Republic of the Philippines

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

QUARTER I
Week 1
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date:
Day: 2 (Lesson 2)
________________

Content Standard The learner demonstrates understanding of key concepts of functions.

The learner is able to accurately construct mathematical models to

Performance Standard
represent real-life situations using functions.
M11GM-Ia-2
Learning Competency
The learner evaluates a function.
I. OBJECTIVES The learner:
Knowledge: Finds the function value of f(x) at a specific value of x;
Skills: Evaluates functions given a specific value of x;
Affective: Shows accuracy in evaluating a function.
II. CONTENT Evaluating Functions

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide TG for SHS General Mathematics, pp. 11-13

Pages

2. Learner’s LM in General Mathematics, pp. 10-12

Materials Pages

3. Textbook Pages General Mathematics by Orland Oronce Series 2016

4. Additional Slide Decks on the Topic

Materials

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 definition of a function.
presenting the new

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

lesson

B. Establishing a Ask: What would happen if a sack of rice grains is poured into the
purpose for the opening of a working milling machine?
lesson
If one thinks of functions as a function machine, evaluating a function
is analogous to providing our machines with a valid input.
C. Presenting examples Make a discussion about evaluating a function and say:
of the new lesson
 Evaluating a function means replacing the variable in the function,
in this case x, with a value from the function’s domain and
computing for the result. To denote that we are evaluating f at a
for some a in the domain of f, we write f(a).
 If one thinks of functions as a machine, evaluating a function is
similar to providing our machines with a valid input.
D. Discussing new (See Example TG, p. 12). Take for example, (a) evaluate
concepts and f ( x)  2 x  1 at x  1.5 .
practicing new skills
Step 1. f ( x )  2 x  1
#1
Given
Step 1. f (1.5)  2(1.5)  1 By substitution
Step 2. f (1.5)  3.0  1 Closure Property of
Multiplication
Step 3. f (1.5)  4 Closure Property of
Addition
Step 4. Thus, the function value is 4.
Proceed to Example 2 on the same page. Or you may opt to change
the values of x to find the function values.
E. Discussing new Ask: What is the function value of f as defined in Example 1 if
evaluated at f (3 x  1) ?
concepts and
practicing new skills
#2 Below is the thorough discussion of the solution.
Step 1. f ( x )  2 x  1 Given
Step 2. f (3x  1)  2(3 x  1)  1 by Substitution
Step 3. f (3x  1)  6 x  2  1 Distributive
Property
Step 4. f (3 x  1)  6 x  1 Closure Property
of Addition
Step 5. Thus, the function value is 6 x  1 .
F. Developing Mastery Let the learners work with a partner. Assign the problem below. The
solution is provided for you. The teacher will have to mill around to
facilitate the group activity. Call a representative to discuss the
solution in the class. ( A classroom reward system could be used to
further encourage and motivate the learners to participate in the

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

activity, say the first five groups earns extra points.)

Evaluate q ( x)  x  2 x  2 at q (2 x  3) .
2

Solution:
Step 1. q ( x )  x  2 x  2
2
Given
Step 2. q (2 x  3)  (2 x  3)  2(2 x  3)  2
2
by
Substitution
Step 3. q (2 x  3)  4 x  12 x  9  4 x  6  2 Squaring,
2

DPMA
Step 4. q (2 x  3)  4 x  8 x  5
2
Combining similar
terms
Step 5. Thus, the function value is 4 x  8 x  5 .
2

G. Finding practical Seatwork:

applications of
concepts and skills 1. Mark started selling snacks in the nearby school. In one day he
in daily living spends P200 for rent and P25 for each snack item he prepares. His
expenses in a single day can be expressed as the function C(x) = 25x +
200, where x is the number of items and C(x) is his daily expenses in
pesos. How much are his expenses if he prepares 100 snack items? 150
snack items?
Answer:
P2,700 and P3,950, respectively.
2. The function for the height of an object dropped from 100-meter tall
platform at time t seconds is approximated by s(t) = -5(
100 m
t 2+100. This formulais based on an approximated value for the acceleration g=
s2
What is the height of the object after 2 seconds? after 4 seconds?
Answer:
80 and 20 meters, respectively.
H. Making Ask: How is evaluating a function done?
Generalizations and
abstractions about Evaluating a function can be done replacing the variable in the
the lesson function, in this case x, with a value from the function’s domain and
computing for the result. To denote that we are evaluating f at a for
some a in the domain of f, we write f(a).
I.Evaluating learning See attachment.
J. Additional For remediation, assign learners to pick 2 problems that they did not
Activities for worked on in the previous activity found in part I. Peer tutoring is
application or desired for this purpose.
remediation
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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

For enrichment, assign Seatwork 5 on p. 11. The same rubric should

be used for grading the learners’ outputs.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in A. ____ No. of learners who earned 80% in the evaluation
the evaluation
B. No. of learners who require B. ____ No. of learners who require additional activities for remediation
additional activities for remediation
C. Did the remedial lessons work? C. Did the remedial lessons work? _____ No. of learners who have caught
No. of learners who have caught up up the lesson.
the lesson
D. No. of learners who continue to D. ___ No. of learners who continue to require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Games ___ Poweerpoint
presentation
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 encounter ___ Bullying among learners ___ Equipment (AVR/LCD)
which my principal and supervisor ___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab
help me solve? ___ Colorful Ims ___ Additional Clerical Works
___ 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 No. ___

1. Evaluate the following functions at x = 3.

a) f(x) = x – 3

b. g(x) = x 3−3 x+ 5

3 3
c. h(x) = √ x + x +3

x2 +1
d. p(x) =
x−4

x+3
2. For what values of x can we not evaluate the function f(x) = .
x2 −4

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

ANSWER KEY

1.

2. The domain of the function is given by { x : x ∈ R , x ≠ ±2 }

Checked by:

RICHARD C. BASAS
Principal I

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