Grades 1 to 12 School SAN LUIS NATIONAL HIGH SCHOOL Grade Level 11 – ABM /11 – HUMSS

Daily Lesson Log Teacher NI-KHE G. MARQUEZ Learning Area GENERAL MATHEMATICS
Teaching Dates and Time September 02 - 05, 2024 Quarter 1st Quarter (WEEK 6)
11 – ABM (7:30 – 8:30 AM)
11 – HUMSS (10:50 – 11:50 AM)

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
A. Content Standard The learner demonstrates The learner demonstrates The learner demonstrates understanding of The learner demonstrates
understanding of key concepts of understanding of key concepts of key concepts of inverse functions, understanding of key concepts of
inverse functions, exponential inverse functions, exponential exponential functions, and logarithmic inverse functions, exponential functions,
functions, and logarithmic functions. functions, and logarithmic functions. functions. and logarithmic functions.
B. Performance Standard The learner is able to apply the The learner is able to apply the The learner is able to apply the
The learner is able to apply the concepts of
concepts of inverse functions, and concepts of inverse functions, and concepts of inverse functions, and
inverse functions, and logarithmic functions
logarithmic functions to formulate and logarithmic functions to formulate and logarithmic functions to formulate and
to formulate and solve real-life problems
solve real-life problems with precision solve real-life problems with precision solve real-life problems with precision
with precision and accuracy.
and accuracy. and accuracy. and accuracy.
C. MELC and MELC No. M11GM-Id-2 M11GM-Id-3 M11GM-Ie-1 M11GM-Ie-3
The learner determines the inverse of a The learner represents an inverse The learner graphs inverse functions. Represents real-life situations using
one-to-one function. function through its: a) table of values, M11GM-Ie-2 exponential functions.
and b)graph. The learner solves problems involving M11GM-Ie-4
M11GM-Id-4 inverse functions. Distinguishes between exponential
The learner finds the domain and range function, exponential equation, and
of an inverse function. exponential inequality.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG for SHS General Mathematics, pp. TG for SHS General Mathematics, pp. TG for SHS General Mathematics, pp. TG for SHS General Mathematics, pp.
69-75 69-75 69-75 69-75
2. Learner’s Material pages LM in General Mathematics, pp. 62-66 LM in General Mathematics, pp. 67-75 LM in General Mathematics, pp. 62-66 LM in General Mathematics, pp. 67-75
3. Textbook pages General Mathematics by Orlando General Mathematics by Orlando General Mathematics by Orlando Oronce General Mathematics by Orlando
Oronce Series 2016 Oronce Series 2016 Series 2016 Oronce Series 2016
4. Additional Material from Teacher’s Guide and Learner’s Material Teacher’s Guide and Learner’s Material Worksheet/Activity Sheet Teacher’s Guide and Learner’s Material
Learning Resource (LR) Portal
B. Other Learning Resources General Mathematics, Diwa General Mathematics, Diwa Publishing, General Mathematics, Diwa Publishing, General Mathematics, Diwa Publishing,
Publishing, Senior High School Series. Senior High School Series. 2016 Senior High School Series. 2016 Senior High School Series. 2016
2016
IV. PROCEDURES
A. Reviewing previous lesson or Recalling the table of values for the Recall the properties of an Inverse Recall the previous discussions. (referring
presenting the new lesson. function given by the equation by the Function: to subtask 1 of the same lesson)
equation y = 2x -1 given below:  Definition of inverse function
Properties of an inverse of a one-to-
 Finding the domain and range of
one function
 Given a one-to-one function
f(x0 and its inverse f −1 ( x ) .
Then the following are true:
−1
Verify that it is a one-to-one function by a) The inverse of f ( x ) is inverse functions.
showing that no two y-values share the f(x).
same x-value. Let us invert the values Properties of inverse functions of one-to-
for x and y: b) f( f −1 ( x ) ) = x for all x in
on functions
−1
the domain of f .

c) f −1 ¿ = x for all x in the

domain of f.
B. Establishing a purpose for the new
lesson
Complete the drawings by sketching
the reflection of the figure across the
line y = x. For an accurate figure, fold
the paper across the line y = x and
Ask: Does the table still represent a trace the figure underneath.
function?
We should see that it can still represent See attachment (Activity Sheet)
a function because each x value is
associated with only one y value. Elicit from the students the following
Then consider the next table of values. (subtask 2 of lesson 11)
ideas:

 The coordinates of the points

in the reflected image are
reversed in relation to those in
the original image.
 If a function is not one-to-one,
the reflection of its graph
about the line y = x does not
produce a function.
,
C. Presenting Examples/ instances of Consider another table of values for
the new lesson another function.
Say: The coordinates of points in a
graph of the inverse of a one-to-one
function are the coordinates of points in
the original function with the x and y-
Show the that the table does not
coordinates .
represent a function because there are
some y-values because here are some Give the Relationship between the
y-values that are paired with more the
graphs of a function and its Inverse
one x-value.
 For example, y =1 is paired with x =
1,2,3,4. Invert the values for x and y.
Will the resulting table still represent a
function?

A function has an inverse if

and only if it is one-to-one.
‘Inverting’ the x-and y- values Graphing Inverse Functions
The of a function
resulting results
table does in a
not represent
a function since x = 1 is paired with Given the graph of a one-to-one
more than one y-value namely, 1,2,3 function, the graph of its inverse can be
and 4. obtained by reflecting the gaph about
the line y = x.
‘Inverting’ Functions
The previous discussion shows that
 if the x- and y-values of a one-
to-one function are
interchanged, the result is a
function, but
 if the x- and y-values of a
function that is not one-to-one
are inverted, the result is no
longer a function.

D. Discussing new concepts and Define the inverse of a one-to-one Example 3.

practicing new skills #1 function. −1
Given y = f (x) if the graph of y =
Definition. f(x) = 2x + 1 restricted in the domain
√ x+ 1 using the
Find the inverse of f(x) = 3
given graph.
Let f be a one-to-one function with { x|−2 ≤ x ≤1.5 } is given below. What
domain A and range B. Then the
is the range of f(x)? What is the domain
inverse of f, denoted f −1, is a function
and range of its inverse?
with domain B and range A defined by
−1
f ( y )=x if and only f(x) = y for any y
in B.

Solution:
 Applying the horizontal line we confirm that
the function is one-to-one. Reflect the
graph of f(x) across the line y = x to get the
plot of the inverse function.

Solution: Take the reflection of the

restricted graph of y = 2x + 1 across the
line y = x. The result of the reflection of the graph of
√ x+ 1 is the graph of y = x 3 - 1.
f(x) = 3
−1
Therefore f ( x) = x 3−1.
Example 4.

Consider the rational function f(x) =

5 x−1
whose graph is shown below:
−x+ 2
The range of the original function can
be determined by inspection of the
graph. The range is
{ y ∈ R|−3 ≤ y ≤ 4 }.
Verify using techniques that the inverse
−1 x−1
function is given by f ( x )= .
2
Continue discussing:
The domain and range of the inverse
function can be determined by
inspection of the graph:
f ( x ) = [ −3 , 4 ] Range of
−1
Domain of
a) Find the domain and range.
f ( x ) = [ −2 ,1.5 ]In summary,
−1
b) Find the equation of its
 asymptotes.
c) Find the graph of its inverse.
d) Find the domain and range of its
inverse.
Solution,
a) From our lesson on rational functions,
Observe that the domain of the inverse we get the following results:
is the range of the original function, and Domain of f (x) = (-∞ , 2¿ ∪(2 , ∞)
that the range of the inverse is the Range of f (x) = (-
domain of the original function.
∞ ,−5 ¿ ∪(−5 , ∞)
b) Using techniques from the lesson on
rational functions, the equations of the
asymptotes are
Vertical asymptote: x = 2
Horizontal asymptote: y = -5
c) The inverse can be graphed by taking
the reflection of the graph across y =
x.

Observe that the new asymptotes are

the old asymptotes with the x and y-
values interchanged. In fact, the
asymptotes could also be obtained by
reflecting the original asymptotes
about the line y = x.
Vertical asymptote: x = -5
Horizontal asymptote: y = 2
d) The domain and range of the function
and its inverse are as follows:

We can make the observation that the

 domain of the inverse is the range of the
original function, and the range of the
inverse is the domain of the original
function.
E. Discussing new concepts and To determine the inverse of a function Ask: Is it true for all one-to-one Discuss Solving Problems involving
practicing new skills #2 from its equation. functions and their inverse? Inverse functions.
The inverse of the function can be
interpreted as the same function but in Do example 2. Say: We can apply the concepts of
the opposite direction, that is, it is a inverse functions in solving word
function from the y-value back to its Example 2. problems involving reversible
corresponding x-value. processes.
To find the inverse of a one-to-one 1
Find and graph the inverse of f(x) = ,
function. x Example 1.
a) Write the function in the form
whose graph is shown below. You asked a friend to think of a
y=f(x);
b) Interchange the x and y nonnegative number, add two to the
variables; number, square the number, multiply
c) Solve for y in terms of x. the result by 3 and divide the result by
2. If the result is 54, what is the
This is because we are original number? Construct an
interchanging the input and output inverse function that will provide the
values of a function. original number if the result is given.
Giving example.
1. Find the inverse of f(x) = 3x +1.
Solution. The equation of the
function is y = 3x +1. Interchange
the x and y variables: x =3y + 1.
The graph is shown below. On the left,
Solve for y in terms of x:
Solution: is not a one-to-one function because the
x = 3y + 1
graph does not satisfy the horizontal line
x – 1 = 3y
test. However, the instruction indicated
Solution. that
x−1 x−1
=y⟹ y= Applying the horizontal line test, we the original number must be
3 3 verify that the function is one-to-one.
−1 nonnegative. The domain of the function
Therefore, f (x) = 3x +1 is f (x) =
must thus be
x−1 1
. Since the graph of f(x) = is
x restricted to x≥ 0 , and its graph is
3
Ask the following questions to the class: symmetric with respect to the line y = x shown on the right, below.
a) What is the inverse of the (indicated by a dashed line), its
inverse? reflection across the line y = x is
itself. Therefore the inverse of f(x) is
b) What is f( f −1 (x)¿ ? How −1
itself or f ( x )=f ( x ) .
about f −1(f(x))?
 Explanation/Discussion:

The function with restricted domain x

≥ 0 is then a one-to-one function, and
we can find its inverse. Interchange the

Have the class do these on the x and y variables .

example above. The discuss the
following properties that the class Solve for y in terms of x:
should have observed from the
example above.

Verify that f −1 ( x )=f ( 1x ) using the

techniques in the previous discussion.

Finally , we evaluate the inverse
(Subtask 2 the following day) function at x = 54 to determine the
original number.

The original number is 4.

F. Developing mastery (Leads to
See attachment.
Formative Assessment 3)
G. Finding practical applications of Cite a real-life situation showing an Ask students to give real life situations
concepts and skills in daily living inverse of one-to-one function. wherein inverse of functions are applied.

See attachment. (The teacher gives her/his examples).

1. Engineers have determined that

the maximum force t in tons that a
particular

bridge can carry is related to the

 distance d in meters between its
supports by the following function:
3
t(d) = (
12.5
)
d
How far should the supports be if
the bridge is to support 6.5 tons?
Construct an

inverse function to determine the result.

Solution.

The equation of the function is t(d)

3
=(
12.5 .
)
d
Note: To lessen confusion in this
case, let us not interchange d and t
as they denote

specific values. Solve instead for d in

terms of t :

12.5
The inverse function is d(t) = .
√3 t
.

Evaluate the function at t=6.5: d(6.5) =

22.5
=6.70 .
√3 6.5
The supports should be placed at most
6.70 meters apart.
H. Making generalizations and
abstractions about the lesson
 Ask: Enumerate the properties of
finding the inverse of one-to-one
function.

How to find the inverse of a one-

to-one function?

I. Evaluating learning See attachment. Short quiz See attachment.

J. Additional activities for application Ask students to give one example of a
or remediation situation showing one-to-one function
and one example showing not one-to- Write an inverse model.
one function. (answers may vary)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% on A. ____ No. of learners who earned A. ____ No. of learners who earned A. ____ No. of learners who earned 80% in A. ____ No. of learners who earned
the formative assessment 80% in the evaluation 80% in the evaluation the evaluation 80% in the evaluation
B. No. of learners who scored below B. ____ No. of learners who require B. ____ No. of learners who require B. ____ No. of learners who require B. ____ No. of learners who require
80% (needs remediation) additional activities for remediation additional activities for remediation additional activities for remediation additional activities for remediation
C. No. of learners who have caught up C. Did the remedial lessons work? C. Did the remedial lessons work? C. Did the remedial lessons work? _____ C. Did the remedial lessons work?
with the lesson. _____ No. of learners who have caught _____ No. of learners who have caught No. of learners who have caught up the _____ No. of learners who have caught
up the lesson. up the lesson. lesson. up the lesson.
D. No. of learners who continue to D. ___ No. of learners who continue to D. ___ No. of learners who continue to D. ___ No. of learners who continue to D. ___ No. of learners who continue to
require remediation require remediation require remediation require remediation require remediation
E. Which of my teaching strategies Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
worked well? Why did these work?
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration

___ Games ___ Games ___ Games ___ Games

___ Poweerpoint presentation ___ Poweerpoint presentation ___ Poweerpoint presentation ___ Poweerpoint presentation

Answering preliminary Answering preliminary Answering preliminary Answering preliminary

activities/exercises activities/exercises activities/exercises activities/exercises

___ Discussion ___ Discussion ___ Discussion ___ Discussion

___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction

___ Case Method ___ Case Method ___ Case Method ___ Case Method
___Role Playing /Drama ___Role Playing /Drama ___Role Playing /Drama ___Role Playing /Drama

___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Doscivery Method ___ Doscivery Method ___ Doscivery Method ___ Doscivery Method

___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of

Paragraphs/Poems/Stories ___ Lecture Paragraphs/Poems/Stories ___ Lecture Paragraphs/Poems/Stories ___ Lecture Paragraphs/Poems/Stories ___ Lecture
Method
 Why? Method Method Method

___ Complete Ims Why? Why? Why?

___ Availability of Materials ___ Complete Ims ___ Complete Ims ___ Complete Ims

___ Pupil’s eagerness to learn ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials

___ Group member’s cooperation in ___ Pupil’s eagerness to learn ___ Pupil’s eagerness to learn ___ Pupil’s eagerness to learn
doing their tasks
___ Group member’s cooperation in ___ Group member’s cooperation in doing ___ Group member’s cooperation in
doing their tasks their tasks doing their tasks
F. What difficulties did I encounter ___ Bullying among learners ___ Bullying among learners ___ Bullying among learners ___ ___ Bullying among learners
which my principal or supervisor can ___ Equipment (AVR/LCD) ___ Equipment (AVR/LCD) Equipment (AVR/LCD) ___ Equipment (AVR/LCD)
help me solve?
___ Learner’s behavior/attitude ___ Learner’s behavior/attitude ___ Learner’s behavior/attitude ___ ___ Learner’s behavior/attitude
___ Science/Computer/Internet Lab ___ Science/Computer/Internet Lab Science/Computer/Internet Lab ___ Science/Computer/Internet Lab

___ Colorful Ims ___ Colorful Ims ___ Colorful Ims ___ ___ Colorful Ims
___ Additional Clerical Works ___ Additional Clerical Works Additional Clerical Works ___ Additional Clerical Works

___ Unavaailable Technology ___ Unavaailable Technology ___ Unavaailable Technology ___ ___ Unavaailable Technology
___ Reading Readiness ___ Reading Readiness Reading Readiness ___ Reading Readiness
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by: Checked by: Noted:

NI-KHE G MARQUEZ MINERVA GRACE O. SILVESTRE EMELITA N. SORIANO, EdD

Teacher I, Subject Teacher Master Teacher I Principal IV
DAY 1 - DISCUSSIONS

ATTACHMENT: (Developing Mastery)

Find the inverse of the following:

1. g(x) = x 3−2
2 x +1
2. f(x) =
3 x −4
Solution:

1. The equation of the function is y = x 3−2. Interchange the x and y variables: x = 3

y −2. Solve for y in terms of x:
3
x= y −2
x + 2 = y3

√3 x+ 2= y ⟹ y √3 x+ 2
y −2 is g ( x )=√ x+ 2.
3 −1 3
The inverse of g(x) =

2 x +1 2 x +1
2. The equation of the function is y = . Interchange the x and y variables: x= . Solve for y in terms of x:
3 x −4 3 x −4
2 x +1
x=
3 x −4
x(3y-4) = 2y + 1
3xy – 4x = 2y +1
3xy -2y = 4x + 1 (Place all terms with y on one side and those without y on the other side)
y (3x – 2) = 4x + 1
4 x +1
y=
3 x −2
−1 4 x+1
Therefore, the inverse of f(x) is f ( x )= .
3 x−2

APPLICATION
1. To convert from degrees Fahrenheit to Kelvin, the function is ,where t is the temperature in Fahrenheit (Kelvin is the SI unit of temperature). Find the inverse function converting
the temperature in Kelvin to degrees Fahrenheit.

Solution. The equation of the function is . To maintain k and t as the respective temperatures in Kelvin and Fahrenheit (and lessen confusion), let us not interchange the variables. We just
solve for t in terms of k: ,

Therefore the inverse is with temperature in Kelvin.

2. Give 3 examples of situations that can be represented as a one-to-one function and two examples of situations that are not one-to-one.

Sample answer:

 vehicles to plate numbers

 movie tickets to seat numbers
 presidents or prime ministers to countries
 mayors to cities or towns
3. Choose a situation or scenario that can be represented as one-to-one function and explain why it is important that the function in the scenario is one-to-one.
 A person must have only one tax Identification number (TIN) so that all the taxes he pays can be accurately recorded. If he has two TINs, the BIR might think that he did not pay all his taxes if his payments
are split between multiple TINs. If a single TIN has two persons associated to it, then it would not be possible to ascertain which person is paying the proper taxes and which is not.
EVALUATION

Find the inverse functions of the following one-to-one functions.

1
a) f(x) = x+ 4
2
b) f(x) = (x +3)3

3
c) f(x) =
x−4
x+ 3
d) f(x) =
x−3
2 x +1
e) f(x) =
4 x−1
Answer:

a) f −1(x) = 2x – 8

a) f −1(x) = 3 √x – 3
4 x +3
a) f −1(x) =
x
3 x +3
a) f −1(x) =
x −1
x +1
a) f −1(x) =
4 x−2
EVALUATION` for DAY 3 AND 4
WORKSHEET NO. ___
1. Construct a table of values for the function f(x) = x 2 + 1 in the restricted domain { 0, 0.5, 1,1.5, 2, 2.5, 3}. Is this a one-to-one function? If it is a one-to-one function, construct
the table of values of the inverse.
Answer:
x 0 0.5 1 1.5 2 2.5 3
Yes, f is f(x) 1 1.25 2 3.25 5 7.25 10 one-to-one in the restricted domain. The table for inverse is

x 1 1.25 2 3.25 5 7.25 10

−1
f (x) 0 0.5 1 1.5 2 2.5 3
2. Identify if the given graph can be that of a one-to-one function. Explain briefly why.

a. b. c. d. e.
Answer:
Only (a), (b), and (c) satisfy the horizontal line test.