School: BIAO NATIONAL HIGH SCHOOL Grade 11

Level:
DAILY LESSON LOG Teacher: BEVERLY TABAY-REGIDOR Learnin General Mathematics
SY: 2016 – 2017 g Area:
Teaching Dates and Time: August 15-19, 2016 Quarte 1st
r:
SESSION 1 SESSION 2 SESSION 3 SESSION 4
I. OBJECTIVES
A Content Standard The learner demonstrates understanding on the key concepts of inverse functions, exponential functions, and logarithmic functions.
.
B Performance The learner is able to accurately apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate
. Standard and solve real-life problems with precision and accuracy.
C Learning The learner represents real life The learner determines the The learner distinguishes The learner solves exponential
. Competency/ situations using one to one inverse of one-to-one functions; between exponential equation, equations and inequalities.
Objectives functions; determines the represents inverse function exponential inequality and
inverse of a one-to-one through table of values and function
functions. graph; identify its domain and
range.

II. CONTENT Functions and Their Graphs

III. LEARNING
RESOURCES
A References
.
1. Teacher’s Guide pp.68-89 pp.68-89 pp.91-109 pp.91-109
2. Textbook Pages pp.109-141(Gen.Math.By pp.109-141(Gen.Math.By pp.149-177(GenMath- pp.149-177(GenMath-
Regidor,et.al) Regidor,et.al) Regidor,et.al) Regidor,et.al)
B Other Learning
. Resource
IV. PROCEDURES
A Reviewing previous Show a Graph of rational Accomplishing Assignment as Drill on finding the inverse of a Peer mentoring on their
. lesson or presenting function and have them use part of the review and function. strength and difficulties
the new lesson their understanding on the enrichment of the previous encountered in the lesson.
(Review) zeroes, y-intercepts, domain lesson.
 and range and the asymptotes
of the graph.

B Establishing a What relationship exist when a. How is concept of inverse

. purpose for the we are talking about variables function apply to transcendental
lesson (Purpose) of a rational function? Such as function?
a. Speed versus time b. Describe to the class the
b. Density and Volume population growth of the
c. Celsius and Fahrenheit Philippines.

C Presenting Lesson launch: Hands-On Guess My Rule:

. examples/instances Activity on the inverse of a Paper folding activity leading to
of the new lesson function graphically using concept of exponential
(Presenting table of values. equations.
Examples)

D Discussing new Exploration: Students must Making comparison on

. concepts and discover that to find the a. the polynomial equation
practicing new skills inverse of the function, the (square equation) and
#1 coordinates must be reversed. exponential equation
On the other hand, only one- b. polynomial equation, function
to-one function must have an and inequality
inverse function
E. Discussing new Group Dynamics: Exploration on
concepts and the inverse of the function
practicing new skills algebraically.
#2
F. Developing Mastery Drill: Have each pair find the Practice exercise on the form of
(leads to Formative inverse of a function exponential equation.
Assessment 3) algebraically.
G Finding practical Provide example on the
. applications of relationship between Farenheit
concepts and skills and Celsius and other inversely
in daily living related quantities in life.
H Making One or two students may give One or two students will give
. generalizations and their generalization of the lesson their summary on the lesson
abstractions about learned about inverse functions. learned for the day.
the lesson
I. Evaluating Learning Quiz: Written work on the task Self-Assessment: What strength
about inverse function and difficulty you encounter on
individually. the lesson?

J. Additional activities Assignment. Is it possible for

for application or a one-to-one function have an
remediation inverse that is not?
V. REMARKS Not yet discussed
VI. REFLECTION
A No. of learners who
. earned 80% in the
evaluation
B No. of learners who
. require additional
activities for
remediation who
scored below 80%
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?

Checked by: REDILON S. MORALES

Principal