School DR. APOLONIO M.
LIRIO NATIONAL HIGH SCHOOL Grade Level GRADE 11
DAILY LESSON Teacher Learning Area GENERAL
LEONARD G. FINEZ
LOG MATHEMATICS
Teaching Date/Time June 23-June 27, 2025 Quarter 1ST QUARTER
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES At the end of the lesson, the students At the end of the lesson, the students At the end of the lesson, the students At the end of the lesson, the
should be able to: should be able to: should be able to: students should be able to:
Define relations and functions Represent a function using different Define a piecewise function. Recall the definition and
Determine whether a Relation forms such as a set of ordered pairs, Evaluate piecewise functions notation of a function.
Represents a Function. a table of values, a mapping for specific values of the Evaluate a function for a given
Differentiate the different types of diagram, and a graph independent variable. value of the independent
relation Determine whether a given relation Interpret real-life situations variable.
Construct real-life scenarios that is a function or not by analyzing its modeled by piecewise Solve real-life problems
illustrate one-to-one, one-to-many, domain and range, and applying the functions involving evaluation of
and many-to-one relations vertical line test when applicable. functions.
A. Content Standard The learners demonstrate understanding of key concepts of functions
B. Performance The learners should be able to accurately construct mathematical models to represent real-life situations using functions.
Standard
C. Learning The Learner represents real-life situations using functions, including piece-wise functions. M11GM-Ia-1 The Learner evaluates a function
Competency M11GM-Ia-2
Write the LC code
II. CONTENT Content is what the lesson all about. It pertains to the teachers aim to teach. In the CG, content can be teach in a week or two
Relations and Functions Representing Functions Piecewise functions Evaluating functions
III. Learning
Resources
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
Pages
3. Textbook Pages 1-5 6-7 8-9 10-12
4. Additional Materials
from Learning
Material Resources
(LR) Portal
B. Other Learning
Resources
IV. Procedures
A. Reviewing of Recall prior concepts: ordered pairs Recall different representations of Quick review of what a function is
previous lesson and graphing points on the coordinate functions (table, graph, equation).
plane, identifying domain and range Ask: “What is the domain and
Quick Q&A: “What is a function?” range of a function?”
“What are domain and range?”
B. Establishing a Ask: “What do vending machines, ID Ask: "Can every relation be called a
purpose scanners, and calculators have in function?" Show a real-life example like jeepney
common?” fare:
Explain that today’s lesson will focus “₱15 for the first 4 km, and ₱2 per km
on how to distinguish functions from thereafter.”
Lead into the idea that each input gives general relations and represent them
a predictable output—just like a function in multiple ways. Ask: Can we represent this using a
single equation?
C. Presenting examples/ Show to the students the following Show examples of: Present this scenario:
instances of the new relation and ask them which of the “The cost C of printing pages is
𝐶(𝑥)=5𝑥 +10
lesson following shows function. Set of ordered pairs: {(1,2), given by the function
(2,4), (3,6)}
a. LRN to Student Name Table of values . How much would it cost to print 20
b. Person to Height Mapping diagram pages?”
c. Birthdate to Person Graph
d. Teacher to Students
e. Mother to Children
Ask: "Does each input have only one
output?"
Ans:
a. function: Each LRN is unique and
assigned to only one student. No LRN
has more than one name.
b. Function: At any one time, a person
has only one height. One input gives
one output.
c. Not a function: Many people can be
born on the same date. One birthdate
(input) can have several people
(outputs).
d. Not a function: One teacher often
teaches multiple students. This is one-
to-many, which is not a function.
e. Not a function: A mother can have
multiple children. This is also a one-to-
many relation and not a function.
D. Discussing the new Discuss the definition of relation and Explain the definition of a function and Discuss piecewise function: Define evaluation of functions:
concepts and function. Elaborate the answers of the how each representation shows the Plug in a given value into the
practicing new skills previous activity. function rule. A function defined by multiple sub- function expression.
#1 functions, each applying to a certain Demonstrate using examples:
interval.
Demonstrate how to apply the vertical Example 1:
line test on a graph. f(x)=2x+3, evaluate f(4)
Example 2:
𝑔(−2)
g(x)=x^2 −5x+6, evaluate
E. Discussing the new Discuss the different types of relations Think-Pair-Share Discuss how to solve the previously
concepts and and provide examples Each pair is given a representation given problem.
practicing new skills (e.g., mapping diagram, graph). They
#2 must decide if it is a function or not and Problem 1: Jeepney Fare
explain why. In a certain city, the fare for a jeepney
ride is ₱12 for the first 4 kilometers.
After 4 kilometers, passengers are
charged an additional ₱2 for every
kilometer or part thereof.
Task:
Write a piecewise function
f(x) that represents the total fare (in
𝑥 (in kilometers).
pesos) as a function of distance
Use your function to find the fare if a
passenger travels:
a) 3 km
b) 6 km
c)
10 km
Problem 2: Internet Data Usage
A mobile internet provider offers the
following promo:
First 2 GB of data usage is free.
The next 3 GB is charged at ₱10 per
GB.
Any data usage beyond 5 GB is
charged at ₱20 per GB.
Task:
Write a piecewise function
g(x) that represents the total charge in
pesos as a function of data usage
x in gigabytes (GB).
Use your function to find the total
charge for using:
a) 1.5 GB
b) 4 GB
c) 6 GB
F. Developing Mastery Evaluate the following functions:
Identify the type of relation:
1. Each employee ID is assigned
to a unique employee.
2. Different students were born on Students will answer worksheet.
the same day. Determine whether each relation is a
3. A person owns one cellphone function.
number.
4. One QR code scans to one
specific file.
5. A person and pet
G. Finding practical Discuss with students how functions are Ask the students for 5 different
applications of used in everyday situations to model mathematical/scientific formula Provide Real-life problem: Cellphone
concepts and skills in consistent input-output relationships. that they know and identify
load plans, internet data, or electricity
daily living whether that is a function or not
Examples: billing
Student ID system: Each ID
uniquely identifies a student
(function).
Vending machines: Each code
corresponds to one specific
item (function).
Transportation fare matrix:
Distance determines fare; each
distance has a specific rate
(function).
Online login credentials: Each
username is linked to one
account (function).
H. Making Ask students to summarize: Ask: What are the steps of
generalization/ evaluating functions?
Abstraction about What is a function? What is a piecewise function?
the lesson “How do we know if a relation is a
What makes a relation a
function?”
function?
How do we represent a How do we evaluate it?
Which types of relations are function?
function?
I. Evaluating Learning Identify the type of relation and Short Quiz: Identify whether the Directions: Evaluate each function
determine whether it is a function or not: following shows function or not. Evaluate the following piecewise for the given value of the variable.
function
No. Scenario Type of Relation Function? Show your solution.
Each fingerprint unlocks
1
exactly one phone 1. Given the function:
A student joins multiple f(x) = 3x + 4
2
school clubs
A car’s license plate (assumed:
Find f(5).
3 2. Given the function:
1 plate per car)
4
A username is assigned to g(x) = x² - 6x + 8
only one student Find g(-2).
5 A person’s blood type
3. Given the function:
Ans:
h(x) = (x + 2)
Find h(4).
4. A water delivery service charges
₱50 for the first 10 gallons and ₱5
for every additional gallon.
Let the function be:
No. Type of Relation Function? C(x) = { 50, if x ≤ 10
1 One-to-One Function 50 + 5(x - 10), if x > 10 }
2 One-to-Many Not a Function Find the total cost for 13 gallons
3 One-to-One Function of water.
4 One-to-One Function
5 Many-to-One Function
5. Given the function:
p(t) = 2t² - t
Evaluate p(3) and p(-1).
Solution:
J. Additional Activities Students create their own three Find and describe 2 real-life examples Write a short paragraph or draw a
examples of relations from real life: of functions. Represent them in at least situation from your daily life that can be
One should be one-to-one 2 forms (e.g., table and graph). modeled by a piecewise function.
One should be one-to-many Define the function and explain its
One should be many-to-one parts.
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your student’s 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 you so when you meet them, you can ask them in relevant questionnaire.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
Prepared by: Checked and Verified by: Noted by:
LEONARD G. FINEZ CELINA D. MANALO / MANOLITO G. AGUILAR GEMMA M. VISPO
Teacher III Master Teacher II Teacher III, Officer-In-Charge
Office of the Principal
