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WEEKLY LEARNING PLAN

Quarter 1 Grade Level XI Section

Week 3 Learning Area General Mathematics Time
Day MELC Topic/s Classroom-Based Activities
1 Content Standards – Representing Real – MOTIVATION: Direction: Identify what type of polynomial the given examples For Week 3, day 1, the
key concepts of life Situations Using are: students should answer and
rational functions. Rational Functions. do the activities in their
General Mathematics
Performance
module 5, Quarter 1.
Standards –
accurately formulate
and solve real-life To the students:
problems involving Lesson 1. Representing Real
rational functions. ACTIVITY: ROLE PLAY
– life Situations Using
The teacher will let the
Rational Functions
Students do a role play
1. represent real – with this scenario.
life situations using Answer the activity (What’s
rational functions With their corresponding In?)
(M11GM-Ib-1) group, they need to deliver Page 6 – Module 5
the play well and under- Students need to answer this
2. distinguishes stand what is going on
activity in their modules so
rational function, in the story.
that they can able

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rational equation understand the next part of

and rational the module.
inequality (M11GM- Rubric: The class will be divided into three (3), and will be graded according to
Ib-2) this rubric.
Students need to answer the
Criteria Group 1 Group 2 Group 3
3. Solve rational questions given in the
Uniqueness (10 pts.)
equations and Acting (10pts.) module to help them
inequalities using Delivery (10pts.) generate an idea about the
algebraic techniques lesson to be presented.
for simplifying and ANALYSIS:
manipulating of 1. How much is the total amount of money the barangay can use for its relief Read the passages (What’s
expressions operations? In?)
(M11GM-Ib-3) 2. What is the concern of one of the Barangay Kagawad regarding the total
Page 9 – Module 5
number of families who will benefit from the relief? Do you think it is valid?
Why? The passages are the lesson
3. Suppose the officials conducted a survey for 4 days to determine the actual they need to read and
number of families residing in the barangay and the secretary constructed a table internalize to gain the
to keep track of the data. Complete the table below: knowledge they need for the
certain topic.

Perform the Activity (What’s

New?)
Page 11 – Module 5
4. Create a model or equation that will represent to the amount of relief each Students should answer the
family will receive bearing in mind that the number of families will vary. activity to apply what they

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5. After resolving the amount of relief each family may receive, what other learn about the topic. This
problem may arise in the current situation? will also let them explore
6. If you are one of the residents of that barangay what will be your participation what they knew so that they
to help the officials?
can create the conclusion of
ABSTRACTION:
In the previous activity we see a real-life scenario, which can be analyzed the lesson they read.
mathematically. To be able to determine the amount of relief that will be
distributed to 850 families we first add the donations and the total budget of the Note: The General
barangay. The total donations obtained is ₱95,000 while the budget of the Mathematics module is
barangay is ₱347,000 which gives a total of ₱442,000. This amount will be uploaded by the teacher in
divided by 850 families to obtain ₱520.00 However there are cases that one their Facebook group chat.
quantity varies that in this case it is the total number of families. Due to
unavoidable circumstances such as being stranded and change of residency we
cannot control that variable. As a result, another computation was made. After
the first day of survey it was determined that there are 855 families living in the
barangay, then the amount of relief each family will receive will be ₱516.96. After
the second day it was determined that there were 882 families living in the
barangay then the amount of relief will be changed to ₱501.13. After the third
day the amount of the relief will be ₱485.71 and after the fourth day it will
become ₱474.76. However, we can also use a model that will represent real-life
situations. In this module you will learn how to represent real-life situations using
rational functions.

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APPLICATION:

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2 Rational Functions, RECAPITULATION: Question: For Week 3, day 2, the

Equations and 1. What was our discussion yesterday all about? students should answer and
Inequalities 2. What is again a rational function? do the activities in their
General Mathematics
ACTIVITY:
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module 5, Quarter 1.

To the students:
Rational Functions,
Equations and Inequalities

Answer the activity (What’s

New?)
Page 17 – Module 5
Students need to answer this
activity in their modules so
that they can ably
ANALYSIS: understand the next part of
1. What is the advertisement all about? the module.
2. What job is offered by PSA?
3. Who can apply for the position?
4. How will you translate the required age mathematically?
5. Represent the salary (S) that will be received as a function of number of days Students need to answer the
used for work (n) questions given in the
6. What are the mathematical symbols that you used in answering questions module to help them
numbers 4 and 5? generate an idea about the
7. Do you think the age requirement for the job is fair enough or is there a bias? lesson to be presented.
Why do you say so?
8. Why do you think having a census is important?
Read the passages (What is

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ABSTRACTION: it?)
The job advertisement shows the need to conduct a census. Census is important Page 18 – Module 5
because it will serve as the basis for planning for the future such as public safety, The passages are the lesson
infrastructures like hospital and schools and improving homes in the
they need to read and
neighborhood. This also serves as the basis in predicting the number of people
who need help in times of crisis. However, in finding enumerators who will internalize to gain the
conduct the census, there are different qualifications needed and some of those knowledge they need for a
are the age requirement and educational attainment, to represent it certain topic.
mathematically the use of inequality symbol was employed. However, the salary
was also mentioned and to be able to represent it, equality symbol is used. At Perform the Activity (What’s
this section we will compare rational expressions using equality and inequality New?)
symbols, thus we will further classify the differences among rational equation,
Page 19 – Module 5
rational inequality and rational function. To determine the difference among
rational function, rational equation and rational inequality study the table below: Students should answer the
activity to apply what they
learn about the topic. This
will also let them explore
what they knew so that they
can create the conclusion of
the lesson they read.

Note: The Introduction to

Philosophy of the Human
Person module is uploaded
by the teacher in their

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Facebook group chat.

APPLICATION:

3 Solving Rational MOTIVATION: For Week 3, day 3, the

Equations and students should answer and
Inequalities do the activities in their
General Mathematics
module 6, Quarter 1.

To the students:
ACTIVITY: (Follow Me Activity) Lesson 1 Solving Rational
Before you proceed on the lesson proper try to answer the rational equation and Equations and Inequalities
inequality using guided procedure. You can synthesize your own steps in solving
the problem. You can refer to previous activities if you are having difficulty Answer the activity (What’s
processing arithmetic properties. Hope you enjoy answering before you continue
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to the next part of the discussion. New?)

Page 9 – Module 6
Students need to answer this
activity in their modules so
that they can able
understand the next part of
the module.

Students need to answer the

questions given in the
module to help them
generate an idea about the
lesson to be presented.

Read the passages (What’s

In?)
Page 11 – Module 6`
The passages are the lesson
they need to read and
internalize to gain the
knowledge they need for the
certain topic.

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Perform the Activity (What’s

New?)
ANALYSIS: Page 18 – Module 6
1. How do you find the activity?
Students should answer the
2. Have you enjoyed it? Did you follow the steps correctly?
3. How did you get the answer? activity to apply what they
learn about the topic. This
ABSTRACTION: will also let them explore
Rational equation is an equation containing at least one rational expression with what they knew so that they
a polynomial in the numerator and denominator. It can be used to solve a variety can create the conclusion of
of problems that involve rates, times and work. Using rational expressions and the lesson they read.
equations it can help us to answer questions about how to combine workers or
machines to complete a job on schedule. Let us use the previous activity to
discuss and deepen your knowledge and skills in solving rational equation. The Note: The General
first thing to be in your mind in solving rational equation is to eliminate all the Mathematics module is
fractions. uploaded by the teacher in
(Refer to pages 12 to 18, Q1, M6) their Facebook group chat.

APPLICATION:

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4 Recalling how to Solve ACTIVITY: For Week 3, day 4, the

Rational Equations Complete the following statements by writing the correct word or words and students should answer and
and Inequalities formulas. 1. A ________________________ is an equation containing at least do the activities in their
one rational expression with a polynomial in the numerator and denominator. 2.
General Mathematics
To determine if the endpoints of the intervals in the solution should be included
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or not you need to _____________________ the critical values to the inequality. module 6, Quarter 1.
3. In order to get the critical values you need to set
__________________________ and _________________________ equal to To the students:
zero.
Lesson 1 Solving Rational
4. The first step in solving rational inequality is to put the inequality in general
form where in one side must always be ____________________________ and Equations and Inequalities
the other side is in a _________________________ fraction.
5. If the test value makes the inequality ___________________________, then Answer the activity (What’s
the entire interval is a solution to the inequality. New?)
Page 9 – Module 6
ANALYSIS: Students need to answer this
1. Explain the similarities and differences in solving between rational equations
activity in their modules so
and inequalities?
2. Why do extraneous solutions sometimes occur and don’t work in the original that they can able
form of the equation? understand the next part of
the module.
ABSTRACTION:
Rational equation is an equation containing at least one rational expression with Students need to answer the
a polynomial in the numerator and denominator. It can be used to solve a variety questions given in the
of problems that involve rates, times and work. Using rational expressions and
module to help them
equations it can help us to answer questions about how to combine workers or
machines to complete a job on schedule. Let us use the previous activity to generate an idea about the
discuss and deepen your knowledge and skills in solving rational equation. The lesson to be presented.
first thing to be in your mind in solving rational equation is to eliminate all the
fractions. Read the passages (What’s
(Refer to pages 12 to 18, Q1, M6) In?)

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Page 11 – Module 6`
APPLICATION: The passages are the lesson
they need to read and
internalize to gain the
knowledge they need for the
certain topic.

Perform the Activity (What’s

New?)
Page 18 – Module 6
Students should answer the
activity to apply what they
learn about the topic. This
will also let them explore
what they knew so that they
can create the conclusion of
the lesson they read.

Note: The General

Mathematics module is
uploaded by the teacher in
their Facebook group chat.

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