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# 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
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 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
C. Presenting examples/instances of Present the scenario to demonstrate real Experimentation Proper: Show examples of algebraic expressions. Present an example of rational equation and
the new lesson 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.
D. Discussing new concepts and 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
practicing new skills #1 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 Fill up the table with different allotments Let the student complete the table: Give the correct answer on each algebraic Apply the procedure of solving rational
practicing new skills #2 amounts under the two scenario. 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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DAILY LESSON LOG
CORE_GAS – General Mathematics

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

application or remediation

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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
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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