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Weekly Prototype Plan Week 3 General Mathematics

This weekly prototype plan outlines the lessons for Grade 11 students in General Mathematics for the third week of the first quarter of 2022. The plan covers rational functions, including representing them through tables, graphs, and equations; finding their domains and ranges; and determining their intercepts, zeroes, and asymptotes. Key concepts are recalled and examples are presented and discussed to illustrate these concepts. Formative assessments involve graphing and analyzing rational functions in small groups. The lessons aim to systematically develop students' understanding of rational functions through multiple learning activities, practice, and drawing conclusions about their new learning.

Uploaded by

Lily Anne Ramos Mendoza
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© © All Rights Reserved
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Download as DOCX, PDF, TXT or read online on Scribd
113 views

Weekly Prototype Plan Week 3 General Mathematics

This weekly prototype plan outlines the lessons for Grade 11 students in General Mathematics for the third week of the first quarter of 2022. The plan covers rational functions, including representing them through tables, graphs, and equations; finding their domains and ranges; and determining their intercepts, zeroes, and asymptotes. Key concepts are recalled and examples are presented and discussed to illustrate these concepts. Formative assessments involve graphing and analyzing rational functions in small groups. The lessons aim to systematically develop students' understanding of rational functions through multiple learning activities, practice, and drawing conclusions about their new learning.

Uploaded by

Lily Anne Ramos Mendoza
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
Region VII
Cebu Province
Tudela District
Tudela National High School
Weekly Prototype Plan
Grade 11 - Quarter 1, Week 3
September 12-16, 2022

LEARNING DAY/ MATERIALS LEARNING LEARNING TASK


AREA TIME /REFERENCES COMPETENCIES LESSON FACE-T0- FACE
FLOW
Grade Monday- CHED. Learning Competency: Recall Teacher asks learners to recall the definition of a rational function
11 Friday General 1. represents a
Love - Mathematics rational function
8:00- Learner's through its (a) table of
8:48 Materials. values, (b) graph, and
Courage( Pasig City: (c) equation.
8:48- Department (M11GM-Ib-4) 2. finds
9:36) of the domain and range
of a rational function
(M11GM-Ib-5)

Activate The teacher lets the students realize that understanding the definition of rational
function will guide them to easily represent rational function through its table of
values, graphs and equation
PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that pupils/students will
learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to
learn new things, practice the learning, question their learning processes, and draw conclusions about what they
learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
((Contextualization & Localization)
Presenting Teacher presents a situation to the class:
examples/ Average speed (or velocity) can be computed by the formula s = d/t. Consider a 100-meter
instances of the track used for foot races. The speed of a runner can be computed by taking the time for
new lesson
100
him to run and applying it to the formula s= , since the distance is fixed at 100
t
Discussing new meters.
concepts and Teacher guides learners in representing the rational function based on the problem given
practicing new above. It will be followed by constructing its table of values and graph. Through its graph,
skills #1 teacher points out the domain and range of the function.

Discussing new
concepts and
practicing new
skills #2

Abstraction

Teacher reiterates the definition of rational function.


p(x )
A rational function is a function of the form f ( x )= where p(x) and
q( x )
q(x) are polynomial functions and q(x) is not the zero polynomial. The
domain of f(x) is the set of real numbers except those values of x that will
make the denominator zero. In set notation, Dom(f) = {x/x ∈ R , except x =
a where q(a) = 0} or {x/x ∈ R , q ( x ) ≠0 }.
EVALUATE Teacher lets learners do the formative assessment by pair.
Construct a table of values for the following functions using the integers from --4 to 4.
Plot and connect the points, then determine the domain and range of each function.
6
1. f ( x )=
x−2

6 x +12
2. r ( x ) = 2
x −4
General Learning Recall
Mathematics Competency:Determi Teacher posts rational equation on the board, and asks learners to give the solution(s). Then,
ne the: a) intercepts; teacher turns the equation into an inequality, challenges learners to give solutions as well.
b) zeroes; and c) Recall of important concepts:
asymptotes of rational
function Start the lesson by recalling the following important properties of functions:
(a) The domain of a function is the set of all values that the variable x can take.
(b) The range of a function is the set of all values that f(x) can take.
(c) The zeroes of a function are the values of x which make the function zero.
The real numbered zeroes are also x-intercepts of the graph of the function.

(d) The y-intercept is the function value when x = 0.


ACTIVATE
Determine the intercepts, zeroes; and asymptotes of rational functions

IMMERSE Let the students graph a function by group: (by group of 3)


Consider the function:
f(x) =(x-2)/( x+2)
(a) Find the intercepts
(b) make a table of values
SYNTHESIZ Discuss:
E We set the x=0 in finding the y-intercept and solve the y of
the function and set y=0 in finding the x-intercept and solve
for the value of x in the function and give examples.

The teacher will discuss Asymptote:


 Vertical asymptotes, take away the denominator of the
function and equate it to 0 and find the value of x.
 horizontal asymptotes,
a. If the degree of the numerator and denominator is equal, we use
y= ratio of leading coefficient
b. if y=0, if the degree of the numerator is lower than the degree of
the denominator
c. If the degree of the numerator is higher, no horizontal
asymptote but a slant asymptote.
.
Find the asymptotes of the following:
1. f(x) =1/ (x2 – 4) answer y=0, x= 2,-2
2. f(x) =( x2+1)/x-1answer y=0, x= 1
3. f(x) = (2x+1)/(x+4) answer y=2, x= -4

Abstraction Ask a student on how to find the domain, range, asymptote and
zeroes of the function.

A. Find the asymptote, zeroes and intercepts of the following


functions:
EVALUATE (a) f(x) =3/(x + 1)
(b) f(x) =3/( x2 + 2x + 1)
(c) f(x) =3x/( x + 4)
(d) f(x) =(2x + 3)/ x−7
(e) f(x) =(x−3)/(x−1)

PLUS

Prepared by: Emmanuel Paul B. Jimenea TII

Noted by: RellyA.Solante


Principal II

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