DAILY LESSON LOG OF M11GM-1f-4 (Week One-Day Three)

DAILY LESSON LOG OF M11GM-1f-4 (Week One-Day Three)
School Grade Level Grade 11

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
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
I. OBJECTIVES 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 learner demonstrates understanding of key concepts of exponential functions
B. Performance The learner is able to apply the concepts of exponential function to formulate and
Standards solve real-life problems with precision and accuracy.
Learning Competency: determines the intercepts, zeroes, and asymptotes of an
exponential function (M10GM-If-4)
C. Learning
Learning Objectives:
Competencies/
1. Define intercepts, zeroes, and asymptotes;
Objectives
2. Find the intercepts, zeroes, and asymptotes of an exponential function;
3. Demonstrate diligence in practicing the needed skills.
II.CONTENT Exponential Function
III.
LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Review previous Contextualization and Localization
lesson or presenting The teacher shows the given graph below that states the profit of Mang Kanor’s
the new lesson (5 min) Business since he started. Then, asked the following questions:
1. What is the y-intercept in the graph? What is its possible interpretation?

2. What is the x-intercept? What is its possible interpretation?
Possible Answers
1. (0, -3) ; It could be that when Mang Kanor started the business, he availed a
loan of almost Php 3,000. (Introduced the concept of horizontal
asymptotes.)
2. (4, 0) ; Mang Kanor started to zeroed his loan after 4 years.
B. Establishing a purpose The teacher lets the students realize that learning to interpret graphs is important in
for the lesson (1 min) getting true and correct information.
The teacher lets the students, in groups of three, try to answer these in 5 mins to
check their prior-knowledge.
Find its intercepts, zeroes, and horizontal asymptote.

C. Presenting examples/
1. f(x) = 4x – 64
instances of the new
lesson (5 min)
Answer Key
1. x – intercept is (3,0) ; y – intercept is (0,-63) ; zero is 3; horizontal asymptote is y =

- 64.
The teacher presents the definition of terms (intercepts, zeroes, asymptotes).
D. Discussing new
Moreover, the teacher discusses how to find the intercepts, zeroes, and asymptotes
concepts and
given an exponential function.
practicing new skills
#1 (20 min)
E. Discussing new
concepts and
practicing new skills
#2
In pairs, a student act as a tutor and discuss how to find the intercepts, zeroes, and
asymptotes. Then, they exchange roles.
They are to use these two items for practice.
F. Developing mastery 1. f(x) =

1x 2. f(x) = 2x+1 – 4
−4
(leads to formative 4
assessment 3) (10 Answer Key
min)
Exponential x – intercept y - intercept Zeroes Horizontal
Function Asymptote
1. f(x) =
1x (-1, 0) (0, -3) -1 y=-4
−4
4
2. f(x) = 2x+1 - 4 (1, 0) (0, -2) 1 y=1
G. Finding practical
applications of
concepts and skills in
daily living
H. Making The teacher summarizes how to find the intercepts, zeroes and horizontal
generalizations and asymptote of an exponential function using the following guide questions:
abstractions about the 1. What is an x – intercept? y – intercept?
lesson (7 min) 2. What are zeroes of a function?
3. What are asymptotes?
Answer Key
1. An x-intercept is the value of x when y = 0. This is the point where the graph
crosses the x – axis. To solve, we let y = 0, and solve for x.
A y – intercept is the value of y when x = 0. This is the point where the graph
crosses the y – axis. To solve, we let x = 0, and solve for y.
2. The zeroes of a function are the values of x that make the function equal to
zero.
3. An asymptote is a line that approaches a function’s graph more and more
closely but never touches it.
A horizontal asymptote is denoted by the y = a, where a is a constant.

Ask the students to complete the given table below.
Exponential X – intercept Y - intercept Zeroes Horizontal

Function Asymptote
3. f(x) = 3x
4. f(x) = 3x + 1
5. f(x) = 9x+1 + 3
6. f(x) = 2(2x)
7. f(x) = 2x+5 - 4
I. Evaluating Learning
(12 min)
Answer Key
Exponential X – intercept Y - intercept Zeroes Horizontal

Function Asymptote
1. f(x) = 3x None (0,1) None y=0
2. f(x) = 3x + 1 None (0, 2) None y=1
3. f(x) = 9x+1 - 3 (-1/2, 0) (0, 6) -1/2 y=-3
4. f(x) = 2(2x) None (0, 2) None y=0
5. f(x) = 2x+5 - 4 (-3,0) (0, 28) -3 y=-4
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned
80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
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 Contextualization and Localization is done in the Review/Presenting the New Lesson.
materials did I use/ discover
which I wish to share with
other teachers
Prepared by:
LEONORA L. HIMPISO
Teacher III

DAILY LESSON LOG OF M11GM-1f-4 (Week One-Day Three)

Uploaded by

Copyright:

Available Formats

DAILY LESSON LOG OF M11GM-1f-4 (Week One-Day Three)

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

DAILY LESSON LOG OF M11GM-1f-4 (Week One-Day Three)

Uploaded by

Copyright:

Available Formats

DAILY LESSON LOG OF M11GM-1f-4 (Week One-Day Three)

School Grade Level Grade 11

1. What is the y-intercept in the graph? What is its possible interpretation?

Find its intercepts, zeroes, and horizontal asymptote.

1. x – intercept is (3,0) ; y – intercept is (0,-63) ; zero is 3; horizontal asymptote is y =

They are to use these two items for practice.

F. Developing mastery 1. f(x) =

A horizontal asymptote is denoted by the y = a, where a is a constant.

Exponential X – intercept Y - intercept Zeroes Horizontal

Exponential X – intercept Y - intercept Zeroes Horizontal

You might also like