DAILY LESSON LOG

CORE_GAS – General Mathematics

Name of School: MANUEL L. QUEZON NATIONAL HIGH SCHOOL Grade Level: GRADE 11
Name of Teacher: MS. HANNAE ALYZA N. PASCUA Learning Area: GENERAL MATHEMATICS
Teaching Dates and Time: JULY 22-26, 2019 Quarter: FIRST

SESSION 1 SESSION 2 SESSION 3 SESSION 4

Monday 8:15-9:15 A.M. Monday 9:30-10:30 P.M. Wednesday 1:00-2:00 A.M. Friday 8:15-9:15 A.M. (Non-Working Holiday)
I. OBJECTIVES
The learners demonstrate an understanding of…
A. Content Standard
key concepts of rational functions.
B. Performance Standards The learners shall be able to…
accurately formulate and solve real-life problems involving rational functions
Learners are expected to: Learners are expected to: Learners are expected to: Learners are expected to:
C. Objectives/ Learning represents real-life situations using represents real-life situations using distinguishes rational function, rational solves rational equations and inequalities
Competencies rational functions. rational functions. equation, and rational inequality M11GM-Ib-3
M11GM-Ib-1 M11GM-Ib-1 M11GM-Ib-2
II. CONTENT Functions and Their Graphs
III. LEARNING RESOURCES
A. References
1. TG/pages SHS Teaching Guide pp. 25-27 SHS Teaching Guide pp. 28-30 SHS Teaching Guide pp. 30-32 SHS Teaching Guide pp. 33-35
2. LM/pages
3. Textbooks/pages
4. Additional from
LRMDS portal
B. Other Learning Resources
IV. PROCEDURES
A. Motivation/Reviewing previous Have the students recall the concept of Review on rational function. Classifying! Give some rational equations such as
lesson or presenting the new polynomial. Let the student classify the following 𝑥+1
= 10 and ask some student’s
2𝑥
lesson algebraic expressions as rational or not.
𝑥 2 +3𝑥+2
strategies they could try for solving it.
Rational Expression
𝑥+4
1
3𝑥 2
Rational Expression
𝑥 2 +4𝑥−3
2
Rational Expression
√𝑥+1
𝑥 3 −1
Not

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 DAILY LESSON LOG
CORE_GAS – General Mathematics
1
𝑥+2 Rational Expression
𝑥−2

B. Establishing purpose of the lesson
C. Presenting examples/instances of
the new lesson
D. Discussing new concepts and
practicing new skills #1
Give the definition of polynomial Let the class be group into 2 and instruct Present the table to show how to Inform the class that this lesson provides
functions. the students for the experiment entitled distinguish rational equation, inequalities, systematic techniques to solve rational
LIGHT IT UP ACTIVITY. and functions. equations and inequalities.
The following are the materials to be
used:
 Flashlight with narrow beam or
laser pointer
 Flat mirror
 Measuring tape or meter stick
 A thick book
Present the scenario to demonstrate real Experimentation Proper: Show examples of algebraic expressions. Present an example of rational equation and
word applications of rational functions. Guide the students in the activity. rational inequalities as follows:
1. The local barangay received a budget 2
a) − =
3 1
𝑥 2𝑥 5
of P100,000 to provide medical 𝑥 1 8
checkups for the children in the b) 𝑥+2
− 𝑥−2 = 𝑥 2 −4
barangay.
2. A philanthropist wants to supplement
the budget allotted for each child by
providing an additional P750 for each
child in the barangay.
Based from the given example, Ask the student’s observation on the Let the students ask which of the following Present the procedure in solving rational
represent the real life scenario as an activity. are rational equation, inequalities, and equations.
equation. functions. 2 3
a) 𝑥 − 2𝑥 = 5
1

𝑥 1 8
b) 𝑥+2 − 𝑥−2 = 𝑥 2 −4

E. Discussing new concepts and
practicing new skills #2
Fill up the table with different allotments
amounts under the two scenario.
Let the student complete the table: Give the correct answer on each algebraic Apply the procedure of solving rational
Distance expressions. equations in word problems:
from c) In an inter-barangay basketball league, the
flashlight team from barangay Culiat has won 12 out of
to wall (x) 25 games, a winning percentage of 48%.
Distance How many games should they win in a row to
from improve their win percentage into 60%?

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F. Developing Mastery (Leads to
Formative Assessment)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluation/Assessment
J. Additional activities for
application or remediation
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Sagutin mo na bes!:
Present scenarios to the class and let
the students represent these as a
rational function.
Elicit examples of rational function as
real-life scenarios in the students
experiences.
Sentence Completion:
I have learned that
_________________.
An example of scenario involving rational
function is _______________________
which represent this equation as _____.
Seatwork:
1. A fence is to enclose a rectangular
vegetable farm with an area of 400
square meters. If x is the length of
one side of this fence, find a
function P(x) representing the
perimeter of the fencing material
required.
2. Suppose the amount of the bacteria
growing in a petri dish is
represented by the function b(t) =
50t/(t+1) 0≤t≤20. Evaluate the
function at t=1,2,5,10,15,20
DAILY LESSON LOG
CORE_GAS – General Mathematics
reflection
to floor f(x)
Let the group present their output in
class.
Ask each group on what is the connection
of the activity on the lesson.
Give feedback to each group on their
experimentation, observation and answer
to the activity.
Pusuan mo bes! Give a lot of examples on the board to work
Divide the class into 2 groups, instruct the by the students performing the procedure in
students on the activity. solving rational equations.
Ask the following: Ask the students to re-state the procedure in
1. What are the difference among rational solving rational equation.
equation, inequalities, and functions?
2. Give at least 3 examples under rational
equation, inequalities, and functions.
Seatwork: Seatwork:
1. Determine which of the following are Find the solutions for each rational equation
rational or not. below. Make sure to check for each
a)
1 extraneous solutions.
√𝑥+1
𝑥 2 +2
b)
2
5𝑥 2 −2
c)
2
Answer: Only b and c are rational.
2. Determine whether the given is a rational
equation, inequalities, and functions.
 DAILY LESSON LOG
CORE_GAS – General Mathematics

V. REMARKS Taken 5 minutes of today's time for tutorial of slow learners. Lesson will be carried the following session.
VI. REFLECTION
A. No. of learners who earned 80%
on the formative assessment
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 this work
F. What difficulties did I encounter
which my principal/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:

HANNAE ALYZA N. PASCUA LOLITA M. COLOBONG
Subject Teacher School Principal III

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