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    Function As Model - Quarter 1

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    Kyel Amistoso

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    Function As Model - Quarter 1

    Uploaded by

    Kyel Amistoso
    6 views6 pages

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    Function as Model - Quarter 1

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    6 views6 pages

    Function As Model - Quarter 1

    Uploaded by

    Kyel Amistoso

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    © All Rights Reserved
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    SEMI-DETAILED LESSON PLAN IN MATHEMATICS 12

    Date: July 29-30, 2024

    I. Objectives
    At the end of the lesson, the students shall be able to:

    a. represents real-life situations using functions, including piece-wise


    functions; and
    b. appreciates the application of functions in real-life situations

    II. Subject Matter


    Learning Competency: M11GM-Ia-1: Represents real-life situations using
    functions, including piece-wise functions
    Topic: Function as Models
    Materials: Laptop, Visual Graphics, and Chalk
    Reference: https://www.deped.gov.ph. K to 12 Senior High School Academic
    Track Subject – General Mathematics
    Value (s): Cooperation and Individualized Learning

    III. Procedure
    A. Preparatory Activities
    1. Classroom Routine
     Prayer
     Greetings
     Attendance
     Class Rules

    B. Development Activities
    Motivation
    The teacher will let the students to arrange the scrambled letters below.

    Direction: Arrange the scrambled letters.

    1. UTCNNOIF – It is a mathematical relation defining the relationship


    between two variables.

    Answer: FUNCTION

    2. MOIDNA – It is the set of first coordinates.

    Answer: DOMAIN

    3. GARNE – It is the set of second coordinates.


    Answer: RANGE

    C. Lesson Proper
    1. Activity: Find me out!

    Direction: Find the domain and range of the given ordered pairs.

    1. {(1,-1), (2, -3), (0, 5), (-1,3), (4, -5), (1,-5), (4,-4)}

    Domain:
    Range:

    Answer: Domain: {-1, 0, 1, 2, 4}


    Range: {-5, -4, -3, -1, 3, 5}

    2. Analysis.
    The teacher will ask the following questions:

     What did you observe in the activity?


     Did you having a hard time to find the domain and range?
    Why?

    3. Abstraction
    The teacher will discuss the following concepts.

    Relation – it is a set of ordered pairs.


    Function – it is a relation in which each element of the domain
    corresponds to exactly one element of the range.

    Function can be represented in four (4) different ways:

     A table of values/ Mapping diagram


     Ordered pairs
     Graph, and
     An equation

    Example:

    Which of the following relations are functions?

    Using ordered pairs

    f = {(1,2), (2,2), (3,5), (4,5)} - Function


    g = {(1,3), (1,4), (2,5), (2,6), (3,7)} – Not a function
    h = {(1,3), (2,6),(3,9),…(n, 3n),…} - Function

    Determine whether the relationship given in the mapping diagram is a


    function.
    Using the mapping diagram

    Input Output

    10 15

    20 25

    35
    30

    40 45

    Function

    Input Output

    2 20

    4 30

    3 40

    Not a Function

    Input Output

    a
    x
    b
    y
    c

    d z

    Function

    Vertical Line Test – A graph represents a function if and only if each


    vertical line intersects the graph at most once.
    Examples:
    1. Which of the following graphs can be graphs of functions?

    Function Not Function


    2.

    Not Function Function

    3.

    Function Not Function

    Using an equation

    Which of the following equation describes a


    function?

    1. y = 2x + 1 4. y
    = x 2−2 x+ 2
    - Function - Function

    2. x 2+ y 2 = 1 5. y = √ x+ 1
    - Not Function - Function

    2 x +1
    3. x 2+ y−4=0 6. y =
    x−1
    - Function - Function
    4. Application

    Direction: Determine whether the relationship in the mapping


    diagram is a function.

    X Y X Y

    0 a 3

    2 b 5
    3
    4 c 7

    6 d 9

    Generalization
    The teacher will ask the following questions:

     What is function?
     What is relation?
     What is vertical line test?
    IV. Evaluation
    The teacher will give an assessment to the students to assess their learnings.

    Direction: Determine whether the following set of ordered pairs represents


    function or not.

    1. {(-7,4), (-8, 3), (-7,7), (-20,8), (5,9), (3,1), (2,6)}


    2. {(10,9), (-2,-16), (-6,7), (5,8), (8,-16), (-11,9)}
    3. {(-13,4),(7,-15), (-13,9),(6,-12), (-18,0)}
    4. {(6,0), (-12, -16), (-6,10), (20,-7)
    5. { (-1,1), (3, 4), (-9, 15), (4, 6)}

    V. Assignment

    Direction: Determine whether the following equations describe a function.

    1. y + x 2 = 6
    2. y 2 + x 2 = 9
    3. f(x) = x2

    Prepared by:
    Kyel Jame P. Amistoso
    Teacher

    Observed by:

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