School

DAILY
LESSON LOG

I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/ Objectives
(Write the LC Code for
each)

CALBAYOG CITY NATIONAL HIGH

SCHOOL

Teacher ENGR. CESAR M. DEL ROSARIO JR.

AUGUST 8-12, 2016, 9:30-10:30 AM
Teaching Dates and
Tuesday/Wednesday/Thursday/Frida
Time
y

MONDAY

TUESDAY

WEDNESDAY

Learning
GENERAL MATHEMATICS
Area
Quarter FIRST

THURSDAY

FRIDAY

The learner demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic
functions.
The learner is able to apply concepts of inverse functions, exponential functions, and logarithmic functions to formulate
and solve real-life problems with precision and accuracy.

The learner will be

able to solve problems
involving exponential
functions, equations,
and inequalities.

The learner will be able

to represent real-life
situations using
logarithmic functions
and distinguish
logarithmic function,
logarithmic equation,
and logarithmic
inequality.

M11GM-Ig-2
M11GM-Ih-1,Ih-2

II. CONTENT

Grade level GRADE 11 GAS A

The learner will be

able to illustrate the
laws of logarithms,
solve logarithmic
equations and
inequalities and
represent a
logarithmic function
through its: (a) table
of values, (b) graph,
and (c) equation.
M11GM-Ih-3, Ih-i-1, Ii-2

Functions and their

graphs

Functions and their

graphs

Functions and their

graphs

pp. 100-5

pp. 112-116

pp. 117-132

pp. 86-91

pp. 99-102

pp. 103-110

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning

Resources

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new lesson
B. Establishing a purpose
for the lesson

Review the concepts

discussed last
meeting

Connect exponential
function to logarithmic
function

C. Presenting examples/
instances

Construct a table of
values and sketch the

Setting the mood and

presentation of
learning objectives.
Examples:
Simplify the given
expressions, and find
the value of x in each
case.

graph of f(x) =

2x

Review the concepts

discussed last meeting

log 7

( a ) 2 =x 16

73

78

11

( b ) 4 3=x 64

( c ) 5 =x

log 7

and

log 7 ( 73 78 )

(a)

log 7

(b)

( 497 )log

49

1/5

1
2

( d ) 16 =x 1/ 4

log 7

1
(c)

log 7

755 log 7

log 3

(2781) and

7
5
(d)

log 3
D. Discussing new
concepts and practicing
new skills #1

The graph of an
exponential function
is a necessary tool in
describing its
behavior and
characteristics its

In this lesson, we will

look at it from another
perspective. What if it
is the exponent that is
missing?

27

Laws of Logarithms:
Let b > 0; b 6= 1 and
let n 2 R. For u > 0; v
> 0, then

intercepts,
asymptotes, and
zeroes. A graph can
also provide insights
as to real-life
situations that can be
modeled by
exponential functions.

For example, ask

students to figure out
the missing number in
the following
expressions.
(a)

5x
x

(b)

3=

= 625

1
9

(c)

7 x =0

(d)

10 x

Steps:
(1) Construct a
table of values
of ordered pairs
for the given
function.
(2) Plot the points
on the graph.
(3) Connect them
using a smooth
curve.
Interpret the

u
log b v) =

log b u+ log b v
2.

log b

( uv )

log b ulog b v

=
=0

3.

log b un=n log b u

= 100,000

Finally, present the

question: 'How do we
solve for x, aside from
observation?'

E. Discussing new
concepts and practicing
new skills #2

1.

Mention that there is a

mathematical way to
present (rewrite) the
expressions, and that
is through logarithms,
the inverse process of
exponentiation.
(a)Introduce the
logarithm concept.
Think of a logarithm of
x to the base b
(denoted by l

og b=

x as the exponent of b
that gives
x. For example,

log 3

Solved examples at
pp. 128

Emphasize some
common mistakes at
pp. 129

Change of base
formula at pp. 130

asymptote of the
function.

81 = 4 because

34

81. Some additional

examples are given
below:
(a

log 2 32 = 5

because

log 5

(b)

because

F. Developing mastery
(Leads to Formative
Assessment 2)

Seatwork:
Construct a table of
values and sketch the
graph:
(1) f(x) =
x

2 g ( x )=3

1=0

50

=1

a log 9
729 =

log 5 5 =

(b)
1
(c

log 1
2

16 =

-4

(d )log 7 1 =
0

( e ) log 5
-1/2

G. Finding practical
applications of concepts

= 32

Without using a
calculator, find the
value of the following
logarithmic expression.

For each of the

function, identify the
domain, range, yintercept, and
horizontal asymptote.

25

1
5

Seatwork:
(pp. 132-133)

and skills in daily living

H. Making generalizations
and abstractions about
the lesson

Properties of
exponential functions:
(a) The domain is

R.

the set

(b) The range is the

set

( 0,+ ) .

(c) It is a one-toone function. It

satisfies the
Horizontal Line
Test.
(d) The y-intercept
is 1. There is no
x-intercept.
The horizontal
asymptote is the line
y= 0 (or the axis).
There is no vertical
asymptote.

Definition:
Let a and b be positive
real numbers such that

1. The logarithm

of a with base
b, denoted by

log b a,

is defined as the
number such that

logb a

= a. That is,

log b a is the
exponent that b must
be raised to produce a.
Exponential and
Logarithmic Forms:
Logarithmic form:

log b a = c
Exponential form:
=a

I. Evaluating learning

pp. 100 TG.

Solve the ff. problem:
(20 mins.)
(a)

x+4

=49

(b)

x +2

=8

(c)

x1

=125

x2

2
J. Additional activities for

>8

2 x1

2x

bc

application

V. REMARKS

HOLIDAY

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below
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:

Cesar M. del Rosario, CE

SHS T-1

Calick D. Arrieta, PhD

School Principal I