GRADES 1 to 12 School BAMBAD NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher EDCEL LADRILLO BAGSIC Learning Area GENERAL MATHEMATICS
Teaching Dates and Time Week 2 Quarter 1

Day 1 Day 2 Day 3 Day 4

I. OBJECTIVES
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 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 learners demonstrate understanding of key concepts of functions.
B. Performance Standards The learner is able to accurately construct mathematical models to represent real- life situations using functions.
C. Learning Represents real life situations Solves rational equations Represents a rational Finds the domain and range
Competencies/Objectives using rational functions. and inequalities. function through its: (a) table of a rational function.
M11GM-Ib-1 M11GM-Ib-3 of values, (b) graph, and (c) M11GM –Ib-5
equation.
Distinguishes rational function, M11GM-Ib-4
rational equation, and rational
inequality. M11GM-Ib-2
II. CONTENT FUNCTIONS AND THEIR GRAPHS.
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide General Mathematics Deped General Mathematics General Mathematics
pages Copy pp. 23-29. Deped Copy pp. 30-40.. Deped Copy pp. 41-49..
2. Learner’s Materials
pages
3. Textbook pages General Mathematics for Soaring 21st Century
senior high school; by Mathematics by Chua et al.
Ricardo B. Banigon JR; et pp. 20-23
al. pp.25- 30
4. Additional Materials
from Learning
 Resource (LR)
portal
B. Other Learning TG,LM, Cartolina, Pentel
Resources pen, Metacards.

IV. PROCEDURES
A. Reviewing previous (a) The local barangay As a review of the previous As a recall for the previous Ask the students if they have
lesson or received a budget of P100; topic the students is given topic ask the students on researched on what is
presenting the new 000 to provide medical metacards containing what they remember on domain and range.
lesson checkups for rational equation and rational function. What are some properties of
The children in the barangay. inequalities. Let the functions?
The amount is to be allotted students paste the given
equally among all the children metacards on the correct
in thebarangay. Write an group either it is rational
equation representing the equation or rational
relationship of the allotted inequality.
amount Examples:
per child(y-variable) versus the 1. x+2 / x+1 = 3
total number of children (x- 2. y-3 / y+2 > 0
variable). 3. x-5 /x+1 ≤ 3
4.1/x < 5
5. x/5 = 5 + x/3
6. 4/y =-5
7. (x/ x-2)-3 < 0
8. (a - 2) / (a + 2) ≥ 0
9. m/2 = 1
10. (x-3) / (3x-2) ≤ 2

B. Establishing a What is the equation being After the given activity, ask Ask the students how we can From the previous
purpose for the formed from the given real life the students if they know represent rational functions topic on representing
lesson problem? the rule in solving rational using table of values, graphs rational functions from
Let the students give an idea . equations? and equations. table of values and its
graph, can we
determine its domain
and range?
C. Presenting Fill up the table below with the Rules in Solving Rational Present the given examples Let the students consider the
examples/instances different allotment amounts for Equation: to the students. rational function:
of the new lesson different values for the number 1. Eliminate the rational  Represent the speed F(x) = x2 + 7x + 9
 of children: No. of children (x) expressions in the equation of a runner as a X (x -2) (x +5)
and Allocated Amount (y) by multiplying both sides of function of the time it (a) The domain of a function
X 1 2 5 1 2 5 1 the equation by LCD. takes to run 100 is the set of all values that the
0 0 0 0 0 0 0 2. Solve the equation. meters in the track. variable x can take.
0 0 0 0 3. Check your solution. Let x represent the time it (b) The range of a function is
0 takes the runner to run 100 the set of all values that f(x)
y meters. Then the speed can can take.
be
represented as a function
s(x) as follows:
s(x) = 100
x
D. Discussing new Provide some examples of Give examples to the After the equation is given let Tell the students that to
concepts and algebraic expressions and students. the students create the table determine the domain of
practicing new have the class identify if they if Examples: of values based on the given rational function is the set of
skills #1 they are rational function, Solve for x. equation. all numbers except the x –
rational equation or rational 1. ¾ = x/4 The table of values for run value that make the
inequality and have them Answer: times from 10 seconds to 20 denominator zero.
explain their reasoning. x=3 seconds . ( The teacher may In the given equation, the
Identify the following Since the denominator of refer to the TG p.42.) domain of the function is the
given expressions wether each expression is the set of all real numbers,
rational equation, rational same, the numerators must except 0, 2, and -5.
inequality or rational function. be equivalent as well. This
1. 3/x = x/4 (rational eq.) means that x = 3
4. X+2/8 = ¾ (rational eq.) Solve the equation:
2. x+1/x-5 <5 (rational ineq.) 2. x+2 = 3
5. f(x) = 1/x (rational function) 8 4
3. y = x+2/ x-2 (rational func.) Solution:
6. 1/x-5 >-2 (rational ineq.) x+2 = 3
8 4
[ x+2 = 3 ] 8
[ 8 4 ]
x+2 = 6
x=4
 Multiply the whole
equations by the
least common
denominator (LCD)
 Simplify
  Solve for x
Check the solution by
substituting 4 for x in the
original equation.
4+2 = 3
8 4
6 =3
8 4
3= 3
4 4

E. Discussing new Ask the students to give a Rules In Solving Rational From the given table of Let us consider on how to
concepts and summary on the difference Inequality. values, let the students obtain the range of the given
practicing new between the rational function, 1. Write the inequality with sketch the graph of the rational function.
skills #2 rational equation and rational a single rational rational function.. Given: The graph of f(x) = 1
inequality. expression on the left- X
hand side of the Let the students sketch the
inequality graph.
2. Determine the
meaningful numbers by
setting the numerator
equal to zero and
setting the denominator
equal to zero.
3. Use the meaningful
numbers to separate
the number line into
intervals.
4. Test for the meaningful
numbers if they make
the inequality true or
false. If true, then they
are part of the solution.
If false, then they are
not part of the solution.
- Get the values in each
intervals and substitute
these into the inequality.
- If the test value makes the
 inequality true, then the
entire interval is a solution
to the inequality
- If the test value makes the
inequality false, then the
entire interval is not a
solution to the inequality.
5. Express the answer in
interval notation
F. Developing mastery Ask the students to share their Examples: From the given graph of
(Leads to Formative ups and downs in their lives Solve the given inequality. rational function let the
Assessment) and relate to the lesson about Show the number line. students observe the graph.
rational inequality and rational 1. x+1 ≤ 0 Is the graph follows a smooth
equality. x-5 curve? Or the graph forms a
Solution: straight line?
x+1 ≤ 0
x-5
x = -2 x=0 x=6 Let the students observe the
1 False -1 True 7 False graph formed. The graph
7 5 approaches x -axis
I IIIIIIIO I I . as x tends to positive or
-3 -2 -1 0 1 2 3 negative infinity, but never
4 5 6 7 touches the x -axis. That is,
We need regions that the function can take all the
make the rational real values except 0 .
expression negative. We So, the range of the function
avoid x = 5 since that gives is the set of real numbers
division by zero. except 0
The solution for this
inequality is,

Set builder notation: -1 ≤ x

G. Finding practical Give a real life problem to the Present the real-life Give the given problem to
application of students. An object is to travel problem to the students. EXAMPLE 7. Ten goats were the students.
concepts and skills a distance of 10 meters.  In an inter-barangay set loose in an island and  Past records from a
in daily living Express velocity v as a basketball league, their population growth can factory producing
 function the team from be approximated electronic
v(t) of travel time t, in seconds. Barangay by the function components show
Create a table showing the candabong has won P(t) = [ 60 ( t + 1)] that on average, new
value of v when t is 1,2,3,4 out of 25 games, a t+6 employees can assemble
seconds. winning percentage N(t) components per day
of 48%. How many where P represents the goat after t days of training. What
games should they population in year t since does it means?
win in a row to they were set loose. (Even if a person trains for
improve their win (a) How many goats will there several days, the maximum
percentage to 60%. be after 5 years? number of items that he
 Solution: or she can assemble cannot
12 + x = 0:6 exceed 75.)
25 + x
12 + x = 0.6(25 + x)
12 + x = 0.6(25) + 0:6x
x- 0.6x = 15 - 12
0.4x = 3
x = 7.5
H. Making  A rational function is a Tell the students the In representing rational The  domain  of
generalzations and function of the form f(x) following important points to function we should: a  function f(x) is the set of all
abstraction about = remember. a. Make an equation if it is values for which the function
the lessons. p(x)  To solve an not given. is defined, and the  range  of
q(x) equation or b. Construct a table of the function is the set of all
where p(x) and q(x) are inequality in one values. values that f takes.
polynomial functions, and q(x) variable such as x c. Sketch the graph from the
is not the zero function (i.e., means to find all table of values.
q(x) ≠ 0). The domain of values of x d. Describe the graph.
f(x) is all values of x where q(x) for which the equation or
≠ 0. inequality is true.
 A rational expression is
an expression that can
be written as a ratio of
two polynomials.
 Rational Inequality is
an inequality
involving rational
expressions.
I. Evaluating learning Determine whether the given is Solve the following rational Represent the rational Find the domain and range of
a rational function, a rational equation and inequality. function f(x) = the following:
 equation, X2 - 3x - 10 1. f(x) = (x+1) (x-2)
a rational inequality. x (x – 2)
Using ½ sheet of paper.
1. y = 5x3 – 2x = 1 using a table of values. Plot
1. 6 + 4 = - 5
2. 8/x – 8 = x the 2. R(x) = 2x2 – 4
x
2x – 1 points given in the table of X+5
2. X–9 ≤ 3
3. x-1= x3 values and sketch a graph by
3x + 2
X+1 connecting the points. (The
4. 6x – 5/x+3 ≥ 0. teacher may refer to the TG
p. 46.)
J. Additional activities How to solve rational Let the students write on As a preparation for the next Let the students find the
for application or equations? rational inequality? their journal notebook their topic let the students study other properties of rational
remediation insights on what they have domain an range. functions aside from domain
learned on the lesson. and range.

REMARKS

REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What
else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when
you meet them, you can ask them relevant questions
A. No. of learners
who earned 80%
in the evaluation
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 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
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared:

EDCEL L. BAGSIC
Special Science Teacher I

Checked:

GERARD A. JULLAR
Master Teacher II

Noted:

ABAS S. DOLLENTE
Secondary School Principal I