School Balesin Integrated Grade Level 11-MMV

LESSON EXEMPLAR School

Teacher Marvel A. Onra Learning Area General Mathematics
Teaching Date August 24-27 Quarter First Quarter
Teaching Time No. of Days 4 days

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES At the end of the lesson, the At the end of the lesson, At the end of the lesson, the learner is able to
learner is able: the learner is able to perform addition, subtraction, multiplication,
1. Define function and evaluate functions and division, composition of functions, and solve
relation solve problems involving problems involving functions.
2. Differentiate whether functions.
function or not
3.

A. Content Standard The learner demonstrates understanding of key concept of functions.

B. Performance The learner is able to accurately construct mathematical models to represent real-life situations using functions.
Standard
C. Most Essential At the end of the lesson the At the end of the lesson At the end of the lesson, the learner is able to
Learning learner is able to represents the learner is able to perform addition, subtraction, multiplication,
Competencies real-life situations using evaluate a function. division, composition of functions, and solve
(MELC) functions, including piece-wise problems involving functions.
functions.
D. Enabling *The students should determine *The student should *The student should have prior knowledge on the
Competencies the x and y values in the set. have knowledge about Operations on algebraic expressions.
*the student should know the substitution.
horizontal and vertical line in the
graph
II. CONTENT Functions and Their Graphs
III. LEARNING
RESOURCES
A. References
a. Teacher’s Pages 1-11 Pages 11-13 Pages 14-22
Guide Pages
b. Learner’s Page 1-9 Pages 10-12 Pages 13-20
Material Pages
c. Textbook
Pages
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
Activities
IV. PROCEDURES
A. Introduction What they need to know? What they need to know? What they need to know?
 Give students a diagnostic test  Introduce the objective  Introduce the objective in class (what they need
about functions in class (what they to know about the lesson)
 Introduce the objective in class need to know about  Present the content of the lesson)
(what they need to know about the lesson) What’s new?
the lesson)  Present the content of  How to perform addition and subtraction if they
 Present the content of the the lesson have the same denominator?
lesson What’s new?  How about when the denominator is not the same?
What’s new?  The learners will  How to multiply functions?
 The learners will answer the answer the questions  How to divide functions?
questions indicated at the indicated at the  How to solve the functions?
beginning of this portion. beginning of this
1. What is a relation? portion.
2. What is a function? 1. What is evaluating a
 3. How to determine whether a function?
relation is functions or not? 2. How will you
4. What is Vertical Line Test? evaluate a function?

B. Development What I know? What I know? What I know?

 Which of the following is a Evaluate the following 1 2
functions at x = 1.5: and
function?  Find the sum of 3 5
f ={ ( 1,2 ) , ( 2,3 ) , ( 3,5 ) , ( 4,7 ) }  f (x )=2 x+1 1 2
and
g= { (1,3 ) , ( 1,4 ) , ( 2,5 ) , ( 2,6 ) , ( 3,7 ) } q( x )=x 2−2 x +2  Find the sum of x−3 x−5
h={ ( 1,3 ) , ( 2,6 ) , ( 3,9 ) , .. . , ( n , 3 n ) , .. .. } g( x)= √ x+1 10 15
 and
 After answering, they may 2 x+1  Find the product of 21 8 . Use
r( x )= cancellation of factors when convenient.
check their work in the  x−1
statement next to the  After answering, they  2
Find the product of
2
may check their work x −4 x−5 x −5 x+ 6
and
questions they answered. in the solution x 2 −3 x +2 x 2 −3 x−10
2 2
What’s in? provided from the 2 x +x−6 x −2 x −8
by
 Teacher will give another module. 2 2
 Divide 2 x +7 x +5 2 x −3 x −20
activity to students in What’s in?  After answering, they may check their work in
 Find g(-4) and r(1) the solution provided from the module.
determining whether a where g and r are as
functions or not using defined in the
What’s in?
previous example.
mapping diagram. (included
 After answering, they Definition. Let f and g be functions.
in the module) may check the 1. Their sum, denoted by f + g is the function denoted
 After answering they may answer in the solution ( f +g ) (x )=f ( x )+g ( x )
provided from the by
check the answer from the module. 2. Their difference, denoted by f - g is the function
paragraph next to the What’s It? ( f −g ) ( x )=f ( x )−g (x )
denoted by
questions they answered. Evaluate the following
functions, 3. Their product, denoted by f •g is the function
What’s It?
 Teacher will give activity to  f (x )=2 x+1 ( f⋅g ) ( x )=f ( x )⋅g( x )
denoted by
where x = 3x-1
the student on which is the 4. Their quotient, denoted by f / g is the function
 q( x )=x 2−2 x +2
graph of functions. denoted by excluding the values of x where g(x) = 0.
where x = 2x+3
 After answering they may  After answering, they
check their answer in the may check their work Use the following functions below for example 6.
in the solution  f (x )=x+3
statement after the questions provided in the
 p( x )=2 x−7
they answered. module.
 v ( x )=x2 +5 x+4
x+7
h( x )=
 2−x
x −2
t( x )=
 x+3
Determine the following functions.
1. (v + g)(x)
2. (f • p)(x)
3. (f + h)(x)
4. (p – f)(x)
5. (v / g)(x)
6. (p ○ f)(x)

 After answering, they may check the answer in

the solution provided from the module.

What’s It?

Give student another task to answer. (Example 6-
12 in the module)
 
After answering they may check the answer in the
module.
7. Engagement What’s more? What’s more? What’s more?
 Give them an activity that  Evaluate the  If f (x )=3 x−1 and g( x )=2 x +3 , find:
will help them apply what following function at a. f+g
they have learned about the x=5 b. f–g
lesson (Identifying whether 1. f (x )=4 x−30 c. f•g
a relation a function or not) 2. d. f○g
What I can do? 2 f
I. TRUE or FALSE f (x )=2 x −4 x+7
________1. A function e. g
is a rule that relates What I can do?
values from a set of  Evaluate the What I can do?
values (called the following:  If f (x )=x−5 and g( x)=4 x−7 , find:
domain) to a second set 3. g( x )=12 x−4 a. f+g
of values (called the
range). 3 x−6 b. f–g
f (x )= c. f•g
________2. A graph 4. x−2
represents a function if d. f○g
and only if each vertical 5. f (x )=√ 7 x+1 f
line intersects the graph e. g
at most twice. What other enrichment
________3. A function is activities can I engage
What other enrichment activities can I engage
a relation where each in? (Additional
in? (Additional Activities)
element in the domain is Activities)
related to only one value  Cite for other  If f (x )=2 x+11 and g( x )=x 2 −11 , find
in the range by some rule. example problem of f ○ g.
________4. It is a evaluating function
function if and only if
they have the same x-
values but different y-
values.
 ________5. The domain
of a relation is the set of
all possible values that
the variable x can take.
What other enrichment
activities can I engage in?
(Additional Activities)
 Cite the real-life situation of
functions.
Determine whether the following Solve the following: 2
If f (x )=3 x −1 and g( x)=x +1 , find:
8. Assimilation
is a function or not. Write F if it  Evaluate the
a. f + g
is a function and N if not. following function at
_____1. b. f – g
x=3
c. f • g
{ ( 7,5 ) , (3,4 ) , (2,9 ) , ( 5,4 ) } a. f (x )=x−3
d. f ○ g
_____2. { ( 1,3 ) ( 2,4 ) , ( 1,8 ) , ( 2,7 ) } f
_____3. b. g( x )=x 2 −3 x+5 g
{( 3 , 10 ) , ( 4 , 10 ) , ( 8 ,10 ) , ( 5 ,10 ) } e.
_____4. x 2 +1
X Y p( x )=
c. x−4

1 3
2 6 d. f (x )=|x−5|
3 9 where |x−5|
4 12 means the absolute
5 15 value of x-5.

_____5.
X Y

1 2
2 4
3 5
4 8
5 9
V. REFLECTION The learners, in their notebook, The learners, in their The learners, in their notebook, journal or
I understand journal or portfolio will write notebook, journal or portfolio will write their personal insights about
that_______________ their personal insights about the portfolio will write their the lesson using the prompts below.
I realized lesson using the prompts below. personal insights about
that__________________ the lesson using the I understand that _____________.
I understand that prompts below. I realize that __________________.
_____________.
I realize that I understand that
__________________. _____________.
I realize that
__________________.