DAILY LESSON LOG OF M11GM-Ie-2 ( Week Five- Day 2)

School Grade Level 11

Teacher Learning Area General Mathematics
Teaching Date and
Quarter First
Time
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.
I. OBJECTIVES 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 learner demonstrates understanding of key concepts of inverse
functions, exponential functions, and logarithmic functions
B.Performance Standards 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.
Learning Competency:
Solves problems involving inverse functions. M11GM-Ie-2
Learning Objectives:
C.Learning Competencies/
1. Solve problems involving inverse functions
Objectives
2. Asses which concept of inverse functions is applicable to a given
problem. 3. Show appreciation to the concept of solving problems
involving inverse functions.
II. CONTENT Inverse Functions
III.LEARNING RESOURCES
A.References
1. Teacher’s Guide pages General Mathematics TG pp. 75-86
2.Learner’s Materials pages General Mathematics LM pp. 67-75
General Mathematics (Dimasuay, Alacala and Palacio) by C & E Publishing
3.Textbook pages pp. 32-37
General Mathematics (Orlando A. Oronce) by Rex Bookstore pp. 40-50
4.Additional Materials from
Learning Resource (LR) portal
B.Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning
IV.PROCEDURES systematically by providing pupils/students with multiple ways to learn new things, practice the
learning, question their learning processes, and draw conclusions about what they learned in
relation to their life experiences and previous knowledge. Indicate the time allotment for each
step.
A.Review previous lesson or ACTIVITY 1
presenting the new lesson (15 The students will be grouped into groups of four and will answer the review
minutes) exercise below.
Given the function f ( x )=1+ √ x−2 ,
(a) Find the inverse function.
(b) Determine the domain and range of f (x)and f −1 (x).
(c) Verify if ( f ° f −1 ) ( x ) = ( f −1 ° f ) ( x )=x
(d) Sketch the graphs of f (x)and f −1 (x)
B.Establishing a purpose for the The teacher presents the objectives of the lesson to the class and let the
lesson (5 minutes) students appreciate the importance of the concept of Inverse Functions.
C.Presenting examples/ The teacher asks the students to think of a nonnegative number, double it,
instances of the new lesson add six, half it, take away the original number. The teacher tells everybody
(10 minutes) that the answer is 3. Then, the students are asked to try to explain why the
answer is 3.

Explanation:
Think of a nonnegative number x
Double it 2x
Add six 2x+6
Half it (2x+6)/2=x+3
Take away the original number (x+3)-x=3

The teacher then asks the students explain another problem.

You asked a friend to think of a nonnegative number, add two to the

number, square the number, multiply the result by 3 and divide the result by
2. If the result is 54, what is the original number?

After a few students try to explain, the teacher connects this problem to the
previously learned concept Inverse Function.

Solution:
We first construct the function that will compute the final number based on
the original number. Following the instructions, we come up with this
function:
2 3( x +2)2
f ( x )=(x+ 2) ∙3 ÷ 2=
2
The graph is shown below, on the left. This is not a one-to-one function
because the graph does not satisfy the horizontal line test. However, the
 instruction indicated that the original number must be nonnegative. The
domain of the function must thus be restricted to x ≥ 0 , , and its graph is
shown on the right, below.

The function with the restricted domain x ≥ 0 is then a one-to-one function,

and we can find its inverse.
3( y +2)2
Interchange the x and y variables: x= , y≥0
2

Solve for y in terms of x:

3( y +2)2
x=
2
2x
=( y+ 2)2
3
2x
√ 3
= y +2
2x
(Since

2x
y ≥2 we don not need to consider −
√ 3
)

√ 3
−2= y

2x
y=
√ 3
−2
2x
f −1 (x)=
3√ −2
Finally we evaluate the inverse function at x=54 to determine the original
number.
2(54) 108
−1
f ( 54 )=
√ 3
−2=
The original number is 4.
3√ −2=√ 36−2=6−2=4

D.Discussing new concepts and ACTIVITY 2

practicing new skills #1 . The students will be grouped into groups of four and will answer the activity
(10 minutes) below.
Engineers have determined that the maximum force in tons that a
particular bridge can carry is related to the distance in meters between it

supports by the following function: t ( d ) =(

12.5 3
)
d
How far should the supports be if the bridge is to support 6.5 tons?
Construct an inverse function to determine the result.

Solution:

The equation of the function is t ( d ) =(

12.5 3
)
d
To lessen confusion in this case, let us not interchange d and t as they
denote specific values. Solve instead for d in terms of t.
 12.5 3
t=( )
d
√3 t=12.5/d
d=12.5/ √3 t
12.5
The inverse function is d ( t ) =
√3 t
12.5
Evaluate the function at t=6.5: d ( 6.5 )= 3 =6.70.
√ 6.5
The supports should be placed at most 6.70 meters apart.

The teacher asks the groups to explain their answers. The teacher
emphasizes on the concepts in solving for inverse function and to assess
situations where it can be applied
E.Discussing new concepts and
practicing new skills #2
ACTIVITY 3
Direction: Do the task given in your same groups.
The function defined by f ( x )=2.2 x converts a weight of x kilograms into
F.Developing mastery (leads to f (x) pounds.
formative assessment 3) . (a) Find the equivalent weight in pounds for a 56-kg boy.
(10 minutes) (b) Find an equation defining y=f −1 (x ).
(c) Use the equation in (b) to find the equivalent weight in kilograms
for a 120-lb boy.

G.Finding practical applications

of concepts and skills in daily
living
H.Making generalizations and The teacher elaborates the mathematical concept of Inverse Functions.
abstractions about the lesson . Likewise, he/she explains that analysis if the concept of inverse function is
(2 minutes) applicable to a certain situation / problem or not.
Direction: The teacher will check the answer after five minutes.
1. The function defined by v ( x )=3.8 x converts a volume of x
gallons into v(x) liters.
(a) Find the equivalent volume in liters of 20 gallons of water.
I. Evaluating (b) Find an equation defining y=v−1 (x) .
Learning (c) Use the equation in (b) to find the equivalent volume in gallons
(8 minutes) of a 50-liter cooking oil.
2. Arnold and Tina are playing a number guessing-game. Arnold asks
Tina to think of a positive number, triple the number, square the
result, and then add 7. If Tina’s answer is 43, what was the original
number? Use the concept of inverse function in your solution.
J.Additional activities or
remediation
V.REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress. What works? What else needs to be done to help the
VI.REFLECTION pupils/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% of the evaluation
B.No. of learners who require
additional activities for
remediation who scored below
80%
C.Did the remedial lesson 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