Department of Education

Caraga Administrative Region

Division of Surigao del Norte
Surigao del Norte National High School

Daily Lesson Log School SURIGAO DEL NORTE NATIONAL HIGH SCHOOL Grade Level Grade 11
Teacher ROCHELLE R. YLARAN Learning Area General Mathematics
Teaching Dates and Time September 4-8, 2023 Quarter Midterm (1st Semester)

September 4, September 8,
September 5, 2023 September 6, 2023 September 7, 2023
2023 2023
(Tuesday) (Wednesday) (Thursday)
(Monday) (Friday)
Modular Face to Face Modular
Face to Face Face to Face

I. Weekly Objectives

A. Content
The learner demonstrates an understanding of key concepts of functions.
Standards
B. Performance The learner can accurately construct mathematical models to represent real-life situations
Standards using functions.
C. Learning Learning Learning Competency: Learning Competency: Learning Learning
Competencie Competency:  Performs  Performs Competency: Competency:
s  Represents addition, addition,  Performs  Performs
real-life subtraction, subtraction, addition, addition,
situations multiplication, multiplication, subtraction, subtracti
using division and division and multiplication on,
functions, composition composition of , division and multiplica
including of functions. functions. composition tion,
piece-wise (M11GM-Ia- (M11GM-Ia-3) of functions. division
functions. 3) (M11GM-Ia- and
(M11GM-Ia- 3) compositi
1) on of
functions.
 Evaluates a (M11GM-
function. Ia-3)
 (M11GM-Ia-
2)
Learning Objectives: Learning Objectives: Learning Objectives: Learning Objectives: Learning
1. Distinguish 1. Enumerate 1. Enumerate 1. Define the Objectives:
different kinds the steps to the steps composition 1. Define
of functions. undergo in to undergo of functions the
2. Substitute performing in 2. Perform compositi
values in a the operation performing steps on on of
function on the the composition functions
3. Share examples functions operation of functions 2. Perform
of real-life 2. Perform on the 3. Share steps on
situations which operations of functions examples of compositi
can be functions 2. Perform real-life on of
represented Demonstrate operations situations functions
using functions cooperation in of which can be 3. Share
group activity functions represented exampl
D. Objectives
3. Demonstra using es of
te composition real-
cooperatio of functions life
n in group situatio
activity ns
which
can be
repres
ented
using
compo
sition
of
functio
ns
II. Content Functions and Their Graph
III.Learning
Resources
A. References
1. Teacher’s
Guide pages
2. Learner’s General General Mathematics General Mathematics General Mathematics General
Mathematics Alternative Delivery Alternative Delivery Alternative Delivery Mathematics
 Alternative Delivery Mode Mode Mode Alternative
Mode Delivery Mode
Quarter 1 – Module 2: Quarter 1 – Module 2: Quarter 1 – Module
Materials Quarter 1 – Module Evaluating Functions Evaluating Functions 3: Operations of Quarter 1 –
pages 1: Functions Quarter 1 – Module 3: Quarter 1 – Module 3: Functions Module 3:
Operations of Operations of Operations of
Functions Functions Functions

3. Textbooks
pages
4 Additional
Materials
from
Learning
Resource (LR)
portal
B. Other
Learning
Resources
IV. Learning Sequence

Opening prayer and Opening prayer

Opening prayer and
Routine Activities checking of and checking of
checking of attendance
attendance attendance
A. Reviewing TASK TO BE DONE AT TASK TO BE DONE AT For the review on
previous HOME For the review on HOME composition of
lesson or evaluating functions, functions, the
presenting the teacher will conduct teacher will
a short drill through a conduct board
the new www.youtube.com/ game. work activity.
lesson depedtv
a. Review Instructions: Each Instruction: The
on group shall be given 1 teacher will ask
functio tag board, rag and a volunteer to solve
n chalk. The teacher will the given below
present to the class of
what function to
evaluate. After the COMPOSITION OF
FUNCTIONS
allotted time, they will
be asked to raise their
tag boards for answers Given: f(x) = x + 1;
to be checked. g(x) = 2x; find (f o g)
(x) = f(g(x))
1) f(x) = 5x – 8; if x= 9
(f o g)(x) = f(g(x))
2) g(x) = x2 – 7; if x = -4
3) h(x) = (x – 4)(x + 4); if = g(x) + 1
x=
= 2x + 1
For the presentation of
the new lesson,
GALLERY WALK
ACTIVITY will be used.
1. The teacher
instructs that the
class will be divided
into 5.
2. Each group shall be
assigned to a
station (option will
be according to
how sitio is named
in the barangay) in
a gallery walk for 3
minutes.
3. When they are in
the station, they
will have to discuss
the poster where
an operation is
used on the
functions.

Gallery Walk
(Zone 1): ADDITION OF
FUNCTIONS

Given: f(x) = x + 5; g(x) = x

– 1; find (f + g) (x)
(f + g) (x) = f(x) + g(x)

= (x +5) + (x -1)

= x + 5 +x-1

(f + g)(x) =2x +4

(Zone 2): SUBTRACTION

OF FUNCTIONS

Given: g(x) = (x2 + x – 1);

f(x) = x2 - 1;find (f-g)(x)

(f-g)(x) = f(x) – g(x)

= (x2 – 1) - (x2 + x – 1)

= x2 – 1- x2 - x + 1

(f-g)(x) = -x

(Zone 3):
MULTIPLICATION OF
FUNCTIONS
Given:
f(x)=x2 + 5x + 6 ; g(x) = x +
1; find (fg)(x)
x2 + 2x + 1 x+2
(fg)(x)= f(x)g(x)
= x2 + 5x + 6  x +
1
x 2 + 2x + 1 x +
2
= (x+3)(x+2)  x + 1
(x+1)(x+1) x+2
= x+3
x+1
(Zone 4): DIVISION OF
FUNCTIONS
Given:
 2
x +2 x+1 x+1
f (x )= ; g( x )=
2
x +5 x +6 x+2

; find
()
f
g (x)

( gf ) ( x ) =
f ( x)
g(x )

= x2 + 2x + 1
÷ x+1
x2 + 5x + 6
x+2
= (x+1)(x+1) 
x+2
(x+3)(x+2)
x+1

() f
g (x) =
x +1
x +3

B. Establishing The teacher lets the The teacher emphasizes The teacher
a purpose for students realize that that it is good to have emphasizes that
the lesson being able to model learned operations on it is good to have
real-life situations algebraic expressions, learned
will help us so that operations on operations on
understand better functions will just be algebraic
the concept of easy because there are expressions, so
functions including some real-life situations that operations
piece-wise that may involve on composition of
functions. operations which can functions will just
be represented by be easy because
functions there are some
real-life situations
that may involve
operations which
can be
represented by
functions
(Contextualization & The teacher uses the The teacher uses
C. Presenting Localization) same given in the board work, now
examples/ins The teacher divides gallery walk, now presented as one
tances of the the class into groups presented as one on on the board.
new lesson with five members, the board.
do a 2 – part
Activity.
First part, requires In composition of
each group to come functions, we will
up with 2 real –life have a lot of
examples of substitutions. You
functions modelled learned in
by a mapping previous lesson
diagram and set of that to evaluate a
ordered pairs. function, you will
Second part, asks just substitute a
the group to choose certain number in
which best all of the
represents a real- variables in the
life situation: A given function.
jeepney passenger Similarly, if a
pays P8.00 for the function is
first 5 km as fare substituted to all
and an additional variables in
P1.00 for every another function,
succeeding distance you are
x in kilometer. performing a
A. f(x) = composition of

{8,1<x≤5¿¿¿¿
functions to
create another
function. Some
B. f(x) = 8 +1.00x authors call this
operation as
“function of
functions”.
D. Discussing The teacher Refer to General From the presented
new discusses with the Mathematics examples on the board, From the
concepts and students why the Quarter 1 – Module the teacher will ask the presented
practicing real-life examples 3: Operations of students of the steps examples on the
they give illustrate Functions that were used given a board, the
new skills #1
functions and of (page 1) particular operation on teacher will ask
 why they have functions to arrive at an the students of
chosen such TASK: answer. The teacher the steps that
representation for WHAT I KNOW will give other examples were used given a
part 2 in the (Answer the following to discuss for further particular
activity. from numbers 1 – 15) understanding of the operation on
lesson. functions to
arrive at an
The teacher Given: answer. The
explains that Choice f(x) = 1/x; g(x) = teacher will give
A in the second part 1/x2 other examples to
of the activity is a discuss for further
representation of a find understanding of
piece-wise function. a. (f+g)(x) ; the lesson.
Explain further that b. (f-g)(x);
c. (f.g)(x) and Given:
Piece-wise function
d. (f/g)(x) 1. f(x) = 1/x;
is used whenever it
Answers: g(x) = 1/x2
is not possible to
a. (f+ g)(x) = (x ;
represent a +1)/x2;
situation with just b. (f-g)(x) = (x – find
one equation. 1)/x2 (f o g)(x)
c. (f. g)(x) = 1/x3 ;
d. (f/g)(x) = x Answers:
(f o g)(x) = x2
E. Discussing Given a function f(x) Refer to General The teacher will Refer to General The teacher will
new = 2x, what is the Mathematics introduce the definition Mathematics introduce the
concepts and result when you Quarter 1 – Module of the operations of Quarter 1 – Module definition of the
practicing replace x by 2 in the 3: Operations of functions 3: Operations of operations of
function? If x = 0? If Functions Functions (page 8) functions
new skills #2
x = -1? (page 3)
Tell the class that TASK: Read and
the one done is What’s In: Understand the topic
evaluating SECRET MESSAGE on composition of
functions. functions
Steps to undertake Direction. Answer (refer to ppt provided (refer to ppt
in evaluating each question by by the teacher) provided by the
functions are: matching column A teacher)
1) Substitute the with column B. Write
value to the the letter of the
variable. correct answer at the
 2) Do the operation blank before each
to find the value of number. Decode the
the function. secret message
below using the
letters of the
answers.
Activity: Evaluate The teacher asks The teacher asks
the following students to practice the students to
functions. following numbers by practice the
1) f(x) = 3x ; if groups of five. following
x=4 numbers by
F. Developing 2) f(x) = x/2, Find (f+g)(x); (f-g)(x); groups of five.
mastery if x = 0 (f.g)(x); (f/g)(x); (f o g)
3) f(x) = 2x 3 – (x), given the following: Find (f o g)(x),
(leads to
8, if x = -3
Formative 1) f(x) = x/2 and g(x) = given the
4)f(x) = x - 3
Assessment , if x = 12 2x following:
3) 2) f(x) = (x +5)/(x-1) and 1) f(x) = x/2 and
g (x) = (x 2-3x +2)/(x2 – g(x) = 2x
25) 2) f(x) = (x +5)/(x-
1) and
g (x) = (x2-3x
+2)/(x2 – 25)
G. Finding Ask students of real- Teacher presents to the Refer to General Teacher presents
practical life situations which class an example where Mathematics to the class an
applications can be represented operation on functions Quarter 1 – Module example where
of concepts by a piece-wise can be applied. The idea 3: Operations of operation on
function. of what operation can Functions (page 4) functions can be
and skills in
(Contextualization & be used will be from the applied. The idea
daily living
Localization) students. of what operation
What’s New: can be used will
Possible Answers: (Contextualization & SAVE FOR A CAUSE be from the
Internet payment; Localization) students.
Taxi fare TASK:
Example: Mat Hematics Read and understand
Secondly, ask them has two jobs to attend the problem and
to think of to in a day. He works provide the answer
situations where for 4 hours as cook in a to the questions
evaluation of carenderia and his pay asked in the problem.
functions can be for such is defined as
 applied. f(x) = 200x.In the
afternoon he also works
Example answers: for the same number of
when computing hours as English tutor
for salary; when to the Koreans and his
computing for fare; pay is described as g(x)
when purchasing = 500x. What operation
items on function can be used
in this example?
Answer: addition
H. Making The teacher The teacher The teacher
generalizatio summarizes the summarizes the lesson summarizes the
ns and lesson through by letting the students lesson through
abstractions asking the following fill the blank. asking the
questions: 1. In adding and following
about the
1) How are subtracting questions:
lesson
we going to functions, we
distinguish must remember 1. Who can
the that ________. define
different (Possible answers: the
kinds of only similar terms can compositi
functions? be combined through on of
2) What are addition and functions
ways to subtraction; when ?
represent fractions are given, 2. Can you
functions? finding the LCD is the now
3) How do first thing to do.) perform
we evaluate 2. In multiplying steps on
functions? functions, compositi
remember to on of
____________. functions
(Possible answer: ?
factor or to rewrite the 3. Who can
given into prime share
factors) examples
3. In dividing of real life
functions, do situations
not forget to which can
___________. be
represent
 (Possible answer: ed using
factor and to get the compositi
reciprocal of the divisor on of
before proceeding to functions
multiplication.) ?

4. Who can
enumerate the In composition of
steps to functions, like (f o
undergo in g)(x), it means
performing the that the x of
operation on _____ must be
the functions? replaced by
5. Can you now _____.
perform (Possible answer:
operations of f(x), g(x) )
functions.
6. Where you able
to demonstrate
it within your
group?
I. Evaluating A. 1) Which best Refer to General Do all the operations of Refer to General Do all the
learning represents the Mathematics functions. Mathematics operations on
situation below. Quarter 1 – Module Quarter 1 – Module composition on
The 3: Operations of (For girls): f(x) = 3/2x 3: Operations of functions.
sweet corn sold in Functions (page 3) and g(x) = x Functions (page 12)
the canteen is at (For girls): f(x) =
P7.00. If I want to What’s In: (For boys): f(x)= 2x /3 What’s More: 3/2x and g(x) = x
buy x pieces of SECRET MESSAGE and g(x) =2x MATCHING
sweet corn, how FUNCTIONS (For boys): f(x)=
much will I pay? TASK: Prepare your 2x /3 and g(x) =2x
A. f(x) = 7 solution for a sharing TASK: Prepare your
+x to be done on solution for a sharing
B. f(x) = 7x Wednesday. to be done on
C. f(x)= 7 Thursday.

2) Represent the
situation in any
possible model.
With
Santos family,
mama and the
eldest child are both
of blood type A,
papa, youngest and
the middle child are
all blood type B.

7. Evaluate the
following:
 Refer to General Refer to General
Mathematics Mathematics
Quarter 1 – Module 3: Quarter 1 –
Operations of Functions Module 3:
(page 13) Operations of
The students will Functions (page
answer the following: 16)

The students will

Evaluate the given answer the
function using the following:
J. Additional word wall PUNCH D LINE
activities for application.
application
or
remediation

https://
images.app.googl/
CE2L4GPVZZynDho
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V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What
VI. REFLECTIO
works? Whatelse needs to be done to help the students learn? Identify what help your instructional supervisors can
N
provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation.
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
D. No. of learners
who continue to
require
remediation.
E. Which of me
teaching
strategies
worked well?
F. What difficulties
did I encounter
which my
principal/superv
isor can help me
solve?
G. What
innovation or
localized
materias did I
In the presentation of the new lesson (gallery walk uses name of sitio); finding practical application
use/discover
which I wish to
share with other
teachers?

Prepared by: Checked by: Noted by:

ROCHELLE R. YLARAN MARYGRACE E. NANOL, PhEdD ATTY. QUEEN ANN M. NAVALLO, PhD
Teacher II MT-II/Subject Group head School Principal II