Republic of the Philippines

Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

QUARTER I
Week 4
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date: ______________ Day: 3 (Lesson 10-Subtask 2)
The learner demonstrates understanding of key concepts of inverse
Content Standard
functions, exponential functions, and logarithmic functions.
The learner is able to apply the concepts of inverse functions, and
Performance Standard logarithmic functions to formulate and solve real-life problems with
precision and accuracy.
M11GM-Id-2
Learning Competency
The learner determines the inverse of a one-to-one function.
I. OBJECTIVES

Knowledge: Enumerates the properties of the inverse of a one-to-one function;

Skills: Determines the inverse of a one-to-one function;
Affective: Shows patience in determining the inverse of a one-to-one function.
II. CONTENT Inverse of One-to-One Functions

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide TG for SHS General Mathematics, pp. 69-75

Pages

2. Learner’s LM in General Mathematics, pp. 62-66

Materials Pages

3. Textbook Pages General Mathematics by Orlando Oronce Series 2016

4. Additional Slide Decks of the Lesson

Materials

5. Learning Teacher’s Guide and Learner’s Material

Resources (LR)
portal

B. Other Learning
Resources General Mathematics, Diwa Publishing, Senior High School Series.
2016
IV. PROCEDURES
A. Reviewing or Recalling the table of values in the previous discussion. (referring to
presenting the new subtask 1)
lesson Recall at the same time the definition of inverse of one-to-one
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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

function and the steps in finding the inverse of one-to-one function.

B. Establishing a
purpose for the
lesson

C. Presenting examples
of the new lesson

D. Discussing new
concepts and
practicing new skills
#1

E. Discussing new
concepts and
practicing new skills
#2

F. Developing Mastery See attachment.

G. Finding practical
applications of Cite a real-life situation showing an inverse of one-to-one function.
concepts and skills in See attachment.
daily living

H. Making
Generalizations and Ask: Enumerate the properties of finding the inverse of one-to-one
abstractions about function.
the lesson How to find the inverse of a one-to-one function?

I.Evaluating learning See attachment.

J. Additional Activities
for application or
remediation

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation A. ____ No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional activities for B. ____ No. of learners who require additional activities
remediation for remediation
C. Did the remedial lessons work? No. of learners who C. Did the remedial lessons work? _____ No. of learners
have caught up the lesson who have caught up the lesson.
D. No. of learners who continue to require remediation D. ___ No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well? Why Strategies used that work well:
did these work? ___ Group collaboration ___ Games ___
Poweerpoint presentation
Answering preliminary activities/exercises
___ Discussion ___

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

Differentiated Instruction
___ Case Method ___Role
Playing /Drama
___ Think-Pair-Share (TPS) ___
Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture
Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties did I encounter which my principal ___ Bullying among learners ___ Equipment
and supervisor help me solve? (AVR/LCD)
___ Learner’s behavior/attitude ___
Science/Computer/Internet Lab
___ Colorful Ims ___ Additional
Clerical Works
___ Unavaailable Technology ___ Reading
Readiness
G. What innovation or localized I used/discover which I wish to
share with other teacher?

DISCUSSIONS

ATTACHMENT: (Developing Mastery)

Find the inverse of the following:

1. g(x) = x 3−2
2 x +1
2. f(x) =
3 x −4
Solution:

1. The equation of the function is y = x 3−2. Interchange the x and y variables: x = y 3−2. Solve
for y in terms of x:

x = y 3−2

x + 2 = y3

√3 x+ 2= y ⟹ y √3 x+2
3
The inverse of g(x) = y 3−2 is g−1 ( x )=√ x+2 .

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

2 x +1 2 x +1
2. The equation of the function is y = . Interchange the x and y variables: x = .
3 x −4 3 x −4
Solve for y in terms of x:

2 x +1
x=
3 x −4
x(3y-4) = 2y + 1
3xy – 4x = 2y +1
3xy -2y = 4x + 1 (Place all terms with y on one side and those without y on the
other side)
y (3x – 2) = 4x + 1
4 x +1
y=
3 x −2
−1 4 x +1
Therefore, the inverse of f(x) is f ( x )= .
3 x−2

APPLICATION

1. To convert from degrees Fahrenheit to Kelvin, the function is

,where t is the temperature in Fahrenheit (Kelvin is the SI unit of temperature). Find the inverse
function converting the temperature in Kelvin to degrees Fahrenheit.

Solution. The equation of the function is . To maintain k and t as the

respective temperatures in Kelvin and Fahrenheit (and lessen confusion), let us not interchange
the variables. We just solve for t in terms of k: ,

Therefore the inverse is with temperature in Kelvin.

2. Give 3 examples of situations that can be represented as a one-to-one function and two
examples of situations that are not one-to-one.

Sample answer:

 vehicles to plate numbers

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

 movie tickets to seat numbers

 presidents or prime ministers to countries
 mayors to cities or towns
3. Choose a situation or scenario that can be represented as one-to-one function and explain why
it is important that the function in the scenario is one-to-one.
 A person must have only one tax Identification number (TIN) so that all the taxes he pays
can be accurately recorded. If he has two TINs, the BIR might think that he did not pay
all his taxes if his payments are split between multiple TINs. If a single TIN has two
persons associated to it, then it would not be possible to ascertain which person is paying
the proper taxes and which is not.

EVALUATION

Find the inverse functions of the following one-to-one functions.

1
a) f(x) = x+ 4
2

b) f(x) = ( x +3)3

3
c) f(x) =
x−4

x+ 3
d) f(x) =
x−3

2 x +1
e) f(x) =
4 x−1

Answer:

a) f −1(x) = 2x – 8

3
a) f −1(x) = √ x–3

4 x +3
a) f −1(x) =
x

3 x +3
a) f −1(x) =
x −1

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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

x +1
a) f −1(x) =
4 x−2

Checked by:

RICHARD C. BASAS
Principal I

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