LESSON PLAN in GEN ERAL MATHEMATICS

(Functions)

Teacher: Mary June P. Panizales

Grade: Grade 11
Subject: General Mathematics
Time Frame: (45 minutes)
Code: M11GM-Ib-3

I. Topic: Solving Rational Equation

II. Content: Rational Equation
III. Objectives: At the end of the lesson, the learner is able to:
a. define rational equation
b. solve rational equations by either cross multiplying or multiplying by the Least common
Denominator (LCD) of the denominators
c. display cooperativeness during the activity
IV. Materials: Overhead projector, manila paper, chalkboard and chalk
V. Motivation: The teacher will project various logic questions.
VI. Introduction
The teacher will introduce the definition of rational equation and will cite various examples of a
rational equation. Teacher then explains that this lesson is on solving rational equations. The
teacher might give examples of quadratic and radical equations that they have solved in previous
chapters.
VII. Development
The teacher shows students how to solve rational equations by cross-multiplying and how to
solve by multiplying by the LCD.
VIII. Practice
The teacher will give examples of each method. The Teacher will go through an example of
each method step by step, the let the students try the other examples either individually or in small
groups.
IX. Accommodation
The Teacher gives explanations and directions verbally and visually. Teacher gives steps for
students to follow that will aid them in their homework.
X. Checking For Understanding
Teacher will have students do examples either individually or in small groups. Teacher will then
have the students tell her what to do to solve the equations.
XI. Closure
 Teacher wraps up the lesson by giving the homework assignment and telling the students that
this was the last section of the chapter.
 LESSON PLAN in GEN ERAL MATHEMATICS
(Functions)

Teacher: Mary June P. Panizales

Grade: 11
Subject: General Mathematics
Content: Functions and Their Graphs
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
Time Frame: (60 minutes)
Code: M11GM-Ia-1 and M11GM-Ia-4

I. Objectives
At the end of the period, the learners must have:
a. Defined and illustrated function
b. Represented real-life situations using functions, including piece-wise function.
c. Displayed cooperativeness during group activity
II. Learning Content
A. Topic: Functions
B. Reference: General Mathematics Teacher’s Guide, pp.2-10, www.google com.
C. Materials: overhead projector, manila paper, chalk and chalkboard
D. Value Focus: accuracy and cooperativeness
III. Learning Experiences
Teacher’s Activity Student’s Activity
A. Preparatory Activity
1. Prayer
2. Checking of attendance
3. Review: The teacher will ask the students to recall what is relation and functions.
Relation- is a rule that relates values from a set of values (called domain) to a second set of
values (called range).
Function- is a relation where each element in the domain is related to only one value in the
range by some rule.
B. Developmental Activities
1. Motivation
The teacher will show a video clip Students answers vary
about the function machine.
She will asked the students the following
guided questions.
a. Which of these machines , if you know
the input , can you determine the single
output?
b. Which of these machines , if you know
the output , can you determine the single
input?

2. Discussion of the lesson

Class, who among you here
can give one example of a
function? Linear, Polynomial, quadratic
Okay, good!
So, let us first define these functions
1. A linear function of the form f(x)=ax +b,
where a≠0.
2. A quadratic function is a function of the
form f ( x )=ax 2+bx +c ,where a≠0.
 3. A polynomial function is a function of degree
n of the form
f ( x )=an x n + an−1 x n−1 +a1 x+ a0, where n≠0.

Then the teacher will give examples for each function

After familiarizing these three functions, the teacher
will give examples in solving problems.
1. Give a function C that can represent the cost
of buying x meals, if one meal costs P40.00.
Solution: since each meal costs P40, then the cost function is C ( x )=40 x
2. One hundred meters of fencing is available to enclose a rectangular area next to a river.
Give a function A that can represent the area that can be enclosed in terms of x.
Solution. The area of the rectangular enclosure is A=xy . We will write this as a function
of x.
100−x
Since only 100m of fencing is available, then x +2 y =100∨ y = =50−0.5 x
2
Thus, A ( x )=x ( 50−0.5 x )=50 x−0.5 x 2

The teacher will give examples involving the Piece-wise function.

3. A user is charged P300 monthly for a particular mobile plan, which includes 100 free text
messages. Messages in excess of 100 are charged P1 each. Represent the amount a
consumer pay each month as a function of the number of messages m sent in a month.
Solution: Let t(m) represent the amount paid by the consumer each month. It can be
expressed by the piecewise function
t ( m )={300 if 0<d ≤ 100
= 300 + m if m >100
4. Generalization
The teacher will asks the students to tell what they have learned about the topic.
5. Application
The teacher will give several to the students as seatwork.
1. Provide a real-world example or scenario Destination versus tricycle
that can be expressed as a relation fare : For P15 you can go
that is not a function. Anywhere within 3 kms.
2. Provide a real-world scenario that can be modelled
by a linear function. Distance versus time if
traveling at a constant
speed.
C. Evaluation
Direction: Solve the given problem below. Write your answer in a clean sheet of pad
paper.
a. A videoke machine can be rented for P 1,000 for three days, but for the fourth day
onwards, an additional cost of P400 per day is added. Represent the cost of renting a
videoke machine as a piecewise function of the number of days it is rented and plot
its graph.
D. Assignment:
Ask the students to research about tax rates in the Philippines (e.g., if you earn a
certain income level, then your tax rate is such and such). If there are no references
available, you can just give them the tax structure( this can be seen at the back of your
Income Tax Return).

Checked by:

REGIE S. SALMERON
SHS Coordinator

Noted:

DELILAH P. MALLAR
HT-III
 LESSON PLAN in GENERAL MATHEMATICS

Teacher: Mary June P. Panizales

Grade: 11
Learning Area: General Mathematics
Quarter: 1st grading (first semester)

Graphing Rational Function: Finding the

TOPIC/ LESSON Horizontal Asymptotes of a Rational
Function
The learner’s demonstrate an understanding
CONTENT STANDARD of the key concepts of rational functions.
The learner’s shall be able to accurately
PERFORMANCE STANDARDS formulate and solve real;life problems
involving rational functions.
LEARNING COMPETENCIES M11GM-1c, M11GM-1c-2
At the end of the lesson, the students must
have
a. Identified the horizontal asymptotes
of a rational function
SPECIFIC LEARNING OUTCOMES b. Formulated guidelines in finding the
horizontal asymptotes of a rational
function.
c. Summarized the properties of a
rational function
d. Participated actively in the class
discussion.

MATERIALS General Mathematics Learner’s Material

RESOURCES General Mathematics Teacher’s Module

DEVELOPMENT OF THE LESSON:

PROCEDURE TEACHER’S TIPS/NOTES

Engage
Review domain, range, zeros, intercept of
function and vertical asymptote
A. The domain of a function is the set
of all values that f(x) will take.
B. The range of the function is the set
of all values that f(x) will take
C. The zeros of a function are the
values of x which make the function
zero. The real numbered zeros are
also x-intercepts of the graph of the
function.
D. The y-intercept is the function value
when x=0
E. The vertical line x=a is a vertical
asymptote of a function if the graph
of f either increases or decreases
without bound as the x values
approach a from the right or left.
x−2
Consider the function f ( x )= . (a) Find
x +2
its domain (b) intercepts, (c) sketch its
graph and (d) determine its range.
The horizontal line y=b is a horizontal
asymptote of the function f if f(x) gets closer
to b as x increases or decreases without
bound. (x →+ ∞∨x →−∞)

Explore
Examples: Find the horizontal asymptote of
2
4 x + 4 x+ 1
1. f ( x )= 3.
x2 +3 x +2
3x+4
f ( x )= 2
2 x +3 x +1

2
2 x −5
f ( x )= 4.
3 x 2+ x−7
3
4 x −1
f ( x )=
3 x 2+2 x−5
Explain
We summarize the results from the previous
examples as follows:

Fnding the Horizontal Asymptotes of a

rational function

Let n be the degree of the numerator and m

be the degree of the denominator.

 If n<m, the horizontal asymptote is

y=0
 If n=m, the horizontal asymptote is
a
y= , where a is the leading
b
coefficient of the numerator and b is
the leading coefficient of the
denominator.
 If n>m , there is no horizontal
asymptote.
Elaborate
Properties of rational functions:
How to find the Do the following:
y-intercept Evaluate the function at x=0
x-intercept Find the values of a where the numerator
will be zero
Find the values of a where the denominator
is zero. If this value of a does not make the
Vertical asymptotes
numerator zero, then the line x=a is a
vertical asymptote
Horizontal asymptotes Let n be the degree of the numerator and m
be the denominator.
 If n<m, the HA is y=0
a
 If m=n, the HA is y= , where a is
b
the leading coefficient of the
numerator and b is the leading
coefficient of the denominator.
 If n>m, there is no horizontal
 asymptote.
Evaluate
Past records from a factory producing
electronic components show that on
average, new employees can assemble N(t)
components per day after t days of training,
where
75 t
N (t)= t ≥0.
t +5
Sketch the graph of N on the first quadrant,
and include the intercepts and asymptotes
Agreement/ Assignment
More supplementary exerises can be given
as an assignment
Remarks
Reflections

Checked By:

REGIE S. SALMERON
SHS Coordinator

Approved:

DELILAH P. MALLAR
HT-III