Republic of the Philippines

Department of Education
Caraga Region
SCHOOLS DIVISION OF AGUSAN DEL SUR
CECILIA NATIONAL HIGH SCHOOL

School CECILIA NATIONAL HIGH SCHOOL Grade Level GRADE 11

Teacher CATHY MAE M. DUMAPE Learning Area GENERAL MATHEMATICS
Teaching Dates and Time SEPTEMBER 4-8, 2023 Semester/Quarter FIRST/FIRST

SESSION FIRST SECOND THIRD FOURTH

CLASS SCHEDULE Galaxy 08:45am-09:45am
I. Objectives
A. Content Standards The learner demonstrates understanding of key concepts of functions.
B. Performance Standards The learner is able to accurately mathematical models to represent real-life situations using functions.
C. Learning Competencies M11GM-Ia-2 M11GM-Ia-3
The learner evaluates a function. The learner performs addition, subtraction, multiplication, division,
and composition of functions.
M11GM-Ia-4
The learner solves problem M11GM-Ia-4
involving functions. The learner solves problem involving functions.
D. Specific Learning At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Targets learners are expected to: learners are expected to: learners are expected to: learners are expected to:
 revisit the definition of  evaluate a function; and  add functions; and  multiply functions using
relation, function, and some  solve real-life problems  subtract functions. different methods.
related terms; and involving evaluating
 identify whether a relation is functions.
a function.
II. Subject Matter
A. Lesson Title EVALUATING AND GRAPHING ADDING AND SUBTRACTING
REVISITING FUNCTIONS MULTIPLYING FUNCTIONS
FUNCTIONS FUNCTIONS
B. Teaching Strategies Direct Instruction
Applied
C. Teaching Resources Curriculum Guide Curriculum Guide Curriculum Guide Curriculum Guide
Teaching Guide Teaching Guide Teaching Guide Teaching Guide
PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation PowerPoint Presentation
Graphing Software Graphing Software
Calculator
D. Learning Resources Pen and Lecture Notebook Pen and Lecture Notebook Pen and Lecture Notebook Pen and Lecture Notebook
III. Learning Process
A. Preparatory Activities
1.Preliminaries Prayer Prayer Prayer Prayer
Checking of Attendance Attendance Recognition Attendance Recognition Attendance Recognition
Setting of House Rules Setting of House Rules Setting of House Rules Setting of House Rules

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CATHY MAE M. DUMAPE | CECILIA NATIONAL HIGH SCHOOL
 2.Reviewing previous The teacher will show some The teacher will present the The teacher will present the
lesson or presenting representations of relations and assignment from the previous assignment from the previous
the new lesson ask the learners whether they session and ask volunteer/s to session and ask volunteer/s to
represent a function or not. write their answers on the board. write their answers on the board.
3.Establishing a The teacher will present the The teacher will present the The teacher will present the The teacher will present the
purpose for the lesson of the day and let the lesson of the day and let the lesson of the day and let the lesson of the day and let the
lesson learners read the learning learners read the learning learners read the learning learners read the learning
targets. targets. targets. targets.
B. Developmental
Activities
1.Presenting examples/ Learners will try to assess their The learners will read and answer The teacher will ask the learners The teacher will ask the learners
instances of the new schema on functions and the following problem: how to add and subtract how to multiply polynomials. He
lesson relations by identifying whether Teacher James wanted to know polynomials. He will then show will then show two polynomials,
the relations to be presented the running speed of his PE two polynomials, then ask them then ask them to perform
represent a function or not. students; hence, he conducted to perform addition and multiplication on them. (The
a 100m sprint. The following subtraction on them. (The teacher may introduce the
The teacher will then say that the table shows the time in teacher may introduce the KFC distribution method in
class is going to revisit the seconds the selected students Method in subtraction). subtraction). The teacher will also
lessons they had when they were finish the said sprint. ask them on what method is
in junior high school. Time in The teacher will then state that usually used when multiplying
Students
seconds adding and subtracting functions binomial by another binomial
Sharon 17 seconds are the same as adding and (FOIL method).
Loreen 16 seconds subtracting polynomials,
Abel 12 seconds respectively. The teacher will then state that
Help teacher James determine multiplying functions is the same
their speed. The teacher will show the as multiplying polynomials.
definition of addition and
The teacher explains that the subtraction of functions. The teacher will show the
above activity is an example of definition of multiplication of
real-life problems where function functions.
is involved.
2.Discussing new The teacher will present the The teacher will show the class The teacher will present two sets The teacher will present two
concepts and following terms and ask the the function equation of functions and ask the learners functions and ask the learners to
practicing new skill students what their definitions representing the problem from to perform addition and perform multiplication on them.
#1 are: the previous activity. He will then subtraction on them.
 relation present a table of values with x -
 function values and ask the learners to
 domain complete the table of values by
 range solving for their corresponding
 mapping diagram
 set of ordered pairs
f (x)-values.
 table of values
 graph
 vertical line test

One by one, the teacher will

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CATHY MAE M. DUMAPE | CECILIA NATIONAL HIGH SCHOOL
 show the class the definition of
the above terms.
3.Discussing new The teacher will emphasize the The teacher will give some Volunteers will be asked to show Volunteers will be asked to show
concepts and difference of function from polynomial function equations their processes on the board. The their processes on the board. The
practicing new skill relation. He will then give an and ask the learners to evaluate teacher will ask the other teacher will ask the other
#2 example of a function them at some given x -values. learners to evaluate their learners to evaluate their
represented through each of the classmates’ work. classmates’ work.
following representations:
mapping diagram, set of ordered
pairs, table of values, equation,
and graph.
4.Developing mastery The teacher will present some Volunteers will be called out in Another sets of functions will be Another sets of functions will be
(leads to formative representations of relations and front to present their answers. shown to practice. shown to practice.
assessment 3) ask the learners to identify
whether they represent a
function or not and give their
reasons.
C. Concluding Activities
1. Finding The teacher will enumerate some The teacher will present the The teacher will enumerate some The teacher will enumerate some
practical applications real-life situations where following real-life problem then real-life situations where addition real-life situations where
of concepts and skills functions are involved. He may ask the learners to read and and subtraction of functions is of multiplication of functions is of
in daily living also ask the learners to cite their answer it. used. He will then present a real- used. He will then present a real-
own examples. life word problem to elaborate. life word problem to elaborate.
2. Making The teacher will ask the following Learners will be asked to cite The teacher will ask the following The teacher will ask the following
generalizations and questions to the learners: some real-life situations where question to the learners: question to the learners:
abstractions about  What makes functions a evaluating functions is involved.  How does learning how to add  How does learning how to
the lesson special type of relations? They will also be asked how and subtract functions help multiply functions help them
 When do we use the vertical learning to evaluate functions them in their daily lives? You in their daily lives? You may
line test? would help them in their daily may cite examples. cite examples.
 How can we identify whether lives; they may cite situations to
a given representation elaborate their examples.
represents a function?
IV. Evaluation The teacher will give a five-item The teacher will give a five-item The teacher will give a two-item The teacher will give a two-item
quiz. Learners will identify quiz. Learners will evaluate the quiz on addition and subtraction quiz on addition and subtraction
whether the given given function at some given x - of functions. of functions.
representations represent a values.
function or not.
V. Assignment The teacher will give a function The teacher will give an The teacher will give an
and a table of values. Learners assignment for them to practice. assignment for them to practice.
will complete the table by filling
in the function’s value at each The teacher will also give a
given x -values. worksheet on factoring
polynomials (in preparation for
dividing functions next session).

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CATHY MAE M. DUMAPE | CECILIA NATIONAL HIGH SCHOOL
VI. Reflection
A. Number of learners
who earned 80% on
this formative
assessment.
B. Number of learners
who require additional
activities for
remediation.
C. Did the remedial
lessons work? Number
of learners who have
caught up the lesson.
D. Number 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
help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?

Prepared: Checked, Reviewed, and Validated:

CATHY MAE M. DUMAPE SHIONA B. CABONILAS

SHS T-I HEAD TEACHER I

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CATHY MAE M. DUMAPE | CECILIA NATIONAL HIGH SCHOOL