School: SAN ROQUE NATIONAL HIGH SCHOOL Grade Level: GRADE 11

GRADES 1 to 12 Teacher: JOY ANN M. JULIANO Learning Area: GENERAL MATHEMATICS

DAILY LESSON
PLAN Teaching Dates and Time: JUNE 16 – 20, 2024 Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

After going through this module, you are expected to:
1. representation real-life situations using functions, including piece-wise functions (M11GM-Ia-1);
I. OBJECTIVES 2. evaluate different functions (M11GM-Ia-2);
3. perform the different types of operations on function (M11GM-Ia-3); and
4. solve various problems involving functions (M11GM-Ia-4).
The learner demonstrates understanding of key concepts of functions.
A. Content Standards

B. Performance The learner is able to accurately construct mathematical models to represent real-life situations using functions.
Standards
The learner performs addition,
C. Learning The learner represents evaluates
The learner represents real-life subtraction, multiplication, division,
Competencies/ a function.
situations using functions, including and composition of functions
Objectives Write the LC M11GM-Ia-2
piece-wise functions. M11GM-Ia-1 M11GM-Ia-3
for each
II. CONTENT
KUMUSTAHAN/PRE-TEST Functions as Models Evaluating Functions Operations on Functions Short Quiz
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide TG for SHS General Mathematics, TG for SHS General Mathematics, TG for SHS General Mathematics,
pages pp. 1-10 pp. 11-13 pp. 14-22
2. Learner’s Materials
LM in General Mathematics, pp. 1- LM in General Mathematics, pp. LM in General Mathematics, pp.
pages Answer sheets
9 10-12 13-20
3. Textbook pages

General Mathematics – Grade 11 General Mathematics – Grade 11 General Mathematics – Grade 11

Self-Learning Module (SLM) Self-Learning Module (SLM) Self-Learning Module (SLM)
B. Other Learning
Quarter 1 – Module 1: Key Concept Quarter 1 – Module 1: Key Quarter 1 – Module 1: Key Concept
Resources
of Functions Concept of Functions of Functions
First Edition, 2020 First Edition, 2020 First Edition, 2020

IV. PROCEDURES

A. Reviewing previous Review the concept of Functions Recall the definition of a function. Provide a brief yet sufficient
 concepts recall on the following:
lesson or presenting the
• Addition, subtraction,
new lesson
multiplication and division of
fractions and algebraic expressions
B. Establishing a Presentation of 6 Function Ask: What would happen if a sack Ask: What is P(x) + Q(x) ?
purpose for the lesson Machines of rice grains is poured into the (P(x))/(Q(x)) ?
Say: Mathematical relations can be opening of a working milling Expected answer:
represented by machines with an machine? The first expression is the sum of
input and an output, and that the If one thinks of functions as a two expression or functions. The
output is related to the input by function machine, evaluating a second is a quotient of two
some rule. function is analogous to providing functions.
our machines with a valid input.

Ask students which of these

machines represent a function.
Guide questions.
1. Which of these machines,
if you know the input , can you
determine a single or unique
output? (expected answers: a, c, d,
and f of the presented function
machines). Have the class explain
why. Ask why e) is not part of this
list. Introduce the term function to
describe these machines.
2. Which of these machines,
if the output is known, can you
determine a single or unique input?
(The answers should be (d) and (f).
3. Suppose we connect
machine (a) to machine (c) such
that the output of (a) becomes the
input of (c).
 Say: Functions can often be used to
model real-life situations.
Present to the class the problem
below.
• Give a function C that can
represent the cost of buying x
meals, if one meal costs ₱40.
Solution: Since each meal costs
₱40, then the cost function is .
C. Presenting
examples/instances of .
the new lesson
Show the problem of piecewise Introduce the definition of the
functions. operations of two functions given
Say: Some situations can only be f(x) and g(x) as two functions.
described by more than one
formula, depending on the value of
the independent variable.
1. A user is charged ₱300 monthly
for a particular mobile plan, which
includes 100 free text messages.
(See Example TG, p. 12). Take for
Messages in excess of 100 are
example, (a) evaluate at .
charged ₱1 each. Represent the
Step 1. Given
amount a consumer pays each
Step 1. By substitution
month as a function of the number
Step 2. Closure Property
of messages m sent in a month.
of Multiplication
D. Discussing new Ask: Is it possible to describe the
Step 3. Closure
concept and practicing problem with one formula or
Property of Addition
new skills #1 equation only? Justify your answer.
Step 4. Thus, the function value is
Expected answer: No, there are 2
4.
formulas or equations that could
Proceed to Example 2 on the
be derived from the problem. The
same page. Or you may opt to
equations are said to be functions.
change the values of x to find the
If we put these functions as one
function values.
function, it describes a piecewise
function. We can describe such
function as a function defined on a
sequence of intervals.
Solution: Let represent the amount
paid by the consumer each month.
It can be expressed by the
piecewise function.

E. Discussing new Ask: What is the function value of Present the following problems to
 the class. Let them work in pairs for
an allotted time. Then, call a
volunteer or two to discuss the
answers.
Given: , and
f as defined in Example 1 if
(1) Express the function as a sum
evaluated at ?
or difference of the functions
Below is the thorough discussion
above.
of the solution.
Solution: The solution can involve
Step 1. Given
concepts and practicing some trial and error. Add and
Step 2. by Substitution
new skills #2 and check if the sum is .
Step 3. Distributive
Property
Step 4. Closure
.
Property of Addition
Thus, .
Step 5. Thus, the function value
Express the function as a sum or
is .
difference of the functions above.
Solution: Again, the solution can
involve trial and error. Check if
gives .

F. Developing mastery Let the learners work Explain how to perform

(Leads to formative with a partner. Assign operations on functions.
assessment) the problem below. The
solution is provided for
you. The teacher will
have to mill around to
facilitate the group
activity. Call a
representative to discuss
the solution in the class.
( A classroom reward
system could be used to
further encourage and
motivate the learners to
participate in the
activity, say the first five
groups earns extra
points.)
Evaluate at .
 Solution:
Step 1. Given
Step 2. by
Substitution
Step 3. Squaring,
DPMA
Step 4. Combining
similar terms

Step 5. Thus, the function value is

.
Seatwork:
1. Mark started selling snacks in
the nearby school. In one day he
spends P200 for rent and P25 for
each snack item he prepares. His
expenses in a single day can be
expressed as the function C(x) =
25x + 200, where x is the number
Give examples of real-life situations of items and C(x) is his daily
which can be represented by expenses in pesos. How much are
relations. his expenses if he prepares 100
G. Finding
a. A relation but not a function snack items? 150 snack items?
practical/
Example: Destination versus Answer:
application of concepts
tricycle fare: For P15 you can go P2,700 and P3,950, respectively.
and skills in daily living
anywhere within 3 kilometers. 2. The function for the height of
b. a linear function an object dropped from 100-
Example: Distance versus time if meter tall platform at time t
traveling at a constant speed seconds is approximated by s(t) =
-5(t^2+ 100.This formula is based
on an approximated value for the
acceleration g=100m/s^2 due to
gravity.) What is the height of the
object after 2 seconds? after 4
seconds?
Answer:
80 and 20 meters, respectively.
H. Making Ask: How can we represent real-life Ask: How is evaluating a function
generalizations situations as functions? done?
and abstractions about Functions can often be used to Evaluating a function can be done
the lesson model real situations. Identifying replacing the variable in the
an appropriate functional model function, in this case x, with a
will lead to a better understanding value from the function’s domain
 and computing for the result. To
denote that we are evaluating f
of various phenomena
at a for some a in the domain of f,
we write f(a).
Divide the class into 5 groups,
preferably with 6-8 members.
Then, call two group volunteers to
I.Evaluating Learning discuss their answers. A rubric may
be used to check the groups’
answers. ( See attached Worksheet
for the Evaluation and Rubric for
assessing group performance).
J. Additional activities
for application or
remediation

V. REMARKS
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 used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
Why did these work? ___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
 ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s ___ Group member’s Cooperation ___ Group member’s
doing their tasks in Cooperation in in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
__ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
F. What difficulties did I __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
encounter which my Internet Lab Internet Lab Internet Lab Internet Lab Internet Lab
principal or supervisor __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
can help me solve? Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
__ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos __ Localized Videos
__ Making big books from __ Making big books from __ Making big books from __ Making big books from __ Making big books from
views of the locality views of the locality views of the locality views of the locality views of the locality
__ Recycling of plastics to be used as __ Recycling of plastics to be used __ Recycling of plastics to be __ Recycling of plastics to be used __ Recycling of plastics to be
Instructional Materials as Instructional Materials used as Instructional Materials as Instructional Materials used as Instructional Materials
__ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition __ local poetical composition
G. What innovation or The lesson have successfully delivered The lesson have successfully The lesson have successfully The lesson have successfully The lesson have successfully
localized materials did I due to: delivered due to: delivered due to: delivered due to: delivered due to:
use/discover which I ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
wish to share with other ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
teachers? ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises activities/exercises
 ___ Carousel ___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
Poems/Stories Poems/Stories Poems/Stories Poems/Stories Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s Cooperation in ___ Group member’s Cooperation ___ Group member’s ___ Group member’s Cooperation ___ Group member’s
doing their tasks in Cooperation in in Cooperation in
doing their tasks doing their tasks doing their tasks doing their tasks

Prepared by:
JOY ANN M. JULIANO Checked:
Subject Teacher MAR GAUDEN F. ACERON, PhD
School Head
Date: ________________________