Learning Area GENERAL MATHEMATICS

Learning Delivery Modality In- person class (Face to Face)

NAIC SENIOR HIGH

School Grade Level 11
SCHOOL
RANDHELLE A.
LESSON Teacher Learning Area MATH
ARMA
EXEMPLAR
Teaching
August 29 - 1 2023 Semester/Quarter 1st Sem/ 1st Quarter
Date
Time

I. I. OBJECTIVES 1. Review the concepts of relations and functions.

2. Define and explain functional relationships as a mathematical model of situation.
3. Represents real-life situations using functions, including piecewise functions

A. Content
The learner demonstrates understanding of the key concepts of functions
Standards
B. Performance The learner is able to accurately construct mathematical models to represent real-life
Standards situations using functions.
C. Most Essential
Learning ● Represents real-life situations using functions, including piecewise functions
Competencies (M11GM-Ia-1)

II. CONTENT FUNCTIONS AS A REPRESENTATIONS OF REAL-LIFE SITUATIONS

III. LEARNING
RESOURCES
CHED 2016. Teaching Guide for Senior High School General Mathematics by Dr. Debbie
Marie Verzosa, Leo Andrei A. Crisologo, Lester C. Hao, Dr. Eden Delight P. Miro, Dr.
Shirlee R. Ocampo, Dr. Emellie G. Palomo and Dr. Regina M. Tresvalles.

General Mathematics Quarter 1 – Module 1: Representation of Real-Life Situations Using

Functions, Including Piecewise Functions pp. 9-12

A. References Department of Education. "General Mathematics Learner's Material." In General

Mathematics Learner's Material, by Nestor N. Sandoval.
https://animcontest.dostcalabarzon.ph/uploads/professional/CLMD4AGENERALMATHE
MATICSSHS.pdf

Jason Ermer. (2010, January 12). Meat-A-Morphosis: An Introduction to Functions

[Video]. YouTube. https://www.youtube.com/watch?v=VUTXsPFx-qQ

1. Teacher’s
1-11
Guide pages
2. Learner’s
N/A
Materials pages
3. Textbook
N/A
pages
4. Additional N/A
Materials from
 Learning
Resource (LR)
portal
CHED 2016. Teaching Guide for Senior High School General Mathematics by Dr. Debbie
Marie Verzosa, Leo Andrei A. Crisologo, Lester C. Hao, Dr. Eden Delight P. Miro, Dr.
Shirlee R. Ocampo, Dr. Emellie G. Palomo and Dr. Regina M. Tresvalles.

B. List of General Mathematics Quarter 1 – Module 1: Representation of Real-Life Situations Using

Learning Functions, Including Piecewise Functions pp. 9-12
Resources for
Developmental Department of Education. "General Mathematics Learner's Material." In General
and Engagement Mathematics Learner's Material, by Nestor N. Sandoval.
Activities] https://animcontest.dostcalabarzon.ph/uploads/professional/CLMD4AGENERALMATHE
MATICSSHS.pdf

Jason Ermer. (2010, January 12). Meat-A-Morphosis: An Introduction to Functions

[Video]. YouTube. https://www.youtube.com/watch?v=VUTXsPFx-qQ

IV. PROCEDURES
A. Introduction I. PRELIMINARY ACTIVITIES
A. Prayer
B. Greeting
C. Checking of Attendance
D. Presentation of Lesson Objectives

II. Numeracy Drill

The learners will work on the following exercise as a practice drill.

Directions: Fill in the missing number.

1. 2, 4, 6, ___
2. 2(__) = 14
3. 10, 5, 5/2, ____
4. 1, 4, 9, 16, _____
5. 2(5) - 3 = ____

III. Pretest

MULTIPLE CHOICE. Choose the letter of the best answer. Write the chosen letter on a
separate sheet of paper.

1. Which of the following relations is/are function/s?

a. x = {(1,2), (3,4), (1,7), (5,1)}
b. g = {(3,2), (2,1), (8,2), (5,7)}
c. h = {(4,1), (2,3), (2, 6), (7, 2)}
d. y = {(2,9), (3,4), (6,2), (6,7)}

2. Which of the following tables represent a function?

 3. Which of the following real-life relationships represent a function?
a. The rule which assigns to each person the name of his aunt.
b. The rule which assigns to each person the name of his father
c. The rule which assigns each cellular phone unit to its phone number.
d. The rule which assigns to each person a name of his pet.

4. Johnny was paid a fixed rate of ₱ 100 a day for working in a Computer Shop and
an additional ₱5.00 for every typing job he made. Find the fare function f(x) where
x represents the number of typing jobs he made for the day.
a. f ( x )=100+ 5 x
b. f ( x )=100−5 x
c. f ( x )=100 x
100
d. f ( x )=
5x

5. A user is charge Php699 monthly for a Sun and Text mobile plan which include
400 free text messages. Messages in excess of 400 are charged Php1.00.
Represent a monthly cost for the mobile plan using s(t) where t is the number of
messages sent in a month.

a.

b.

c.

d.

IV. MOTIVATION

The students will watch the video on Meat-A-Morphosis: An Introduction to Functions.

 The teacher will lead the discussion on the following guide questions:

1. How does a chicken relate to a chicken nugget?

2. How would you associate nuggetization to functions in math?

3. What could be considered as an input and output value of the given situation?

4. How is the input related to the output? What had happened to the input to
produce the output?

5. What other real-life relationship/association or correspondence would

demonstrate the same scenario of an in and out relationship?

B. Development The teacher will review the learners on the concepts of relations and functions, domain
and range and how to identify a function given a set, mapping, equations and graph as
follows:

A relation is any set of ordered pairs. The set of all first elements of the ordered pairs is
called the domain of the relation, and the set of all second elements is called the range.

A function is a relation or rule of correspondence between two elements (domain and

range) such that each element in the domain corresponds to exactly one element in the
range.

To further understand function, the teacher will present the following in the class as a
review. The class will determine whether each relation is a function or not.

1. {(2, 3), (-6, 5), (0, -2), (-1, -5)}

2.

3.

Input x Output y

-4 1

-3 2

-4 3
 -5 4

4. x 2+ y=5

5.

The teacher will discuss with the students what makes each of the given sets, equations,
mapping and graphs a function and recall the ways of representing functions and how to
figure out if the given relations are functions or not.

The teacher will call random students to explain their answers on each item above.

It is important to note that a relation between two sets of numbers can be illustrated by a
graph in the Cartesian plane, and that a function passes the vertical line test. A graph of
a relation is a function if any vertical line drawn passing through the graph intersects
it at exactly one point.

After the review part, the teacher will then proceed on the lesson proper and discuss the
following:

Functions as Representations of Real-Life Situations

Functions can often be used to model real life situations. Identifying an appropriate
functional model will lead to a better understanding of various phenomena.

The teacher will present the following examples below:

1. Give a function C that represents the cost of buying x meals, if one meal costs
Php 40.
Solution:
Since each meal cost Php 40, then the cost function is C(x) = 40x

2. Give a function B that can represent the amount of battery charge of a cellular
 phone in h hour, if 12% of battery was lost every hour.
Solution:
Since every hour losses 12% of the battery, then the amount of battery function is
B(h) = 100 - 0.12h

3. One hundred meters of fencing is available to enclose a rectangular area next to a

river. Give a function A that represents 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 100m of fencing is available, then x + 2y = 100 or y =
100−x
y= =50−0.5 x . Thus, A=x (50−0.5 x )=50 x−0.5 x 2.
2
Note: Make an illustration for students to better understand.

There are functions that require more than one formula in order to obtain the given
output. There are instances when we need to describe situations in which a rule or
relationship changes as the input value crosses certain boundaries. In this case, we need
to apply the piecewise function.

A piecewise function is a function in which more than one formula is used to define the
output. Each formula has its own domain, and the domain of the function is the union of
all these smaller domains. We notate this idea like this:

Consider the following examples:

1. A user is charged ₱250.00 monthly for a particular mobile plan, which includes
200 free text messages. Messages in excess of 200 are charged ₱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.

2. The cost of hiring a catering service to serve food for a party is ₱250.00 per head
for 50 persons or less, ₱200.00 per head for 51 to 100 persons, and ₱150.00 per
head for more than 100. Represent the total cost as a piecewise function of the
number of attendees to the party.

.
C. Engagement ACTIVITY 1: Representing Piecewise Functions

In this activity, the learners will finally represent functional relationships as an equation.
 The learners will be grouped into 3 and they will work on the following set of problems.
The goal of each group is to come up with a function model that describes the given real-
life problems.

Problem 1: The SSG Organization plans to sell cupcakes to raise a fund. A bakery
charges them P15.00 for the first 100 cupcakes. After the first 100 cupcakes they
purchase up to 150 cupcakes the bakery reduces the price to P13.50 per cupcake. After
they purchased150 cupcakes, the price lower to P10.00 per cupcake. Write a function
that models this situation

Problem 2: A certain chocolate bar costs ₱50.00 per piece. However, if you buy more
than 5 pieces, they will mark down the price to ₱48.00 per piece. Use a piecewise
function to represent the cost in terms of the number of chocolate bars bought.

Problem 3: A tricycle ride costs ₱10.00 for the first 2 kilometers, and each additional
kilometer adds ₱8.00 to the fare. Use a piecewise function to represent the tricycle fare in
terms of the distance d in kilometers.

Each group will present their work in the class. The teacher will facilitate the discussion
and introduce the concept of piecewise functions and how it can be represented.
Illustrative examples will be provided as a scaffold as the need arises. Relate the
representation of linear, quadratic and polynomial in the piecewise functions.
D. Assimilation
I. GENERALIZATION

As a summary the following guide questions will be asked by the teacher to the students:
1. How would you define and describe a function?
2. What are the ways to represent a function?
3. How do we identify a function from a relation?
4. How do we represent a piecewise function?
5. When can piecewise function be used?

II. ASSESSMENT

MULTIPLE CHOICE
Directions: Choose the letter of the best answer. Write the chosen letter on a separate
sheet of paper.

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 tables is NOT a representation of functions?

a.

b.

c.
 d.

3. 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 a pen and the color of its ink
d. the rule which assigns each person a surname

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 )=100+n
1000
b. W ( n )=
n
c. W ( n )=1000 n
d. W ( n )=1000−n

5. A rental home at Makati rents for Php5000 a night for the first three nights,
Php4500 a night for the next three nights, and Php4000 a night for each
remaining night. The total cost 𝑇 is a function of the number of nights 𝑥 that a
guest stays. Write the piecewise function 𝑇.

a.

b.

c.

d.

Reflect on your learning by answering the following questions:

V. REFLECTION
1. Cite a relevant scenario where functions become useful in traveling and vlogging.
2. Why is it necessary to represent piece-wise functions?
Based from RO 10, s. 2020

Prepared by:
RANDHELLE A. ARMA
Math Teacher

Checked by:

MARIA CARLA A. NAZARENO

Asst. School Principal II