Lesson Exemplar in MATHEMATICS 11 Using the IDEA Instructional Process

LESSON SDO Rizal Grade Level 11

EXEMPLA Name Florabel F. Hilario Learning Area General Mathematics
R Teaching Date and Time Week 1 (Day 3) Quarter First

I. OBJECTIVES
A. Most Essential Learning
Performs addition, subtractions, multiplication, division and composition
Competencies (MELC) of functions
(if available write the indicated MELC)
D. Enabling Competencies
(if available write the attached enabling
competencies)
II. CONTENT Functions and Their Graphs
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages Gen Math Teachers Guide pages 14 – 22

b. Learner’s Guide Pages Gen Math Learners Material pages 13 -20

c. Textbook Pages General Mathematics for Senior High School, Anaon Grace, et.al.
Pages 8 - 10
d. Additional Materials from Learning https://www.mathsisfun.com/sets/functions-operations.html
Resources https://www.mathsisfun.com/sets/functions-composition.html
https://www.youtube.com/watch?v=_J5LR_oXFqU
https://lrmds.deped.gov.ph/detail/12238
https://lrmds.deped.gov.ph/detail/12237
B. List of Learning Resources for https://cdn.kutasoftware.com/Worksheets/Alg2/Function
Development and %20Operations.pdf
Engagement Activities https://www.bookwidgets.com/play/A9LCAW

IV. PROCEDURES Blended learning, also known as b – learning is a combination of offline

and online instruction where students interact with the instructor, the
material, and other students through an online platform via zoom,
google meet, at Edmodo in synchronous teaching in a given time and
date. Asynchronous teaching via google classroom, email, discussion
boards, digital curriculum materials where instructions and learning do
not occur in the same place and at the same time.
A. Introduction Activity 1: Widget Time!
Online (can be synchronous or asynchronous)
In this activity the student will use the bookwidgets which can be used
online and can be saved in PDF for offline platforms. The activity serves
as a pre – assessment to know how far the students know about the
topic. Also this learning modality can have the consolidation of the
score and records feedback of each response of the students.
Offline: A soft copy of the given task and PowerPoint presentation (to
be downloaded by the student) will be given to the parent or guardian
thru USB, email, digital or printed handouts and worksheets.
Also, a recorded video of the lesson can be used by the teacher
and to be distributed to students for their reference.
Modular: A printed material of all examples and activity tasks should be
handed to the student for compilation in their portfolio (Gist Hub) and
to be submitted by the parent or guardian of the students weekly or
before the end of the chapter in their most convenient time.

Task: Use the link below for the presentation of the lesson. e answer to
the questions can be determine during the live teaching
https://www.bookwidgets.com/play/A9LCAW

Question to ponder
1. How do you find the activity?
2. What did you do to get the answer on the given?
3. Are you happy with the result? Why or why not?
4. What particular lesson reminds you after answering the activity?

Activity 2: “Function Tanong”

Present the activity through power point presentation
The teacher will present each of the illustrations below, and then, as
the teacher shows it, she will ask a question to the student and let the
student answer it. The teacher may use the questions below as
reference.

1. (f + g)x = f(x) + g(x)

2. (f - g)x = f(x) + g(x)

3. (f . g)x = f(x) + g(x)

f
4. x = f(x) / g(x); g(x) is not equal to 0
g

5.(f o g)x = f(x) 0 g(x)

Questions to Ponder:
1. What is shown in each example?
2. What operation is used in each example?
3. Can you explain each of them?
4. How is f and g defined in each example?
5. Take a look at example number 5? What can you say about it?

Note: The teacher must emphasize that, the domain f +g , f −g, f • g ,

f
is the intersection of the domains of f and g, with the added
g
restriction on the quotient function.
However, f ᴑ g consists of the set of values of x for which g(x) is
contained in the domain of f.

Online – Synchronous: The activity will be executed in either google

meet, streamyard, zoom etc. The answer of the students to the
questions can be determined since the Socrative method of teaching
will be applied upon actual teaching.
Offline: A soft copy of the given task and PowerPoint presentation will
be given to the parent or guardian or students’ thru USB, email, digital
handouts and worksheets.
Also, a recorded video of the lesson can be used by the teacher
 and to be distributed to students for their reference.
Modular: The task above is included in the printed learning module
which will be handed to the students for compliance of the tasks in this
activity. The task is on page 11 of the learning module.

A. Development Activity 3: Let’s TALK it One by One!

The teacher will present the given example and interaction
between teacher and student will take place (discussion). Additional
examples can be given by the teacher. The example is for teacher’s
reference only.

Given f ( x )=x +1∧g ( x )=x 2−x - 2, find the following.

1. ( f + g )( x )
2. ( f −g ) ( x )
3. ( f • g )( x )
f
4.
() g
(x)
5. ( f ᴑ g ) ( x )

Questions to Ponder:
1. How can you explain each?
2. What does the figure indicate?

Online –Synchronous: Using google meet, zoom, streamyard, etc ,

present the task above.
Offline: A soft copy of the given task and PowerPoint presentation will
be given to the parent or guardian or students’ thru USB, email, digital
handouts and worksheets.
Also, a recorded video of the lesson can be used by the teacher
and to be distributed to students for their reference.
Modular: A printed material of all examples and activity tasks should be
handed to the student for compilation in their portfolio (Gist Hub) and
to be submitted by the parent or guardian of the students weekly or
before the end of the chapter in their most convenient time.

Activity 4: Study time!

Using the link below, the students will study how functions were solved
using different operations.
https://www.mathsisfun.com/sets/functions-operations.html
https://www.mathsisfun.com/sets/functions-composition.html

Questions to Ponder:
1. How the function was solved using addition? Subtraction?
Multiplication? Division?
2. What can you say about solving composition of function?
3. Is using operations on functions the same as solving composition of
functions? Why or why not?
4. Explain how composition of function was solved.

Online - Synchronous: Present the task above to the students using

google meet or zoom FB page
Offline: A soft copy of the given task and PowerPoint presentation will
be given to the parent or guardian or students’ thru USB, email, digital
handouts and worksheets.
 Also, a recorded video of the lesson can be used by the teacher
and to be distributed to students for their reference.
Modular: A printed material of all examples and activity tasks should be
handed to the student for compilation in their portfolio (Gist Hub) and
to be submitted by the parent or guardian of the students weekly or
before the end of the chapter in their most convenient time.

Activity 5: Pay Attention!

To support the previous activities, the teacher may instruct the
students to watch the video using the link below.
https://www.youtube.com/watch?v=_J5LR_oXFqU

Question to Ponder:
How will you solve function using:
a. the sum function
b. the difference function
c. the product function
d. the quotient function
e. the composite function

Online - Synchronous: Present the task above to the students using

google meet or zoom FB page
Offline: A soft copy of the given task and PowerPoint presentation will
be given to the parent or guardian or students’ thru USB, email, digital
handouts and worksheets.
Also, a recorded video of the lesson can be used by the teacher
and to be distributed to students for their reference.
Modular: A printed material of all examples and activity tasks should be
handed to the student for compilation in their portfolio (Gist Hub) and
to be submitted by the parent or guardian of the students weekly or
before the end of the chapter in their most convenient time.

B. Engagement Activity 6: NEWS ALERT!

News: March is the start of the saddest and scariest moment of all
people in the whole world particularly in the Philippines, as it is the start
of the spreading of the latest deadliest virus in the world. Lots of people
got infected and died because of this. Many front liners gave their life
just to save those infected. Now, as an individual and an efficient
individual of the Filipino community, what will you do to help the cry
battle to this pandemic? To answer the question, you need to solve the
given below using operations on functions. And then, write the
corresponding letter above the correct answer.

______ _______ _______ ______ _______ ________ ________ _______

11 −3 a2
-7 -59 -6 2n+1 16 x 2−8 x−1
2 −2 a−4
2 x2 −2 x−6

A. S. + 4 + 2n

Find Find

T. Y. + 2

Find Find

H. O. 3
 Online – Asynchronous: Using Google drive
Offline: A soft copy of the given task and PowerPoint presentation will
be given to the parent or guardian or students’ thru USB, email, digital
handouts and worksheets.
Also, a recorded video of the lesson can be used by the teacher
and to be distributed to students for their reference.
The activity can be distributed also through email in which the student
can answer it offline. The picture or output can be placed in students e
– portfolio.
Modular: The task above is included in the printed learning module
which will be handed to the students for compliance of the tasks in this
activity. The task is on page 13 of the learning module.
C. Assimilation Activity 7: Challenge yourSelf!
Task: The teacher will instruct the students to make a riddle of their
own in which the given includes the operations on functions and they
must indicate the solution of each given
Online – Asynchronous: The activity will be uploaded to the google
classroom created by the teacher.
Offline: The activity can be sent in the email of the student (if any) or in
google docs or a soft copy in USB.
Modular: The instruction regarding the activity is stated in the module
while the output is to be written in a bond paper subject for
compilation in portfolio and to be submitted to the teacher every end
of the week.
V. REFLECTION Activity 8: My Exist Assessment Ticket
The teacher will instruct the students to do my exit assessment ticket
task by completing the phrases on it.

MY EXIT ASSESSMENT TICKET

Topic: Operations on functions

Things I learned today________________________________________

Things I found interesting_____________________________________
Question I still have__________________________________________

Online – Asynchronous: This activity can be done in google docs. The

teacher will instruct the student to complete the exit ticket on
operations of functions below by answering each part.
Offline: The copy of the exit assessment ticket will send to the email of
the student or a soft copy in USB
Modular: The activity is in the learner’s module on page 14. The answer
will be placed in a bond paper subject for compilation in the student's
portfolio and submission to teacher at the end of the week.