DAILY LESSON PLAN

Subject:
Subject: Date:
Year/Section: Period:

I. LEARNING OBJECTIVES :

II. LEARNING CONTENT

A. Subject Matter:
B. Lesson :
C. Code:
D. References:
E. Materials:
F. Strategies:

III LEARNINGS ACTIVITIES/PROCEDURES

A. Preliminary Activity
• Prayer
• Checking of attendance
• Setting of Classroom
• Drill :

B.

C. Lesson Proper

1. Motivation

2. Presentation
 3. Discussion

4. Developmental Activity

5. Synthesis/Generalization

IV.EVALUATION

V. ENRICHMENT

PreparedGladys
b Angela B. Valdemoro Noted : Richard C. Basas
SHS/TII Principal I
 School AMADOR-BELLO HIGH SCHOOL G
DAILY
LESSON SUBJECT
GENERAL MATHEMATICS
PLAN
Teaching Dates & Time
MONDAY TUESDAY WE
I. OBJECTIVES :
1. answer the Entry-Level diagnostic test to measure 1. represent real life situation using functions, includi 1. performs addition, s

At the end of the session, prerequisite skills and knowledge needed. piece-wise functions; and composition of function
students are able to: 2. Observe honesty while answering the test. 2. evaluate a function. 2. soves problems invo
3. Follow printed directions.
II. LEARNING CONTENT
A. Subject Matter: Answering Diagnostic Test Functions & Their Graphs Functions & Their Grap
B. Lesson : Functions as Models (Lesson 1) Operations and Functio
Evaluating Function (Lesson 2)
C. Code: M11GM-Ia-1 and M11GM-Ia-2 M11GM-Ia-3 and M11G
D. References: General Mathematics QuexBook General Mathematics by Orlando A. Oronce pp. 1-9 General Mathematics b
E. Materials: Testquestionnaire, sheet of paper and pen Manila paprt, pentel pen Manila paprt, pentel pe
F. Strategies: Cooperative learning Cooperative learning

III. LEARNING ACTIVITIES/PROCEDURE

• Prayer • Prayer • Prayer
A. Preliminary Activity • Checking of attendance • Checking of attendance • Checking of attendan
• Setting of Classroom Standard • Setting of Classroom Standard 3 • Setting of Classroom
• DRILL : Integers flashcard activity • DRILL :

B. Review What is function as introduced during your Grade 8 How do we evaluate fu

Mathematics?

C. Lesson Proper
Present a scenario where functional relationship exist. Present a scenario whe
1. Motivation Solicit additional real life situations from the students. perform on function so

Students are divided in groups where they will be given Students are divided in
different topics to brainstorm and come-up with a creatiproblems to answer an

presentation. Given: f ( x)
Here are the topics to be given: Solve for:

a. Difference of function and relation 1.f ( x )  g ( x )

2. Presentation b. Function as a machine 2. f ( x)  g ( x)
c. Function and relations as atable of values 3. f ( x )  g ( x )
d. Function as a graph in Cartesian plane 4. f ( x )
e. Functions as representaions of real life situations. g ( x)

f. Evaluation of Functions 5. f ( x )  g ( x )

MONDAY TUESDAY WE

Discuss with the students the directions in answering t Highlight the idea to the students that real life situation Highlight the idea to th
diagnostic test. Students should be able to answer and maybe represented during functions and need to be subtraction, multiplicat
3. Discussion finish the test within 1 hour. evaluated. functions they must co
of integers and algebra

The students will be given more examples on functions The students will be giv
and needed to be evaluated.
4. Developmental Example #1 :
Activity The function for th
100-meter tall plot form
 by s(t)= -5t2 + 100. what i
2 seconds? After 4 sec

• What are the important thing to take note about • What are the import
5. Synthesis/ functions? problems involving fun
Generalization • Why is there a need to be careful in evaluating
function?
IV. EVALUATION
1. Write 2 classroom scenarios that represent a function1. Perform the indica

Given: f (x
2. Evaluate the following: Solve for:

a. x + 4, where x = 5 a. f ( x
b. 2x - 3, where x = -2 b. f ( x
c. 5 - x, where x = -5 c. f ( x
d. f ( x)
g ( x)
e. f (x

2. Mark started sellin

one day, He spends
snack item he prepa
be expressed as a fu
the number of items

pesos. How much are h

items? 150 snack item
V. ENRICHMENT
Study the following at home: A math puzzle involving evaluation of functions will be A problem set involv
a. Difference of function and relation given to students. given to students.
b. Function as a machine
c. Function and relations as atable of values
d. Function as a graph in Cartesian plane
e. Functions as representaions of real life situations.

f. Evaluation of Functions
 Grade Level 11

Teacher GLADYS ANGELA B. VALDEMORO

Quarter 1ST

WEDNESDAY THURSDAY

1. performs addition, subtraction, multiplication, division and

composition of functions; and

2. soves problems involving function.

Functions & Their Graphs

Operations and Functions (Lesson 3)

M11GM-Ia-3 and M11GM-Ia-4

General Mathematics by Orlando A. Oronce pp. 10-15
Manila paprt, pentel pen
Cooperative learning

• Prayer
• Checking of attendance • Checking of attendance
• Setting of Classroom Standard • Setting of Classroom Standard
Integers flashcard activity

How do we evaluate function?

Present a scenario where the differen operations can be

perform on function solicited from the students.

Students are divided in groups where they will be given

problems to answer and discuss in class:

f ( x)  x 2  2 g ( x)  x  1

f ( x)  g ( x )
f ( x)  g ( x)
f ( x)  g ( x)
f ( x)
g ( x)

f ( x )  g ( x)

WEDNESDAY THURSDAY

Highlight the idea to the students that in performing addition,

subtraction, multiplication, division and composition of
functions they must considered previously learned concepts
of integers and algebra.

The students will be given word problems involving function.

The function for the height of an object dropped from a

100-meter tall plot form at time t seconds is approximated
by s(t)= -5t2 + 100. what is the height of the object after
2 seconds? After 4 seconds?

• What are the important techniques to use in solving

problems involving functions?

1. Perform the indicated operations:

f ( x)  2 x 2 g ( x)  x  2

a. f ( x )  g ( x )
b. f ( x )  g ( x )
c. f ( x )  g ( x )
d. f( x)
g ( x)
e. f ( x)  g ( x)

2. Mark started selling snacks in the nearby school. In

one day, He spends ₱200.00 and ₱25.00 for each
snack item he prepares. His expenses in single day can
be expressed as a function C (x) = 25x + 200, where x is
the number of items and C (x) is his daily expenses in

pesos. How much are his expenses if He prepares 100 snacks

items? 150 snack items?

A problem set involving operations of functions will be

given to students.