Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A (CALABARZON)
SCHOOLS DIVISION OF LUCENA CITY
COTTA NATIONAL HIGH SCHOOL
Lucena City

School COTTA NATIONAL HIGH SCHOOL Grade Level 11

Daily
Teacher REY MARK R. QUEAN0 Learning Area Gen. Math
Lesson Log
Teaching Date HUMSS 11; ABM 11 (June 12-13, 2019) Quarter 1st

I. OBJECTIVES
A. Content Standard The learner key concepts of functions.
B. Performance Standard The learner is able to accurately construct mathematical models to represent real-
life situations using functions.
C. Learning Competency The learner represents real-life situations using functions, including piece-wise
functions. (M11GM-Ia-1 )
II. CONTENT Representing Functions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages Conceptual Math & Beyond by Barcelona, Belecina & Villanueva, pp. 2- 12
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or (Collaborative Approach= 10 minutes)
presenting the new lesson
Checking of assignment on DOMAIN and RANGE of a function.

B. Establishing a purpose for the (Integrative Approach- Discussion Method-5 minutes)

lesson
The teacher will give the objectives of the lesson.
The learner represents real-life situations using functions, including piece-wise
functions.
C. Presenting examples/ instances (Constructivist Approach- 10 minutes)
of the new lesson
Functions as representations of real-life situations.
Functions can often be used to model real situations. Identifying an appropriate
functional model will lead to a better understanding of various phenomena.

Example 1. Give a function C that can represent the cost of buying x meals, if one
meal costs P40.
Solution. Since each meal costs P40, then the cost function is C(x) = 40x.
Example 2. One hundred meters of fencing is available to enclose a rectangular
area next to a river (see figure). Give a function A that can represent the area that
can be enclosed, in terms of x.
Solution. The area of the rectangular enclosure is A = xy. We will write this as a
function of x. Since only 100 m of fencing is available, then x + 2y = 100 or y = (100
– x)/2 = 50 – 0.5x. Thus, A(x) = x(50 – 0.5x) = 50x – 0.5x2.

D. Discussing new concepts and (Integrative Approach- Lecture Method= 7 minutes)

practicing new skills #1
 Activity 1: Functions as representations of real-life situations
A. Give a function B that can represent the amount of battery charge of a cellular
phone in h hour, if 12% of battery was loss every hour.

B. Contaminated water is subjected to a cleaning process. The concentration of the

pollutants is initially 5 mg per liter of water. If the cleaning process can reduce the
pollutant by 10% each hour, define a function that can represent the concentration
of pollutants in the water in terms of the number of hours that the cleaning process
has taken place.

C. Squares of side x are cut from each corner of a 10 in x 8 in rectangle, so that its
sides can be folded to make a box with no top. Define a function in terms of x that
can represent the volume of the box.

E. Discussing new concepts and (Constructivist Approach- 10 minutes)

practicing new skills #2
Piece-wise functions.
Some situations can only be described by more than one formula,
depending on the value of the independent variable.

Example 1. A user is charged P300 monthly for a particular mobile

plan, which includes 100 free text messages. Messages in excess of
100 are charged P1 each. Represent the monthly cost for text
messaging using the function t(m), where m is the number of
messages sent in a month.
Solution. The cost of text messaging can be expressed by the
piecewise function:

Example 2. A jeepney ride costs P8.00 for the first 4 kilometers,

and each additional integer kilometer adds P1.50 to the fare. Use a
piecewise function to represent the jeepney fare in terms of the
distance (d) in kilometers.
Solution. The input value is distance and the output is the cost of
the jeepney fare. If F(d) represents the fare as a function of
distance, the function can be represented by:

F. Developing mastery (leads to (Constructivist Approach- 10 minutes)

Formative Assessment 3)
Activity 2: Piece wise Functions
 These functions are defined compositely using several expressions and different
interval domains.

A. A user is charged Php 250.00 monthly for a particular mobile plan, which
includes 200 free text messages. Messages in excess of 200 are charged Php 1.00
each. Represent the monthly cost for text messaging using the function t(m), where
m is the number of messages sent in a month.

B. A certain chocolate bar costs Php 50.00 per piece. However, if you buy more
than 5 pieces they will mark down to a price of Php 48.00 per piece. Use a
piecewise function to represent the cost in terms of the number of chocolate bars
bought.

G. Finding practical applications of (Reflective- Approach- 3 minutes)

concepts and skills in daily living
This lesson helps you clearly understand the concept of functions using real-
life situations. You have noticed that in almost every situation, there is the
integration of function. You also learned the concepts of domain and range as well
as how piecewise functions differ from the other types of functions.
Aside from the mentioned application of function, can you think of some other
real-life situations that shows functions.
The teacher will ask:

H. Making generalizations and 1. What is piece-wise function?

abstraction about the lesson
2. How do you find the domain and range of a function?

I. Evaluating learning (Reflective/Constructivist Approach- 5 minutes)

Instruction: Read and analyze each of the following then circle the letter of the best
answer.
1. Which of the following relations is/are function/s?
A. x = {(-1,2), (-3,4), (-1,7), (5,1)}
B. g = {(-3,2), (3,1), (-3,2), (5,7)}
C. h = {(6,1), (-2,3), (2, 6), (7, 2)}
D. y = {(2,3), (3,2), (-2,3), (3,-2)}
2. Which of the following relations is/are function/s?
A. the rule which assigns to each person the name of his
brother
B. the rule which assigns the name of teachers you have
C. the rule which assigns to each cellular phone unit its phone
number
D. the rule which assigns each person a surname
3. Determine the domain and range of the function f(x) = 5x 2 + 2
A. D = {x/x є Ɽ} R = {y/y ≥ 2}
B. D = {x/x > 2} R = {y/y є Ɽ}
C. D = {x/x є Ɽ} R = {y/y < 2}
D. D = {x/x > 5} R = {y/y < 2}
4. A person can encode 1000 words in every hour of typing job. Which of the following
expresses the total words W as a function of the number n of
hours that the person can encode?
A. W(n) = 1000 + n C. W(n) = 1000n
B. W(n) = 1000/n D. W(n) = 1000 - n
O 5. A tricyle ride costs Php 9.00 for the first 2 ki lometers, and each additional kilometer adds
Php 5.00 to the fare. Use a piecewise function to represent the taxi fare in terms of the
distance d in kilometers.
A. F(d) ={9.00 if 0 > d ≤ 2, (9 + 5.00[n]) if d < 2
B. F(d) ={9.00 if 0 < d < 2, (9 + 5.00) if d > 2

J. J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
a. No. of learners who earned 80%
on the formative assessment
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 and solve?
C. F(d) ={9.00 if 0 > d ≤ 2, (9 + 5.00) if d < 2
D. F(d) ={9.00 if 0 < d ≤ 2, (9 + 5.00[n]) if d > 2
ASSIGNMENT: Recall the steps on how to evaluate functions.
_______ Objectives of the lesson were carried out. Move to the next objective.
_______ Objectives of the lesson were not fully carried out.
_______ The learners were engaged in the discussion and find the lesson easy to
understand.
_______ The learners found the lesson difficult.
_______ The learners were interested in the lesson despite of some difficulties
encountered in answering the questions posed by the teacher.
_______ The learners were able to exhibit mastery of the lesson.
________ Majority of the students were able to accomplish the task/s given by the
teacher.
________ Some of the students were not able to finish the task/s given by the teacher.
______ of the Learners obtained 80% and above.
______ of the Learners are required for additional activities for remediation.
______ Yes ______ No
_______ of the learners caught up the remedial lessons.
_______ of the learners are required to continue remediation
Strategies that worked well:
_____ Metacognitive Development (Self assessments, note-taking and studying
techniques, vocabulary building, etc.)
_____ Bridging (Think-pair-share, quick-writes, anticipatory charts, etc.)
_____ Schema-Building (compare and contrast, jigsaw learning, peer teaching and
projects)
_____ Contextualization ( demonstrations, media, manipulative, repetition and local
opportunities)
_____Text Representation (student created drawings, illustrations, videos and games)
_____ Modelling (speaking slowly and clearly, providing samples)
_____ Graphic Presentations _____ Explicit Teaching
_____ Group Collaboration _____ Gamification
_____ Answering preliminary activities _____ Differentiated Instruction
_____ Role Playing/Drama _____ Discovery Method
_____ Lecture Method _____ Others (pls.
specify) ____________
Why?
_____ Complete IMs
_____ Availability of Materials
_____ Pupil’s eagerness to learn
_____ Collaboration and cooperation in doing the task
_____ Audio Visual Presentation of the lesson
_____ Bullying among the students
_____ Pupils behaviour/attitude
_____Unavailability of Instructional Materials
_____ Unavailability of the needed facility in support to the T-L Process
_____ Additional clerical work
_____ Others

g. What innovation or localized
materials did I use/discover which
I wish to share with other teachers
(pls. specify) ____________
Planned Innovations:
____ Contextualized/ Localized/Indigenized IMs
____ Localized Videos / Pictures / Stories
____ Making books / modules and LMs from views of the locality
_____ Recycling of materials to be used as IMs
_____ Local literatures
_____ Others
(pls. specify) ____________

Prepared by: Noted by:

REY MARK R. QUEANO RITCHELDA D. ABADILLA

Master Teacher 1 Principal I, CNHS