School INFORMATIC COMPUTER INSTITUTE Grade Level 11

DAILY LESSON Teacher FILOMENO SILDO JR. Learning Area MATHEMATICS

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 Solves rational equations Represents a rational function Finds the domain and range of a rational
Competencies/Objectives situations using rational and inequalities. through its: (a) table of function.
functions. M11GM-Ib-1 M11GM-Ib-3 values, (b) graph, and (c) M11GM –Ib-5
equation.
Distinguishes rational M11GM-Ib-4
function, 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 General Mathematics General Mathematics
pages Deped 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 Mathematics by Chua
senior high school; by et al. pp. 20-23
Ricardo B. Banigon JR; et al.
pp.25- 30
4.
 5. 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 researched on
lesson or presenting received a budget of P100; topic the students is given topic ask the students on what is domain and range.
the new lesson 000 to provide medical metacards containing what they remember on What are some properties of functions?
checkups for rational equation and rational function.
The children in the inequalities. Let the students
barangay. The amount is to paste the given metacards
be allotted equally among on the correct group either it
all the children is rational equation or
in thebarangay. Write an rational inequality.
equation representing the Examples:
relationship of the allotted 1. x+2 / x+1 = 3
amount 2. y-3 / y+2 > 0
per child(y-variable) versus 3. x-5 /x+1 ≤ 3
the total number of children 4.1/x < 5
(x-variable). 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 From the previous topic on
purpose for the formed from the given real the students if they know the can represent rational representing rational functions from
lesson life problem? rule in solving rational functions using table of table of values and its graph, can we
Let the students give an idea equations? values, graphs and determine its domain and range?
. equations.
C. Presenting Fill up the table below with Rules in Solving Rational Present the given examples Let the students consider the rational
examples/instances the different allotment Equation: to the students. function:
of the new lesson amounts for different values 1. Eliminate the rational  Represent the speed F(x) = x2 + 7x + 9
for the number expressions in the equation of a runner as a X (x -2) (x +5)
of children: No. of children by multiplying both sides of function of the time (a) The domain of a function is the set of all
(x) and Allocated Amount the equation by LCD. it takes to run 100 values that the variable x can take.
 (y) 2. Solve the equation. meters in the track. (b) The range of a function is the set of all
X 1 2 5 1 2 5 1 3. Check your solution. Let x represent the time it values that f(x) can take.
0 0 0 0 0 0 0 takes the runner to run 100
0 0 0 0 meters. Then the speed can
0 be
y 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 Tell the students that to determine the
concepts and algebraic expressions and students. let the students create the domain of rational function is the set of all
practicing new skills have the class identify if Examples: table of values based on the numbers except the x – value that make the
#1 they if they are rational Solve for x. given equation. denominator zero.
function, rational equation 1. ¾ = x/4 The table of values for run In the given equation, the domain of the
or rational inequality and Answer: times from 10 seconds to 20 function is the set of all real numbers, except
have them explain their x=3 seconds . ( The teacher may 0, 2, and -5.
reasoning. Since the denominator of refer to the TG p.42.)
Identify the following each expression is the same,
given expressions wether the numerators must be
rational equation, rational equivalent as well. This
inequality or rational means that x = 3
function. Solve the equation:
1. 3/x = x/4 (rational eq.) 2. x+2 = 3
4. X+2/8 = ¾ (rational eq.) 8 4
2. x+1/x-5 <5 (rational Solution:
ineq.) 5. f(x) = 1/x x+2 = 3
(rational function) 8 4
3. y = x+2/ x-2 (rational [ x+2 = 3 ] 8
func.) 6. 1/x-5 >-2 (rational [ 8 4 ]
ineq.) 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 obtain the range of
concepts and summary on the difference Inequality. values, let the students the given rational function.
practicing new skills between the rational 1. Write the inequality with sketch the graph of the Given: The graph of f(x) = 1
#2 function, rational equation a single rational rational function.. X
and rational inequality. expression on the left- Let the students sketch the graph.
hand side of the
inequality
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 Examples: From the given graph of
(Leads to Formative their ups and downs in their Solve the given inequality. rational function let the
Assessment) lives and relate to the lesson Show the number line. students observe the graph.
about rational inequality and 1. x+1 ≤ 0 Is the graph follows a
rational equality. x-5 smooth curve? Or the graph
Solution: forms a straight line?
x+1 ≤ 0
x-5
x = -2 x=0 x=6 Let the students observe the graph formed.
1 False -1 True 7 False The graph approaches x -axis as x tends to
7 5 positive or negative infinity, but never
I IIIIIIIO I I . touches the x -axis. That is, the function can
-3 -2 -1 0 1 2 3 take all the real values except 0 .
4 5 6 7 So, the range of the function is the set of real
We need regions that numbers except 0
make the rational expression
negative. We avoid x = 5
since that gives division by
zero.
The solution for this
inequality is,

Set builder notation: -1 ≤ x

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

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 and Reviewed by:

FILOMENO SILDO JR. ALBERTO N. CONDOLON