DAILY LESSON LOG OF M11GM-IIe-3 ( Week Five- Day 3)

School Grade Level 11

Teacher Learning Area General Mathematics

Teaching Date and Time Quarter First

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,
necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be
I. OBJECTIVES done for developing content knowledge and competencies. These are assessed using Formative Assessment
Strategies. Valuing objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

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

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

Learning Competency:

Represents real-life situations using exponential functions. M11GM-Ie-3

Distinguishes between exponential function, exponential equation and exponential

equality. M11GM-Ie-4

C.Learning Competencies/
Objectives
Learning Objectives:

1. Represent real-life situations using exponential functions.

2. Distinguishes between exponential function, exponential equation and
exponential inequality
3. Show appreciation to the concept of exponential functions, equations and
inequalities.

II. CONTENT Exponential Functions

III.LEARNING RESOURCES

A.References

1. Teacher’s Guide pages General Mathematics TG pp. 87-93

2.Learner’s Materials pages General Mathematics LM pp. 77-81

3.Textbook pages

4.Additional Materials from

Learning Resource (LR) portal

B.Other Learning Resources

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
IV.PROCEDURES 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.

A.Review previous lesson or Exponential functions occur in various real world situations. Exponential functions are used
 to model real-life situations such as population growth, radioactive decay, carbon dating,
growth of an epidemic, loan interest rates, and investments.

ACTIVITY 1. (By Group)

This activity can help introduce the concept of an exponential function.

Materials.

One 2-meter string and a pair of scissors for each group

(a) At Step 0, there is 1 string.

(b) At Step 1, fold the string into two equal parts and then cut at the middle. How many
strings of equal length do you have? Enter your answer in the table below.

(c) At Step 2, again fold each of the strings equally and then cut. How many strings of equal
length do you have? Enter your answer in the table below.

(d) Continue the process until the table is completely filled-up.

presenting the new lesson
(8 minutes) Step 0 1 2 3 4 5 6 7

Number of
Strings

Questions.

(a) What pattern can be observed from the data?

(b) Define a formula for the number of strings as a function of the step number.

Answers.

Step 0 1 2 3 4 5 6 7

Number of
1 2 4 8 16 32 64 128
Strings

It can be observed that as the step number increases by one, the number of strings
doubles. If n is the number of strings and s is the step number, then n=2s .

The teacher presents the objectives of the lesson to the class and let the students
represent real life situations using exponentials functions and distinguish between
B.Establishing a purpose for the
exponential function, exponential equation and exponential equality.
lesson (2 minutes)

C.Presenting examples/ Definition. An exponential function with base b is a function of the form f (x)=b x or
instances of the new lesson x
y=b , where b > 0 , b ≠ 1.
(10 minutes)

ACTIVITY 2. (Individual)

Direction: Answer the following questions.

1. Complete a table of values for x = –3, –2, –1, 0, 1, 2, and 3 for the exponential
functions y=(1/ 3)x , y=10 x , and y=(0.8) x.
 x -3 -2 -1 0 1 2 3

x
y=(1/3)
x
y=10
x
y=(0.8)

1
2. If f ( x )=3 x , evaluate f (2), f (−2 ), f ( ), f (0.4) and f (π) .
2
Answers:

1.

x -3 -2 -1 0 1 2 3

y=(1/3)
x 27 9 3 1 1/3 1/9 1/27

y=10
x 1/1000 1/100 1/10 1 10 100 1000

y=(0.8)
x 1.9531 1.5625 1.25 1 0.8 0.64 0.512
25

3. f ( 2 )=32=9 , f (−2 )=3−2=1/9, f ( 1 /2 ) =31/ 2=√❑ ,

f ( 0.4 )=3 0.4=3 2/ 5=√ 32=√5 9, Since π=3.14159 … is irrational, the rules for
5

rational exponents are not applicable. We define 3 π using rational numbers:

π
f ( π ) =3 can be approximated by 33.14 . A better approximation is 33.14159 .
Intuitively, on can obtain the level of accuracy for 3 π .
Definition.

Let b be a positive number not equal to 1. A transformation of an exponential function with

base b is a function of the form g ( x )=a ∙ b x−c + d , where a, c and d are real numbers.

D.Discussing new concepts and (a) Population

practicing new skills #1 (10
minutes) On several instances, scientists will start with a certain number of bacteria or animals and
watch how the population grows. For example, if the population doubles every 3 days, this
can be represented as an exponential function.

Example.

Let t = time in days. At t = 0, there were initially 20 bacteria. Suppose that the bacteria
doubles every 100 hours. Give an exponential model for the bacteria as a function of t.

Initially,

at t = 0 Number of bacteria = 20

at t = 100 Number of bacteria = 20(2)

at t = 200 Number of bacteria = 20(2)^2

at t = 300 Number of bacteria = 20(2)^3

at t = 400 Number of bacteria = 20(2)^4

Solution.

An exponential model for this situation is y=20(2)t /100.

Exponential Models and Population Growth.

Suppose a quantity y doubles every T units of time. If y0 is the initial amount, then the
t/T
quantity y after t units of time is given by y= y 0 (2)

(b) Exponential Decay

Exponential functions can be used to model radioactive decay.

Definition.

The half-life of a radioactive substance is the time it takes for half of the substance to
decay.

Example.

Suppose that the half-life of a certain radioactive substance is 10 days and there are 10g
initially, determine the amount of substance remaining after 30 days.

Solution.

Let t = time in days. We use the fact that the mass is halved every 10 days (from definition
of half-life). Thus, we have:

Initially, at t = 0 Amount of Substance = 10 g

at t = 10 days Amount of Substance = 5 g

at t = 20 days Amount of Substance = 2.5 g

at t = 30 days Amount of Substance = 1.25 g

t /10
1
An exponential model for this situation is y=10 ( ) .
2
(c) Compound Interest

A starting amount of money (called the principal) can be invested at a certain interest rate
that is earned at the end of a given period of time (such as one year). If the interest rate is
compounded, the interest earned at the end of the period is added to the principal, and
this new amount will earn interest in the next period. The same process is repeated for
each succeeding period: interest previously earned will also earn interest in the next
period.

Example.

Mrs. De la Cruz invested P100,000. in a company that offers 6% interest compounded

annually. How much will this investment be worth at the end of each year for the next five
years?

Solution. Let t be the time in years. Then we have:

Initially,

at t = 0 Investment = P100,000
at t = 1 Investment = P100,000(1.06) = P106,000

at t = 2 Investment = P106,000(1.06) = P112,360

at t = 3 Investment = P112,360(1.06) ≈ P119,101.60

at t = 4 Investment = P119,101.60(1.06) ≈ P126,247.70

at t = 5 Investment = P126,247.70(1.06) ≈ P133,822.56

An exponential model for this situation is y=100,000 (1.06)t

Compound Interest

If a principal P is invested at an annual rate of r, compounded annually, then the amount

after t years is given by A=P(1+r )t .

Referring to the problem above, is it possible for Mrs. De la Cruz to double her money in 8
years? in 10 years?

Solution.

Using the model y=100,000 (1.06)t , substitute t = 8 and t = 10:

If t = 8, then y=100,000 (1.06)8≈ P159,384.81.

If t = 10, then y=100,000 (1.06)10≈ P179,084.77.

Since her money still has not reached P200,000 after 10 years, then she has not doubled
her money during this time.

The Natural Exponential Function

While an exponential function may have various bases, a frequently used based is the
irrational number e ≈ 2.71828. Because e is a commonly used based, the natural
exponential function is defined having e as the base.

Definition.

The natural exponential function is the function f (x)=e x .

Example.

A large slab of meat is taken from the refrigerator and placed in a pre-heated oven. The
temperature T of the slab t minutes after being placed in the oven is given by
0.006 t
T =170165 e degrees Celsius. Construct a table of values for the following values of
t: 0, 10, 20, 30, 40, 50, 60, and interpret your results. Round of values to the nearest
integer.

Solution.

The solution is as follows:

t 0 10 20 30 40 50 60
 T 5 15 24 32 40 47 54

The slab of meat is increasing in temperature at roughly the same rate.

The teacher asks students to share their ideas about how A, B, and C are similar, and how
they are different.

(a) 4x−1 = 16x (b) y = 2x (c) 2x ≥26

Possible responses. Items (a), (b), and (c) all involve expressions with a variable in the
exponent. Items (a) and (c) involve only one variable, but (b) expresses a relationship
between two variables. Items (a) and (b) involve an equality, but (c) involves an inequality.

Definition. An exponential function with base b is a function of the form f (x)=b x or

x
y=b , where b > 0 , b ≠ 1.

The definitions of exponential equations, inequalities, and functions are shown below.

Exponential Exponential Exponential

Equation Inequality Function
E.Discussing new concepts and
practicing new skills #2 (10 Definition An equation An inequality Function of the
minutes) involving involving form f ( x)=b x or
exponential exponential x
y=b , where b > 0
expressions expressions
, b ≠ 1.

Example 2
2 x−x =
1
5 −5
2x x+ 1
≤0 f ( x )= (1.8 )
x
343
7
x
y=(1.8)

An exponential equation or inequality can be solved for all x values that satisfy the
equation or inequality. An exponential function is not `solved'. Rather, it expresses a
relationship between two variables (such as x and y), and can be represented by a table of
values or a graph.

The teachers asks the students to give their own examples of exponential function,
exponential equation and exponential inequality.

The teacher elaborates the mathematical concept of the differences of exponential

equations, inequalities, and functions.

ACTIVITY 3 (By Group)

F.Developing mastery (leads to 1. Suppose that a couple invested P50,000 in an account when their child was born, to
formative assessment 3) (8 prepare for the child's college education. If the average interest rate is 4.4% compounded
minutes) annually, (a) give an exponential model for the situation, and (b) will the money be doubled
by the time the child turns 18 years old?

2. You take out a P20,000 loan at a 5% interest rate. If the interest is compounded
 annually, (a) give an exponential model for the situation, and (b) how much will you owe
after 10 years?

3. Suppose that the half-life of a substance is 250 years. If there were initially 100 g of the
substance, (a) give an exponential model for the situation, and (b) how much will remain
after 500 years?

Answer Key:

1. An exponential model for the situation is A = 50,000(1.044)^t, where t is the

number of years since the amount was invested. If t = 18, then A =
50,000(1.044)^18 ≈P108,537.29. By the time the child turns 18 years old, the
money has more than doubled since the amount exceeded P100,000.
2. An exponential model for this situation is A = P20,000(1.05)^t where t is the
number of years since the amount was loaned. If t = 10,A = P20,000(1.05)^10 ≈
P32,577.89. Thus, the total amount you owe after 10 years is P32,577.89.
x /250
1
3. The situation can be modeled by y=100 ( ) , where x = 0 corresponds to
2
the timewhen there were 100 g of substance. If x = 500, then
500/250 2
1 1
y=100 ( ) =100( ) =25. Thus, therewill be 25 g remaining after 500
2 2
years. Alternate Solution. After 250 years, the substance reduces to half (50 g);
after another 250 years, the substance reduces to half again (25 g). (10
minutes)
G.Finding practical applications
of concepts and skills in daily
living

H.Making generalizations and The teacher elaborates the mathematical concept of Exponential Functions and its real life
abstractions about the lesson representation situations.
(4 minutes)

I. Evaluating A. Direction: Answer the problems. The teacher checks the answer after 10 minutes.
Learning
( 10 minutes) Solve the given problems and check.

1. A population starts with 1,000 individuals and triples every 80 years. (a) Give an
exponential model for the situation. (b) What is the size of the population after
100 years?
2. P10,000 is invested at 2% compounded annually. (a) Give an exponential model
for the situation. (b) What is the amount after 12 years?
B. Direction: Determine whether the given is an exponential function, an exponential
equation, an exponential inequality or none of these.

(a) f (x)=2 x 3 Answer: None of these

(b) f (x)=2 x Answer: Exponential function

(c) y=e x Answer: Exponential function

(d) 22 2(5 x+1)=500 Answer: Exponential equation

(e) 625 ≥ 5x +8 Answer: Exponential inequality

Solution.

1. The situation can be modeled by y=1,000 (3)x /80 , where x = 0 corresponds to

the time when there were 1,000 individuals. If x = 100, then y = 1,000(3)^(100/80)
= 3,948.22≈3,948. Thus, there will be 3,948 individuals after 100 years.
2. The situation can be modeled by A = 10,000(1.02)^t, where t is the number of
 years since the amount was invested.
A = 10,000(1.02)^12 = 12,682.42. Thus, the amount after 12 years is P12,682.42.

J.Additional activities or
remediation

V.REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress. What works? What else needs to be done to help the pupils/students learn?
VI.REFLECTION
Identify what help your instructional supervisors can provide for you so when you meet
them, you can ask them relevant questions.

A.No. of learners who earned

80% of 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 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
these work?

F.What difficulties did I

encounter which my principal or
supervisor can help me solve?

A.Review previous lesson or presenting the new lesson

G.What innovation or localized
D.Discussing new concepts and practicing new skills #1
materials did I use/ discover
which I wish to share with other F.Developing mastery (leads to formative assessment 3) (8 minutes)
teachers
Evaluating Learning