Republic of the Philippines

Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

QUARTER I
Week 5
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date: ________ Day: 1 (Lesson 11-subtask 2)
The learner demonstrates understanding of key concepts of inverse
Content Standard
functions, exponential functions, and logarithmic functions.
The learner is able to apply the concepts of inverse functions, and
Performance Standard logarithmic functions to formulate and solve real-life problems with
precision and accuracy.
M11GM-Ie-1
The learner graphs inverse functions.
Learning Competency
M11GM-Ie-2
The learner solves problems involving inverse functions.
I. OBJECTIVES

Knowledge: Familiarize the properties of inverse functions;

Skills: Solves problems involving inverse functions;
Affective: Appreciates the importance of graphing inverse of one-to-one
functions.
II. CONTENT Graphs of Inverse Functions

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide TG for SHS General Mathematics, pp. 69-75

Pages

2. Learner’s LM in General Mathematics, pp. 62-66

Materials Pages

3. Textbook Pages General Mathematics by Orlando Oronce Series 2016

4. Additional Slide Decks of the Lesson

Materials Worksheet/Activity Sheet

5. Learning Teacher’s Guide and Learner’s Material

Resources (LR)
portal

B. Other Learning
Resources General Mathematics, Diwa Publishing, Senior High School Series.
2016
IV. PROCEDURES
A. Reviewing or Recall the previous discussions. (referring to subtask 1 of the same
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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

presenting the new lesson)

lesson  Definition of inverse function
 Finding the domain and range of inverse functions.
 Properties of inverse functions of one-to-on functions

B. Establishing a
purpose for the (subtask 2 of lesson 11)
lesson

C. Presenting examples
of the new lesson

D. Discussing new Example 3.

concepts and 3
Find the inverse of f(x) = √ x+1 using the given graph.
practicing new skills
#1

Solution:
Applying the horizontal line we confirm that the function is one-to-
one. Reflect the graph of f(x) across the line y = x to get the plot of the
inverse function.

3
The result of the reflection of the graph of f(x) = √ x+1 is the graph of
3 −1 3
y = x - 1. Therefore f (x) = x −1.

Example 4.
5 x−1
Consider the rational function f(x) = whose graph is shown
−x+ 2
below:

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

a) Find the domain and range.

b) Find the equation of its asymptotes.
c) Find the graph of its inverse.
d) Find the domain and range of its inverse.
Solution,
a) From our lesson on rational functions, we get the following results:
Domain of f (x) = (-∞ , 2¿ ∪(2, ∞ )
Range of f (x) = (-∞ ,−5 ¿ ∪(−5 , ∞)
b) Using techniques from the lesson on rational functions, the
equations of the asymptotes are
Vertical asymptote: x = 2
Horizontal asymptote: y = -5
c) The inverse can be graphed by taking the reflection of the graph
across y = x.

Observe that the new asymptotes are the old asymptotes with the x
and y-values interchanged. In fact, the asymptotes could also be
obtained by reflecting the original asymptotes about the line y = x.
Vertical asymptote: x = -5
Horizontal asymptote: y = 2
d) The domain and range of the function and its inverse are as
follows:

We can make the observation that the domain of the inverse is the
range of the original function, and the range of the inverse is the
domain of the original function.
E. Discussing new Discuss Solving Problems involving Inverse functions.
concepts and Say: We can apply the concepts of inverse functions in solving word
practicing new skills problems involving reversible processes.
#2
Example 1.

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

You asked a friend to think of a nonnegative number, add two to the

number, square the number, multiply the result by 3 and divide the
result by 2. If the result is 54, what is the original number?
Construct an inverse function that will provide the original number
if the result is given.

The graph is shown below. On the left, is not a one-to-one function

because the
graph does not satisfy the horizontal line test. However, the instruction
indicated that
the original number must be nonnegative. The domain of the function
must thus be
restricted to x≥ 0 , and its graph is shown on the right, below.

Explanation/Discussion:
The function with restricted domain x≥ 0 is then a one-to-one
function, and we can find its inverse. Interchange the x and y variables

.
Solve for y in terms of x:

Finally , we evaluate the inverse function at x = 54 to determine the

original number.

The original number is 4.

F. Developing Mastery

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

G. Finding practical Ask students to give real life situations wherein inverse of functions
applications of are applied.
concepts and skills in
daily living
(The teacher gives her/his examples).
1. Engineers have determined that the maximum force t in tons
that a particular
bridge can carry is related to the distance d in meters between its
supports by the following function:
12.5 3
t(d) = ( )
d
How far should the supports be if the bridge is to support 6.5
tons? Construct an
inverse function to determine the result.

Solution.
12.5 3
The equation of the function is t(d) = ( ).
d
Note: To lessen confusion in this case, let us not interchange d
and t as they denote
specific values. Solve instead for d in terms of t :

12.5
The inverse function is d(t) = . .
√3 t
22.5
Evaluate the function at t=6.5: d(6.5) = =6.70 .
√3 6.5
The supports should be placed at most 6.70 meters apart.
H. Making
Generalizations and
abstractions about
the lesson

I.Evaluating learning See attachment.

J. Additional Activities
for application or
remediation Write an inverse model.

V. REMARKS

VI. REFLECTION
A. No. of learners who A. ____ No. of learners who earned 80% in the evaluation
earned 80% in the
evaluation
B. No. of learners who B. ____ No. of learners who require additional activities for remediation
require additional activities

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

for remediation
C. Did the remedial lessons C. Did the remedial lessons work? _____ No. of learners who have caught up the
work? No. of learners who lesson.
have caught up the lesson
D. No. of learners who D. ___ No. of learners who continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Games ___ Poweerpoint presentation
Why did these work? Answering preliminary activities/exercises
___ Discussion ___ Differentiated Instruction
___ Case Method ___Role Playing /Drama
___ Think-Pair-Share (TPS) ___ Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties did I ___ Bullying among learners ___ Equipment (AVR/LCD)
encounter which my ___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab
principal and supervisor ___ Colorful Ims ___ Additional Clerical Works
help me solve? ___ Unavailable Technology ___ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

EVALUATION`

WORKSHEET

1. Construct a table of values for the function f(x) = x 2 + 1 in the restricted domain { 0, 0.5,
1,1.5, 2, 2.5, 3}. Is this a one-to-one function? If it is a one-to-one function, construct the table of
values of the inverse.

Answer:
x 0 0.5 1 1.5 2 2.5 3
f(x) 1 1.25 2 3.25 5 7.25 10

Yes, f is one-to-one in the restricted domain. The table for inverse is

x 1 1.25 2 3.25 5 7.25 10

f −1 (x) 0 0.5 1 1.5 2 2.5 3

2. Identify if the given graph can be that of a one-to-one function. Explain briefly why.

a. b. c. d.

e.

Answer:

Only (a), (b), and (c) satisfy the horizontal line test.

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

Checked by:

RICHARD C. BASAS
Principal I

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