercepts, asymptotes and sketch the graph. Identify the domain and range if possible.
2
(a) f ( x )=
x +1

3x
(b) f ( x )=
x +3
V. ENRICHMENT: Graph Analysis
Ask the students to do the following:
Scenario: Your friends are travelling in your car for 100 kilometres
 How long will your trip take if you average 60 kph, 80 kph, 85 kph?
 Describe the time it will take you to make the trip as a function of your speed.
 Graph the function described above.
 Discuss the graph in relation to the time it will take you to make this trip.
VI. EXERCISES:
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

Answer Practice and Application I

Answer the word problem on Practice and Application II

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(ONE-TO-ONE FUNCTIONS)
Learning Competencies  Represents real-life situations using one-to-one functions

Specific Learning At the end of the lesson, the students will learn to…
Outcome a. define one-to-one function and its properties;
b. define vertical and horizontal line tests;
c. graphs one-to-one functions; and
d. represents real-life situations using one-to-one functions.

I. INTRODUCTION
1st Quarter  Start the class by presenting them real-life scenario which will help them understand the lesson.
(Week 4)
II. MOTIVATION
 Group the class in pairs and have them perform an activity on conversion and translation.

III. INSTRUCTION/ DELIVERY

Day 1 1. Video Presentation/Online references
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

Have the students watch instructional video and PowerPoint Presentation of One-to-One Functions. (to be posted on Google Classroom)
a. https://www.youtube.com/watch?v=6u9Qh1Vi_Qw
b. https://www.youtube.com/watch?v=Muf7hNZN9xw
c. https://study.com/academy/lesson/one-to-one-functions-definitions-and-examples.html
2. Definition of Terms
In your learning module, study the definitions and examples of one-to-one functions, horizontal and vertical line tests.
3. Discussion 1: Discuss to the class how to determine one-to-one function and its graph.

4. Guided Inquiry:
Problem 1: real-life relation example (guided problem solving)
5. Individual Work
Problem 2: ask students to solve the given problem and graph the function
IV. PRACTICE:
-Ask the students to perform the following tasks:
 Determine whether the given relation is a function. If it is a function, determine whether it is one-to-one or not.
a. The relation pairing an SSS member to his or her SSS number.
b. The relation pairing a real number to its square.
c. The relation pairing an airport to its airport code.
d. The relation pairing a person to its citizenship.
e. The relation pairing a distance in kilometers travelled along a given jeepney route to the jeepney fare for travelling that distance.
graph the function.

V. ENRICHMENT:
Ask the students to do the following:
 Make a reaction paper out from the concept of one-to-one functions using the attribute blocks activity.
.
VI. EXERCISES:
Answer Practice and Application I and II
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(INVERSE FUNCTIONS)
Learning Competencies  Determines the inverse of a one-to-one function;
 Represents an inverse function through its (a) table of values, and (b) graph;
 Finds the domain and range of an inverse function; and
 Graphs inverse functions.
Specific Learning At the end of the lesson, the students will learn to…
Outcome a. define inverse functions;
b. Determines the inverse of a one-to-one function;
c. Represents an inverse function through its (a) table of values, and (b) graph;
d. Finds the domain and range of an inverse function;
e. Graphs inverse functions; and
f. Solve problems involving inverse functions.
I. INTRODUCTION
1st Quarter  Recall the concept of one-to-one functions and the properties of equality to assess students’ prior knowledge.
(Week 4) II. MOTIVATION
 The teacher poses guide questions to students after an activity regarding conversion for them to ponder and explore.
- How can functions be of help in the conversion of one currency to another?
III. INSTRUCTION/ DELIVERY
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

1. Video Presentation/Online references

Day 2-4 Have the students watch instructional video and PowerPoint Presentation on inverse functions. (to be posted on Google Classroom)
a. https://www.slideshare.net/MehediHasanRaju/inverse-functions-68694523?qid=408f93f9-4865-466f-8187-4eaf696f5f15&v=&b=&from_search=5
b. https://www.youtube.com/watch?v=2zeYEx4eTdc
2. Definition of Terms
In your learning module, study the definitions and examples of inverse functions
3. Discussion 1: Discuss to the class the representations of inverse functions.
4. Discussion 2: Discuss to the class how to graph and find the domain and range of the function.
5. Guided Inquiry:
Problem 1: Provide students guided problem solving on inverse functions.
6. Individual Work
Problem 2: ask students to answer the given problem written on the board/online.
IV. PRACTICE:
-Ask the students to perform the following tasks:
 Show that the following functions are inverses of each other.
 Graph the function and Explain.
V. ENRICHMENT: Demonstration/video presentation
Ask the students to do the following:
 Perform interesting measurements on human body parts and use the concept of functions and its graph.
 Lists of the body parts to be measured as well as materials needed are written in the learning module.
 Present to the class and explain the guide questions.
VI. EXERCISES:
Answer Practice and Application I and II
Answer the word problem on Practice and Application V.
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(REPRESENTING REAL-LIFE SITUATION USING EXPONENTIAL FUNCTIONS)
Learning Competencies  Represents real-life situations using functions;
 Distinguishes between exponential, exponential equation, and exponential
inequality;
 Solves exponential equations and inequalities.
Specific Learning At the end of the lesson, the students will learn to…
Outcome a. Represents real-life situations using exponential functions and its transformations;
b. Describe exponential growth and decay;
c. Distinguishes between exponential, exponential equation, and exponential
inequality;
d. Solves exponential equations and inequalities.
I. INTRODUCTION
1st Quarter  Present to the class scenario which can help introduce the concept of an exponential function.
(Week 5) II. MOTIVATION
 The teacher poses questions to students about the scenario that was presented.
- Your savings double each day. If you save P1.00 on January 1, P2.00 on January 2, P4.oo on January 3, P8.00 on January 4, and so on,
how much will you save during the month?
III. INSTRUCTION/ DELIVERY
Day 1-4 1. Video Presentation/Online references
Have the students watch instructional video and read an article on how exponential functions are used to model real-life situations. (to be
posted on Google Classroom)
a. https://www.youtube.com/watch?v=6WMZ7J0wwMI
b. https://www.slideshare.net/brittanyhurley1/translating-exponential-functions?qid=58bb7d3a-4c53-44cb-954b-
ab73a128759e&v=&b=&from_search=3

2. Definition of Terms
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

In your learning module, study the definitions and examples of exponential functions and its translations.
3. Discussion 1: Discuss to the class exponential growth and decay of functions.
4. Discussion 2: Discuss to the class the properties of exponential functions and their graphs.
5. Guided Inquiry
Problem 1: Provide students guided problem solving on exponential functions
6. Individual Work
Problem 2: ask students to construct a graph out from the problem given.
IV. PRACTICE:
-Ask the students to perform the following tasks:
 Using exponential model, ask to students to perform on problems in relation with compound interest.
V. ENRICHMENT: Case problem analysis on Bounciness
Ask the students to do the following:
 Prepare a table of values showing the height reached by the ball from the start up to the 10 th bounce.
 Write an equation that models the rebound height after the nth bounce.
 Answer the guided questions given.
VI. EXERCISES:
Answer Practice and Application I and II
Answer the word problem on Practice and Application VIII

TEACHING GUIDE
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(EXPONENTIAL FUNCTIONS)
Learning Competencies  Represent an exponential function through its (a) table of values, (b) graph,
and (c) equation
 Finds the domain and range of an exponential function
 Determines the intercepts and asymptotes of an exponential function.
 Graphs exponential function
 Solves problems involving exponential function, equation and inequalities.

Specific Learning At the end of the lesson, the students will learn to…
Outcome a. Represent a transformation of an exponential function through its (a) table of values, (b)
graph, and (c) equation;
b. Finds the domain and range of an exponential function;
c. Find the intercepts and asymptotes of an exponential function; and
d. Graphs exponential functions;
e. Solves problems involving exponential function, equations and inequalities.

I. INTRODUCTION
1 Quarter
st
 Present to the class current issues or news stories that spread rapidly in modern society which leads to the development of the
(Week 6) lesson.
II. MOTIVATION
 Ask students to share their ideas about how A,B and C are similar, and how they are different.

( a ) 4 x−1 =16 x ( b ) y=2x ( c ) 2x ≥26

Day 1-4

III. INSTRUCTION/ DELIVERY

1. Video Presentation/Online references
Have the students watch instructional video and PowerPoint Presentation on Exponential functions. (to be posted on Google Classroom)
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

a. https://www.youtube.com/watch?v=6WMZ7J0wwMI
b. https://www.slideshare.net/kvillave/exponential-functions-35810103
2. Definition of Terms
In your learning module, study the definitions and examples of intercepts, zeros and asymptotes of exponential functions.
3. Discussion 1: Discuss to the class what is and exponential function and its properties.
4. Discussion 2: Discuss how to find the intercepts, zeros and asymptotes of exponential functions.
5. Discussion 3: Discuss to the class the transformations of an exponential function through its table of values, equation and graph.
6. Guided Inquiry:
Problem 1: Provide guided problem solving to students and describe the graph.
7. Individual Work
Problem 2: ask students to compute for exponential functions through tables of values, equation and graph.
IV. PRACTICE:
-Ask the students to perform the given task:
 Solve the given exponential function and sketch the graph

V. ENRICHMENT: Concept Application/Graph Analysis

Ask the students to do the following:
 Sketch the graph of y=2x , y =2x −1∧ y=2 x −2 in one plane. Describe the graph.

VI. EXERCISES:
Answer Practice and Application I and II
Answer the word problem on Practice and Application IV
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(Introduction to Logarithm)
Learning Competencies  Represents real-life situations using logarithmic functions;

Specific Learning At the end of the lesson, the students will learn to…
Outcome a. Represents real-life situations using logarithmic functions; and
b. Solves problems involving logarithms..
I. INTRODUCTION
1st Quarter  Start the lesson by introducing the concept of logarithm to assess students’ prior knowledge.
(Week 7) II. MOTIVATION
 Review exponents by asking the class to simplify the given expressions.
 The teacher poses the question:
-what if it is the exponent that is missing?
III. INSTRUCTION/ DELIVERY
Day 1 1. Video Presentation/Online references
Have the students watch instructional video and PowerPoint Presentation on logarithms. (to be posted on Google Classroom)
a. https://www.slideshare.net/tdimella/intro-to-logs?qid=118399f9-c81d-4ca7-ba77-ddd0604c6d4b&v=&b=&from_search=4
b. https://www.khanacademy.org/math/algebra2/x2ec2f6f830c9fb89:logs/x2ec2f6f830c9fb89:log-intro/v/logarithms
2. Definition of Terms
In your learning module, study the definitions and examples of logarithms.
3. Discussion 1: introduce the concept of logarithm and provide formal definition of logarithm and give illustrative examples.
4. Discussion 2: Discuss to the class how logarithms is being used in real-life situation.
5. Guided Inquiry:
Problem 1: Give students guided problem solving.
6. Individual Work
Problem 2: ask students to solve the given problem
IV. PRACTICE:
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

-Ask the students to perform the following tasks:

 Using a real-life situation, ask the student to solve and explain the given problem
V. ENRICHMENT: Research
Ask the students to do the following:
 Do a research on an earthquake magnitude on a Ritcher scale
 Conduct a simple research activity on how do earthquakes with various magnitudes compare with each other. If students do not have
access to reference materials, you can just give them the following descriptions of various earthquake magnitudes.
VI. EXERCISES:
Answer Practice and Application I and II
Answer the word problem on Practice and Application III
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(LOGARITHMIC FUNCTIONS AND THEIR GRAPHS)
Learning Competencies  Represents a logarithmic function through its (a) table of values; (b)graph and
(c)equation
 Finds the domain and range of a logarithmic function;
 Determine the intercepts, zeros and asymptotes of logarithmic functions;
 Graphs logarithmic functions.
Specific Learning At the end of the lesson, the students will learn to…
Outcome a. Recall that logarithmic function is the inverse of an exponential function;
b. Represents a logarithmic function through its (a) table of values; (b)graph and
(c)equation
c. Finds the domain and range of a logarithmic function;
d. Determine the intercepts, zeros and asymptotes of logarithmic functions; and
e. Sketch the Graph logarithmic functions.
I. INTRODUCTION
1st Quarter  Recall the concepts of exponential functions as discussed in the previous lesson.
(Week 7) II. MOTIVATION
 Present to the class that the inverse of an exponential function is a logarithmic function through an activity.
III. INSTRUCTION/ DELIVERY
1. Video Presentation/Online references
Have the students watch instructional video and PowerPoint Presentation on logarithmic functions. (to be posted on Google Classroom)
Day 3-4 a. https://www.slideshare.net/wyhsiung/section-54-logarithmic-functions?qid=5198ccd8-751c-4b67-b23d-
5c0a5f11db64&v=&b=&from_search=10
b. https://www.youtube.com/watch?v=-nptxS9rZNA
2. Definition of Terms
In your learning module, study the definitions and examples of intercepts, zeros and asymptotes of logarithmic functions.
3. Discussion 1: Discuss to the class how logarithmic functions can be represented through its table of values, graph and equation.
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

4. Discussion 2: Discuss to the class on how to find the domain, range, intercepts, zeros, asymptotes and properties of logarithmic
function.

5. Guided Inquiry:
Problem 1: give students guided problem solving with solution in finding the domain, range, intercepts, zeros and asymptotes of
logarithmic function
6. Individual Work
Problem 2: ask students to construct a table of values of ordered pairs of a given function and sketch the graph.
IV. PRACTICE:
-Ask the students to perform the following tasks:
 Construct a table of values of a given functions in one plane.
 Sketch the graph and compare the behaviour of the graph.
V. ENRICHMENT: Problem Solving/Graph Analysis
Ask the students to do the following:
x
 Consider the function f ( x )=10 ∧g ( x )=log 10 x
 Make a table of values of the two function
 Sketch the graph
 Compare the graph of the two function.
 Compare and contrast the domain and range of the two functions.
VI. EXERCISES:
Answer Practice and Application I and II
Answer the word problem on Practice and Application III
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

TEACHING GUIDE
Content Standard The learner demonstrates understanding of key concepts of rational functions.
Performance Standard The learner is able to accurately formulate and solve real-life problems involving rational functions.
TOPIC/S/LESSON/S FUNCTIONS AND THEIR GRAPHS Date:
(LOGARITHMIC FUNCTIONS, EQUATIONS AND INEQUALITIES)
Learning Competencies  Distinguishes logarithmic function, logarithmic equation and logarithmic
inequality;
 Illustrates the laws of logarithms; and
 Solves logarithmic equations and inequalities.
Specific Learning At the end of the lesson, the students will learn to…
Outcome a. Recall the properties of equality and inequality;
b. Distinguishes logarithmic function, logarithmic equation and logarithmic
inequality;
c. Illustrates the laws of logarithms; and
d. Solves logarithmic equations and inequalities.
I. INTRODUCTION
1st Quarter  Recall the properties of equality and inequality.
(Week 7) II. MOTIVATION
 The teacher poses a question.
-what is the difference of exponential growth and decay?
III. INSTRUCTION/ DELIVERY
1. Video Presentation/Online references
Day 2 Have the students watch instructional video and PowerPoint Presentation on logarithmic functions. (to be posted on Google Classroom)
a. https://www.slideshare.net/wyhsiung/section-56-logarithmic-and-exponential-equations
b. https://www.youtube.com/watch?v=TgNu41tB-Yg
2. Definition of Terms
In your learning module, study the definitions and examples of logarithmic equation, inequality and its properties and the laws of
logarithms.
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS

3. Discussion 1: Present to the class the following examples of logarithmic equations and inequalities.
4. Discussion 2: Discuss to the class the guidelines in solving the logarithmic equations and inequalities.
5. Guided Inquiry:
Problem 1: give students guided problem solving with solution on logarithmic function.
6. Individual Work
Problem 2: ask students to solve logarithmic equations and inequalities.
IV. PRACTICE:
-Ask the students to perform the following tasks:
 express the following exponential equations to logarithmic equation.
V. ENRICHMENT: Problem Solving
Ask the students to do the following:
 Provide the common logarithms of some numbers
 Let the students brainstorm and decide how exponents and logarithms can be used to approximate a certain value.
VI. EXERCISES:
Answer Practice and Application I and II
Answer the word problem on Practice and Application III
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS
 Saint Vincent de Paul Diocesan College
Andres Soriano Avenue, Mangagoy, Bislig City
Basic Education Department-Senior High School
TEACHING GUIDE IN GENERAL MATHEMATICS