DAILY School Misamis Occidental National High School Grade Level & Quarter Grade 11 /Q1

LESSON Teacher John Carel M. Bustillo SHS Track Academic

LOG Inclusive Dates July 29 – August 1, 2024 Learning Area General Mathematics
SENIOR HIGH SCHOOL Scheduled Time Topic Functions

I. OBJECTIVES Session 1 Session 2 Session 3 Session 4

A. Content Standard The learners demonstrate an understanding of:
1. key concepts of functions.
B. Performance The learners shall be able to:
Standards 1. accurately construct mathematical models to represent real-life situations using functions.
C. Learning Represent real-life situations using Evaluates a function. Performs addition, subtraction, multiplication, Performs addition, subtraction,
Competencies / functions, including piece-wise functions. M11GM-Ia-2 division, and composite of functions. multiplication, division, and composite of
Objectives (Write M11GM-Ia-1 M11GM-Ia-3 functions.
the LC Code) M11GM-Ia-3
II. CONTENT Functions Functions Functions Functions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide TG for SHS General Mathematics, pp. 1- TG for SHS General Mathematics, pp. 11- TG for SHS General Mathematics, pp. 14-22
pages 10 13
2. Learners’ LM in General Mathematics, pp. 3-11 LM in General Mathematics, pp. 10-12 LM in General Mathematics, pp. 13-20
Materials pages
3. Textbook pages General Mathematics by Orlando Oronce General Mathematics by Orland Oronce General Mathematics by Orland Oronce General Mathematics by Orland Oronce
Series 2016 Series 2016 Series 2016 Series 2016
4. Additional Teacher’s Guide and Learner’s Material Teacher’s Guide and Learner’s Material Teacher’s Guide and Learner’s Material Teacher’s Guide and Learner’s Material
Materials from
Learning
Resources
Portals
B. Other Learning General Mathematics, Diwa Publishing, General Mathematics, Diwa Publishing, General Mathematics, Diwa Publishing, Senior General Mathematics, Diwa Publishing,
Resources Senior High School Series. 2016 Senior High School Series. 2016 High School Series. 2016 Senior High School Series. 2016
IV. PROCEDURES
A. Reviewing previous The teacher will give a drill on the The teacher will give a drill on how to The teacher will provide a brief, yet The teacher will provide a brief, yet
lesson or presenting previous lessons learned in JH: evaluate an algebraic expression. sufficient concepts recall on the following: sufficient concepts recall on the
the new lesson Addition, subtraction, multiplication and following:
1. In a relation, what do you call the set division of fractions and algebraic expressions Addition, subtraction, multiplication and
of x values or the input? division of fractions and algebraic
DOMAIN expressions
2. What are the 3 types of relation?
ONE-TO-ONE
MANY-TO-ONE
ONE-TO-MANY
 3. All relations are functions, but not all
functions are relations. True or False?
FALSE
4. When can a graph of a relation be a
function?
IF THE VERTICAL LINE PASSING
THROUGH THE GRAPH INTERSECTS
AT ONE POINT.
5. How can we represent functions?
GRAPH
MAPPING DIAGRAM
EQUATIONS
ORDERED PAIRS
TABLE
WORDS How to find the value of the expression?
 Replace each letter in the
expression with the assigned
value.
 Perform the operations in the
expression using the correct order
of operations.

B. Establishing a Teacher says: Teacher says: Teacher says: Teacher says:

purpose for the  At the end of the lesson, the learners  At the end of the lesson, the learners  At the end of the lesson, the learners At the end of the lesson, the learners
lesson will be able to represent real-life will be able to evaluate a function. will be able to perform addition, will be able to perform composite of
situations using functions, including subtraction, multiplication, and division functions.
piece-wise functions. Ask: What would happen if a sack of rice of functions.
grains is poured into the opening of a Ask: What would happen if the “output”
working milling machine? of the function used as
the input for the function
If one thinks of functions as a function
machine, evaluating a function is ?
analogous to providing our machines with
a valid input.
The result is
. Using a function as an input leads us to
 function composition.

C. Presenting The teacher will explain what a function is The teacher will present first the different Point out to the class that adding, subtracting
examples/ instances by associating it with a function machine. types of function. and multiplying two or more functions
of the new lesson together will result in another function.
Dividing two functions together will also
result in another function if the denominator
or divisor is not the zero function.

Proceed to define composite function as

shown below.
Definition. Let and be functions.
The composite function, denoted by
, is defined by
The process of
obtaining a composite function is called
function composition.

D. Discussing new DEFINITION OF TERMS Evaluating a function is the process of Write the functions on the board.
concepts and determining the value of the function at
practicing new skills 1. Relation the number assigned to a given variable. It 
#1 Is any set of ordered pairs. The set of all means replacing the variable in the
E. Discussing concepts first elements of the ordered pairs is function, in this case x, with a value from
and practicing new called the domain of the relation, and the the function’s domain and computing for 
skills #2 set of all second elements is called the the result. To denote that we are
range. evaluating f at a for some a in the domain
of f, we write f(a).

2. Function
Is a relation or rule of correspondence EXAMPLE 1: Given f (x) = 2x − 4 , find the
between two elements such that each value of the function if x = 3. 
element in the domain corresponds to f ( 3 )=2 ( 3 )−4
exactly one element in the range. f ( 3 )=6−4
 f ( 3 )=2

EXAMPLE 2: Given f (x) = 5x +1, find f (h +1)
f ( h+ 1 )=5 ( h+1 ) +1 Pose a problem to the class and discuss
its solution. Refer to the abovenamed
f ( h+ 1 )=5 h+5+1
functions.
f ( h+ 1 )=5 h+6
EXAMPLE 1. Find and simplify
EXAMPLE 3: Given g(x) = √ 3 x−2, find
.
g(9).
g ( 9 )= √ 3 ( 9 )−2 Solution:
g ( 9 )= √ 25
g ( 9 )=5
3. PIECE-WISE FUNCTION
A piecewise function is a function in 3
which more than one formula is used EXAMPLE 4: Evaluate f (x) = 2 x, if x = .
to define the output. Each formula
2
3
has its own domain, and the domain 3
f ( )=2 2
of the function is the union of all 2
these smaller domains. We notate 3 Find and simplify . Is it the
f ( )=√ 2
3
this idea as: same with ?
2

{
formula1 if x is∈ domain1 3 Solution:
f ( x )= formula2 if x is∈ domain2 f ( )=√ 8 =√ 4 ∙ 2 ANSWER KEY
2
formula3 if x is∈ domain3 1. (f+g)(x)=f(x)+g(x)
3
f ( )=2 √ 2 (f+g)(x)=x+5+2x-1
2 (f+g)(x)=3x+4

2. (f-g)(x)=f(x)-g(x)
(f-g)(x)=x+5-(2x-1)
(f-g)(x)= -x+6
+2
3. (f·g)(x)=f(x) · g(x) =
(f·g)(x)=(x+5)(2x-1)
(f·g)(x)=2x2+9x-5

( x +5)(2 x −1)
4. (h/g)(x)= =x +5
2 x−1
(h/g)(x)=x+5
 Therefore, the functions
and are not the same.
.
F. Developing mastery Directions: Represent the following real- Directions: Evaluate the following: Directions: Perform the indicated operations Directions: Perform the following
(Leads to Formative life situations using functions. of functions. composition of functions.
Assessment 3) 1. k(a) = |a| − 2 , find k(−9)
5. A certain chocolate bar costs P50.00 k(-9) = |-9|-2 = 9-2 = 7 Let f and g be defined as
per piece. However, if you buy more k(-9)=7 f ( x )=x −5 , g ( x )=x 2−1 ,and If and ,
than 5 pieces, they will mark down find and simplify the following
h ( x )=x +3. Find:
the price to P48.00 per piece. Use a 2. g(x) = 3|2x| , find g(6) composite functions.
piecewise function to represent the g(6) = 3|2(6)| = 3(12)
1.) f +g
cost in terms of the number of g(6) = 36
chocolate bars bought. 2.) f −g
1.
3.) f ∙ g
{
c ( x )= 50 , if 0< x ≤ 5
48 x , if x >5
3. p(a) = −4a − 2 , find p(2a)
p(a) = -4(2a)-2 = -8a+8
p(a) = -8a+8
4.)
f
g
2.
6. The cost of hiring a catering service to
serve food for a party is P250.00 per 3.
4. g(x) = 32x , find g(6)
head for 50 persons or less, P200.00
g(6) = 32(6) = 192
per head for 51 to 100 persons, and 4.
g(6) = 192
P150.00 per head for more than 100.
Represent the total cost as a
5. Given the function
piecewise function of the number of
attendees to the party. g ( x )=√ 5 x −3 , find g ( 9 )

{
250 , if 0< x ≤ 50 √
g(9) = 5 ( 9 )−3=√ 42
c ( x )= 200 ,if 50< x ≤ 100 g(9) = √ 42
150 ,if x>100
6. Given the function
5 x−7
f ( x )= , find the value
3 x−2
of the function if x= -3
5 (−3 )−7 −22
f(-3) = = =2
3 (−3 )−2 −11
f(-3) = 2

G. Finding practical Can you cite more real-life situations Can you cite more real-life situations Explain how to perform operations on Explain how to perform composition of
applications of involving functions? involving functions? functions. functions.
concepts and skills
in daily living
H. Making Ask: How can we represent real-life Ask: How is evaluating a function done? The teacher will ask the students to The teacher will ask the students to
generalizations and situations as functions? summarize the lesson. summarize the lesson.
 abstractions about Evaluating a function can be done by
the lesson Functions can often be used to model real replacing the variable in the function, in
situations. Identifying an appropriate this case x, with a value from the function’s
functional model will lead to a better domain and computing for the result. To
understanding of various phenomena. denote that we are evaluating f at a for
some a in the domain of f, we write f(a).
I. Evaluating learning DIRECTIONS: Read each situation DIRECTIONS: Evaluate the following DIRECTIONS: Group yourselves into 3. DIRECTIONS: Perform the composition
carefully and apply your learnings to functions. Evaluate the function assigned to you. of functions.
representing real-life situations involving 2
3 x −1
piecewise functions. 1. k ( x )= ; k (−3) Given 𝑓(𝑥) = 𝑥2 + 5𝑥 + 6, and
2 x+ 4
ℎ(𝑥) = 𝑥 + 2
1. A tricycle ride costs P10.00 for the
first 2 kilometers, and each additional 2. h ( t )=√ t 2 +2 t+ 4 ; h (2) Find the following:
kilometer adds P8.00 to the fare. 1. (𝑓 ∘ ℎ)(𝑥)
Represent the tricycle fare in terms of 3 2. (𝑓 ∘ ℎ)(4)
the distance d in kilometers.
3. g ( p )=4 p ; p=
2
ANSWER KEY:
2. An internet company charges 1.
P500.00 for the first 30 GB used in a
month. Every exceeding GB will then
cost P30.00. But if the customer
reaches a total of 50 GB and above, a
flat rate of P1,000.00 will be charged
instead. Write a piecewise function
C(g) that represents the charge
according to the GB used.

2.

3.
 J. Additional activities Answer the following problems. Evaluate the following functions at x = 3. Use the following functions to answer the
for application or a. The fee for hiring a guide to explore a a. f(x) = x – 3 task below.
remediation cave P700. A guide can only take care of  f(x) = x + 3
maximum of 4 persons, and additional b. g(x) = x 3−3 x+ 5  p(x) = 2x – 7
guides can be hired as needed. Represent  v(x) = x 2+ 5 x + 4
the cost of hiring guides as a function of
the number of tourists who wish to
c. h(x) = √3 x 3+ x +3  g(x) = x 2+ 2x -8
explore the cave. x +7
2

{
700 , 0<d ≤ 4 x +1  h(x) = 2−x
d. p(x) = ¿
c ( d )= x−4 ¿
700
4
x
()
, d >4
ANSWER KEY 
x−2
t(x) = x+3
b. The cost of hiring a caterer service to
¿
¿
serve food for a party is P150 per head for
20 persons or less, P130 per head for 21 Task: Determine the following functions.
to 50 persons, and P110 per head for 51 a) (v + g)(x)
to 100 persons. For 100 or more persons, b) (f. p)(x)
the cost is at P100 per head. Represent c) (f + h) (x)
the total cost as piecewise function of the d) (p – f)(x)
number of attendees of the party. e) (v/g)(x)

{
150 , 0< x ≤ 20
t ( x )= 130 , 20< x ≤ 50
110 ,50< x ≤100
100 ,if x >100
c. A videoke machine can be rented for
P1000 for 3 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.
c ( d )=
{1000+400
1000 , 0<d ≤ 3
(d−3), d >3

V. REMARKS

VI. REFLECTION
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 my
teaching strategies
worked well? Why
did it work?
F. What difficulties did
I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to
share with other
learners?

Prepared by:

John Carel M. Bustillo

T-II