GRADES 1 to 12 School Maypangdan National high School Grade Level 11

DAILY LESSON LOG Teacher Rodolfo N. Manacho Learning Area MATHEMATICS

Teaching Dates and Time Sept 12 – 15, 2022 (WEEK 4) 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 demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic functions..

B. Performance Standards The learner is able to apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate and solve real-life problems with
precision and accuracy.
C. Learning Represents real - life Determine the inverse of a one- Represents an inverse function Finds the domain and range of an inverse
Competencies/Objectives situations using one – one one function. M11GM-Id-2 through its: function. M11GM-Id-4
functions. M11GM-Id-1 (a) table of values, and (b) graph.
M11GM-Id-3
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 pages 66-67 69-75 77-86
2. Learner’s Materials 60-61 62-67
pages
3. Textbook pages General Mathematics by Frelie B. General Mathematics by Oronce,
Tan- Faylogna pp.76-79. pp. 40-45
4.
5. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Let the students recall on the Ask the students if they still Review: What is the inverse The students are given jumbled words and let the
lesson or presenting the concepts of one- one function. remember table of values that function of the following: student come to answer using the same group.
new lesson Let them give examples represent one-one function. 1.{ (1,2) , (2,4), ( 3,6), (4,8) } The first group to answer with the highest number
showing one- one 2.{ (mom,dad), (sis,bro), ( tito, of correct are declared winner.
relationship? tita) } Fucnoint- the set of ordered pairs such that for
 Describe the coordinates of every x, there correspond a unique y.
your answer in 1 and 2. Mainod- the x- value of the ordered pair
Geran- the y- value of the ordered pair
Serevin- a function that is derived from a given
function by interchanging the 2 variables, x and y

B. Establishing a purpose What is the importance of The concepts of one- one function Ask the students if they have After the preliminary activity the group is given set
for the lesson having one- one relationship? is important for the next lesson an idea on how to graph the of equations and let them give the inverse of the
because a function has an inverse inverse of the given function. function.
if it is one- one.
C. Presenting Give a real life situation to the Give an example of a table of Present a word problem that The students will make a table of values from the
examples/instances of students and let them identify values in the board. will guide the students. given equations and its inverse.
the new lesson if the given relation is a Consider the table of values for the Cooperative Learning (Group
function and if it is a function function given by the equation y = of 5) Present a Situation:
determine whether it is one- 2x - 1 given below: Rey’s Mother is a domestic
one.(The teacher may refer to X - - - 0 1 2 3 helper in Hong Kong. He
TG p.64-67.) 3 2 1 wants to buy books for his
y - - - - 1 3 5 study. She sent dollars for the
7 5 3 1 requirements. The exchange
rate was 1.00 $ to P 44.00.
Complete the table by
converting Dollar into pesos.
$ 1 5 10 50 100

D. Discussing new Tell the students that A Let the students interchange the The students will answer the The students will give the domain and range of
concepts and practicing function f(x) is a one-one values of x and y in the given table given guide questions: the given inverse equations.
new skills #1 function if no two of values and they will create a 1. State the procedure you
elements in the domain of new equation from the table of performed on the number of
f corresponds to the same values. Hong Kong dollars to obtain
element in the range of f. the number of pesos.
2. Let p represent pesos and
d represent dollars. Write an
equation for the function that
dollars as input and pesos as
output.
3. Write an equation that
converts pesos to the dollars
using the equation in (c).
4. Switch the role of P and $.
E. Discussing new Let the students go to their The students will be given another The students will present the After knowing the value of its domain and range
concepts and practicing respective group. They will function in a form of equation and table of values of the original of the inverse function, let the students draw the
new skills #2 choose a real life situation in they will analyze how to get the function and its inverse. Let graph of the two.
the community that shows inverse of this equation. the students find the
one-one function. difference.
F. Developing mastery The students will act on the Let the students have their own From the table of values, let From the given graph, the teacher will ask the
(Leads to Formative situation and present it to the ways to get the inverse of the the students sketch the graph following questions:
Assessment) class by group. function. The students may use of the original equation and 1. What is the relationship of the domain
different strategies as long as they on the inverse equation.. (The of the given function to the range of its
arrive in the correct answer. teacher may call a student to inverse function?
do this and let the other 2. What is the relationship of the range of
students observe.) the given function to the domain of its
inverse function?

G. Finding practical The students will realize that Let the students give a mapping The students will observe the The students will have their own understanding
application of concepts there are many situations in diagram of real life situations that two graphs presented on the on the concept of inverse function and they will
and skills in daily living real life that shows one- one illustrates inverse functions. board and they will write what relate it to the real-life.
functions. their own insights from the
lesson.
H. Making generalizations A function f(x) is a Let f be a one-to-one function with Graphing inverse functions 1. Define and give examples of an inverse
and abstraction about one-one function if no domain A and range B. Then the Given the graph of a one-to- function.
the lessons. two elements in the inverse of f, one function, the graph of its 2. Identifying the domain and range of an
domain of f denoted f-1, is a function with inverse can be obtained by inverse function.
corresponds to the domain B and range A denoted by reflecting the graph about the 3. Find the relationship of the domain of the
same element in the f-1(y) = x if and line y = x. given function to the range of its inverse
range of f. only if f(x) = y for any y in B. function?
To find the inverse: Follow the 4. Find the relationship of the range of the
following steps: given function to the domain of its inverse
1.Replace f(x) with y function?
2.Interchange x and y
3.Solve for the new y from
the equation in step 2.
4. Replace the new y
with f-1(x).
I. Evaluating learning Identify if the given real- life Determine the inverse of the Determine the inverse Fill up the table with the correct range of the
situations represents a one- following functions if there’s any. of the following table of function :
one function. 1. M(x) = x +2 values and graph. 1. F ( x) = x – 10
1. Books to Authors 2. R(x) = (x + 3)2 (1) X 1 1 1 1
2. SIM cards to cell phone 3. D(x) = 2x – 7 X 20 30 50 100 0 1 2 3
 numbers Y 68 86 122 212 F
3. True or False Questions to (2) ( x)
answers X 3 -3 -6 6
4. A mother and father y 2 -1 3 -1 2. F ( x) = 2x + 1
relationship (3) (4) X 1 2 3 4
. F
( x)

Fill up the table with the correct domain of the

function :
4. f(x) = 2x + 1
.
3x - 4
3. F ( x) = x + 10
X
F 0 1 2 3
( x)

4. F ( x) = x – 1 / 2
X
F ( x) 3 7 9
5
J. Additional activities for Which of the following Determine if f and g are inverses of Let the students make their It is optional for the teacher to give additional
application or relations is a one-to-one each other. own table of values and let activities.
remediation function? 1. f(x) = 3x +5 , g(x) = x-5 them draw the graph.
1. { (0,0),(1,1), (2,8), (3,27), 3
(4,64)} 2. f(x) = x3 , g(x) = 3√x
2. {(-2,4), (-1,1).(0,0),(1,1),
(2,4)}
3. {(0,4),(1,5),(2,6),(3,7),...
(n,n+4),...}
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 by: Checked by:

RODOLFO MANACHO REMEGIO B. AFABLE

Subject Teacher Math Coordinator, MT I