GRADE -11 STEM, HUMSS,

SCHOOL Educational Systems Technological Institute GRADE LEVEL

DAILY LESSON ABM, TVL
LOG TEACHER Baby Ann P. Motar LEARNING AREA GENERAL MATHEMATICS
TEACHING DATES & TIME WEEK 1(JULY 29 –AUGUST 2, 2024) QUARTER 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

AUGUST 1, 2024 AUGUST 2, 2024
I. OBJECTIVES
A. Content Standards The learner demonstrates key concepts of functions.
B. Performance Standards The learner is able to accurately construct mathematical models to represent real-life situations using functions.
The learners represent real-life situations using functions, including piece-wise
functions. (M11GM-Ia-1)

C. Learning Competencies / a. Recall the concepts of relations and functions;

Objectives b. Define and explain functional relationship as a mathematical model of
situation; and
c. Represent real-life situations using functions, including piece-wise function.

FIRST DAY OF COURSE

II. CONTENT HOLIDAY Functions and Their Graphs: Representations of Functions
SCHOOL ORIENTATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Pages 1 –11
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous Review on the Functions from Junior High School
lesson or presenting the Before we proceed in representing real-life scenario using function, let’s go back
new lesson Greeting to where we start. What have you remembered about relations and functions?
Teacher Introduce A relation is any set of ordered pairs. The set of all first elements of the ordered
yourself pairs is called the domain of the relation, and the set of all second elements is
Student Introduce called the range.
yourself A function is a relation or rule of correspondence between two elements
(domain and range) such that each element in the domain corresponds to
exactly one element in the range.
B. Establishing a purpose for Course Requirements: Motivation: PICTURE ANALYSIS
the lesson Notebook Set of babies and set of mothers
Index card with picture Set of restaurants and set of cashiers
Portfolio (compilation of (Relationship of each set)
 activities)
C. Presenting Introducing the lesson for Mention that we will represent mathematical relations as machines with an input
examples/instances of the the whole week. and an output, and that the output is related to the input by some rule.
new lesson

D. Discussing new concepts Functions and relations as a set of ordered pairs

and practicing new skills To further understand function, let’s study the following.
#1 Given the following ordered pairs, which relations are functions?
A = {(1,2), (2,3), (3,4), (4,5)}
B = {(3,3), (4,4), (5,5), (6,6)}
C = {(1,0), (0, 1, (-1,0), (0,-1)}
D = {(a,b), (b, c), (c,d), (a,d)}

You are right! The relations A and B are functions because each element in the
domain corresponds to a unique element in the range. Meanwhile, relations C
and D are not functions because they contain ordered pairs with the same
domain [C = (0,1) and (0,-1), D = (a,b) and (a,d)].

Functions and relations as a table of values

How about from the given table of values, which relation shows a function?

That’s right! A and B are functions since all the values of x corresponds to
exactly one value of y. Unlike table C, where -1 corresponds to two values, 4
and 1.
We can also identify a function given a diagram. On the following mapping
diagrams, which do you think represent functions?

Functions and relations as a mapping diagram

 You are correct! The relations A and C are functions because each element in
the domain corresponds to a unique element in the range. However, B is a mere
relation and not functions because there is a domain which corresponds to more
than one range.

E. Discussing new concepts Functions as a graph in the Cartesian Plane (Vertical Line test)
and practicing new skills How about if the given are graphs of relations, can you identify which are
#2 functions? Do you still remember the vertical line test? Let’s recall.

Yes, that’s right! A and C are graphs of functions while B and D are not because
they do not pass the vertical line test.

In Mathematics, we can represent functions in different ways. It can be

represented through words, tables, mappings, equations and graphs.

Functions as representations of real-life situations

  The situations above all illustrate functions. The function rule in the first
situation is the product price. The input (domain) is the money used by
Mark combined with selected button while the output (range) is the
product. This also shows a one-to-one correspondence where a
specific amount corresponds to a specific product.
 The diameter-circumference relationship is also a function. The
diameter is the input while the circumference is the output. What’s the
function rule? As they divide each circumference by its diameter they
would notice a constant ratio which is a rough approximation of pi.
 A weekly salary is a function of the hourly pay rate and the number of
hours worked. This function was being illustrated by the third situation
where Margareth was being paid for her doing a specific job. This could
also illustrate a many-to-one relationship where the employees
(domain) including Margareth is receiving the same amount of salary
(range).
 Then lastly, the length of a shadow is a function of its height and the
time of day. This is what the group of students applied to measure the
height of the Narra tree. The same function rule (ratio) by which we
compare the length of an upright ruler to its shadow will help us find the
unknown input (the height of the large object) when we measure its
shadow.
All the given situations above can be illustrated using what we call a function
machine.
The Function Machine
Function can be illustrated as a machine where there is the input and the output.
When you put an object into a machine, you expect a product as output after the
process being done by the machine.

You have learned that function can be represented by equation. Since output (y)
is dependent on input (x), we can say that y is a function of x. For example, if a
function machine always adds three (3) to whatever you put in it. Therefore, we
can derive an equation of x + 3 = y or f(x) = x+ 3 where f(x) = y.
 Piecewise Functions
There are functions that require more than one formula in order to obtain the
given output. There are instances when we need to describe situations in which
a rule or relationship changes as the input value crosses certain boundaries. In
this case, we need to apply the piecewise function.
A piecewise function is a function in which more than one formula is used to
define the output. Each formula has its own domain, and the domain of the
function is the union of all these smaller domains. We notate this idea like this:

Look at these examples!

A. A user is charged ₱250.00 monthly for a particular mobile plan, which
includes 200 free text messages. Messages in excess of 200 are charged ₱1.00
each. Represent the monthly cost for text messaging using the function t(m),
where m is the number of messages sent in a month.

B. A certain chocolate bar costs ₱50.00 per piece. However, if you buy more
than 5 pieces they will mark down the price to ₱48.00 per piece. Use a
piecewise function to represent the cost in terms of the number of chocolate
bars bought.

C. The cost of hiring a catering service to serve food for a party is ₱250.00 per
head for 50 persons or less, ₱200.00 per head for 51 to 100 persons, and
₱150.00 per head for more than 100. Represent the total cost as a piecewise
function of the number of attendees to the party.

F. Developing mastery A. Determine whether or not each relation is a function. Give the domain and
 (Leads to Formative range of each relation.
Assessment) 1. {(2,3),(4,5),(6,6)}
2. {(4,5),(4,6),(5,5),(5,6)}
3. {(6,7),(6,8),(7,7),(7,8)}
4. {(5,1),(5,2),(5,3)}
5. {(-6,-6),(-4,-4),(-2,-2),(0,0)}
B. Which of the following relations are functions?

C. Which of the following mapping diagrams represent functions?

D. Which of the following graphs can be graphs of functions?

G. Finding practical Provide a real-world example or scenario that can be expressed as a relation
applications of concepts that is not a function.
and skills in daily living Provide a real-world example or scenario that can be modeled by a linear
function.
H. Making generalizations Answer the following questions:
and abstractions about 1. How do we determine if the relation represents a function?
the lesson. 2. How do we find the domain of a function?
How do we find the domain of a function?
I. Evaluating learning A. Multiple Choice. Choose the letter of the best answer and write the
chosen letter on sheet of paper.
1. Which of the following is not true about function?
a. Function is composed of two quantities where one depends on the
other.
b. One-to-one correspondence is a function.
c. Many-to-one correspondence is a function.
d. One-to-many correspondence is a function.
2. In a relation, what do you call the y values or the output?
a. Piecewise
b. Range
c. Domain
d. Independent
3. Which of the following tables is NOT a representation of functions?

a.

b.

c.

d.

4. In this table, what is the domain of the function?

a. D: {2, 4, 6, 8, 10}
b. D: {a, b, c, d, e}
c. D: {1, 2, 3, 4, 5}
d. y = {1, 2, 3, 4, 5, a, b, c, d}
5. Which of the following relations is/are function/s?
a. the rule which assigns to each person the name of his brother
b. the rule which assigns the name of teachers you have
c. the rule which assigns a pen and the color of its ink the rule which
assigns each person a surname
 J. Additional activities for On your notebook:
application or remediation Study and answer the given problem.
1. You plan to sell cupcakes to raise funds. A bakery charges you P15.00
for the first 100 cupcakes. After the first 100 cupcakes you purchase up
to 150 cupcakes, the bakery will lower the price to P13.50 per
cupcakes. After you purchase 150 cupcakes, the price will decrease to
P10.00 per cupcake. Write a function that models this situation.

Have an advanced study about Functions and Their Graphs: Evaluation of

Functions.
V. REMARKS STEM 11- 11:00-12:00(M-TH) , HUMSS 11A- 9:50-10:40(M-F), HUMSS 11B- 9:50-10:40(T-F), ABM 11- 8:00-9:00(M-TH), TVL 11- 1:00-2:00 (M-TH)
VI. REFLECTION
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 by: Checked by: Noted by:

BABY ANN P.MOTAR EMILIANA N. ACOSTA JENNIFER R. MOLBOG

GEN. MATH Teacher Principal Administrator