School Bayugan City Senior High School Grade Level Grade XI
Teacher LOREEN B. ROA Learning Area General Mathematics
Teaching Week 3 Quarter I
Dates and
GRADES 1 to 12
Time
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards The learner demonstrates key concepts of rational functions.
B. Performance Standards The learner is able accurately formulate and solve real-life problems involving rational
function.
Learning Competency: Determine the: a) intercepts; b) zeroes; and c) asymptotes of
rational function
C. Learning Competencies/
Learning Objectives:
Objectives
1. Define an asymptote, zeroes of function and intercepts;
2. Solve for the asymptotes, zeroes and intercepts;
II. CONTENT Intercepts, Zeroes and asymptotes of rational functions
III.LEARNING RESOURCES teacher’s guide, learner’s module,
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages 48-63
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
Recall of important concepts:
Start the lesson by recalling the following important properties of functions:
(a) The domain of a function is the set of all values that the variable x can take.
A. Review previous lesson or
(b) The range of a function is the set of all values that f(x) can take.
presenting the new lesson
(c) The zeroes of a function are the values of x which make the function zero. The real
numbered zeroes are also x-intercepts of the graph of the function.
(d) The y-intercept is the function value when x = 0.
B. Establishing a purpose for Determine the intercepts, zeroes; and asymptotes of rational functions
the lesson
Let the students graph a function by group: (by group of 3)
C. Presenting examples/ Consider the function:
instances of the new f(x) =(x-2)/( x+2)
lesson(20 minutes) (a) Find the intercepts
(b) make a table of values
Discuss:
D. Discussing new concepts We set the x=0 in finding the y-intercept and solve the y of
and practicing new skills #1 the function and set y=0 in finding the x-intercept and solve
for the value of x in the function and give examples.
The teacher will discuss Asymptote:
Vertical asymptotes, take away the denominator of the function and equate it to
0 and find the value of x.
horizontal asymptotes,
a. If the degree of the numerator and denominator is equal, we use y= ratio of
leading coefficient
b. if y=0, if the degree of the numerator is lower than the degree of the
denominator
E. Discussing new concepts
c. If the degree of the numerator is higher, no horizontal asymptote but a slant
and practicing new skills #2
asymptote.
.
Find the asymptotes of the following:
1. f(x) =1/ (x2 – 4) answer y=0, x= 2,-2
2. f(x) =( x2+1)/x-1answer y=0, x= 1
3. f(x) = (2x+1)/(x+4) answer y=2, x= -4
.
F. Developing mastery (leads Solve the intercepts, zeroes and asymptotes.
to formative assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
Ask a student on how to find the domain, range, asymptote and zeroes of the function.
H. Making generalizations and
abstractions about the
lesson
A. Find the asymptote, zeroes and intercepts of the following functions:
(a) f(x) =3 /(x + 1)
(b) f(x) =3/( x2 + 2x + 1)
I. Evaluating Learning (c) f(x) =3x/( x + 4)
(d) f(x) =(2x + 3)/ x−7
(e) f(x) =(x−3)/(x−1)
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
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
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
Prepared by:
Gladys V. Casanares
