Republic of the Philippines

Department of Education
Region IV-A (CALABARZON)
DIVISION OF BATANGAS
PADRE GARCIA INTEGRATED NATIONAL HIGH SCHOOL
Poblacion, Padre Garcia, Batangas

School Padre Garcia Integrated National High School Grade Level Eleven (11)

Teacher Maylene A. Mangurali Subject General Mathematics

Date July 29 – August 2, 2024 Grading First

Schedule 1ST Meeting 2nd Meeting 3rd Meeting 4th Meeting

I.
OBJECTIVES
The learner demonstrates The learner demonstrates The learner demonstrates
A. Content understanding of key concepts understanding of key concepts understanding of key concepts
Standards of of of
functions. functions. functions.
The learner is able to accurately The learner is able to accurately The learner is able to accurately
B.
construct mathematical models construct mathematical models construct mathematical models
Performance
to represent real-life situations to represent real-life situations to represent real-life situations
Standards using functions. using functions. using functions.
C. Learning Learning Objectives MELC All LCs in General Mathematics MELC
The learners:
Competenci 1. understand and explain
The learner represents real- The learner represents real-
es / the classroom rules, life situations using functions, life situations using functions,
Objectives / math routines, and math including piece-wise functions including piece-wise functions
procedures.
Write LC 2. receive an overview of
[M11GM-Ia-1]. [M11GM-Ia-1].
Code for the subject content,
Learning Objectives Learning Objectives
each goals, and key topics
1. correctly define a function; 1. clearly define relations and
that will be covered
2. properly represent a function using functions;
throughout the
function notation; 2. correctly differentiate a function
semester.
 3. set personal and 3. properly model real-life problems from a relation; and
academic goals for the using equations. accurately determine whether a
school year. given scenario is a function or not.
4. become familiar with the
materials and resources
they will use throughout
the year, such as
textbooks, technology,
and classroom supplies.
5. understand the
importance of having a
growth mindset and be
encouraged to embrace
challenges and learn
from mistakes.
6. learn about the
assessment methods
and grading criteria that
will be used throughout
the year.
7. build a positive
relationship with the
teacher, fostering a
supportive and
respectful classroom
environment.

II. Content Introduction to Function

A.
REFERENCES
1. Teacher’
s Guide
2. Learner’ Quipper School Premium, Quipper School Premium,
s Teaching Guide, Math, Unit 1: Teaching Guide, Math, Unit 1:
Materials Introduction to Functions, Introduction to Functions,
Grade 11 Grade 11
3. Textboo
k
4. Addition
al
Materials
from
Learning
Resourc
 es (LR)
portal
B. Other Slide Deck, Chalk, Calculator Pretest Questionnaire Slide Deck, Chalk, Calculator
Learning
Resources
III.
PROCEDURE
S
A. Discussion on classroom Prerequisite Skills and Topics Prerequisite Skills and Topics
INTRODUCTI rules, a tour of the Skills: Skills:
classroom, demonstration Evaluating algebraic expressions Writing a set in set notation
ON of routines (cleanliness Illustrating a function Sketching the graph of a function
and orderliness, turning Topics: Topics:
in learning output). Math 7 Unit 6: Algebraic Math 8 Unit 6: Relations and
Icebreaker games, Expressions | Lesson 2: Evaluating Functions | Lesson 1: Relations
partner interviews, group algebraic expressions Math 8 Unit 6: Relations and
discussions, and sharing Math 8 Unit 6: Relations and Functions | Lesson 2: Functions
personal interests. Functions | Lesson 2: Functions Math 10 Unit 9: Polynomial
Math 8 Unit 7: Linear Function | Functions | Lesson 3: Graphs of
Presentation of General Lesson 1: Equations That Are Linear Polynomial Functions
Mathematics learning Functions
competencies, highlight Math 9 Unit 3: Quadratic Functions | Warm-Up Activity
performance tasks, and Lesson 2: Representing Quadratic PAIR up!
an introductory activity in Functions 1. Ask the students to make
General Mathematics. Math 9 Unit 3: Quadratic Functions | pairings based on the scenarios
Lesson 5: Determining the Equation below then write these pairings as
Goal-setting worksheets, of a Quadratic Function ordered pairs in a set.
individual reflection time, Math 10 Unit 9: Polynomial A={pair yourself with your siblings}
and sharing goals with a Functions | Lesson 1: Introduction to B={pair yourself with your parents}
partner or the class. Polynomial Functions C={pair yourself with your favorite
TV show/s}
Scavenger hunt for Warm-Up Activity D={pair yourself with your
classroom resources, Birth Month Trick permanent city of
exploration of textbooks Ask the students to do the following residence}
or online platforms, and steps: 2. Ask one to three students to
demonstrations of how to 1. Take the number of your birth write their answers
use specific tools or month. (e.g., January = 1, February on the board.
materials. = 2, etc.) 3. Ask the guide questions provided
2. Add 32. below.
Discussion on growth vs. 3. Add the difference between 12 Guide Questions:
fixed mindset, sharing and the number of your birth 1. Which among the sets are
stories of famous failures, month. considered as functions?
and brainstorming ways 4. Divide by 2. 2. What do we call those sets that
 to overcome challenges. 5. Subtract 10. are not functions?
3. How do we define a relation?
Explanation of grading Guide Questions:
policy, examples of 1. When is your birthday? With ICT Integration
different types of 2. What number represents that https://www.youtube.com/watch?
assessments, and month? v=em_KshLsCxU
discussion on how to 3. After following all the rules, what
track and improve result did you get? How about the
performance. others?
4. Why do we always obtain the
Teacher introduction, same result which is 12?
sharing personal
anecdotes, and open Q&A
session.
B. Have students pair up Define and Discover Pretest Define and Discover
DEVELOPME and introduce Function – a special kind of relation Relation – a set of objects, such as
themselves. Each student in which no two distinct ordered numbers, grouped with one another
NT then shares a number pairs have the same first element which may or may not represent a
that is significant to them In an equation in two variables, and pattern; simply a set of ordered
(e.g., their age, number , the variable may be expressed as pairs that are arranged in an
of siblings, favorite f(x) if every value of x corresponds orderly manner
number) and explains to a single value of y. Example:
why. Partners then The value that it takes in is called Billy is associated to his friends:
introduce each other to the input or independent Gabriel, Jasmine, and Luis. Using
the class, sharing the variable while the corresponding this example, we can define a
names and significant value that it produces is the output relation showing this association or
numbers. or dependent variable. correspondence.
F={(Billy, Gabriel), (Billy, Jasmine),
(Billy, Luis)}
One-to-one correspondence – each
value of the independent variable
(x) is unique and is associated with
a unique value of the dependent
variable (y)
Examples:

Develop and Demonstrate

1. Consider an electric fan as a Many-to-one correspondence – two
function machine. What you or more values of x are associated
do you think is the input, the with the same value of y
function, and the output? Example:
2. Consider the table of values
below. Determine the input, the
function, and the output.

3. Let f(x) = What is

One-to-many correspondence –
the function value (output) if the some values of x are associated
given value of is ? with more than one value of y
Example:

Many-to-many correspondence –
some values of both x and y are
associated with more than one
value of their counterpart
Example:

Function – a special kind of relation

in which no two distinct ordered
pairs have the same first element
Example:
Miguel, Karlo, and Bien are paired
to their respective schools. Let us
name this relation S.
S={(Miguel, DLSU), (Karlo, ADMU),
(Bien, ADMU)}
The relation S is a function because
no two ordered pairs share the
same first element.
Vertical Line Test – can be used to
determine if a graph represents a
function
If a vertical line is drawn on any
part of the graph of a function, the
line will intersect at most one point
on the graph of a function. On the
other hand, if we can draw a
vertical line that intersects a given
graph at more than one point, then
that graph represents a relation
that is not a function.
Example:
The given graph below passes the
vertical line test since if we draw an
imaginary vertical line anywhere on
the graph, it will touch exactly one

point.
Develop and Demonstrate
1. Determine whether the following
set is a function.

2. Write all the ordered pairs in the

figure and determine the type of
relation depicted by the given
figure.

3. Given f(x)=|x|, complete the

table of values below. Sketch the
graph of the function and show that
it would pass the vertical line test.
C. Provide each group with Individual Practice/Boardwork Tell the students that the questions Individual Practice/Boardwork
ENGAGEMEN a set of mathematical 1. Consider a water dispenser as a in the pretest summarizes the 1. Determine whether the following
puzzles or problems to function machine. What is the lessons in General Mathematics. table of values satisfies the
T solve together (e.g., input, the function, and the output? Ask the students on how well they definition of a function.
logic puzzles, Sudoku, or 2. Consider the table of values answer the pretest.
brain teasers). Groups below. Determine the input, the
work together to find function, and the output. 2. Tell whether the following graph
solutions and then represents a function or
present their strategies not.
and solutions to the
class. 3.

Group Practice
1. Jocelyn bakes cookies. She sells
these cookies online. She earns ₱25
per cookie, but she incurs₱200
worth of expenses per day. Using
this scenario, answer the following:
a. Write a function relating her daily
earnings or profit P(n) and the
number of cookies n sold.
b. How many cookies does she 3. Given |y|=x, complete the table
need to sell for her to of values below. Then, sketch its
break even? What does this imply? graph and determine whether is a
2. In a university, mathematics function of x.
grades are being converted in a 0.0
to 4.0 scale, with 4.0 being the
highest and 0.0 being the lowest.
Group Practice
The conversion is given in the
1. Given: y=2x
following table. Write a function
a. Complete the table of values.
describing the conversion. Use E(x)
b. Sketch the graph of y=2x.
to represent the equivalent grade
c. Determine whether y is a
as a function of the raw grade x.
function of x.

2. Anne has just started a healthy

diet plan. She plans to monitor her
weight in kilograms every week.
Will the record represent a function
or a relation? Explain your answer.
D. Create a scavenger hunt Wrap–Up Ask the students on how they will Wrap–Up
ASSIMILATI where students search 1. What is a function? prepare in order for them to meet 1. What is the difference between a
ON for items or answers to 2. How do we denote functions? all the LCs in General Mathematics. function and a relation?
questions around the Application and Values 2. How do you determine whether a
classroom related to Integration given set of ordered
General Mathematics. 1. Why are functions important in pairs, table of values, or graph
This helps students get our life? represents a function?
comfortable with the 2. How do we make use of functions Application and Values
classroom environment in our life? Integration
and engage in math from Bridge to the next topic: 1. Why is it important to know that
the start. 1. What do we call relationships there are a lot of ways
that are not functions? to represent a function?
Have students write 2. How do we determine a function 2. Why are relationships important?
down their goals for the given its graph? Bridge to the next topic:
math class on index 1. How do we make use of functions
cards or in a journal. Performance Assessment to solve real-life problems?
Discuss the concept of a This performance assessment 2. How do operations on functions
growth mindset and how serves as formative assessment, work?
making mistakes is part divided into three sets based on
of learning. Students can student’s level of learning. See Performance Assessment
share their goals with a attachment for separate printable This performance assessment
partner or the class if worksheets. serves as formative assessment,
they feel comfortable. • Worksheet I (for beginners) divided into three sets based on
• Worksheet II (for average student’s level of learning. See
Engage students in a learners) attachment for separate printable
discussion about what • Worksheet III (for advanced worksheets.
makes a successful math learners) • Worksheet I (for beginners)
classroom. Create a set • Worksheet II (for average
of class norms or learners)
agreements that • Worksheet III (for advanced
everyone can refer to learners)
throughout the year. This
can include respecting
others' ideas,
encouraging questions,
and celebrating effort.
REFLECTION Distribute a survey
asking students about
their favorite and least
favorite aspects of math,
any areas they find
challenging, and what
they are excited to learn
this year. Review the
surveys to tailor future
lessons to meet students’
needs and interests.
Prepared by:

MAYLENE A. MANGURALI
Teacher III

Checked:

LENIE R. TUMAMBING, Ph.D.

Master Teacher I

Noted:

MARY JANE M. GONZALES, Ed.D.

Principal IV

Address: Poblacion, Padre Garcia, Batangas

Landline: (043) 741-3860/ 349-9622
E-mail Address: [email protected]