DLL Gen Math Week 2 - Daily Lesson Log in General

Mathematics Senior High Grade 11

Mathematics 1 (Walter Sisulu University)

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 GRADES 1 to 12 School POLO HIGH SCHOOL Grade Level 11
DAILY LESSON Teacher NOEL P. TORRES Learning Area MATHEMATICS
LOG Teaching Dates and Time Week 2 Quarter 1

MONDAY TUESDAY WEDNESDAY THURSDAY

I. OBJECTIVES
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and
if needed, additional lessons exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed
using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance
and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learners demonstrates understanding of key concepts of functions.

B. Performance Standards The learner is able to accurately construct mathematical models to represent real- life situations using functions.
C. Learning Represents real life Solves rational equations Represents a rational function Finds the domain and
Competencies/Objectives situations using rational and inequalities. through its: (a) table of range of a rational
functions. M11GM-Ib-1 M11GM-Ib-3 values, (b) graph, and (c) function.
equation. M11GM –Ib-5
Distinguishes rational M11GM-Ib-4
function, rational equation,
and rational inequality.
M11GM-Ib-2
II. CONTENT FUNCTIONS AND THEIR GRAPHS.
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a
mix of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide General Mathematics General Mathematics General Mathematics
pages Deped Copy pp. 23-29. Deped Copy pp. 30-40.. Deped Copy pp. 41-49..
2. Learner’s Materials
pages
3. Textbook pages General Mathematics for Soaring 21st Century
senior high school; by Mathematics by Chua et

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 Ricardo B. Banigon JR; et al. al. pp. 20-23
pp.25- 30
4.
5. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning TG,LM, Cartolina,
Resources Pentel pen, Metacards.

IV. PROCEDURES
A. Reviewing previous (a) The local barangay As a review of the previous As a recall for the previous Ask the students if they
lesson or received a budget of P100; topic the students is given topic ask the students on have researched on what
presenting the new 000 to provide medical metacards containing what they remember on is domain and range.
lesson checkups for rational equation and rational function. What are some properties
The children in the inequalities. Let the students of functions?
barangay. The amount is to paste the given metacards
be allotted equally among on the correct group either it
all the children is rational equation or
in thebarangay. Write an rational inequality.
equation representing the Examples:
relationship of the allotted 1. x+2 / x+1 = 3
amount 2. y-3 / y+2 > 0
per child(y-variable) versus 3. x-5 /x+1 ≤ 3
the total number of children 4.1/x < 5
(x-variable). 5. x/5 = 5 + x/3
6. 4/y =-5
7. (x/ x-2)-3 < 0
8. (a - 2) / (a + 2) ≥ 0
9. m/2 = 1
10. (x-3) / (3x-2) ≤ 2

B. Establishing a What is the equation being After the given activity, ask Ask the students how we From the previous
purpose for the formed from the given real the students if they know the can represent rational topic on
lesson life problem? rule in solving rational functions using table of representing
Let the students give an idea equations? values, graphs and rational functions

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 . equations. from table of
values and its
graph, can we
determine its
domain and
range?
C. Presenting Fill up the table below with Rules in Solving Rational Present the given examples Let the students consider
examples/instances the different allotment Equation: to the students. the rational function:
of the new lesson amounts for different values 1. Eliminate the rational • Represent the speed F(x) = x2 + 7x + 9
for the number expressions in the equation of a runner as a X (x -2) (x +5)
by multiplying both sides of function of the time (a) The domain of a
of children: No. of children
the equation by LCD. it takes to run 100 function is the set of all
(x) and Allocated Amount meters in the track.
2. Solve the equation. values that the variable x
(y) 3. Check your solution. Let x represent the time it can take.
X 1 2 5 1 2 5 1 takes the runner to run 100 (b) The range of a
0 0 0 0 0 0 0 meters. Then the speed can function is the set of all
0 0 0 0 be values that f(x) can take.
0 represented as a function
y s(x) as follows:
s(x) = 100
x
D. Discussing new Provide some examples of Give examples to the After the equation is given Tell the students that to
concepts and algebraic expressions and students. let the students create the determine the domain of
practicing new skills have the class identify if Examples: table of values based on the rational function is the set
#1 they if they are rational Solve for x. given equation. of all numbers except the
function, rational equation 1. ¾ = x/4 The table of values for run x – value that make the
or rational inequality and Answer: times from 10 seconds to 20 denominator zero.
have them explain their x=3 seconds . ( The teacher may In the given equation, the
refer to the TG p.42.) domain of the function is
reasoning. Since the denominator of
the set of all real
Identify the following each expression is the same, numbers, except 0, 2, and
given expressions wether the numerators must be
-5.
rational equation, rational equivalent as well. This
inequality or rational means that x = 3
function. Solve the equation:
1. 3/x = x/4 (rational eq.) 2. x+2 = 3
4. X+2/8 = ¾ (rational eq.) 8 4
2. x+1/x-5 <5 (rational Solution:

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 ineq.) 5. f(x) = 1/x x+2 = 3
(rational function) 8 4
3. y = x+2/ x-2 (rational [ x+2 = 3 ] 8
func.) 6. 1/x-5 >-2 (rational [ 8 4 ]
ineq.) x+2 = 6
x=4
▪ Multiply the whole
equations by the least
common denominator
(LCD)
▪ Simplify
▪ Solve for x
Check the solution by
substituting 4 for x in the
original equation.
4+2 = 3
8 4
6 =3
8 4
3= 3
4 4

E. Discussing new Ask the students to give a Rules In Solving Rational From the given table of Let us consider on how to
concepts and summary on the difference Inequality. values, let the students obtain the range of the
practicing new skills between the rational 1. Write the inequality sketch the graph of the given rational function.
#2 function, rational equation with a single rational rational function.. Given: The graph of f(x)
and rational inequality. expression on the left- =1
hand side of the X
inequality Let the students sketch
2. Determine the the graph.
meaningful numbers by
setting the numerator
equal to zero and setting
the denominator equal to
zero.
3. Use the meaningful
numbers to separate the

number line into

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 intervals.
4. Test for the meaningful
numbers if they make
the inequality true or
false. If true, then they
are part of the solution.
If false, then they are not
part of the solution.
- Get the values in each
intervals and substitute
these into the inequality.
- If the test value makes the
inequality true, then the
entire interval is a solution
to the inequality
- If the test value makes the
inequality false, then the
entire interval is not a
solution to the inequality.
5. Express the answer in
interval notation
F. Developing mastery Ask the students to share Examples: From the given graph of
(Leads to Formative their ups and downs in their Solve the given inequality. rational function let the
Assessment) lives and relate to the lesson Show the number line. students observe the graph.
about rational inequality and 1. x+1 ≤ 0 Is the graph follows a
rational equality. x-5 smooth curve? Or the graph
Solution: forms a straight line?
x+1 ≤ 0
x-5
Let the students observe
x = -2 x=0 x=6
the graph formed. The
1 False -1 True 7 False
graph approaches x -axis
7 5
as x tends to positive or
I IIIIIIIO I I .
negative infinity, but
-3 -2 -1 0 1 2 3
never touches the x -axis.
4 5 6 7
That is, the function can
We need regions that
take all the real values

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 make the rational expression except 0 .
negative. We avoid x = 5 So, the range of the
since that gives division by function is the set of real
zero. numbers except 0
The solution for this
inequality is,

Set builder notation: -1 ≤ x

< 5 Interval Notation: [ -1,
5)

G. Finding practical Give a real life problem to Present the real-life problem Give the given problem
application of the students. An object is to to the students. EXAMPLE 7. Ten goats to the students.
concepts and skills travel a distance of 10 • In an inter-barangay were set loose in an island • Past records from
in daily living meters. Express velocity v basketball league, the and their population growth a factory
as a function team from Barangay can be approximated producing
v(t) of travel time t, in candabong has won by the function electronic
seconds. out of 25 games, a P(t) = [ 60 ( t + 1)] components show
Create a table showing the winning percentage t+6 that on average,
value of v when t is 1,2,3,4 of 48%. How many new
seconds. games should they where P represents the goat employees can assemble
win in a row to population in year t since N(t) components per day
improve their win they were set loose. after t days of training.
percentage to 60%. (a) How many goats will What does it means?
• Solution: there be after 5 years? (Even if a person trains
12 + x = 0:6 for several days, the
25 + x maximum number of
12 + x = 0.6(25 + x) items that he
12 + x = 0.6(25) + 0:6x or she can assemble
x- 0.6x = 15 - 12 cannot exceed 75.)
0.4x = 3
x = 7.5
H. Making • A rational function Tell the students the In representing rational The domain of
generalzations and is a function of the following important points function we should: a function f(x) is the set
abstraction about form f(x) = to remember. a. Make an equation if it is of all values for which
the lessons. p(x) • To solve an not given. the function is defined,
q(x) equation or b. Construct a table of and the range of the
inequality in one

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 where p(x) and q(x) are variable such as x values. function is the set of all
polynomial functions, and means to find all c. Sketch the graph from the values that f takes.
q(x) is not the zero function values of x table of values.
(i.e., q(x) ≠ 0). The domain for which the equation or d. Describe the graph.
of inequality is true.
f(x) is all values of x where
q(x) ≠ 0.
• A rational
expression is an
expression that can
be written as a ratio
of two polynomials.
• Rational Inequality
is an inequality
involving rational
expressions.
I. Evaluating learning Determine whether the Represent the rational Find the domain and
given is a rational function, function f(x) = range of the following:
Solve the following rational
a rational equation, X2 - 3x - 10 1. f(x) = (x+1) (x-2)
equation and inequality.
a rational inequality. x (x – 2)
Using ½ sheet of paper.
1. y = 5x3 – 2x = 1 using a table of values. Plot
1. 6 + 4 = - 5
2. 8/x – 8 = x the 2. R(x) = 2x2 – 4
x
2x – 1 points given in the table of X+5
2. X–9 ≤ 3
3. x-1= x3 values and sketch a graph by
3x + 2
X+1 connecting the points. (The
4. 6x – 5/x+3 ≥ 0. teacher may refer to the TG
p. 46.)
J. Additional activities How to solve rational Let the students write on As a preparation for the Let the students find the
for application or equations? rational their journal notebook their next topic let the students other properties of
remediation inequality? insights on what they have study domain an range. rational functions aside
learned on the lesson. from domain and range.

REMARKS

REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works?
What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for

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

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 Prepared by:
Checked by:
NOEL P. TORRES
Math Teacher

MARILOU
B. GEMIRA

Scho
ol
Princi
pal I

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