MAPAWA NATIONAL HIGH Grade
GRADE 11 School 11
SCHOOL Level
Learnin GENERAL
DAILY LESSON PLAN Teacher VICTOR JR. A. OCBA
g Area MATHEMATICS
Teachin
g Dates Week 7
Quarter 1
and
Time
I. OBJECTIVES
The learner will be able to understand key concepts of rational
A. Content Standard functions.
B. Performance The learner will be able to accurately formulate and solve real-life
Standard problems involving rational functions.
1. The learner represents a rational function through its: (a) table
of values, (b) graph, and (c) equation. (M11GM-Ib-4)
C. Learning
Learning Objectives:
Competency/Objecti
At the end of the lesson, the students will be able to:
ves
a. Recall the definition of rational functions;
(Write the LC code for
b. Represent rational function through a table of value, a
each.)
graph or an equation; and
c. Develop perseverance in representing rational function
through a table of values, a graph or an equation.
II. CONTENT
Representations of Rational Functions
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
CO_Q1_General Mathematics SHS Module 7, pp. 7-13
3. Textbook pages
4. Additional Materials from Learning Resource (LR)portal
A. Other Learning
Resource
IV.
PROCEDURES
Preliminaries:
Prayer
Management of
Greetings
Learning
Checking of Attendance
Seating Arrangement
Setting Classroom Rules
A. Reviewing previous Greet the students/Check attendance/Review past lesson
lesson or presenting Review the definition of rational functions by presenting the
the new lesson definition of a rational function from it.
Elicit:
(The activities in this
section will evoke or
draw out prior concepts
or prior experiences
from the students)
Present an example of table of values and an image
depicting graph.
Explain the objectives of the lesson and what students are
expected to learn by the end of the session.
Present a simple scenario involving rational functions to the
B. Establishing a class like representing the speed of a runner as a function
purpose for the lesson of time it takes to run 100 meters in the track using the
d
average speed (velocity) formula s = . (Science
C. Presenting t
examples/Instances of Integration)
the new lesson
Discussing example 1.
Engage: Represent the speed of a runner as a function of the time it takes
to run 100 meters in the track. Construct a table of values for the
(The activities in this
speed of a runner against different run times.
section will stimulate
their thinking and help Solution:
them access and
connect prior Since the speed of a runner depends on the time it takes the
knowledge as a runner to run 100 meters, we can represent speed as a function of
jumpstart to the time.
present lesson.)
Let x represent the time it takes the runner to run 100 meters.
Then the speed can be represented as a function s(x) as follows:
100
s(x) = .
x
D. Discussing new Example 2. The current world record (as of October 2015) for the
concepts and practicing 100-meter dash is 9.58 seconds set by the Jamaican Usain Bolt in
new skills # 1 2009. We start our table of values at 10 seconds. (Social Studies
Integration)
Explore:
Let x be the run time and s(x) be the speed of the runner in meters
(In this section, 100
students will be given per second, where s(x) = . The table of values for run times
time to think, plan,
x
investigate, and from 10 seconds is as follows:
organize collected
information; or the
performance of the x 10 12 14 16 18 20
planned/prepared s(x) 10 8.33 7.1 6.25 5.56 5
activities from the 4
students’ manual with
data gathering with
Guide Questions)
E. Discussing new
concepts and practicing
new skills # 2
Explain:
From the table, we can observe that the speed decreases with the
(In this section, time. We can use a graph to determine if the points on the function
students will be follow a smooth curve or a straight line.
involved in an analysis
of their exploration. Example 3. Plot the points on the table of values on a Cartesian
Their understanding is 100
clarified and modified plane. Determine if the points on the function s(x) = follow
because of reflective
x
activities)/Analysis of smooth curve or a straight line.
the gathered data and Solution:
results and be able to
answer the Guide
Questions leading to
the focus concept or
topic for the day.)
Assign points on the Cartesian plane for each entry on the table of
values.
Plot the points on the Cartesian plane. By connecting the points,
we can see that they are not collinear but rather follow a smooth
curve. So, for the 100-meter dash scenario, we have constructed a
function of speed against time, and represented our function with a
table of values and a graph.1
F. Developing mastery Group Activity
Direction: The class will be divided into two groups. The first group
will complete the table of values and the second group will plot the
points into a cartesian plane. Lastly, both groups will then identify
the mistake in the graph and correct it.
x−1
Given f(x)= , represent it using a table of values and plot the
x+ 1
graph.
G. Finding practical Giving examples on practical problems:
application of concepts
and skills in daily living In an inter-barangay basketball league, the team from Barangay
Elaborate: Nabago has won 12 out of 25 games, a winning percentage of 48%.
(This section will give How many games should they win in a row to improve their win
students the percentage to 60%? What will be their winning percentage if they
opportunity to expand win? 10 games in a row? 15? 20? 30? 50? 100 games?
and solidify/concretize
their understanding of
the concept and/or
apply it to a real-world
situation)
H. Making Summarize the main points covered in the lesson,
generalizations and emphasizing the important parts to be considered in
abstractions about the representing rational function through a table of values, a
lesson graph or an equation;
Ask students to reflect on what they have learned and share
any new insights or questions they may have.
I. Evaluating learning
Evaluation:
(This section will
provide opportunities
for concept check test
items and answer key Conduct a quiz to assess students' understanding of the
which are aligned to lesson.
the learning objectives
– content and
performance standards
and address
misconceptions- if any)
J. Additional activities
for application or
remediation
Extend:
(This section gives
situation that explains Tasks the student to research in advance about intercepts, zeroes,
the topic in a new and asymptote of rational functions.
context, or integrate it
to another
discipline/societal
concern)
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation who
scored below 80%
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?
Prepared by: Approved by:
VICTOR JR. A. OCBA ERWIN A. MANUEL
Teacher I School Principal-I
