Santo Niño Academy

Malitbog, Southern Leyte

S.Y. 2018-2019

Classroom Instruction Delivery Alignment Map

Grade & Section: Grade 11 (Rizal/Bonifacio/Aguinaldo) Semester: First Semester

Core Subject Title: General Mathematics No. of Hours/Semester: 80 hours/semester
Teacher: Mr. Arman C. Buling Prerequisites (If needed):

Core Subject Description: At the end of the course, the students must know how to solve problems involving rational, exponential and logarithmic
functions; to solve business-related problems and to apply logic to real life situations.

Power Standard: The learners are able to address the issues in the community using the concepts of functions, business mathematics and logic.

Culminating Performance Standard: The learners are able to apply their knowledge of Functions, Business Mathematics, and Logic in dealing
with the intricacies of mathematical and scientific concepts in higher education, entrepreneurial demands, middle-level skills development
and employment through utilizing appropriate mathematical and financial tools.
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Performance Task:

GOAL: Your team’s task is to collect and identify real-life situations thaat make use of functions in any of the following field- academic, technical
vocational, and sports. Your group must make use of basic concepts of functions as model in solving the identified real-life problems.

ROLES: Your team is a group of professional advisers who provide technical assistance to professionals who seek solutions to problems.
Specifically, the members of the group should be given the ff. roles:

1. A planner who acts a leader of the team: he/ she will lead the group in proposing specific solutios to real life problems, and acts as
presenter of the group in discussing the solutions to its clientele.

2. Researchers who will lead in data gathering.

3. A mathematician who will check the appropriateness of the model function used in solving the real-life problems, the accuracy of the
solution to the problem.

4. And a computer technician who will prepare a powerpoint presentation.

AUDIENCE: The target audience are clients who sought professional help for thier concerns.

SITUATION: The team, with a professional task of providing solution to problems, is challenged to use basic concepts of functions including
appropriate manner of presentation- table of values, arrow diagram, graphs, sets in convincing the clients of appropriate solution to thier
(assumed) professional problems.

PRODUCT/PERFORMANCE/PURPOSE: Your team needs to present a convincing solution to a (assumed) professional problem.
The presentation must be done with Powerpoint presentation as visual aids.

STANDARS: Lastly, your Powerpoint presentation is evaluatedthrough the following: appropriateness of the proposed solution to the problem;
accuracy of the solution to the problem; and clarity of the presentation.
RUBRICS FOR PERFORMANCE TASK:
A. Appropriateness and accuracy of the solution

CRITERIA DESCRIPTION RATING NUMERICAL RATING

Solution to the porblem are completely accurate and logically presented including the facts, concepts, Advanced 4
computations or solutions to real-life situations.

Solution to the problem are generally accurate and the presentation reflects understanding of functions in real- Proficient 3
life situations.
Minor inaccuracies do not affect the overall results.

Solution to the problem are generally accurate but the presentation lacks application of functions in real-life Developing 2
situations.
Minor inaccuracies affect parts of the presentation.

Solution to the problem contain major of inaccuracies and significant errors throughout. Beginning 1

B. Clarity of Powerpoint Presentation and Oral Presentation

CRITERIA CRITERIA DESCRIPTIVE NUMERICAL
(Powerponit Presentation) (Oral Presentation) RATING RATING

Powerpoint presentaion is appropriate,accurate, and Oral presentation is very clear, free of grammatical Advanced 4
artistically prepared. blunders, and convincing.

Powerpoint presentation is appropriate, with afew Oral presentation is clear, with minimal grammatical Proficient 3
errors, and prepared well. blunders, but convincing.

Powerpoint presentation is appropriate, with some Oral presentation is not clear due to a number of Developing 2
errors without effects on the accuracy, and prepared grammatical blunders, but generally convincing.
well.

Powerpoint presentation is not appropriate, with Oral presentation is not clear due to a number of Beginning 1
some errors that affect the accuracy, and not well grammatical blunders, not convincing.
prepared.

Literal Transfer Task: Provide possible solutions to problems in the community using the concepts of functions, business mathematics and logic.
 TEACHING GUIDE

-GENERAL MATHEMATICS-

TOPIC / LESSON NAME Functions and Their Graphs

CONTENT STANDARDS The learner demonstrates understanding of key concepts of functions.

PERFORMANCE STANDARDS The learner is able to accurately construct mathematical models to represent real life situations using
functions.

LEARNING COMPETENCIES The learner represents real-life situations using, functions, including piecewise functions.

SPECIFIC LEARNING OUTCOMES At the end of the lesson, the learners must be able to:

1. define a mathematical function;

2. determine relations that are not functions;
3. determine if a graph represents a function using the vertical line test;
4. define a piecewise function; and
5. represent real-life situations using mathematical functions.

TIME ALLOTMENT 480 minutes/8 hours

CONTENT: FUNCTIONS AND THEIR GRAPHS

LESSON OUTLINE: 1. Review: of relations and functions

2. Review: The functions as a machine
3. Review: Representation of Functions and Relations through mapping, set of ordered pairs, and table of values.
4. Review: Functions as a graph in the Cartesian Plane
5. Review: Vertical Line Test
6. Piecewise Functions
7. Functions as representations of real life situations
 MATERIALS Powerpoint Presentation, Smart Tv, Chalk and Board, Graphing Board, GenMath Books

RESOURCES Next Century Mathematics by Fernando B. Orines & General Mathematics by Orlando A. Oronce

PROCEDURE MEETING LEARNERS’ NEEDS

INTRODUCTION

1. The teacher will ask the following questions to the students: Teacher’s Tip:
 When you are in Junior High School, are you familiar with the words functions and relations?
 Is there a connection between this two mathematical concepts?
 Who among you here can simply defferentiates functions to relations? Or relations to
functions?
 What will happened if all relations are said to be functions?
 How important functions are?

MOTIVATION

1. The teacher will present a game to the students entitled “1 Hint, 1 Word”.
2. The teacher will present the 1st hint for the first word and another hint for the second word; and let the
students to form the word by itself.
1st hint: If f(x) = y, then f stands for?
2nd hint: If variable y depends on variable x, then x is said to be?
3. The words to be formed with the hints are “FUNCTIONS” and “INDEPENDENT’.
INSTRUCTION/DELIVERY

1. The teacher will present the mathematical words “FUNCTION” and “RELATION” and differentiate them through
table of comparison.

BASIS OF COMPARISON RELATION FUNCTION

It refers to a set of ordered pairs. It refers to a relation in which the
Definition The domain is the set of the first element of the domain
coordinates. The range is the set of corresponds to exactly one
the second coordinates. element of the range.
Differences Not all relations are functions. All functions are relations.

2. The teacher will introduce the functional notation “f(x) = y” to the class and teach them how to read it
correctly.
3. The teacher will explain that x refers to independent variable (input) and y refers to dependent variable
(output).
4. The teacher will remind the students that the output(range) depends on the input(domain).
5. The teacher will introduce the different characteristics of function.
a. Each element in domain X must be matched with exactly one element in range Y.
b. Some elements in Y may not be matched with any element in X.
c. Two or more elements of X may be matched with the same element in Y.
6. The teacher will let the students to really know that the 1st characteristics of function is under for one-to-one
correspondence(function), the reverse meaning the 2nd is under for one-to-many correspondence (not
function), and the 3rd is under for many-to-one correspondence(function).
7. INDIVIDUAL ACTIVITY NO. 1 (DO IT MY OWN). The students task is to make their own examples that shows the
different characteristics of function. Some of them must explain their answer to the whole class; and they are
randomly selected.
8. The teacher now will introduce the different characteristics of function by introducing real-life situations that
represents relation as a function or not through the following:
a. Mapping/Arrow diagram;
b. Set of ordered pairs;
c. Table of values; and
d. Graph
 9. GROUP ACTIVITY NO. 1 (WE DO IT AS ONE). Each group must provide their own examples of functions that
represents real-life situations using mapping, set of ordered pairs, table of values and graph. Each group must
share at least one example.
10. The teacher will present more examples of graph and introduce the use of “Vertical Line Test” in determining
whether or not a graph represents a function and how to determine the domain and the range of the following
functions.

The examples of graph includes the following functions:

a. Linear Function;
a.1. Constant Function; and
a.2. Identity Function
b. Quadratic Function; and
c. Absolute Value Function

PRACTICE

1. The teacher will introduce another function, “A Piecewise or A Compound Function” to the students to really
understand that the application of functions are in real life situations.
2. The teacher will remind the students that absolute value function is an example of piecewise function.
3. The teacher will define what is piecewise function and how this function represents real life situation.
4. The teacher will present two different examples that models piecewise function.
a. Dr. Reyes’ consultation fee is based on the length of time. He charges 150 (pesos) for 5 minutes, 200
(pesos) for 6 to 10 minutes, and for more than 10 minutes he charges 200 (pesos) plus 50 (pesos) for
additional minutes. How much would Carlo pay if the consultation time reached 13 minutes? If Anna were
there for 15.5 minutes, how much would she pay?
b. You are a crew in a well known convenience store that pays an hourly wage 45 (pesos) and 1.5 times the
hourly wage for the extra hours if you work for more than 40 hours a week. Write a piecewise function that
gives the weekly pay P in terms of the number of hours h you work.
ENRICHMENT

1. The teacher will let the students to form a group of 5. GROUP ACTIVITY NO. 2 (WE DO IT MORE). There will be 5
problems to be flashed on the screen. Each group will have to answer one problem and that problem is to be
identified using random numbers.
2. The teacher will let each group to present and discuss their output to the whole class.
Direction: Graph the picewise function and then identify the other subfunctions.

4𝑥 − 4 , 𝑖𝑓 𝑥 ≥ −2 𝑥 + 1 , 𝑖𝑓 𝑥 ˂ 2 3 , 𝑖𝑓 − 2 ≤ 𝑥 ≤ 2
1. 𝐹(𝑥) = { 2. 𝐹(𝑥) = { 3. 𝐹(𝑥) = { 2
2 , 𝑖𝑓 𝑥 ˂ − 2 𝑥 , 𝑖𝑓 𝑥 ≥ 1 𝑥 + 3 , 𝑖𝑓 − 2 ≤ 𝑥 ≤ 2

−𝑥 2 + 1 , 𝑖𝑓 − 2 ≤ 𝑥 ≤ 2 4𝑥 , 𝑖𝑓 𝑥 ≥ 0
4. 𝐹(𝑥) = { 5. 𝐹(𝑥) = {
1 , 𝑖𝑓 𝑥 ˃ − 2 −4𝑥 , 𝑖𝑓 𝑥 ≤ 0

EVALUATION (WW NO. 1)

Direction:A. Write the piecewise function that models this situation. B. Graph the function

1. A zumba instructor charges according to the number of participants. If there are 15 participants or
below, the instructor charges 500 (pesos) for each participant per month. If the number of participants
is between 15 and 30, he charges 400 (pesos) for each participant per month. If there are 30
participants or more, he charges 350 (pesos) for each participant.

VALUES-INTEGRATION/CORE VALUES

CHARITY = (AVAILABILITY+INVOLVEMENT)

Shows willingness to answer or address the needs of others. Prompt to offer help to meet the needs of others.

Concern about current issues. Take a clear stand and do visible actions about current issues (community).