ALTERNATIVE Community

LEARNING SYSTEM Learning Center Program ALS-SHS

Daily Lesson Log (CLC)
FELINA A. TING Learning LS3: Mathematical and
Learning Facilitator
Strand Problem Solving Skills
1st Month & 1st
Month and Quarter Quarter, 2nd Subject General Mathematics
week_1st day

I. OBJECTIVES

A. Content Standards The learner demonstrate s an understanding of key concepts of rational

functions
B. Performance Standards The learner is able to accurately formulates and solves real-life problems
involving rational functions
C. Learning Competencies Represent real-life situations using rational functions. M11GM-Ib-1

At the of the lesson, learners should be able to:

1. Recall polynomial
2. Define rational functions
3. Recognize real life situations that illustrate rational functions
4. Represent real-life situations using rational functions

II.CONTENT Rational Functions

III. LEARNING
RESOURCES
A. References https://drive.google.com/file/d/
1iQRQDDwcIKqs4mVFG75kAYap6wiwPTYi/view

1. Teacher’s Session
Guide Page
2. Learner’s Material Page General Mathematics Quarter 1 – Module 5: Rational Functions,
Equations and Inequalities

3. Additional Materials
form Learning
Resources (LR) Portal
4. Others https://youtu.be/1o8GSPGKBZg?feature=shared
https://www.youtube.com/watch?v=ltTZ6FejDhU

IV. PROCEDURES
A. Springboard/Motivation (For Face-to-Face Class)
(establishing a purpose
for the lesson) Activity 1: Arrange Jumbled Words

a. PLYOMONIAL (Ans. POLYNOMIAL)

b. TIORANAL FUNOTACIN (Ans. RATIONAL FUNCTION)
c. RELA- FELI (Ans. REAL-LIFE)

( For ADM class)

Activity 1: POLYNOMIAL or NOT Polynomial

Directions: True or False.
Write P if the algebraic expression is POLYNOMIAL, and N, if it is NOT
on the space provided BEFORE the number.
_____1. 3x² + 6x + 4 (Ans. Polynomial)
 _____2. 6x-3 + 5x2 -3 (Ans. Not a Polynomial)
1/2
_____3. 8x + 8 (Ans. Not a Polynomial)
_____4. 7 (Ans. Polynomial)
_____5. 4x3 - 3√ x (Ans. Not Polynomial)
Solution:
1. Polynomial because variable x is raised to a positive exponent.
2. Not a Polynomial, because variable x has a negative exponent
3. Not a Polynomial, because the exponent of the variable x is a
fraction.
4. Polynomial, because it has automatic variable with zero exponent
(all constant terms are called monomial, and a monomial is a
polynomial with one term)
5. Not polynomial because of the presence of radical symbol
B. Activity (Review of (Definition of Rational Function)
previous lesson/s or
presenting the new A rational function is any function that can be written as the ratio of two
lesson) P( x )
polynomial functions, R(x) = , where P(x) and Q(x) are polynomial
Q(x)
functions, and Q(x) is not equal to zero. All polynomial functions are
rational functions, where Q(x) = 1

Activity 2: RATIONAL Function OR NOT Rational function

3x
a. y = (Ans. Rational Function)
x+5

1/ 3
x +3
b. y = −3 (Ans. NOT rational function)
5 x +5 x

3 √ 7 x +2
c. y= 2 (Ans. NOT rational function)
3 x −4

1
d. y = √ 2 x+ 5 (Ans. Rational Function)

C. Analysis (Presenting (Recognize real life situations that illustrate rational functions)
examples/ instances of
the new lesson)
There are different scenarios or real-world relationships that can be
modeled by rational functions, let us take the following examples:
Example 1.
The Local Government Unit in Olongapo City allotted a budget of
₱200,000.00 for the feeding program in the Day Care Center. The
amount will be divided equally to all the pupils in the Day Care Center.
Write an equation showing the relationship of the allotted amount per
pupil represented by f(x) versus the total number of children represented
by x
Showing the relationship in tabular form we will arrived at:

No. of 10 25 80 100 200

children

Alloted P20,000 P8,000 P2,500 P2,000 P1,000

 amount
per child

Notice that as the number of children increase the amount allocated per
child decrease.
200,000
In writing a representation we will arrived at f(x) =
x
Example 2.
A car is to travel a distance of 100 kilometers. Express the velocity (v) as
a function of travel time (t) in hours.

Let us first show the relationship using a table. Remember that

as time increases in travelling the velocity or the speed of a car
will decrease

Time 1 2 4 5 10
(hours)

100 50 25 20 10

100
Thus, the function v(t) = can represent v as function of t
t

1. Discussing new (Represent real-life situations using rational functions)

concepts and practicing
new skills, sub-activity Real-life applications of rational functions:
#1 Work problems (amount of work finished where two or more people, or
machines, work together)

For example1 :
Jay can build a dog house by himself in 3days. Mark can build the same
doghouse in 6 days. How long would it take them to finish if they work
together?

Solution: Rate x Time = work

Rate Time Work

Jay 1 x 1
x
3 3
Mark 1 x 1
x
6 6

1 1
6[ x + x = 1]
3 6

2x + x = 6

3x = 6 2 hours

Therefore, Jay and Mark can finish the dog house together in 2
hours.
 Example 2:

Rechard can type a committee reports in 5 hours. Nelson, who is a

2. Discussing new concept slower typist, helped Richard and together they finish the report in 3
and practicing new skills; hours, How long would it take Nelson if he had to work alone?
sub-activity #2
Solution:

Rate Time Work

Richard 1 3 3
5 5
Nelson 1 3 3
x x

3 3
5x [ + = 1]
5 x

3x + 15 = 5x

15 = 5x – 3x

15 = 2x

7.5 = x

Therefore, It will take Nelson to worked alone for 7.5 hours

3. Abstraction (Making To generalize learners’ understanding, ask the following questions:

Generalizations about
the lesson) 1. How do we determine whether an algebraic expression is a
rational function or NOT?
2. Where do we usully use rational functions in real life
3. How do we solve work problems?

1. Application (Developing Activity 3

mastery)
Mr. Santos takes 8 hours to paint his room. After working for one hour,
he calls in a painter to help him. They finished the job working together
in 3 more hours. How long would the whole job be finished by the
painter if he had worked alone?

Answer: 6 hours

2. Valuing (Finding Here are some practical applications of rational functions in daily living;
practical applications of
concepts and skills in 1.Personal Finance:
daily living)
BUDGETING: Rational functions can be used to model and analyze
personal budgeting. For example, tracking expenses, income, and
savings over time can be represented by a rational function to optimize
financial planning.

2.Transportation and Travel:

FUEL EFFICIENCY: Rational functions can represent the relationship

between speed, fuel consumption, and distance traveled.
 TIME MANAGEMENT: Rational functions can model commute times,
traffic patterns, and travel distances to plan efficient routes and
schedules for daily transportation needs.
3. Evaluation (Assessing
Learners) Activity 4:

1. Manuel has 10 cups of flour to be used in baking cakes, he

wanted to split it evenly among the containers that he will use so
that he can adjust the measurements of other ingredients.
Construct a function C which would give the number of cups of
flour each of the number of containers n will have.

10
Ans. C(n) =
n

2. Johnson and Odette take 5 days to do a typing job. Odette alone

takes 3 days to do the same job. How long would it take
Johnson to do the same job alone?

Ans. 7.5 days

4. Agreement (Additional
activities
V. REMARKS
VI. REFLECTION
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:
Layout Artist: Language Reviewer:

FELINA A. TING
Division of Olongapo City Illustrator:
Region III