Veruela Grade

School Grade 11
National High School Level

Learning General
MY DAILY LESSON PLAN Teacher Joelyn Bitos Capilitan
Area Mathematics

Teaching Dates and

December 10, 2021 Quarter Quarter 1
Time

DAY: FRIDAY

TIME GRADE & SECTION ROOM

9:45 AM – 10:45 AM 11-PASCAL RM: 138 (via Google Meet)

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 maybe 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 learner demonstrates understanding of key concepts of rational functions.

B. Performance Standards The learner is able to accurately formulate and solve real-life problems
involving rational functions.

MELC:

The learner determines the:

(a) intercepts;
(b) zeroes; and
(c) asymptotes of rational functions.

C. Learning Competencies/Objectives
Specific Learning Objectives:

Throughout the learning session, the learners are expected to:

1. determine the asymptotes of a rational function;

2. graph and locate the asymptotes of a rational function; and
3. explain the concept of asymptotes of a rational function in a real-life
context.

Write the LC code for each M11GM-Ic-1

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the
CG. The content can be tackled in a week or two.
II. CONTENT
ASYMPTOTES OF A RATIONAL FUNCTION
List the materials to be used in different days. Valid sources of materials sustain children’s interest in the lesson and in
III. LEARNING RESOURCES 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 pp. 54-56

2. Learner’s Material pages pp. 44-63

 3. Textbook pages N/A

4. Additional Materials from Learning

Resource (LR) portal

B. Other Learning Resources

C. Routinary Activities  Prayer via multimedia presentation.

 Online class netiquettes: learners will be asked what they should do during
online class.
 Learners’ responses on the formative assessment (quiz) will serve as the
attendance.

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always
be guided by the demonstration of learning by the students which you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students by multiple ways to learn new things, practice their learning, question
their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous
knowledge. Indicate time allotment for each step.

A. Reviewing previous lesson or  A 4-item assessment will be given to the learners through quizzizz.com.
presenting the new lesson 1. Which of the following is the x -intercept of the rational function
x−1
f ( x )= ?
x +2
a. (−2 , 0)
b. (1,0)
c. (0 ,−2)
d. (0,1)
2. Which of the following is the y -intercept of the rational function
x−1
f ( x )= ?
x +2

a. ( )
−1
2
,0

b. ( , 0 )
1
2

c. ( 0 ,− )
1
2

d. ( 0 , )
1
2
3. Which of the following is the zero of the rational function
x−1
f ( x )= ?
x +2
a. −2
b. −¿1
c. 1
d. 2
 The teacher then asks the learners the definition of x -intercept, y -intercept,
and zero of a rational function.
 The teacher then asks the students the definition of intercepts and zero of a
function.
B. Establishing a purpose for the lesson  The teacher shows a word problem on the screen. He then asks the
students to answer the questions that follow.
In celebration for the 55th Founding Anniversary of the Province of
Agusan del Sur, PHP 55,000 will be given to the champion of
Street Dancing Competition. Students from Agusan del Sur
National High School was chosen to represent the Municipality of
San Francisco. If they win, the prize will be equally divided and be
C. Presenting examples/instances of given to each of the participants.
the new lesson  How much each will receive if there are a total of 50
participants? 75 participants? 100 participants? 200
participants? 500 participants?
 You may answer the above questions by completing the
table below:

Number of participants 50 75 100 200 500

Amount of money each will receive
 Prompting questions:
a. How did you get the amount of money each participant will receive?
b. Can you construct a formula for this problem?
c. Can we consider this formula a function?
d. With our previous discussions, can we call this function a rational
function? Why?
e. Would it be possible that each participant receives PHP 0? How
many participants would there be for each to receive PHP 0 each?
 The teacher shows the learners the graph of the rational function (he may
also ask the learners to graph it on their own) through a graphing software.
He then ask the students to observe the behavior of the graph as the
number of participants increases and as the amount of money each
participant receives increases. This will lead to the concept of “asymptote.”

 The teacher will introduce the new lesson to the class and state the learning
targets.

D. Discussing new concepts and  The teacher defines asymptotes.

practicing new skills #1
“…the relations satisfied by the diameters and tangents of conics
(Book I); how hyperbolas are related to their “asymptotes,” the
lines they approach without ever meeting (Book II); how to draw
tangents to given conics (Book II) …”
- Conics, Apollonius of Tyana

An asymptote is a line a curve (or the graph of a function)

approaches as x increases or decreases. The distance between
the curve and the asymptote tends to zero as they head to ∞ or
−∞ .
There are three types of asymptote: vertical, horizontal, and
oblique asymptote.
 The teacher may ask the learners the difference between vertical, horizontal
and oblique asymptote, then show illustrations to check if their answers are
 correct.
 Back on the Naliyagan Festival problem, the teacher shows again the graph
55,000
of f ( x )= .
x

 The teacher asks the following questions:

a. At what value of x does the graph approach as y increases?
b. At what value of y does the graph approach as x increases?
c. Which of those two equations is the vertical asymptote and horizontal
asymptote?
d. What if we do not have a graphing software (and it takes time to
manually graph the rational equation), how do we determine the
asymptotes of a rational equation?
 The teacher then states that there is way to determine the asymptotes of a
rational function without graphing. However, in the next activity, you will be
using a graphing software for you will be the one to discover the other way
to determine the asymptotes of a rational function.

E. Discussing new concepts and ACTIVITY 1: Discovering Vertical Asymptote

practicing new skills #2
Vertical Asymptote

On a graphing software, graph the following functions, then answer the

questions that follow:

x−1
1. f ( x )=
x−3
(x−1)( x +2)
2. g( x )=
(x−4)(x +3)
(x−1)(x+ 2)
3. p( x )=
( x +1)( x+2)

Guide questions (these will lead to generalization):

 Which of the functions cannot be simplified? Which of the functions

can be reduced to lowest terms?
 For the functions that cannot be simplified, at what x -value/s is/are
the function undefined?
 Based on the graphs of functions that cannot be simplified, what
is/are the vertical asymptote/s of each function?
 Is there a relationship between the x -values that make the rational
function undefined and the vertical asymptote of that rational
function?
 For the functions that can be reduced to lowest terms, at what x -
 value/s is/are the function undefined?
 Based on the graphs of functions that can be reduced to lowest
terms, what is/are the vertical asymptote/s of each function?
 Is there a relationship between the x -values that make the rational
function undefined and the vertical asymptote of that rational
function?
 If we simplify the rational function then solve for the x -values that
make the rational function undefined, would it be the equal to the
vertical asymptote of the original rational function?
 The teacher defines vertical asymptote and introduces the steps in finding
the vertical asymptotes of a rational function.

F. Discussing new concepts and ACTIVITY 2a: Discovering Horizontal and Oblique Asymptotes
practicing new skills #3
Horizontal Asymptote 1

On a graphing software, graph the following functions, then answer the

following function:

2
1. f ( x )=
x +1
x−2
2. g ( x )= 2
x −1

Guide questions (these will lead to generalization):

 For each of the rational function, is the degree of the numerator less
than, equal, or greater than the degree of the denominator?
 For each of the rational function, does it have a horizontal
asymptote? If yes, what is the horizontal asymptote of the function?
 How about oblique asymptote?

Let’s try making the degree of the numerator equal to the denominator.

x +2
1. f ( x )=
x +1
3 x 2−2
2. g ( x )= 2
x −1

Guide questions (these will lead to generalization):

 For each of the rational function, does it have a horizontal

 asymptote? If yes, what is the horizontal asymptote of the function?
 How about oblique asymptote?
 Notice the leading coefficients of the numerator and the
denominator. What can you say about them?

Let’s try making the degree of the numerator greater than the denominator.
2
x +2
1. f ( x )=
x +1
3
3 x −2
2. g ( x )= 2
x −1

Guide questions (these will lead to generalization):

 For each of the rational function, does it have a horizontal

asymptote? How about an oblique asymptote?
 What can you generalize with all these findings?
 The teacher defines the horizontal and oblique asymptotes and introduces
the steps in determining them.

Let n be the degree of the numerator and m be the degree of the

denominator.

a. If n< m, the horizontal asymptote is y=0.

a
b. If n=m, the horizontal asymptote is y= , where a is the leading
b
coefficient of the numerator and b is the leading coefficient of the
denominator.
c. If n> m, there is no horizontal asymptote.
 The teacher emphasizes that a rational function cannot have a horizontal
asymptote while also have an oblique asymptote. He then states the steps in
getting the oblique asymptote.

A slant (oblique) asymptote occurs when the polynomial in the numerator is

a higher degree than the polynomial in the denominator.

To find the slant asymptote you must divide the numerator by the
denominator using either long division or synthetic division. We don't need
to finish the long division problem to find the remainder. We only need the
terms that will make up the equation of the line.
x 2+ 2
The teacher shows how to solve for the oblique asymptote of f ( x )= .
x +1
G. Developing mastery Directions: Determine the vertical asymptote and horizontal/oblique asymptote
of the following rational functions.
(Leads to Formative Assessment 3)
5−x
1. f ( x )=
3−x
2 x3
2. g ( x )=
x (x +6)

H. Finding practical applications of 1. Past records from a factory producing electronic components show that
concepts and skills in daily living on average, new employees can assemble N ( t ) components per day
75 t
after t days of training, where N ( t ) = ,t ≥ 0 . Determine the
t +5
horizontal asymptote of the function, then graph the function using
I. Making generalizations and graphing calculator. What happens to N ( t ) as t → ∞ ? What does this
abstractions about the lesson mean?
2. After a drug is injected into a patient’s bloodstream, the concentration c of
the drug in the bloodstream t minutes after the injection is given by
20 t
c (t)= , t ≥ 0. Determine the horizontal asymptote of the function,
t 2 +2
then graph the function using graphing calculator. What happens to c ( t )
as t → ∞ ? What does this mean?

J. Evaluating learning (through Google Form):

Directions: Determine the vertical asymptote and horizontal/oblique asymptote

of the following rational equations.

1. Determine the vertical asymptote/s of the rational function

2x
f ( x )= 2 .
x + 2 x−3
a. x=−1 ,−3
b. x=−1,3
c. x=1 ,−3
d. x=1,3
2x
2. Does the rational function f ( x )= 2 have horizontal
x + 2 x−3
asymptote?
a. Yes. y=0
b. Yes. y=1
c. Yes. y=2
d. No, it does not have.
3. Determine the vertical asymptote/s of the rational function
2
x −2 x−3
g ( x )= .
x +3
a. x=−3
b. x=0
c. x=3
d. The rational function does not have a vertical asymptote.

2
x −2 x−3
4. Does the rational function g ( x )= have a horizontal
x +3
 asymptote?
a. Yes. y=0
b. Yes. y=1
c. No, but it has an oblique asymptote y=x −5.
d. No, but it has an oblique asymptote y=x +5.
d
5. Average speed can be computed by the formula s= . Consider a
t
100-meter track used for foot races. The speed of a runner can be
computed by taking the time it will take him to run the track and
100
applying it to the formula s(t )= , since the distance is fixed at
t
100 meters. Which of the following is true about the asymptotes of the
100
rational function s(t )= ?
t
a. The VA is at x=0 , while the HA is at y=100 .
b. The VA is at x=1, while the HA is at y=0.
c. The VA is at x=0 , while there is no HA and OA.
d. The VA and HA are at the axes.

K. Additional activities for application or Directions: Read the problem comprehensively. Answer each of the question
remediation that follow. Write your answers on an A4 bondpaper. Once done, scan your
output and submit it to our Edmodo classroom.
2
5125000 V −449000V +19307
Consider the rational function p= 2 . This
125 V (1000 V −43)
function is based on the van der Waals equation for predicting the pressure p
of a gas as a function of V at a fixed temperature. The function above models
the pressure p of a carbon dioxide in terms of volume V if the temperature is
500 kelvins.

1. What is the domain of the function?

2. What is the range of the function?
3. What are the p-intercept(s) of the function?
4. What are the V -intercept(s) of the function?
5. What are the horizontal asymptote(s) of the function?
6. What are the vertical asymptote(s) of the function?
7. Sketch the graph.
 The lesson cannot be taught in one hour since it utilizes an inductive approach
of teaching. Perhaps, divide this into two sessions – first for the vertical
V. REMARKS asymptotes and second for the horizontal and oblique asymptotes. Students
must have installed in their mobile phones a graphing software prior to the
discussion.

Reflect on your teaching and assess yourself as a teacher. Think about your student's progress this week. What works?
VI. REFLECTION 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% on 4 out of 6.

the formative assessment

B. No of learners who require additional 2 out of 6.

activities for remediation

Did the remedial lessons work?

C. No. of learners who caught up with No remediation was conducted. Homework and additional activities were given
the lesson instead.

D. No. of learners who continue to Cannot be determined.

require remediation.

E. Which of my teaching strategies Discovery Approach. Prompting.

worked well? Why did these work?

F. What difficulties did I encounter The learners probably were exhausted already. There should be an icebreaker
which my principal or supervisor can or something to gain their attention and excitement before the discussion
help me solve? starts.

G. What innovation or localized None, since we were using gadgets throughout the discussion.
materials did I use/discover which I
wish to share with other teachers?

Prepared:

JOELYN BITOS MICHAEL DE LEON KIM ESTREBELLA