Republic of the Philippines

Department of Education
REGION VIII-EASTERN VISAYAS
SCHOOLS DIVISION OF LEYTE

DAILY LESSON LOG

School Tabango National High School Grade Level Grade 11
Teacher JESAMIE B. SERIÑO Learning Area General Mathematics
Teaching Dates and June 23 – 27, 2025 Quarter First Quarter
Time 2:00-3:00, 3:00-4:00

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial
activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of The learner demonstrates understanding of The learner The learner demonstrates The learner demonstrates
key concepts of functions. key concepts of functions. demonstrates understanding of key concepts of understanding of key concepts of
understanding of key functions. functions.
concepts of functions.
B. Performance The learner is able to accurately construct The learner is able to accurately construct The learner is able to The learner is able to accurately The learner is able to accurately
Standards mathematical models to represent real-life mathematical models to represent real-life accurately construct construct mathematical models to construct mathematical models to
situations using functions. situations using functions. mathematical models represent real-life situations using represent real-life situations using
to represent real-life functions. functions.
situations using
functions.
C. Learning Learning Competency: Represents real- Learning Competency: Performs Learning Learning Competency: Performs Learning Competency: Solves
Competencies/ life situations using functions, including addition, subtraction, multiplication, Competency: addition, subtraction, problems involving functions.
Objectives piece-wise division and composition of functions. Performs addition, multiplication, division and (M11GM-Ia-4)
Write the LC code for functions. (M11GM-Ia-1) (M11GM-Ia-3) subtraction, composition of functions.
each Evaluates a multiplication, (M11GM-Ia-3) Learning Objectives:
function. (M11GM-Ia-2) Learning Objectives: division and 1. Identify what are given and
1. Enumerate the steps to undergo in composition of Learning Objectives: what is asked in the problem
Learning Objectives: performing the operation on functions. 1. Perform composition of 2. Solve problems involving
1. Distinguish different kinds of functions (M11GM-Ia-3) functions. functions
functions 2. Perform Addition and Subtraction of 1. Perform Demonstrate cooperation in
2. Evaluate functions. functions. Multiplication and group activity
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Tabango, Leyte 6536
(053) 520 5393
E-mail: 303434@deped.gov.ph
Website: https://tnhstabango.com.ph/
 Share examples of real-life situations Demonstrate cooperation in group division of
which can be represented using activity functions.
functions

Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Functions and Their Graph
III. LEARNING Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well
RESOURCES as paper-based materials. Hands-on learning promotes concept development.
A. References teacher’s guide, learner’s teacher’s guide, learner’s module teacher’s guide, teacher’s guide, learner’s teacher’s guide, learner’s
module learner’s module module
module
1. Teacher’s Guide
Pages 1-14 Pages 14-22 Pages 14-22 Page 20 Page 20
pages
2. Learner’s
Pages 1-9; 10-12 Pages 13-20 Pages 13-20
Materials Pages
3. Textbook pages Next Century Next Century
Mathematics(General Mathematics(General
Mathematics); pages 48-51 Mathematics);pages 48-52
4. Additional
Materials from
Learning Resources
Portal
B. Other Learning
Resources
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students which you
can infer from formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice the learning, question their learning processes,
and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous Given the following models, A. For the review on evaluating A. For the review A. For the review on A. For the review of the
lesson or presenting identify the kind of function functions, the teacher will conduct a on Addition and Multiplication And division of previous lesson, a short game
the new lesson short drill through a game. Subtraction of Functions the teacher will “Pass that Tagboard” will be
being shown on each item by
choosing from the list in the Instructions: Each group shall be Functions the conduct a short drill through a done.
given 1 tag board, rag and a chalk. teacher will game. A group will consist of two
box.
The teacher will present to the class conduct a short columns. Each number in the
Linear function Quadratic of what function to evaluate. After drill through a game will be answered first by
function Polynomial Function the allotted time, they will be asked game. the first 2 students in the
Piecewise Function One-to-One to raise their tag boards for answers Instructions: Each column. After each number,
Many-to-One to be checked. group shall be the tagboard will be passed
1) f(x) = 5x – 8; if x= 9 2) given 1 tag board, on to the next row, so on and
1) f(x) = 7x g(x) = x2 – 7; if x = -4 3) h(x) = (x – rag and a chalk. so forth until the last number.

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Tabango, Leyte 6536
(053) 520 5393
E-mail: 303434@deped.gov.ph
Website: https://tnhstabango.com.ph/
 2) g(x) = x2 4)(x + 4); if x = 0 The teacher will 1) What is the result of
3) h(x) = x3 + 2x2 – x +1 B. For the presentation of the new present to the (f+ g)(x) when f(x) =3x+4 and
4) {(1,2), (2,4),(3,9)} lesson,. GALLERY WALK ACTIVITY will class of what g(x) = x – 5?
5) be used. The teacher instructs that function to Answer(f +g)(x) = 4x
the class will be divided into 5. Each evaluate. After -1
group shall be assigned to a the allotted time, 2) What is (f-g)(x)
station(option will be according to they will be asked when given f(x) = 4x2 + 4x – 6
how sitio is named in the barangay) to raise their tag and g(x) = 3x2 + 2x -3?
in a gallery walk for 3 minutes. boards for Answer(f-g)(x) =
When they are in the station, they answers to be 2
x +2x-3
will have to discuss the poster where checked. 3) (fg)(x) will be equal
an operation is used on the function. 1) f(x) = 5x – 8; if to ____ if f(x) = x +2 and g(x) =
This step repeats until all stations are x= 9 2) x
covered. g(x) = x2 – 7; if x = 4) (f/g)(x) is equal to
Gallery Walk(Zone 1): ADDITION OF -4 3) h(x) = (x ____ when f(x) = 5x and g(x) =
FUNCTIONS – 4)(x + 4); if x = 0 x
Given: f(x) = x B. For the 5) (f o g )(x) is ____
+ 5; g(x) = x – 1; find (f + g) (x) presentation of when f(x)= x – 7 and g(x) = 2x
6) {( , Philippines )} the new lesson,. +1
(f + g) (x) = f(x) + g(x) GALLERY WALK
ACTIVITY will be B. Do you remember the
= (x +5) + (x -1) used. The real life situation I shared to
teacher instructs you last meeting wherein
= x + 5 +x-1 that the class will operation of function can be
be divided into 5. applied? (Answer would be
Each group shall about the problem on Mat
(f + g)(x) =2x +4
be assigned to a Hematics)
(Zone 2):
station(option will Let us recall that this was the
SUBTRACTION OF FUNCTIONS
be according to problem I gave you last
Given: g(x) =
how sitio is meeting... Mat Hematics has
(x2 + x – 1); f(x) = x2 - 1;find (f-g)(x)
named in the two jobs to attend to in a day.
barangay) in a He works for 4 hours as cook
(f-g)(x) = f(x) – g(x)
gallery walk for 3 in a carenderia and his pay for
minutes. When such is defined as f(x) =
= (x2 – 1) - (x2 + x – 1) they are in the 200x.In the afternoon he also
station, they will works for the same number of
= x2 – 1- x2 - x + 1 have to discuss hours as English tutor to the

__________________________________________________________________________________________
Tabango, Leyte 6536
(053) 520 5393
E-mail: 303434@deped.gov.ph
Website: https://tnhstabango.com.ph/
 the poster where Koreans and his pay is
(f-g)(x) = -x an operation is described as g(x) = 500x.
used on the … If you would be asked, how
function. This much does Mat earn in a day?
step repeats until What do you do to solve this
(Zone 5): COMPOSITION all stations are problem?
OF FUNCTIONS covered.
Given: f(x) = x + Gallery Walk(
1; g(x) = 2x; find (f o g)(x) = f(g(x)) (Zone
(f o g)(x) = 3):
f(g(x)) MULTIPLICATION
= OF FUNCTIONS
g(x) + 1
= Given:f(x)=x2 + 5x
2x + 1 + 6 ; g(x) = x + 1;
find (fg)(x)

x2 + 2x + 1
x+2

(fg)(x)= f(x)g(x)

= x2 + 5x + 6  x
+1

x2 + 2x + 1 x+2

= (x+3)(x+2)  x +
1

(x+1)(x+1) x+2

= x+3

x+1

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 (Zone
4): DIVISION OF
FUNCTIONS

Given:
x 2  2x 1 x 1
f ( x)  2
; g ( x) 
x  5x  6 x2
 f
 
; find 
g  x 

 f
 
 g  x  =
f ( x)
g ( x)

= x2 + 2x + 1 ÷ x
+1

x2 + 5x + 6 x+2

= (x+1)(x+1)  x +
2

(x+3)(x+2) x+1

 f
 
 g  x  =
x 1
x 3
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B. Establishing a The teacher lets the students The teacher emphasizes that it is The teacher COMPOSITION OF The teacher emphasizes that
purpose for the realize that being able to model good to have learned operations on emphasizes that it FUNCTIONS in dealing with real-life
lesson algebraic expressions, so that is good to have Given: problems, it is best to
real-life situations will help us
understand better the concept operations on functions will just be learned f(x) = x + 1; g(x) = 2x; find (f o understand the problem,
easy because there are some real life operations on g)(x) = f(g(x)) identify what are given, what
of functions including piece-
situations that may involve algebraic (f o is asked and what operation
wise functions. operations which can be represented expressions, so g)(x) = f(g(x)) to use so that the problem
by functions that operations can be represented correctly
on functions will = g(x) + 1 with the use of functions. The
just be easy teacher uses the presented
because there are = 2x + 1 problem as an example.
some real life
situations that
may involve
operations which
can be
represented by
functions
C. Presenting (Contextualization & The teacher uses the same given in (Contextualization &
examples/ Instances Localization)The teacher divides the gallery walk, now presented as Localization)Before
of the new lesson one on the board. presenting problems to
the class into groups with five
members, do a 2 – part Activity. discuss and solve, the class
will be divided into 6. Each
First part, requires each
group will be given a problem
group to come up with 2 real – to discuss and solve. The
life examples of functions group shall assign a reporter
modelled by a mapping diagram and a secretary to write their
and set of ordered pairs. answers on a manila paper.
Second part, asks the Each group will be given 20
group to choose which best minutes to finish the task.
represents a real-life situation: (This varies according to the
A jeepney passenger pays P8.00 groups’ speed to finish the
task)
for the first 5 km as fare and an
For Groups 1 & 4: A proposed
additional P1.00 for every
train fare would charge
succeeding distance x in Php20.00 for the first 5
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 kilometer. kilometers of travel and
A. f(x) = Php0.75 for each additional
kilometre over the proposed
8,1  x 5
 fare.
8  1.00 x, x  5 B. f(x) = a. Find the fare function f(x)
where x represents the
8 +1.00x
number of kilometres
travelled.
b. Find the proposed fare
for a distance of 45
kilometers.
For Groups 2 & 5: Kama-o
network charges P500
monthly cable connection fee
plus P125 for each hour of
Pay – Per – View(PPV) event
regardless of a full hour or a
fraction of an hour.
a. Construct a table of
values that will show a mode
of payment for customers
who may spend h number of
hours in watching PPV events.
b. What is the monthly bill
of a customer who watched
10 hours of PPV events?
c. What is the monthly bill
of a customer who watched
6.2 hours of PPV events?
d. Sketch a graph that will
show a mode of payment for
customers who may spend h
hours in watching PPV events.
For groups 3 & 6: Suppose the
production cost of locally
produced smart phone can be
approximated by the model

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Tabango, Leyte 6536
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Website: https://tnhstabango.com.ph/
 C(p) = 4 ( 3p + 25), where p is
the number of smart phones.
a. Find the fixed cost.
b. Find the cost of 5 smart
phones.
c. How many phones that
will cost P220.00?
D. Discussing new The teacher discusses with the From the presented examples on the From the From the presented examples After the group activity, the
concepts and students why the real-life board, the teacher will ask the presented on the board, the teacher will teacher will ask
practicing new skills students of the steps that were used examples on the ask the students of the steps representatives from the
#1 examples they give illustrate
functions and of why they have given a particular operation on board, the that were used given a groups to discuss their
functions to arrive at an answer. The teacher will ask particular operation on answers in class. If it is
chosen such representation for
teacher will give other examples to the students of functions to arrive at an necessary for the teacher to
part 2 in the activity. discuss for further understanding of the steps that answer. The teacher will give correct the answers it will be
The teacher explains that the lesson. were used given a other examples to discuss for done through questioning,
Choice A in the second part of Given: f(x) = 1/x; g(x) = 1/x2 ; find particular further understanding of the giving of the correct answers
the activity is a representation (f+g)(x) ; (f-g)(x); (fg)(x); (f/g)(x) and operation on lesson. and other possible ways to
of a piece-wise function. (f o g)(x) functions to present the answer will be
Explain further that Piece-wise Answers: (f+ g)(x) = (x +1)/x2; (f-g)(x) arrive at an Given: f(x) = 1/x; g(x) = 1/x2 ; done only after the reporter
function is used whenever it is = (x – 1)/x2; (fg)(x) =1/ x3; (f/g)(x) = x; answer. The find (f+g)(x) ; (f-g)(x); (fg)(x); will finish his time
not possible to represent a (f o g)(x) = x2 teacher will give (f/g)(x) and (f o g)(x)
other examples to Answers: (f+ g)(x) = (x +1)/x2;
situation with just one
discuss for further (f-g)(x) = (x – 1)/x2; (fg)(x) =1/
equation.
understanding of x3; (f/g)(x) = x; (f o g)(x) = x2
the lesson.
Given: f(x) = 1/x;
g(x) = 1/x2 ; find
(f+g)(x) ; (f-g)(x);
(fg)(x); (f/g)(x)
and (f o g)(x)
Answers: (f+ g)(x)
= (x +1)/x2; (f-g)(x)
= (x – 1)/x2; (fg)
(x) =1/ x3; (f/g)(x)
= x; (f o g)(x) = x2

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E. Discussing new Given a function f(x) = 2x, what The teacher asks students to practice The teacher asks The teacher asks students to The teacher presents one
concepts and is the result when you replace x the following numbers by groups of students to practice the following more problem for students to
practicing new skills five. practice the numbers by groups of five. try solving.(Contextualization
#2 by 2 in the function? If x = 0? If
x = -1? Find (f+g)(x); (f-g)(x); (fg)(x); (f/g)(x); following & Localization)
(f o g)(x), given the following: numbers by Problem: Bryan charges
Tell to the class that the one
1) f(x) = x/2 and g(x) = 2x groups of five. Find (f+g)(x); (f-g)(x); (fg)(x); P25 for every page of
done is evaluating functions. 2) f(x) = (x +5)/(x-1) and g (x) = (x2-3x (f/g)(x); (f o g)(x), given the encoding work. In addition,
Steps to undertake in evaluating +2)/(x2 – 25) Find (f+g)(x); (f-g) following: he charges P8 per page of
functions are (x); (fg)(x); (f/g) 1) f(x) = x/2 and g(x) = 2x printed output. How much
1) Substitute the value to the (x); (f o g)(x), 2) f(x) = (x +5)/(x-1) and g (x) = will Bryan charge for 33-page
variable. given the (x2-3x +2)/(x2 – 25) encoding and printing work?
2) Do the operation to find the following:
value of the function. 1) f(x) = x/2 and
g(x) = 2x
2) f(x) = (x +5)/(x-
1) and g (x) = (x2-
3x +2)/(x2 – 25)
F. Developing mastery Activity: Evaluate the following Teacher presents to the class an Teacher presents Teacher presents to the class
functions. example where operation on to the class an an example where operation
1) f(x) = 3x ; if x = 4 functions can be applied. The idea of example where on functions can be applied.
2) f(x) = x/2, if x = 0 what operation can be used will be operation on The idea of what operation
from the students.(Contextualization functions can be can be used will be from the
3) f(x) = 2x3 – 8, if x = -3
& Localization) applied. The idea students.(Contextualization &
4)f(x) = x - 3 , if x = 12 Example: Mat Hematics has two of what operation Localization)
jobs to attend to in a day. He works can be used will Example: Mat Hematics has
for 4 hours as cook in a carenderia be from the two jobs to attend to in a day.
and his pay for such is defined as f(x) students. He works for 4 hours as cook
= 200x.In the afternoon he also (Contextualizatio in a carenderia and his pay for
works for the same number of hours n & Localization) such is defined as f(x) =
as English tutor to the Koreans and Example: Mat 200x.In the afternoon he also
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Tabango, Leyte 6536
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E-mail: 303434@deped.gov.ph
Website: https://tnhstabango.com.ph/
 his pay is described as g(x) = 500x. Hematics has two works for the same number of
What operation on function can be jobs to attend to hours as English tutor to the
used in this particular example? in a day. He Koreans and his pay is
Answer: addition works for 4 hours described as g(x) = 500x.
as cook in a What operation on function
carenderia and can be used in this particular
his pay for such is example? Answer: addition
defined as f(x) =
200x.In the
afternoon he also
works for the
same number of
hours as English
tutor to the
Koreans and his
pay is described
as g(x) = 500x.
What operation
on function can
be used in this
particular
example?
Answer: addition
G. Finding practical Ask students of real-life The teacher summarizes the lesson
applications of situations which can be by letting the students fill the blank.
concepts and skills in 1. In adding and subtracting
daily living represented by a piece-wise
function.(Contextualization & functions, We must
remember that ________.
Localization)
(Possible answers: only
Possible Answers: Internet similar terms can be
payment; Taxi fare combined through addition
Secondly, ask them to think of and subtraction; when
situations where evaluation of fractions are given, finding
functions can be applied. the LCD is the first thing to
Example answers: when do.)
computing for salary; when 2. In multiplying functions,
computing for fare; when remember to

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 purchasing items ____________.(Possible
answer: factor or to rewrite
the given into prime
factors)
3. In dividing functions, do not
forget to ___________.
(Possible answer: factor
and to get the reciprocal of
the divisor before
proceeding to
multiplication.)
In composition of functions, like(f o
g)(x), it means that the x of _____
must be replaced by _____. (Possible
answer: f(x), g(x) )
H. Making The teacher summarizes the A. Do all the operations and Solve. Solve the problem
generalizations and lesson through asking the composition on functions. If I pay Php 1000 for my first 1) A mall charges P25 for
abstractions about the (For girls): f(x) = 3/2x and g(x) = x day stay in a hotel and pay the first hour or a fraction of
lesson following questions
1) What are the different types (For boys): f(x)= 2x /3 and g(x) =2x additional P200 for every bed an hour as parking fee. An
that I request per day. How additional P25 is charged for
of functions?
much do I pay in total if I stay every additional hour, or a
2) What are ways to represent for 3 days and requested 3 fraction of an hour of parking.
functions? beds for the whole stay. The parking area operates
3) How do we evaluate (Answer: Php 4800) from 7 AM to 12 midnight
functions? every day.
a. Write a function rule for
the problem
b. How much will be
charged to a car owner who
parked a car from 7 AM to
1:30 PM
c. How much will be
charged to a car owner who
parked a car from 8:30 AM to
11:15
PM?
I. Evaluating Learning A. 1) Which best represents the Checking of the work shall

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 situation below. take place so that if there is a
The sweet corn sold in need for clarification then it
the canteen is at P7.00. If I want to will be clarified.
buy x pieces of sweet corn, how
much will I pay?
A. f(x) = 7 + x B. f(x)
= 7x c.) f(x)= 7
2) Represent the situation in
any possible model.
With Santos family, mama
and the eldest child are both of
blood type A, papa, youngest and
the middle child are all blood type
B.
B. Evaluate the following:
1) h(x) = x 3 – x2 +x – 2, if x =
0 2) g(x) = (x + 4)(x – 1) , if x = -
2
3) f(x) = 1/x, if x = 3
4) h(x) = 4x – 2, if x = 1
5) f(x) = 5(x+2) , if x = 4
J. Additional activities Answer page 9 of your book A. For the review on evaluating A. For the review of the The teacher calls for
for application or numbers 1-3 & 5. functions, the teacher will conduct a previous lesson, a short game volunteers to recall of what
remediation Answers:1) any value except 4 and short drill through a game. “Pass that Tagboard” will be transpired in the previous
6 2) b 3) V and W 5) S (n) Instructions: Each group shall be done. meeting.
= 600n given 1 tag board, rag and a chalk. A group will consist of two
The teacher will present to the class columns. Each number in the
of what function to evaluate. After game will be answered first by
the allotted time, they will be asked the first 2 students in the
to raise their tag boards for answers column. After each number,
to be checked. the tagboard will be passed
1) f(x) = 5x – 8; if x= 9 2) on to the next row, so on and
g(x) = x2 – 7; if x = -4 3) h(x) = (x – so forth until the last number.
4)(x + 4); if x = 0 1) What is the result of
B. For the presentation of the new (f+ g)(x) when f(x) =3x+4 and
lesson,. GALLERY WALK ACTIVITY will g(x) = x – 5?
be used. The teacher instructs that Answer(f +g)(x) = 4x

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Tabango, Leyte 6536
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E-mail: 303434@deped.gov.ph
Website: https://tnhstabango.com.ph/
 the class will be divided into 5. Each -1
group shall be assigned to a 2) What is (f-g)(x)
station(option will be according to when given f(x) = 4x2 + 4x – 6
how sitio is named in the barangay) and g(x) = 3x2 + 2x -3?
in a gallery walk for 3 minutes. Answer(f-g)(x) =
When they are in the station, they x2+2x-3
will have to discuss the poster where 3) (fg)(x) will be equal
an operation is used on the function. to ____ if f(x) = x +2 and g(x) =
This step repeats until all stations are x
covered. 4) (f/g)(x) is equal to
Gallery Walk(Zone 1): ADDITION OF ____ when f(x) = 5x and g(x) =
FUNCTIONS x
Given: f(x) = x 5) (f o g )(x) is ____
+ 5; g(x) = x – 1; find (f + g) (x) when f(x)= x – 7 and g(x) = 2x
+1
(f + g) (x) = f(x) + g(x)
B. Do you remember the
= (x +5) + (x -1) real life situation I shared to
you last meeting wherein
= x + 5 +x-1 operation of function can be
applied? (Answer would be
about the problem on Mat
(f + g)(x) =2x +4
Hematics)
(Zone 2):
Let us recall that this was the
SUBTRACTION OF FUNCTIONS
problem I gave you last
Given: g(x) =
meeting... Mat Hematics has
(x2 + x – 1); f(x) = x2 - 1;find (f-g)(x)
two jobs to attend to in a day.
He works for 4 hours as cook
(f-g)(x) = f(x) – g(x)
in a carenderia and his pay for
such is defined as f(x) =
= (x2 – 1) - (x2 + x – 1) 200x.In the afternoon he also
works for the same number of
= x2 – 1- x2 - x + 1 hours as English tutor to the
Koreans and his pay is
(f-g)(x) = -x described as g(x) = 500x.
(Zone 3): … If you would be asked, how
MULTIPLICATION OF FUNCTIONS much does Mat earn in a day?

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(053) 520 5393
E-mail: 303434@deped.gov.ph
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 Given:f(x)= x2 + What do you do to solve this
5x + 6 ; g(x) = x + 1; find (fg)(x) problem?
x 2+
2x + 1 x+2
(f g)(x)=
f(x)g(x)
=
x2 + 5x + 6  x + 1
x
2
+ 2x + 1 x + 2
=
(x+3)(x+2)  x + 1
(x
+1)(x+1) x+2
=
x+3
x+
1

(Zone 4): DIVISION OF

FUNCTIONS
Given:
2
x  2x 1 x 1
f ( x)  2
; g ( x) 
x  5x  6 x2
 f
 
; find 
g  x 
 f
 
 g  x 
f ( x)
= g ( x)

__________________________________________________________________________________________
Tabango, Leyte 6536
(053) 520 5393
E-mail: 303434@deped.gov.ph
Website: https://tnhstabango.com.ph/
 x2 + 2x + 1 ÷ x + 1

x2 + 5x + 6 x+2
=
(x+1)(x+1)  x + 2

(x+3)(x+2) x+1
 f
 
 g  x  =
x 1
x 3
(Zone 5): COMPOSITION
OF FUNCTIONS
Given: f(x) = x +
1; g(x) = 2x; find (f o g)(x) = f(g(x))
(f o g)(x) =
f(g(x))
=
g(x) + 1
=
2x + 1
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the pupils/students learn? Identify what help your
instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below
80%
C. Did the remedial lesson
work?
No. of learners who have
caught
up with the lesson.
D. No. of learners who
continue to
require remediation

__________________________________________________________________________________________
Tabango, Leyte 6536
(053) 520 5393
E-mail: 303434@deped.gov.ph
Website: https://tnhstabango.com.ph/
 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
Legend: Activity Analysis Abstraction Application

Prepared by: Reviewed by: Checked by: Approved:

JESAMIE B. SERIÑO LEAH S. RUBILLOS CERE ANN E. SEPTIMO ANTONIO B. DACATIMBANG, JR.
Teacher I MT I SHS Campus Coordinator School Principal

__________________________________________________________________________________________
Tabango, Leyte 6536
(053) 520 5393
E-mail: 303434@deped.gov.ph
Website: https://tnhstabango.com.ph/