GRADES 1 to 12 School Grade Level 11

DAILY LESSON Teacher Learning Area MATHEMATICS

LOG Teaching Dates and Time Week 4 Quarter 1

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 demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic
functions..
B. Performance The learner is able to apply the concepts of inverse functions, exponential functions, and logarithmic functions to
Standards formulate and solve real-life problems with precision and accuracy.
C. Learning Represents real - life Determine the inverse of a Represents an inverse Finds the domain and range of
Competencies/Objectives situations using one – one-one function. M11GM- function through its: an inverse function. M11GM-
one functions. M11GM- Id-2 (a) table of values, and (b) Id-4
Id-1 graph. M11GM-Id-3
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 66-67 69-75 77-86
pages
2. Learner’s 60-61 62-67
Materials pages
3. Textbook pages General Mathematics by General Mathematics by
Frelie B. Tan- Faylogna Oronce, pp. 40-45
pp.76-79.
4.
 5. Additional
Materials from
Learning Resource
(LR) portal
B. Other
Learning
Resources
IV. PROCEDURES
A. Reviewing Let the students recall on Ask the students if they still Review: What is the The students are given jumbled
previous lesson or the concepts of one- one remember table of values inverse function of the words and let the student come to
presenting the new function. Let them give that represent one-one following: answer using the same group.
lesson examples showing one- function. 1.{ (1,2) , (2,4), ( 3,6), The first group to answer with the
one relationship? (4,8) } highest number of correct are
2.{ (mom,dad), (sis,bro), declared winner.
( tito, tita) } Fucnoint- the set of ordered pairs
Describe the coordinates such that for every x, there
of your answer in 1 and correspond a unique y.
2. Mainod- the x- value of the
ordered pair
Geran- the y- value of the ordered
pair
Serevin- a function that is derived
from a given function by
interchanging the 2 variables, x
and y

B. Establishing a What is the importance The concepts of one- one Ask the students if they After the preliminary activity the
purpose for the of having one- one function is important for the have an idea on how to group is given set of equations and
lesson relationship? next lesson because a graph the inverse of the let them give the inverse of the
function has an inverse if it given function. function.
is one- one.
C. Presenting Give a real life situation Give an example of a table Present a word problem The students will make a table of
examples/instances to the students and let of values in the board. that will guide the values from the given equations
of the new lesson them identify if the given Consider the table of values students. and its inverse.
relation is a function and for the function given by the Cooperative Learning
if it is a function equation y = 2x - 1 given (Group of 5) Present a
determine whether it is below: Situation: Rey’s Mother
 one- one.(The teacher X -3 -2 -1 0 1 2 3 is a domestic helper in
y -7 -5 -3 -1 1 3 5
may refer to TG p.64- Hong Kong. He wants to
67.) buy books for his study.
She sent dollars for the
requirements. The
exchange rate was 1.00 $
to P 44.00.
Complete the table by
converting Dollar into
pesos.
$ 1 5 10 50 100

D. Discussing new Tell the students that Let the students interchange The students will answer The students will give the domain
concepts and A function f(x) is a the values of x and y in the the given guide and range of the given inverse
practicing new one-one function if given table of values and questions: equations.
skills #1 no two elements in they will create a new 1. State the procedure
the domain of f equation from the table of you performed on the
corresponds to the values. number of Hong Kong
same element in the dollars to obtain the
range of f. number of pesos.
2. Let p represent pesos
and d represent dollars.
Write an equation for the
function that dollars as
input and pesos as
output.
3. Write an equation that
converts pesos to the
dollars using the
equation in (c).
4. Switch the role of P
and $.

E. Discussing new Let the students go to The students will be given The students will present After knowing the value of its
 concepts and their respective group. another function in a form of the table of values of the domain and range of the inverse
practicing new They will choose a real equation and they will original function and its function, let the students draw the
skills #2 life situation in the analyze how to get the inverse. Let the students graph of the two.
community that shows inverse of this equation. find the difference.
one-one function.
F. Developing The students will act on Let the students have their From the table of values, From the given graph, the teacher
mastery the situation and present own ways to get the inverse let the students sketch will ask the following questions:
(Leads to it to the class by group. of the function. The students the graph of the original 1. What is the relationship of
Formative may use different strategies equation and on the the domain of the given
Assessment) as long as they arrive in the inverse equation.. (The function to the range of its
correct answer. teacher may call a inverse function?
student to do this and let 2. What is the relationship of
the other students the range of the given
observe.) function to the domain of
its inverse function?

G. Finding practical The students will realize Let the students give a The students will The students will have their own
application of that there are many mapping diagram of real lifeobserve the two graphs understanding on the concept of
concepts and skills situations in real life that situations that illustrates presented on the board inverse function and they will
in daily living shows one- one inverse functions. and they will write what relate it to the real-life.
functions. their own insights from
the lesson.
H. Making A function f(x) is Let f be a one-to-one Graphing inverse 1. Define and give examples of
generalizations a one-one function with domain A and functions an inverse function.
and abstraction function if no two range B. Then the inverse of Given the graph of a 2. Identifying the domain and
about the lessons. elements in the f, one-to-one function, the range of an inverse function.
domain of f denoted f-1, is a function with graph of its inverse can 3. Find the relationship of the
corresponds to the domain B and range A be obtained by domain of the given function
same element in denoted by f-1(y) = x if and reflecting the graph to the range of its inverse
the range of f. only if f(x) = y for any y in about the line y = x. function?
B. 4. Find the relationship of the
To find the inverse: Follow range of the given function to
the following steps: the domain of its inverse
1.Replace f(x) with y function?
2.Interchange x and y
3.Solve for the new y
from the equation in
 step 2.
4. Replace the
new y with f-1(x).
I. Evaluating Identify if the given real- Determine the Fill up the table with the correct
learning life situations represents inverse of the range of the function :
a one- one function. following table of 1. F ( x) = x – 10
1. Books to Authors values and graph. X 10 11 12 13
F ( x)
2. SIM cards to cell (1)
phone numbers X 20 30 50 100
Determine the inverse of the Y 68 86 122 212
2. F ( x) = 2x + 1
3. True or False
following functions if there’s (2)
X 1 2 3 4
Questions to answers F ( x)
any. X 3 -3 -6 6
4. A mother and father
1. M(x) = x +2 y 2 -1 3 -1 Fill up the table with the correct
relationship
2. R(x) = (x + 3)2 (3) (4) domain of the function :
3. D(x) = 2x – 7 .

4. f(x) = 2x + 1
3x - 4 3. F ( x) = x + 10
. X
F ( x) 0 1 2 3

4. F ( x) = x – 1 / 2
X
F ( x) 3 5 7 9
J. Additional Which of the following Determine if f and g are Let the students make It is optional for the teacher to
activities for relations is a one-to-one inverses of each other. their own table of values give additional activities.
application or function? 1. f(x) = 3x +5 , g(x) = x-5 and let them draw the
remediation 1. { (0,0),(1,1), (2,8), 3 graph.
(3,27), (4,64)} 2. f(x) = x , g(x) = √x
3 3

2. {(-2,4), (-
1,1).(0,0),(1,1),(2,4)}
3.
{(0,4),(1,5),(2,6),(3,7),...(
n,n+4),...}

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?