Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 11 – ABM/ 11 – HUMSS

Daily Lesson Log Teacher NI-KHE G. MARQUEZ Learning Area GENERAL MATHEMATICS
Teaching Dates and Time AUGUST 19 - 22, 2024 Quarter 1st Quarter (WEEK 4)
11 – ABM (7:30 – 8:30 AM)
11 – HUMSS (10:50 – 11:50 AM)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learner demonstrates The learner demonstrates
understanding of key concepts of understanding of key concepts of The learner demonstrates understanding of key concepts of rational functions.
rational functions. rational functions.
B. Performance Standard The learner is able to accurately The learner is able to accurately
The learner is able to accurately formulate and solve real-life problems involving
formulate and solve real-life problems formulate and solve real-life problems
rational functions.
involving rational functions. involving rational functions.
C. MELC and MELC No. M11GM-Ib-3 M11GM-Ib-4 M11GM-Ib-5
The learner solves rational equations The learner represents a rational
and inequalities. function through its: (a) table of values, The learner finds the domain, and range of a rational function.
(b) graph, and (c) equation.
M11GM-Ic-1

The learner determines the intercepts, zeroes, and asymptotes of rational functions.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG for SHS General Mathematics, pp. TG for SHS General Mathematics, pp. TG for SHS General Mathematics, pp. 43-49
33-42 43-49
2. Learner’s Material pages LM in General Mathematics, pp. 27-33 LM in General Mathematics, pp. 35-43 LM in General Mathematics, pp. 35-43
3. Textbook pages General Mathematics by Orlando General Mathematics by Orlando General Mathematics by Orlando Oronce Series 2016
Oronce Series 2016 Oronce Series 2016
4. Additional Material from Teacher’s Guide and Learner’s Material Teacher’s Guide and Learner’s Material Teacher’s Guide and Learner’s Material
Learning Resource (LR) Portal
B. Other Learning Resources General Mathematics, Diwa General Mathematics by Diwa General Mathematics Diwa Publishing Series 2016
Publishing, ,2016 Publishing, 2016

IV. PROCEDURES
A. Reviewing previous lesson or Review the table in distinguishing as Review the definition of rational Recalling the following important properties
presenting the new lesson. rational equations, rational functions.
of functions:
inequalities , and rational functions
presented the other day.
B. Establishing a purpose for the new Give some rational equations such as
lesson x+1
=10 and ask students some
2x
strategies they could try for solving it. Presentation of the topic finding the
Next turn the equation to an inequality, From the definition, the teacher domain and range of a RATIONAL
x+1 stresses that we can also represent
like >10. Challenge the class to rational functions using table of values, Function.
2x graphs and equation.
provide as many solutions and non-
solutions as they can.
Inform the class that this lesson
provides systematic techniques to solve
rational equations and inequalities .
C. Presenting Examples/ instances of A simple rational function is presented.
the new lesson
Emphasize that:

Give the procedures in solving rational a. The domain of a RATIONAL function is

equations:
To solve rational equations : Present a simple scenario involving the set of all values that the variable can
a) Eliminate denominators by rational functions to the class like
representing the speed of a runner as take. In other words, a set of real numbers
multiplying each term of the equation by
the least common denominator. a function of time it takes to run 100 except for the x-values which will make
b)Note the eliminating denominators meters in the track using the average
q(x) = 0.
may introduce extraneous solutions. d
speed (velocity) formula s = .
Check the solutions of the transformed t
equations with the original equation. b. The range of a RATIONAL function is
the set of all values that f(x) can take.

Note: Except for the values of x that would

make the function undefined.
D. Discussing new concepts and Discuss examples and show solutions Discussing example 1. Discussion.
practicing new skills #1 on the board. Represent the speed of a runner as a
2 3 1 function of the time it takes to run 100 After plotting the points on a plane,
Example 1. Solve for x : − = meters in the track. Construct a table discuss the graph. Observe that as x
x 2x 5 of values for the speed of a runner approaches -2 from the left and from the
Solution: against different run times. right, the graph gets closer and closer to
The LCD of all denominators is 10x. Solution: the line x = -2, indicated in the figure with a
Multiply both sides of the equation by Since the speed of a runner depends dashed line. We call this line a vertical
10x and solve the resulting equation. on the time it takes the runner to run asymptote.
100
meters, we can represent speed as a
function of time.
Let x represent the time it takes the
runner to run 100 meters. Then the
speed can be represented as a function
s(x) as follows:
100
s(x) = .
x
Example 2. Solve for x: Example 2..The current world record
(as of October 2015) for the 100-meter
dash is 9.58 seconds set by the
Jamaican Usain Bolt in 2009. We start
Solution: our table of values at 10 seconds.
Factor each denominator in the fraction. Let x be the run time ands(x) be the
The LCD is (x-2)(x+2). speed of the runner in meters per
100
second, where s(x) = . The table
x
of values foe run times from 10
seconds is as follows:

x 10 12 14 16 18 20
s( 10 8. 7. 6.2 5.5 5
x) 33 14 5 6

Upon reaching this step, we can use

the strategies in solving for polynomial
equations.

Expound the explanation by saying:

Check for extraneous solutions by
substituting the answers back into the
original equation. Since x = 2will make
the original equation undefined, it is an
 extraneous solution. Since x = 5
satisfies the original equation, it is the
only solution
E. Discussing new concepts and From the table, we can observe that the Definition is presented.
practicing new skills #2 To solve rational inequalities: speed decreases with the time. We can
(a) Rewrite the inequality as a use a graph to determine if the points
single rational expression on one side on the function follow a smooth curve or
of the a straight line.
inequality symbol and 0 on the Example 3.Plot the points on the table
other side. of values on a Cartesian plane.
(b) Determine over what Determine if the points on the function
intervals the rational expression 100
takes on s(x) = follow smooth curve or a
positive and negative values. x
straight line.
i. Locate the x values for which Solution:
the rational expression is zero or Assign points on the Cartesian plane
undefined (factoring the for each entry on the table of values.
numerator and denominator is a
useful
strategy). Let us also take a look at how the
ii. Mark the numbers found in (i) function behaves as x increases or
on a number line. Use a shaded circle decreases without bound. We first
to indicate that the value is construct a table of values for f(x) as x
included in the solution set, and a increases without bound
hollow …………………….
circle to indicate that the
value is excluded. These numbers
partition
the number line into intervals.
iii. Select a test point within the
interior of each interval in (ii). The sign
of
the rational expression at this
test point is also the sign of the rational
Pl
expression at each interior
ot the points on the Cartesian plane.
point in the aforementioned interval.
By connecting the points, we can see
iv. Summarize the intervals
that they are not collinear but rather
containing the solutions.
follow a smooth curve. So, for the 100-
meter dash scenario, we have
After plotting the points corresponding
constructed a function of speed against
Example. to these values on the Cartesian plane,
time, and represented our function with
2x a table of values and a graph. we have this graph.
Solve the inequality ≥1. Express
x+1
the inequality as a single rational
expression.
 E

Definition is presented.

F. Developing mastery (Leads to Ask students to cite their own examples Representing rational functions using Board work.
Formative Assessment 3) of real-life problems.
table of values and plotting a graph of
(varied answers are expected) Find the domain of each rational
the function by connecting points.
function.
x−1
Example 4. Given f(x)= ,
x+ 1 1 2 x +3
a. f(x) = b. f(x) = 2
represent it using a table of values and x+2 x −4
plot the graph.
Find the domain, range, intercepts,
Solution: Let us construct a table of
zeroes, and asymptotes of the given
values for some x – values from -10 to rational functions:
 10: 2 x +1
1. f(x) =
3x
x−3
2. f(x) =
x+ 1
(processing)
Make the observation that the function 3 x +4
3. f(x) = 2
values appear to be increasing, but 3 x +3 x+ 1
suddenly jumps from 3 to -1, and then
starts to increase again Why would this
be the case?
Ask students to connect plot and
connect points on a Cartesian plane in
order to have better picture of the given
rational function.

Discuss also the expected mistakes in

graphing. Process the mistake right
away.
 Ask: “Why would the graph
unexpectedly break the smooth curve
and jump from point E to point F?
Explanation:
Observe that the function will be
undefined at x = -1.This means that
there cannot be a line connecting point
E and point F as this implies that there
is a point in the graph of the function
where x = -1.

Remove the segment connecting E and

F as the graph does not pass through
points with an x-value of -1.
Note: Additional example is presented.
See page 49 of the TG.

G. Finding practical applications of Apply the concepts we learned in Giving examples on practical Relate the knowledge in finding the
concepts and skills in daily living solving rational equations in solving domain and range of functions to the
problems:
word problems. saying that goes “Reap what you sow.”
Example. In an inter-barangay basketball
In an inter-barangay basketball
league, the team from Barangay
league, the team from Barangay
Culiat has won 12 out of 25 games, a Nabago has won 12 out of 25 games, a
winning percentage of 48%. How many
winning percentage of 48%. How many
games should they win in a row to
improve their win percentage to 60%. games should they win in a row to
Solution:
improve their win percentage to 60%?
Let x represent the number of games
that they need to win to raise their What will be their winning percentage if
 percentage to 60%. The team has
already won 12 out of their 25 games. If
they win x games in a row to increase
their percentage to 60%, then they they win? 10 games in a row? 15? 20?
would
have played 12+x games out of 30 ? 50? 100 games?
their 25+x games. The equation is (refer to pages 50-51).
12+ x
=0.6 .
25+ x
The equation is a rational equation.

H. Making generalizations and

abstractions about the lesson To solve rational equations :
a) Eliminate denominators by
multiplying each term of the equation by
Rational Functions can be represented How will you identify and find the
the least common denominator.
by a table of values, graphs, and domain and range of a function.
b)Note the eliminating denominators
equation.
may introduce extraneous solutions.
Check the solutions of the transformed
equations with the original equation.

I. Evaluating learning Determine whether the given is a

rational function, rational equation, a
rational inequality, or none of these.

x+1
1. =10
2x
Answer: rational equation
Find the domain and range of each
2. f(x) = -5x - 4 x−1
3
√ rational function.
Answer: none of these See Attachment.
x+ 1 2 x−3
x+1 a. f(x) = b. f(x) = 2
3. ≤10 x−2 x −4
2x
Answer: rational inequality

x−1
4. f ( x )=
x +1
Answer: rational function

J. Additional activities for application Assignment: (See Attachment) Recalling the following important
or remediation
 properties of functions:

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on A. ____ No. of learners who earned A. ____ No. of learners who earned A. ____ No. of learners who earned 80% in the evaluation
the formative assessment 80% in the evaluation 80% in the evaluation
B. No. of learners who scored below B. ____ No. of learners who require B. ____ No. of learners who require B. ____ No. of learners who require additional activities for remediation
80% (needs remediation) additional activities for remediation additional activities for remediation
C. No. of learners who have caught up C. Did the remedial lessons work? C. Did the remedial lessons work? C. Did the remedial lessons work? _____ No. of learners who have caught up the
with the lesson. _____ No. of learners who have caught _____ No. of learners who have caught lesson.
up the lesson. up the lesson.
D. No. of learners who continue to D. ___ No. of learners who continue to D. ___ No. of learners who continue to D. ___ No. of learners who continue to require remediation
require remediation require remediation require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ ___ Group collaboration ___ ___ Group collaboration ___ Games ___ Poweerpoint presentation
Games ___ Poweerpoint Games ___ Poweerpoint Answering preliminary activities/exercises
presentation presentation ___ Discussion ___ Differentiated Instruction
Answering preliminary Answering preliminary ___ Case Method ___Role Playing /Drama
activities/exercises activities/exercises ___ Think-Pair-Share (TPS) ___ Doscivery Method
___ Discussion ___ Discussion ___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
___ Differentiated Instruction ___ Differentiated Instruction Why?
___ Case Method ___ Case Method ___ Complete Ims
___Role Playing /Drama ___Role Playing /Drama ___ Availability of Materials
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Pupil’s eagerness to learn
___ Doscivery Method ___ Doscivery Method ___ Group member’s cooperation in doing their tasks
___ Rereading of ___ Rereading of
Paragraphs/Poems/Stories ___ Lecture Paragraphs/Poems/Stories ___ Lecture
Method Method
Why? Why?
___ Complete Ims ___ Complete Ims
___ Availability of Materials ___ Availability of Materials
___ Pupil’s eagerness to learn ___ Pupil’s eagerness to learn
___ Group member’s cooperation in ___ Group member’s cooperation in
doing their tasks doing their tasks
F. What difficulties did I encounter ___ Bullying among learners ___ Bullying among learners ___ Bullying among learners ___ Equipment (AVR/LCD)
which my principal or supervisor can ___ Equipment (AVR/LCD) ___ Equipment (AVR/LCD) ___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab
help me solve? ___ Learner’s behavior/attitude ___ Learner’s behavior/attitude ___ Colorful Ims ___ Additional Clerical Works
___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab ___ Unavaailable Technology ___ Reading Readiness
___ Colorful Ims ___ Colorful Ims
___ Additional Clerical Works ___ Additional Clerical Works
___ Unavaailable Technology ___ Unavaailable Technology
___ Reading Readiness ___ Reading Readiness
G. What innovation or localized A. ____ No. of learners who earned A. ____ No. of learners who earned A. ____ No. of learners who earned 80% in the evaluation
materials did I use/discover which I 80% in the evaluation 80% in the evaluation
wish to share with other teachers?
Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV
ACTIVITY SHEET (for discussion )
 ASSIGNMENT
2
x + x−6
For the function f(x) = 2 :
x + x−20
a. Identify values where the function will be undefined.
b. Construct a table of values for -6 ≤ x ≤ 2where x takes on integer values.

Answer a: x = 4,-5

Answer b:

x -6 -5 -4 -3 -2 -1 0 1 2
f(x) 2.4 und -0.75 0 0.22 0.3 0.3 0.22 0