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    Week1 Q1

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    Miss Diana
    Function and their graphs

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    © All Rights Reserved
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    Week1 Q1

    Uploaded by

    Miss Diana
    1 views3 pages
    Function and their graphs

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    WEEK1-Q1

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    © © All Rights Reserved

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    Function and their graphs

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    © All Rights Reserved
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    Download as docx, pdf, or txt
    1 views3 pages

    Week1 Q1

    Uploaded by

    Miss Diana
    Function and their graphs

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    © All Rights Reserved
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    MATHEMATICS LESSON PLAN

    GRADE LEVEL QUARTER / COMPONENT DATE SECTION


    11 1st / General Mathematics August 1-2, AFA, HUMSS C & D, IA E &
    2024 F, HE A
    I. OBJECTIVES
     Represents real-life situations using functions, including piece-wise functions.
    A. Learning
    (M11GM-Ia-1)
    Competencies
     Evaluates a function. (M11GM-Ia-2)
    B. Objectives At the end a 60-minute class session, the Grade-11 students must be able to:
    a. Distinguish different kinds of functions
    b. Evaluate functions.
    c. Share examples of real-life situations which can be represented using functions.
    II. SUBJECT MATTER Functions and Their Graphs
    MAJOR CONCEPT
    1. Learner’s Module Grade -11 General Mathematics Module 1 week 1
    2. Other Learning
    Laptop, audio-visual presentation, power point
    Resources/Materials
    3. Strategies Differentiated Learning, Socratic Questioning, Self-Exploration
    III. PROCEDURES
     Greetings
    A. DAILY ROUTINE  Prayer

    Given the following models, identify the kind of function being shown on each item by choosing from
    the list in the box.
    Linear function Quadratic function Polynomial Function
    Piecewise Function One-to-One Many-to-One
    1) f(x) = 7x
    2) g(x) = x2
    3) h(x) = x3 + 2x2 – x +1
    4) {(1,2), (2,4),(3,9)}
    5)

    Facebook
    Instagram Social
    Twitter Media

    B. DRILL AND REVIEW 6)

    6) {( , Philippines )} , Philippines )}
    7)

    8)

    {8 ,1<x≤5¿¿¿¿
    C. LESSON PROPER:

    The teacher lets the students realize that being able to model real-life situations will help us
    I DO understand better the concept of functions including piece-wise functions.

    (Contextualization & Localization)


    The teacher divides the class into groups with five members, do a 2 – part Activity.
    First part, requires each group to come up with 2 real –life examples of functions
    modelled by a mapping diagram and set of ordered pairs.
    Second part, asks the group to choose which best represents a real-life situation: A
    jeepney passenger pays P8.00 for the first 5 km as fare and an additional
    P1.00 for every succeeding distance x in kilometer.

    A. f(x) =
    {8 ,1<x≤5¿¿¿¿ B. f(x) = 8 +1.00x
    The teacher discusses with the students why the real-life examples they give illustrate
    functions and of why they have chosen such representation for part 2 in the activity.
    The teacher explains that Choice A in the second part of the activity is a representation of a
    piece-wise function. Explain further that Piece-wise function is used whenever it is not
    possible to represent a situation with just one equation.

    Given a function f(x) = 2x, what is the result when you replace x by 2 in the function? If x =
    0? If x = -1?
    Tell to the class that the one done is evaluating functions.
    Steps to undertake in evaluating functions are
    1) Substitute the value to the variable.
    2) Do the operation to find the value of the function.
    WE DO
    Ask students of real-life situations which can be represented by a piece-wise function.
    (Contextualization & Localization)
    Possible Answers: Internet payment; Taxi fare
    Secondly, ask them to think of situations where evaluation of functions can be applied.
    Example answers: when computing for salary; when computing for fare; when purchasing
    items

    Activity: Evaluate the following functions.


    1) f(x) = 3x ; if x = 4
    YOU DO 2) f(x) = x/2, if x = 0
    3) f(x) = 2x3 – 8, if x = -3
    4)f(x) = x - 3 , if x = 12

    A. 1) Which best represents the situation below.


    The sweet corn sold in the canteen is at P7.00. If I want to buy x pieces of sweet corn, how
    much will I pay?
    A. f(x) = 7 + x B. f(x) = 7x c.) f(x)= 7
    2) Represent the situation in any possible model.
    EVALUATION With Santos family, mama and the eldest child are both of blood type A, papa, youngest and
    the middle child are all blood type B.
    B. Evaluate the following:
    1) h(x) = x3 – x2 +x – 2, if x = 0 2) g(x) = (x + 4)(x – 1) , if x = -2
    3) f(x) = 1/x, if x = 3 4) h(x) = 4x – 2, if x = 1
    5) f(x) = 5(x+2) , if x = 4

    AGREEMENT

    Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs
    REFLECTION to be done to help the pupils/students learn? Identify what help your instructional supervisors can provide for you so when you
    meet them, you can ask them relevant questions.

    Prepared by:

    DIANA MAE D. NAVEA-HAIBER


    SST - I

    Raters:

    NURHASSAN TANGKAAN JEBRATAL SALIHON


    Mathematics Coordinator Master Teacher I
    Date: _________________ Date: __________________

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