VICTORIA NATIONAL Grade

School: 11
HIGH SCHOOL-SHS Level:
DAILY Learning GENERAL
LESSON Teacher JESUS M. DEL ROSARIO
Area: MATHEMATICS
LOG Teaching
Date and August 5, 2022 Quarter FIRST
Time:
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of inverse
functions, exponential functions, and logarithmic functions
B. Performance The learner is able to apply the concepts of inverse functions,
Standards exponential functions, and logarithmic functions to formulate and
solve real-life problems with precision and accuracy
C. Learning Learning Objectives
Competencies/ Objectives 1. Identify the properties used in solving exponential equations
and inequalities; and
2. solves exponential equations and inequalities. M11GM-Ie-f-1
3. Enthusiastically participate in the class discussion.

Integration within curriculum: Basic Calculus Solve situational

problems involving exponential growth and decay, bounded
growth, and logistic growth. STEM_BC11I-IVe-f-1 (Application of
Exponential Functions in problem solving using integration)

Integration across curriculum: UCSP Explain the development of

one’s self and others as a product of socialization and
enculturation UCSP11/12BMSIg-15 (Identifying values and traits
inculcated from the family)
Reading and Writing Skills-Distinguishes between and among patterns
of development in writing across disciplines a. narration
b. description

Value Infusion: Cooperation, camaraderie, Values and desirable traits

inculcated from the family.
II. CONTENT Solving Exponential Equation and Inequalities.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Page 31

2. Learner’s Materials Page 83-85

3. Textbook Pages N/A

4. Additional Materials from https://commons.deped.gov.ph/
Learning Resources (LR) Portal
B. Other Learning Resources PowerPoint Presentation (Class point App), Laptop, Projector,
Cellphone
IV. PROCEDURES
A. Reviewing previous lesson or Class Prayer.
presenting the new lesson Good day everyone. Welcome to General Mathematics Class. Just a
few reminders, always wear your facemask, use sanitizer or alcohol,
and maintain social distancing.
Checking of attendance thru Class point.
Review and Drill:
What’s my value?
The learners will play a game entitled “What’s my value? using the
class point app. It is the review on law of exponents.

B. Establishing a purpose for Jack en Poy

the lesson. Mechanics: There will be 16 players and they will play Jack en Poy.
Each player has one candy. After the first pick, each winner will get
the candy of their opponent. The game continuous until only one
player will remain.

The teacher will ask the learners:

As one of player continuously win, what happen to the number of
 his/her candies?
Have you seen a pattern in the increase of candies?
C. Presenting examples/instances Raise It!
of the new lesson This time let us see how fast you can compute mentally and how
smart your reasoning power is. Just answer as fast as you can
without looking at the solutions
below. Ready? Let us begin!
1. How many times do you have to multiply 4 by itself to obtain 64?
2. How will you write it in symbols?
3. What kind of mathematical expression is it?
4. How many times do you have to multiply 4 by itself so that the
result will be greater than 64?
5. How will you write the fourth question in symbols?
6. What kind of mathematical expression is being depicted by it?
Solutions:
1. Sounds like you find it easy. Correct, three times!
2. Expressing it in symbols, it is 4𝑥 = 64. Then, it becomes 43 = 64,
based on your first answer.
3. In the previous module, you have learned that 4𝑥 = 64 is an
exponential equation since it is an exponential expression with only one
variable and involving an equation.
4. You might answer 5, 6, 7, 8, and so on. They are all correct. But
actually, even non-integers may be solutions as long as they are
greater than 4. Hence the solution is x > 4.
5. Writing it in symbols, it is 4𝑥 > 64.
6. It is an exponential inequality since it involves an exponential
expression with only one variable and an inequality.
D. Discussing new concepts and The Three Mighty Soldiers
practicing new skills #1 The teacher will narrate the story of “The 3 mighty soldiers”
Once upon a time, there was a peaceful kingdom of Tangera which is
ruled by a very kind king named King Simon and the king was able to
keep the peace because of the help of his three mighty soldiers. But
an incident happens. The learners will help the 3 mighty soldiers in
solving exponential equation and inequalities to save Prince Maro. But
before that, the teacher needs to give examples.

E. Discussing new concepts and After the 3rd door was opened, Solving Exponential Inequality will be
practicing new skills #2 introduced.
F. Developing mastery (Leads to Find the missing X.
formative Assessment 3) Mechanics: For this activity, the learners will work on group. Each
group will be given a problem to work on. The learners will be given 3
minutes to finish the said activity then each group will have 2
members to present their work in front of class.

Instruction: Solve for the values of x for each of the following

exponential equations and inequalities
Group#1: 82− x =2

x
1 1
Group#2:( ) <
2 8

Group#3:3 x+2 ≥ 27

Group#4: 5 x =25 x−2

Group#5: 4 3 x =8 x−1

G. Finding practical applications There are important applications of exponential functions in

of concepts and in daily living everyday life. The most important applications are related to
skills. population growth, exponential decline, and compound interest. These
situations can be easily modeled with exponential functions. It is
possible to predict future scenarios with the knowledge of certain
current parameters.
H. Making generalizations and State the properties used in solving exponential equations and
abstractions about the lesson. Inequalities
How to solve exponential equations and inequalities?
I. Evaluating Learning Classpoint Time!
Read and analyze each item carefully. Choose the letter of the correct
answer.
1. What should be considered in solving an exponential equation?
a. Bases on both sides must be the same.
b. Bases on both sides must be simplified.
c. Exponents on both sides must be the same.
d. Exponents on both sides must be simplified.

2. In solving for the value of the unknown variable in 4 𝑥+1 = 16, what is
the best thing to do first?
a. Divide 16 by 4.
b. Multiply 4 by x+1.
c. Write x+1 as the exponent for both 4 and 16.
d. Express 16 as 42.

3.Which of the following best leads to the value of the unknown in

4𝑥+1 = 16?
a. 4𝑥+1 = 16𝑥
b. (4)2(𝑥+1) = 16
c. 4𝑥+1 = 42
d. 4𝑥+1 = 24

4. What is the first step in solving for x in the exponential inequality

2(5)X > 10?
a. Multiply 2 by 5.
b. Divide both sides by 2.
c. Divide both sides by 10.
d. Divide both sides by 5.

1 1
5. Which best describes base b of ( )𝑥+4≥ ( )𝑥?
3 9
a. 0 < 𝑏 < 1
b. 𝑏 < 1
c. 𝑏 > 1
 d. 𝑏 > 0

J. Additional activities for When solving exponential equation and inequality, you look for values
application or remediation. of the unknown variable that would accurately fit in the exponential
expression. Similarly, you have a group of people where you perfectly
fit. And you become the best version of you when you are with those
whom you originally belong. They are no more than your own family.
With them, you can show the true you, because you know they accept
you no matter what. From your family is where you first learn
desirable traits towards your fellows. What others see from you
reflects how you were raised by your family. Write an essay of your
own experience showing your characters towards your peers that are
instilled in you by your family. Include also your own constructed and
solved exponential equation or inequality that would represent your
shared experience. Try scoring your essay using the rubric below.

V. REMARKS ___Lesson carried. Move on to the next objective.

___Lesson not carried.
___of the pupils got 80% mastery
VI. REFLECTION ___Pupils did not find difficulties in answering their lesson.
___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties encountered in answering the questions asked by
the teacher.
___Pupils mastered the lesson despite of limited resources used by the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary behavior.
A. No. of learners who earned 80% on
the formative assessment
B. No. of learners who require
additional activities for remediation.
C. Did the remedial lessons 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 Strategies used that work well:
worked well? Why did this work? ___Metacognitive Development: Examples: Self assessments, note taking and studying techniques, and vocabulary
assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning, peer teaching, and projects.
___Contextualization: 
Examples: Demonstrations, media, manipulative, repetition, and local opportunities.
___Text Representation: 
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the language you want students to use, and providing
samples of student work.

Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Differentiated Instruction
 ___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:

JESUS M. DEL ROSARIO

Teacher III

Process Observers:

REDENTOR B. TABAMO RAHIMA P. DE GUZMAN, Ph.D. JOHN PATRICK D. SERRANO

HT-VI/ Assistant Principal (SHS) Master Teacher II Master Teacher II

TRISHA MAE M. RAMOS MARK RUSTOM C. VALENTIN MELY A. BULUSAN, Ed.D.

Instructor I Teacher II Principal III

Noted:

AUGUSTO L. BALLESTEROS
EPS – I, MATHEMATICS