DAILY School Grade Level 11

LESSON Teacher Learning Area GENERAL MATHEMATICS

LOG Date:
Quarter 1
Time:

I. OBJECTIVES SEPTEMBER 19, 2022 SEPTEMBER 20, 2022 SEPTEMBER 21, 2022 SEPTEMBER 22, 2022

A. Content Standard The learner demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic functions.

B. Performance
Standard The learner is able to apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate and solve
real- life problems with precision and accuracy.

● represents real-life situations using one-to one functions. M11GM-Id-1

● determines the inverse of a one-to-one function. M11GM-Id-2

C. Learning
Competencies
● represents an inverse function through its: (a) table of values, and (b) graph. M11GM-Id-3

● finds the domain and range of an inverse function. M11GM-Id-4

finds the domain and range of

determines the inverse determines the inverse represents an inverse
of a one-to-one an inverse function. M11GM-Id-
of a one-to-one function. function through its:
● Objectives function. M11GM-Id-2 M11GM-Id-2 (a) table of values, 4
and (b) graph.
M11GM-Id-3

II. CONTENT

Topic : Inverse Function Inverse Function Inverse Function Inverse Function

III. LEARNING
RESOURCES

A. References

1. Teacher’s Guide
Pages

2. Learner’s Material Inverse Function Inverse Function Inverse Function Inverse Function
Pages
for General Mathematics for General Mathematics for General Mathematics for General Mathematics

Senior High School (CORE) Senior High School (CORE) Senior High School (CORE) Senior High School (CORE)

Quarter 1 Quarter 1 Quarter 1 Quarter 1

3. Textbook Pages

4. Additional
Materials from
Learning
Resources

B. Other Learning TV, laptop, powerpoint TV, laptop, powerpoint TV, laptop, powerpoint TV, laptop, powerpoint
Resources presentation presentation presentation presentation

IV. PAMAMARAAN

A. Reviewing previous Ask the students if they still Ask the students if they still Review: What is the inverse The students are given jumbled
lesson or presenting remember table of values that remember table of values that function of the following: words and let the student come
the new lesson represent one-one function. represent one-one function. to answer using the same group.
1.{ (1,2) , (2,4), ( 3,6), (4,8) }
The first group to answer with
2.{ (mom,dad), (sis,bro), the highest number of correct
( tito, tita) } are declared winner.

Describe the coordinates of Fucnoint- the set of ordered

your answer in 1 and 2. pairs such that for every x, there
 correspond a unique y.

Mainod- the x- value of the

ordered pair

Geran- the y- value of the

ordered pair

Serevin- a function that is

derived from a given function by
interchanging the 2 variables, x
and y

B. Establishing a
purpose for the The concepts of one- one The concepts of one- one
Ask the students if they have
lesson function is important for the function is important for the next After the preliminary activity the
an idea on how to graph the
next lesson because a function lesson because a function has an group is given set of equations
inverse of the given function.
has an inverse if it is one- one. inverse if it is one- one. and let them give the inverse of
the function.

C. Presenting Give an example of a table of Give an example of a table of Present a word problem that The students will make a table
examples/instances values in the board. values in the board. will guide the students. of values from the given
of the new lesson equations and its inverse.
Consider the table of values for Consider the table of values for Cooperative Learning (Group
the function given by the the function given by the of 5) Present a Situation:
equation y = 2x - 1 given equation y = 2x - 1 given below: Rey’s Mother is a domestic
below: helper in Hong Kong. He
wants to buy books for his
study. She sent dollars for the
requirements. The exchange
. rate was 1.00 $ to P 44.00.
.
Complete the table by
converting Dollar into pesos.
D. Discussing new The students will answer the
concepts and given guide questions:
practicing new skill
1. State the procedure you The students will give the
#1
performed on the number of domain and range of the given
Hong Kong dollars to obtain inverse equations.
the number of pesos.

2. Let p represent pesos and d

Let the students interchange Let the students interchange the represent dollars. Write an
the values of x and y in the values of x and y in the given equation for the function that
given table of values and they table of values and they will dollars as input and pesos as
will create a new equation create a new equation from the output.
from the table of values. table of values.
3. Write an equation that
converts pesos to the dollars
using the equation in (c).

4. Switch the role of P and $.

E. Discussing new After knowing the value of its

concepts and The students will be given The students will be given domain and range of the inverse
practicing new skill another function in a form of another function in a form of The students will present the function, let the students draw
#2 equation and they will analyze equation and they will analyze table of values of the original the graph of the two.
how to get the inverse of this how to get the inverse of this function and its inverse. Let
equation. equation. the students find the
difference.

F. Developing Mastery Let the students have their own Let the students have their own
ways to get the inverse of the ways to get the inverse of the
 From the given graph, the
From the table of values, let teacher will ask the following
the students sketch the graph questions:
function. The students may use
function. The students may use of the original equation and on
different strategies as long as 1. What is the relationship
different strategies as long as the inverse equation.. (The
they arrive in the correct of the domain of the given
they arrive in the correct answer. teacher may call a student to
answer. function to the range of its
do this and let the other
students observe.) inverse function?

2. What is the relationship

of the range of the given
function to the domain of its
inverse function?

G. Finding practical Let the students give a Let the students give a mapping The students will observe the The students will have their own
applications of mapping diagram of real life diagram of real life situations two graphs presented on the understanding on the concept of
concepts & skills in situations that illustrates that illustrates inverse functions. board and they will write what inverse function and they will
daily living.
inverse functions. their own insights from the relate it to the real-life.
lesson.

H. Making Let f be a one-to-one function Let f be a one-to-one function Graphing inverse functions 1. Define and give examples of
generalizations & with domain A and range B. with domain A and range B. an inverse function.
abstractions about Then the inverse of f, Then the inverse of f, Given the graph of a one-to-
the lesson one function, the graph of its 2. Identifying the domain and
-1 -1
denoted f , is a function with denoted f , is a function with inverse can be obtained by range of an inverse
domain B and range A denoted domain B and range A denoted function.
by f-1(y) = x if and by f-1(y) = x if and reflecting the graph about the
line y = x. 3. Find the relationship of the
only if f(x) = y for any y in B. only if f(x) = y for any y in B. domain of the given
function to the range of its
To find the inverse: Follow the To find the inverse: Follow the inverse function?
following steps:
 following steps: 1.Replace f(x) with y 4. Find the relationship of the
range of the given function
1.Replace f(x) with y 2.Interchange x and y to the domain of its inverse
2.Interchange x and y 3.Solve for the new y function?
from the equation in
3.Solve for the new y step 2.
from the equation in
step 2. 4. Replace the new y
-1
with f (x).
4. Replace the new y
-1
with f (x).

I. Evaluating Learning Determine the inverse Fill up the table with the
of the following table correct range of the function :
of values and graph.
1. F ( x) = x – 10
(1)
Determine the inverse of the X 1 1 1 1
0 1 2 3
Determine the inverse of the following
followingfunctions
functionsif if
there’s any.
there’s X 20 30 50 100 F ( x)
any. Y 68 86 122 212
1. M(x) = x +2 (2)
1. M(x) = x +2 2. F ( x) = 2x + 1
2. R(x) = (x + 3)2 X 3 -3 -6 6
y 2 -1 3 -1 X 1 2 3 4
2. R(x) = (x + 3)2
3. D(x) = 2x – 7 (3) (4) F ( x)

3. D(x) = 2x – 7 .
4. f(x) = 2x + 1
Fill up the table with the
4. f(x) = 2x + 1
3x - 4 correct domain of the
3x - 4 function :

.
 3. F ( x) = x + 10
X
F ( x) 0 1 2 3

4. F ( x) = x – 1 / 2

X
F ( x) 3 5 7 9
J. Additional activities Determine if f and g are Determine if f and g are inverses Let the students make their It is optional for the teacher to
for application or inverses of each other. of each other. own table of values and let give additional activities.
remediation them draw the graph.
1. f(x) = 3x +5 , g(x) = x-5 1. f(x) = 3x +5 , g(x) = x-5

3 3

2. f(x) = x3 , g(x) = 3√x 2. f(x) = x3 , g(x) = 3√x

V. REMARKS Continuation of problem in HUMSS 11

VI. REFLECTION

a. No. of learners who

earned 80% in the
evaluation

b. No. of learners who

require additional
activities for
remediation who
scored below 80%

c. Did the remedial lesson

work? No. of learners
who 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 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:

MARK ANTHONY BELL R. BACANG MAY JANE D. DELIZO, MAEd

Special Science Teacher I Master Teacher II