DAILY LESSON LOG OF M11GM-Ig-1 (Week Seven-Day One)

School Grade Level Grade 11

Teacher Learning Area General 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
I. OBJECTIVES assessed using Formative 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 function.
B. Performance Standards The learner is able to apply the concept of exponential functions to formulate and
solve real-life problems with precision and accuracy.
Learning Competency: Graphs exponential functions (M11GM-Ig-1)
Learning Objectives:
C. Learning Competencies/
1. Describe the graph of the function of the exponential function
Objectives
2. Sketch the graph of exponential functions
3. Display cooperation during activities.
II.CONTENT Exponential Function
III.
LEARNING RESOURCES Teacher’s guide, learner’s module
A. References
1. Teacher’s Guide pp. 104-109
2. Learner’s Materials pp. 88-91
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Graphing paper, Colored Paper, Pencil, & Ruler
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.
The teacher reviews the previous lesson by letting the learners answer the table
below:
Exponential X - intercept Y - intercept Zeroes Horizontal
Function Asymptote
A. Review previous lesson f(x) = 2x+6 - 8
or presenting the new
lesson Then, the teacher asks, “How did you get the answer?”
( 5 minutes)
Answer:
Exponential Horizontal
X - intercept Y - intercept Zeroes
Function Asymptote
f(x) = 2x+6 - 8 (-3,0) (0,56) -3 -8
B. Establishing a purpose
for the lesson The teacher tells, “Exponential functions can be used in many contexts, such as
(2 minutes) compound interest (money), population growth, and radioactive decay and one of
the best ways to interpret a data gathered is to represent it through graphs.”
 The teacher instructs the learners to find a partner for the activity.

Fold-and-Cut Activity ( Work by Pairs)

1. Get a piece of colored paper. Fold it along the middle, then cut the paper
along the fold. How many pieces of paper do you have now? Expected
Answer : 2
2. Put the pieces of paper so they fit together exactly. Fold them again along
the middle, then cut the pieces of paper along the fold. How many pieces
do you have now? Expected Answer : 4
C. Presenting examples/ 3. Again, put the pieces of paper so they fit together exactly. Fold them
instances of the new again along the middle, then cut the pieces of paper along the fold. How
lesson many pieces do you have now? Expected Answer : 8
(15 minutes) 4. Repeat the above procedure, two or three more times, then fill out the
table below.
No. of folds (x)
No. of pieces of paper f(x)

5. On your graphing paper, plot the pairs of numbers (the number of folds,
the no. of pieces of paper) you obtained from the table. Connect them
with smooth curve. This is the graph of the function.
6. Ask two pairs to present their output and graph it in the graphing board.

The teacher discusses the previous activity that Exponential functions are functions
D. Discussing new in which the variable appears in the exponent. The exponential function with base
concepts and practicing a is defined for all real numbers x by f(x) = ax, where a > 0 and a ≠ 1.
new skills #1 The teacher adds that If the form ax is used, a represents the base and x is the
(5 minutes) exponent. Then in the previous activity, 2 would be the base and the number of
folds is represented by x.
E. Discussing new The teacher explains the graphs of the functions f(x) = a x, where a > 1 and f(x) = a x,
concepts and practicing where 0 < a < 1 The teacher expounds the properties of exponential functions.
new skills #2
(10 minutes)
With the same partner from the previous activity, the teacher lets the learners
graph each group of functions in one coordinate plane. Construct first a table of
values of each function and answer the following questions after:

1. f(x) = 2x, f(x) = 3x, f(x) = 4x

2. f(x) = (1/3)x, f(x) = (1/2)x, f(x) = (1/1.7)x
Guide Questions:
F. Developing mastery
(leads to formative 1. Does the curve rise faster when a is larger?
assessment 3) 2. Do the curves have any point in common?
3. What happens as a gets larger?

Expected Answers:
1. Yes
2. Yes – (0,1)
3. The graph becomes steeper.
 Human Population Growth
One of the serious concerns of
government policy makers is the
growth of population. It is
believed that the growth of
G. Finding practical
population follows and
applications of concepts
exponential pattern.
and skills in daily living
( 3 minutes)

H. Making generalizations The teacher summarizes on graphing exponential functions through the following
and abstractions about guide questions:
the lesson 1. What did you observe of the values of the function f(x) = f(x) = a x, where a > 0
(10 minutes) and a ≠ 1 and its graph?
2. What did you observe of the values of the function f(x) = f(x) = a x where 0 < a < 1
and its graph?
3. What properties can you observe from the graph of the function f(x) = a x, where
a > 1 and f(x) = ax, where 0 < a < 1?

Expected Response:
1. As x increases, the function attains only positive y-values. And when x decreases
without bound, the function approaches 0.

2. As x decreases, the function attains only positive y-values. And when x increases,
the function approaches zero.

For number 3, the teacher emphasizes on the features of exponential functions:

 Sketch the graphs of the following functions and answers the questions that
follow:
f(x) = 2x g(x) = (1/8)x
1. What happens to the function when x:
a. Increases?
b. Decreases?
I. Evaluating Learning
2. Do the curves have a common point?
(10 minutes)
3. What portion of the coordinate plane do the curves occupy
Answer Key:
1. a. f(x) = the function is increasing as well ; g(x) = the function decreases
b. f(x) = the function decreases ; g(x) = the function increases.
2. Yes, (0,1)
3. Quadrants 1 & 2
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 was discussed on practical application of concepts.
materials did I use/ discover
which I wish to share with
other teachers