School INFORMATIC COMPUTER INSTITUTE Grade Level 11

DAILY LESSON Teacher FILOMENO SILDO JR. 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 formulate and solve real-
Standards life problems with precision and accuracy.
C. Learning Represents real - life Determine the inverse of a Represents an inverse function through its: Finds the domain and range of an
Competencies/Objectives situations using one – one-one function. M11GM- (a) table of values, and (b) graph. inverse function. M11GM-Id-4
one functions. M11GM- Id-2 M11GM-Id-3
Id-1
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 Oronce, pp. 40-
Frelie B. Tan- Faylogna 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 inverse function of The students are given jumbled
previous lesson or the concepts of one- one remember table of values the following: words and let the student come to
presenting the new function. Let them give that represent one-one 1.{ (1,2) , (2,4), ( 3,6), (4,8) } answer using the same group.
lesson examples showing one- function. 2.{ (mom,dad), (sis,bro), ( tito, tita) } The first group to answer with the
one relationship? Describe the coordinates of your answer highest number of correct are
in 1 and 2. declared winner.
Fucnoint- the set of ordered pairs
such that for every x, there
correspond a unique y.
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 have an idea on After the preliminary activity the
purpose for the of having one- one function is important for the how to graph the inverse of the given group is given set of equations and
lesson relationship? next lesson because a function. let them give the inverse of the
function has an inverse if it function.
is one- one.
C. Presenting Give a real life situation Give an example of a table Present a word problem that will guide the The students will make a table of
examples/instances to the students and let of values in the board. students. values from the given equations and
of the new lesson them identify if the given Consider the table of values Cooperative Learning (Group of 5) its inverse.
relation is a function and for the function given by the Present a Situation: Rey’s Mother is a
if it is a function equation y = 2x - 1 given domestic helper in Hong Kong. He wants
determine whether it is below: to buy books for his study. She sent
one- one.(The teacher X -3 -2 -1 0 1 2 3 dollars for the requirements. The
y -7 -5 -3 -1 1 3 5
may refer to TG p.64- exchange rate was 1.00 $ to P 44.00.
67.) Complete the table by converting Dollar
 into pesos.
$ 1 5 1 50 100
0

D. Discussing new Tell the students that Let the students interchange The students will answer the given guide The students will give the domain
concepts and A function f(x) is a the values of x and y in the questions: and range of the given inverse
practicing new one-one function if given table of values and 1. State the procedure you performed on equations.
skills #1 no two elements in they will create a new the number of Hong Kong dollars to
the domain of f equation from the table of obtain the number of pesos.
corresponds to the values. 2. Let p represent pesos and d represent
same element in the dollars. Write an equation for the function
range of f. 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 the table of After knowing the value of its
concepts and their respective group. another function in a form of values of the original function and its domain and range of the inverse
practicing new They will choose a real equation and they will inverse. Let the students find the function, let the students draw the
skills #2 life situation in the analyze how to get the difference. graph of the two.
community that shows inverse of this equation.
one-one function.
F. Developing The students will act on Let the students have their From the table of values, let the students From the given graph, the teacher
mastery the situation and present own ways to get the inverse sketch the graph of the original equation will ask the following questions:
(Leads to it to the class by group. of the function. The students and on the inverse equation.. (The teacher 1. What is the relationship of
Formative may use different strategies may call a student to do this and let the the domain of the given
Assessment) as long as they arrive in the other students observe.) function to the range of its
correct answer. inverse function?
2. What is the relationship of
the range of the given
function to the domain of
its inverse function?

G. Finding practical The students will realize Let the students give a The students will observe the two graphs The students will have their own
 application of that there are many mapping diagram of real life presented on the board and they will write understanding on the concept of
concepts and skills situations in real life that situations that illustrates what their own insights from the lesson. inverse function and they will relate
in daily living shows one- one inverse functions. it to the real-life.
functions.
H. Making A function f(x) is Let f be a one-to-one Graphing inverse functions 1. Define and give examples of
generalizations a one-one function with domain A and Given the graph of a one-to-one function, an inverse function.
and abstraction function if no two range B. Then the inverse of the graph of its inverse can be obtained by 2. Identifying the domain and
about the lessons. elements in the f, reflecting the graph about the line y = x. range of an inverse function.
domain of f denoted f-1, is a function with 3. Find the relationship of the
corresponds to the domain B and range A domain of the given function to
same element in denoted by f-1(y) = x if and the range of its inverse
the range of f. only if f(x) = y for any y in 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 inverse of the Fill up the table with the correct
learning life situations represents following table of values and graph. range of the function :
a one- one function. (1) 1. F ( x) = x – 10
1. Books to Authors X 20 30 50 100 X 10 11 12 13

2. SIM cards to cell Determine the inverse of the Y 68 86 122 212

F
( x)
phone numbers following functions if there’s (2)
3. True or False any. X 3 -3 -6 6
2. F ( x) = 2x + 1
Questions to answers 1. M(x) = x +2 y 2 -1 3 -1 X 1 2 3 4
4. A mother and father 2. R(x) = (x + 3)2 (3) (4) F
. ( x)
relationship 3. D(x) = 2x – 7
4. f(x) = 2x + 1
Fill up the table with the correct
3x - 4
domain of the function :
.

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

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

Prepared by: Checked and Reviewed by:

FILOMENO SILDO JR. ALBERTO N. CONDOLON

SHS-Teacher School Administrator