F D T S H Y L L P A D P

U F U N C T I O N T E R
School PINDASAN NATIONAL HIGH SCHOOL Grade/Section 11-REVERENCE
DAILY LESSON PLAN N I C B E I C A A I D A
Teacher KENNIE JANE G. PALOMAR Subject GENERAL MATHEMATICS
D
Time Allotment 60 minutes (August O M A
12, 2024) I N D G O GSemester
O N1ST SEMESTER
C K C B O H Y D R F T G
A R O A A H L E W V W E
B I R E L A T I O N E N
I. OBJECTIVE After going through this lesson, the learners are expected to:
1. identify the usage of piecewise function and its formula;
2. apply the piecewise function to obtain the output; and
3. relate the use of piecewise function to real-life situation.
A. Content Standard The learner demonstrates understanding of 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 Competencies The learner represents real-life situations using functions, including piece-wise functions. Week 1 M11GM-la-1
II. CONTENT FUNCTION: Piecewise Function
III. LEARNING RESOURCES PowerPoint Presentation, Projector/LED screen
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Additional Materials General Mathematics Module Quarter 1-Lesson 1

IV. PROCEDURES
A. Reviewing or presenting new lesson Elicit:
(The activities in this section A. Prayer
will evoke or draw out prior B. Greetings
concepts or prior C. Checking of Attendance
experiences from the To elicit the previous knowledge of the learner, the teacher will ask the student to think for a moment about his/her relation
students) with someone.

The teacher will be showing a conversational picture.

The teacher will ask the students to brainstorm what is the relationship of the people in the conversations. The teacher will
lead a class discussion to highlight and classifies the function from not function.
B. Establishing a purpose for the lesson Engage: The students are task to answer the activity called “Math Words Hunting”.
(The activities in this section
C. Presenting examples of the new will stimulate their thinking Pre-discussion for the activity:
lesson and help them access and
connect prior knowledge as  For a relation to become a function, the value of the domain must correspond to a single value of the range.
a jumpstart to the present  The teacher will give a word hunting activity to warm up the students.
lesson)

Instruction. Look for the words and write your Answers: function, relation, domain, and range.
D. Discussing new concepts and Explore
practicing new skills #1
(In this section, students will
be given time to think plan,
investigate and organize
collected information; or the
E. Discussing new concepts and performance of the
practicing new skills #2 planned/prepared activities
from the students’ manual
with data gathering with
guide questions.

F. Developing Mastery Explain  The teacher will explain Piecewise Function

(In this section, students will
be involved in an analysis of Piecewise Function
their exploration. Their There are functions that requires more than one formula in order to obtain the given output. There are instances when
understanding in clarified we need to describe situations in which a rule or relationship changes as the input value crosses certain boundaries. In
and modified because of this case, we need to apply the piecewise function.
reflective activities)/ Analysis
of the gathered data and A piecewise function is a function in which more than one formula is used to define the output. Each formula has its
results and be able to own domain, and the domain of the function is the union of all these smaller domains. We notate this idea like this:
answer the Guide Questions
leading to focus concept or
topic for the day.)

G. Finding practical applications of Elaborate

concepts and skills in daily living (This section will give
students the opportunity to
expand and
solidify/concretize their
understanding of the
H. Making Generalizations and concept and/ or apply it to a
abstractions about the lesson real-world situation)

Ask: How can we represent real-life situations as functions?

Functions can often be used to model real situations. Identifying an appropriate functional model will lead to a better understanding of
various phenomena.
I. Evaluating learning Evaluation Direction: Answer the following. Write your answer in a ¼ sheet of paper.
(This section will provide
opportunities for concept
check test items and answer
key which are aligned to the
learning objectives-content
and performance standards
and address
misconceptions-if any)

Answer Key:
1. d≤2, 10+d
2. t≤2, 3≤t≤11, 100
J. Additional Activities for application or Extend The teacher will give word problems for the students to answer at home and pass it in the next session.
remediation (This section gives situation
that explains the topic in a
new context, or integrate it
to another discipline/
societal concern)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up 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 and supervisor help me
solve?
G. What innovation or localized I
used/discover which I wish to share
with another teacher?

Prepared by: Checked by:

KENNIE JANE G. PALOMAR MARITES V. VILLACORTEZA

TEACHER 1 SCHOOL PRINCIPAL I
School PINDASAN NATIONAL HIGH SCHOOL Grade/Section 11-REVERENCE
DAILY LESSON PLAN Teacher KENNIE JANE G. PALOMAR Subject GENERAL MATHEMATICS
Time Allotment 60 minutes (August 12, 2024) Semester 1ST SEMESTER

I. OBJECTIVE After going through this lesson, you are expected to:
1. recall the process of substitution;
2. identify the various types of functions; and
3. evaluate functions.
A. Content Standard The learner demonstrates understanding of 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 Competencies The learner evaluates a function. M11GM-Ia-2
II. CONTENT EVALUATING FUNCTIONS
III. LEARNING RESOURCES PowerPoint Presentation, Projector/LED screen
A. References
 1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Additional Materials General Mathematics Module 2 Quarter 1-Lesson 1
IV. PROCEDURES
K. Reviewing or presenting new lesson Elicit:
(The activities in this section A. Prayer
will evoke or draw out prior B. Greetings
concepts or prior C. Checking of Attendance
experiences from the To elicit the previous knowledge of the learner, the teacher will ask the student to think of the time they first encounter how
students) to evaluate expressions.
L. Establishing a purpose for the lesson Engage:
(The activities in this section The teacher will be giving the following expressions.
M. Presenting examples of the new will stimulate their thinking
lesson and help them access and
connect prior knowledge as
a jumpstart to the present
lesson)

N. Discussing new concepts and Explore To find the value of the expression, there are two things that you have to do.
practicing new skills #1 1. Replace each letter in the expression with the assigned value.
(In this section, students will First, replace each letter in the expression with the value that has been assigned to it.
be given time to think plan, 2. Perform the operations in the expression using the correct order of operations.
investigate and organize Once you've substituted the value for the letter, do the operations to find the value of the expression.
collected information; or the
O. Discussing new concepts and performance of the The teacher will later on discuss some of the different types of function.
practicing new skills #2 planned/prepared activities
from the students’ manual
with data gathering with
guide questions.
P. Developing Mastery Explain Continue the discussion.
(In this section, students will Evaluating function is the process of determining the value of the function at the number assigned to a given
be involved in an analysis of variable. Just like in evaluating algebraic expressions, to evaluate function you just need to a.) replace each
their exploration. Their letter in the expression with the assigned value and b.) perform the operations in the expression using the
understanding in clarified
and modified because of
correct order of operations.
reflective activities)/ Analysis
of the gathered data and
results and be able to
answer the Guide Questions
leading to focus concept or
topic for the day.)
Q. Finding practical applications of Elaborate
concepts and skills in daily living (This section will give
students the opportunity to
expand and
solidify/concretize their
understanding of the
concept and/ or apply it to a
R. Making Generalizations and real-world situation)
abstractions about the lesson
S. Evaluating learning Evaluation Direction: Answer the following. Write your answer in a 1/2 sheet of paper.
(This section will provide
opportunities for concept
check test items and answer
key which are aligned to the
learning objectives-content
and performance standards
and address
misconceptions-if any)
T. Additional Activities for application or Extend
remediation
(This section gives situation
that explains the topic in a
new context, or integrate it
to another discipline/
societal concern)

V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in
the evaluation
I. No. of learners who require additional
activities for remediation
J. Did the remedial lessons work? No. of
learners who have caught up the
lesson
K. No. of learners who continue to
require remediation
L. Which of my teaching strategies
worked well? Why did these work?
M. What difficulties did I encounter which
my principal and supervisor help me
solve?
N. What innovation or localized I
used/discover which I wish to share
with another teacher?

Prepared by: Checked by:

KENNIE JANE G. PALOMAR MARITES V. VILLACORTEZA

TEACHER 1 SCHOOL PRINCIPAL I
 School PINDASAN NATIONAL HIGH SCHOOL Grade/Section 11-REVERENCE
DAILY LESSON PLAN Teacher KENNIE JANE G. PALOMAR Subject GENERAL MATHEMATICS
Time Allotment 60 minutes (August 14, 2024) Semester 1ST SEMESTER

I. OBJECTIVE After going through this lesson, you are expected to:
1. define operations on functions
2. identify the different operations on functions.
3. perform addition, subtraction, multiplication, division, and composition of functions
D. Content Standard The learner demonstrates understanding of key concepts of functions.
E. Performance Standard The learner is able to accurately construct mathematical models to represent real-life situations using functions.
F. Learning Competencies The learner performs addition, subtraction, multiplication, division, and composition of functions. M11GM-Ia-3
II. CONTENT OPERATION ON FUNCTIONS
III. LEARNING RESOURCES PowerPoint Presentation, Projector/LED screen
B. References
4. Teacher’s Guide Pages
5. Learner’s Materials Pages
6. Additional Materials General Mathematics Module 3 Quarter 1-Lesson 1
IV. PROCEDURES
U. Reviewing or presenting new lesson Elicit:
(The activities in this section D. Prayer
 will evoke or draw out prior E. Greetings
concepts or prior F. Checking of Attendance
experiences from the To elicit the previous knowledge of the learner, the teacher will give a short activity in helping the learners to recall the
students) competencies.

V. Establishing a purpose for the lesson Engage:

(The activities in this section
W. Presenting examples of the new will stimulate their thinking
lesson and help them access and
connect prior knowledge as
a jumpstart to the present
lesson)
X. Discussing new concepts and Explore Operations on functions are similar to operations on numbers. Adding, subtracting and multiplying two or more
practicing new skills #1 functions together will result in another function. Dividing two functions together will also result in another
(In this section, students will function if the denominator or divisor is not the zero function. Lastly, composing two or more functions will also
be given time to think plan, produce another function.
investigate and organize
collected information; or the
The following are prerequisite skills before moving through this module:
Y. Discussing new concepts and performance of the ➢ Rules for adding, subtracting, multiplying and dividing fractions and algebraic expressions, real numbers
practicing new skills #2 planned/prepared activities (especially fractions and integers).
from the students’ manual ➢ Evaluating a function.
with data gathering with
guide questions. The teacher will later on discuss some of the different types of function.
Z. Developing Mastery Explain Continue the discussion.
(In this section, students will
be involved in an analysis of
their exploration. Their
understanding in clarified
and modified because of
reflective activities)/ Analysis
of the gathered data and
results and be able to
answer the Guide Questions
leading to focus concept or
topic for the day.)

AA. Finding practical applications of Elaborate

concepts and skills in daily living (This section will give
students the opportunity to
expand and
solidify/concretize their
understanding of the
concept and/ or apply it to a
BB. Making Generalizations and real-world situation)
abstractions about the lesson
CC. Evaluating learning Evaluation Direction: Answer the following. Write your answer in a 1/2 sheet of paper.
(This section will provide
opportunities for concept
check test items and answer
key which are aligned to the
learning objectives-content
 and performance standards
and address
misconceptions-if any)

DD. Additional Activities for application or Extend

remediation
(This section gives situation
that explains the topic in a
new context, or integrate it
to another discipline/
societal concern)
V. REMARKS
VI. REFLECTION
O. No. of learners who earned 80% in
the evaluation
P. No. of learners who require additional
activities for remediation
Q. Did the remedial lessons work? No. of
learners who have caught up the
lesson
R. No. of learners who continue to
require remediation
S. Which of my teaching strategies
worked well? Why did these work?
T. What difficulties did I encounter which
my principal and supervisor help me
solve?
U. What innovation or localized I
used/discover which I wish to share
with another teacher?

Prepared by: Checked by:

KENNIE JANE G. PALOMAR MARITES V. VILLACORTEZA

TEACHER 1 SCHOOL PRINCIPAL I
 School PINDASAN NATIONAL HIGH SCHOOL Grade/Section 11-REVERENCE
DAILY LESSON PLAN Teacher KENNIE JANE G. PALOMAR Subject GENERAL MATHEMATICS
Time Allotment 60 minutes (August 14, 2024) Semester 1ST SEMESTER

I. OBJECTIVE After going through this lesson, you are expected to:
1. define operations on functions
2. identify the different operations on functions.
3. perform addition, subtraction, multiplication, division, and composition of functions
G. Content Standard The learner demonstrates understanding of key concepts of functions.
H. Performance Standard The learner is able to accurately construct mathematical models to represent real-life situations using functions.
I. Learning Competencies The learner performs addition, subtraction, multiplication, division, and composition of functions. M11GM-Ia-3
II. CONTENT OPERATION ON FUNCTIONS
III. LEARNING RESOURCES PowerPoint Presentation, Projector/LED screen
C. References
7. Teacher’s Guide Pages
8. Learner’s Materials Pages
9. Additional Materials General Mathematics Module 3 Quarter 1-Lesson 1
IV. PROCEDURES
EE. Reviewing or presenting new lesson Elicit:
(The activities in this section G. Prayer
will evoke or draw out prior H. Greetings
concepts or prior I. Checking of Attendance
experiences from the
students)
FF. Establishing a purpose for the lesson Engage:
(The activities in this section
GG. Presenting examples of the new will stimulate their thinking
lesson and help them access and
connect prior knowledge as
a jumpstart to the present
lesson)
HH. Discussing new concepts and Explore Composition of functions:
practicing new skills #1 In composition of functions, we will have a lot of substitutions. You learned in previous lesson that to evaluate a function, you will just
(In this section, students will substitute a certain number in all of the variables in the given function. Similarly, if a function is substituted to all variables in another function,
be given time to think plan, you are performing a composition of functions to create another function. Some authors call this operation as “function of functions”.
investigate and organize Composition of function is putting a function inside another function.
II. Discussing new concepts and collected information; or the
practicing new skills #2 performance of the
planned/prepared activities
from the students’ manual
with data gathering with
guide questions.

b. (𝑓 ∘ ℎ)(4) = 𝑓(ℎ(4)) 10

Step 1. Evaluate ℎ(4)

ℎ(𝑥) = 𝑥 + 2
ℎ(4) = 4 + 2

Step 2. Evaluate 𝑓(6)

=6

𝑓(𝑥) = 𝑥 2 + 5𝑥 + 6
𝑓(6) = 6 2 + 5(6) + 6
= 36 + 30 + 6
= 72

(𝑓 ∘ ℎ)(4) = 𝑓(ℎ((4))
= 𝑓(6)
∴ = 72

JJ. Developing Mastery Explain

(In this section, students will
be involved in an analysis of
their exploration. Their
understanding in clarified
and modified because of
reflective activities)/ Analysis
of the gathered data and
results and be able to
answer the Guide Questions
leading to focus concept or
topic for the day.)
KK. Finding practical applications of Elaborate
concepts and skills in daily living (This section will give
students the opportunity to
expand and
solidify/concretize their
understanding of the
concept and/ or apply it to a
LL. Making Generalizations and real-world situation)
abstractions about the lesson
MM. Evaluating learning Evaluation Direction: Answer the following. Write your answer in a 1/2 sheet of paper.
(This section will provide
opportunities for concept
check test items and answer
key which are aligned to the
learning objectives-content

1. (𝑚 ∘ 𝑛)(𝑥)
and performance standards

2. (𝑛 ∘ 𝑐)(−3)
and address
misconceptions-if any)

NN. Additional Activities for application or Extend

remediation (This section gives situation
that explains the topic in a
new context, or integrate it
to another discipline/
societal concern)
V. REMARKS
VI. REFLECTION
V. No. of learners who earned 80% in
the evaluation
W. No. of learners who require additional
activities for remediation
X. Did the remedial lessons work? No. of
learners who have caught up the
lesson
Y. No. of learners who continue to
require remediation
Z. Which of my teaching strategies
worked well? Why did these work?
AA. What difficulties did I encounter which
my principal and supervisor help me
solve?
BB. What innovation or localized I
used/discover which I wish to share
with another teacher?
Prepared by: Checked by:

KENNIE JANE G. PALOMAR MARITES V. VILLACORTEZA

TEACHER 1 SCHOOL PRINCIPAL I