GRADES 1 to 12 School BAMBAD NATIONAL HIGH SCHOOL Grade Level 11

DAILY LESSON LOG Teacher EDCEL LADRILLO BAGSIC Learning Area GENERAL MATHEMATICS
Teaching Dates and Time Week 5 Quarter 1

Day 1 Day 2 Day 3 Day 4

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 learners demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic
functions..
B. Performance Standards The learner is able to apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate and
solve real-life problems with precision and accuracy.
C. Learning Graphs inverse functions. Solves problems involving Represents real-life situations Distinguishes between
Competencies/Objectives M11GM-Ie-1 inverse functions. M11GM- using exponential functions. exponential function,
Ie-2 M11GM-Ie-3 exponential equation, and
exponential inequality.
M11GM-Ie-4
II. CONTENT FUNCTIONS AND THEIR GRAPHS.
III. LEARNING RESOURCES
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of
concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide 75-82 83-86 87-93 93-94
pages
2. Learner’s Materials
pages
3. Textbook pages Oronce, Orlando A. 2016. General
Mathematics, p.51.

4. Additional
Materials from
Learning Resource
(LR) portal
 B. Other Learning Inverse Functions - Applications.
Resources https://www.youtube.com/watch?
v=AyNLJ6HsOf0&t=39s
Application of Inverse Function
Cost and Guests.
https://www.youtube.com/watch?
v=ivX0lI6oGCw
IV. PROCEDURES
A. Reviewing previous As a review give the following Start the lesson by asking the The teacher will ask if they As a recall on the previous
lesson or presenting activity to the students. students. have an idea of exponential lesson let the students define
the new lesson Present 3 sets of ordered pairs, What is inverse functions? functions? Can you cite some exponential function?
let the students locate the How do we find the inverse examples of real life situations
points on a Cartesian plane and of functions? Their answers that shows exponential
connect the points. will based on the lesson on function?
the previous day.
B. Establishing a  How to locate points on Tell the students that we can The teacher gives jumbled Let the students discover the
purpose for the the plane? apply the concepts of inverse letters to form a word relating differences of the following:
lesson  Is the activity easy? function in solving real life to real life problem involving  Exponential function
 What do you think is problems. exponential function such as  Exponential
our topic base on the bacteria, cancer cells, bank Equation
activity given? loans and population by  Exponential
defining such terms and each Inequality
student will answer as quick as
they can.
Abcterai
Cerancllecs
Abknolans
Pupoaliotngorthw

C. Presenting Let the students go to their Present this to the class. Ask The students will present their Present the following on the
examples/instances respective group. The teacher the class to think of a answers on the previous board and let the students
of the new lesson will give inverse function nonnegative number, add two activity and they will explain it distinguish which of the
assign to each group. to the number, square to the class why is this given is
the number, multiply the situation represents  Exponential function
result by 3 and divide the exponential.  Exponential
result by 2. If the result is 54, Equation
what is the original
 number? Construct an inverse  Exponential
function that will provide the Inequality
original number. 1. f(x) = 2x
2. 2x = 16
3. 32x ˂ 27.
D. Discussing new The students will work on Guide the students on the The students will be group into The students discover a
concepts and their group to do their steps in solving problems. four and each of them will concept on the topic. Group
practicing new skills assign task on drawing the Ask them if they still create their own real life themselves into three.
#1 graph of inverse function. remember the steps. problems that shows Group 1 will give examples
exponential function. They will of exponential equations.
give at least 5 examples. Group 2 will have
exponential equations
Group 3 will have
exponential inequality.
E. Discussing new The students will draw the Let the students present their They will write their answers They will write their
concepts and graph of the inverse function answer on the board. in the cartolina. Prepare a short answers and post it on the
practicing new skills assign to them and write it on yell for the preparation of their board.
#2 the manila paper. reporting.
F. Developing mastery The reporter of the group will Ask the following The students will report their The group will check the
(Leads to Formative present their output in the questions to the students. output to the class. outputs of the other group
Assessment) class.  How did you arrive at and they will find out if
your answer? their answers is correct.
 Did you agree at once The teacher will do the final
with your answer? checking.
G. Finding practical The students will find out if  Give this additional Do you find the activity related What did you learn from the
application of the graph of the inverse questions : to our everyday living? given activity?
concepts and skills function is one- one by  Did you find any What is the importance of How did you find the group
in daily living applying the vertical line test. difficulty in solving the knowing those things? activity?
They can also check it through problem?
its table of values.  What are your
difficulties?
 How will you address
those difficulties?
H. Making In graphing inverse functions, Steps in solving problems Exponential functions occur in Exponential Equation – is
generalzations and given the graph of a one-to- involving inverse functions various real world situations. an equation involving
 abstraction about one function, the graph of its 1. Identify the problem Exponential functions are used exponential expressions.
the lessons. inverse can be obtained by 2. Write the given and to Exponential Function –
reflecting the graph about the its corresponding model real-life situations such function of the form f(x) =
line y = x. mathematical symbol as population growth, bx , where b˃ 0, b≠ 1.
3. Write the radioactive decay, carbon Exponential Inequality –
mathematical function dating, growth of an inequality involving
4. Find the inverse of the an epidemic, loan interest rates, exponential expressions.
function and investments
5. Substitute the given
and solve
6. Check the final answer
I. Evaluating learning Graph the following inverse Answer the following (GROUP ACTIVITY) Distinguish which of the
functions. Use graphing paper. problem: The students will prepare following are exponential
1. f-1(x) = x-1 Arnold and Tina are playing a materials. One 2-meter function, exponential
2 number-guessing game. string and a pair of equation and exponential
2. f-1(x) = x3 - 1 Arnold asks Tina to think of a scissors for each group. inequality.
. positive number, triple the Let the group follow the 1. f(x) = 3x
number, square the result, and steps: 2. y = ex
then add 7. If Tina’s answer (a) At Step 0, there is 1 string. 3. 22 (5x+1) = 500
is 43, what was the original (b) At Step 1, fold the string 4. 625 ≥ 5x+8
number? Use the concept of into two equal parts and then 5. y = 5-x
inverse function in your cut at the middle. How many 6. 5x = 125
solution strings of 7. f(x) = -4x
equal length do you have? 8. 3x+2 ≥ 27
Enter your answer in a table. .
(c) At Step 2, again fold each
of the strings equally and then
cut. How many strings of equal
length
do you have? Enter your
answer in your table.
(d) Continue the process
until the table is
completely _filled-up.
( Let the student create a
table, on the first row will
 be the steps and in the
second row is the number
of strings.)
J. Additional activities The teacher will provide Solve the following problem: The teacher will provide
for application or additional activities if it is Pedro and Maria are planning additional activities if it is
remediation needed. a wedding reception at a needed.
Banquet Hall. It costs them a
base fee of P10, 000.00 plus
P100.00 per guest. If their
budget for hall expenses is
limited to P1000.00,
a. State the cost as a
function of number of
guests
b. Determine the
expression for the
inverse

REMARKS
REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week.
What works? What else needs to be done to help the 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% in the
evaluation.
B. No. of learners who require additional
activities for remediation.
C. Did the remedial lessons 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:

EDCEL L. BAGSIC
Special Science Teacher I

Checked:

GERARD A. JULLAR
Master Teacher II

Noted:

ABAS S. DOLLENTE
Secondary School Principal I