School: Grade Level: XI

GRADES 1 to 12 Learning GENERAL

DAILY LESSON LOG Teacher: Area: MATHEMATICS
Teaching Dates
and Time: Week 6 Quarter: 1st Quarter

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
The learner demonstrates understanding of the key concepts of inverse functions, exponential functions, and
A. Content Standards: logarithmic functions.
B. Performance The learner is able to apply the concepts of inverse functions, exponential functions and logarithmic functions to
Standards: formulate and solve real-life problems with precision and accuracy.
C.Learning Solves exponential equations Represents an exponential Finds the domain and range Determines the intercepts,
Competencies/ and inequalities. function through its: (a) of an exponential function. zeroes, and asymptotes of
Objectives: M11GM-Ie-f-1 table of values, (b) graph, M11GM-If-3 an exponential function.
and (c) equation. M11GM-If-4
Write the LC Code for
M11GM-If-2
each
II. Content Functions and their Graphs
LEARNING RESOURCES
A.References
1. Teacher’s Guide 95-100 100-105 104-111 104-111
Pages
2. Learner’s 82-87 88-89 88-91 88-91
Materials Pages
3. Textbook Pages Piramide, J. M., Bareja, M. G., and Loquias, C. M. (2017). Functions, Investments and Logic: Keys to Real world. A
comprehensive Worktext in General Mathematics for Senior High School. Talamban, Cebu City.Universit of San
Carlos Press. Pp 97-123
4. Additional
Materials from
Learning Resource
(LR) portal
B. Other Learning Laptop, TV, chalk board, Calculators, Graphing Calculators, laptop, Calculators, laptop,
Resources posters/manila papers, board, graphing papers, TV(optional), chalk board, TV(optional), chalk
calculators laptop, TV(optional) posters/manila papers board, posters/manila
papers
 III. PROCEDURES
A.Reviewing Previous Guide Questions: (to be Direction: Direction: (to be answered Direction: Review of the
Lesson or Presenting answered by students orally) by students orally) past lesson and present
the New Lesson 1. Can anybody illustrate an Review the past lesson by 1.Recapitulate what was the the lesson objectives for
illustrating an example of lesson yesterday. the day:
equation? equation and inequality. 2.Connect the topic (assign student to answer
2. Can anybody illustrate an Present the lesson objectives yesterday by asking the orally)
inequality? for the day students what is the What is range and
3. What are the symbols that behavior of the graph of domain?
signifies equation and Note: This could be done in exponential function.
inequality? a buzz session 3. Ask the students if they
5. What are the different were able to determine the
theorems in Math which can be values of x and y in the table
values?
used to solve for solving
exponential equation and
inequality? State the lesson objectives

State the lesson objectives.

B. Establishing a Guide Questions: Direction: (present using Guide Questions: Guide Questions:
Purpose for the any visual aid if possible (Short Review) (Short Review)
Lesson Why do we need to get the with pictures) (to be answered by students 1.What is asymptote,
value/values of variable/s in Exponential function occur orally) intercepts and zeroes?
exponential equation and in various real world 2.Why do we need to
inequality? situations. Exponential 1.What is domain, range? identify those?
functions are used to model 2.Why do we need to
real-life situations such as identify those? Especially
population growth, in graphing.
radioactive decay, carbon
dating, growth of an
epidemic, loan interests
rates, and investments.
C.Presenting Direction: (Teacher will show Direction: Group the Direction: (do this activity Direction: From the graph
Examples/Instances this using any visual aid) students into 3 groups and by 3) (draw the graph) of
of the Lesson give the following: From the graph of i(x)= (1/2)xwhich was the
Recall the following definition group 1-table values i(x)= (1/2)xwhich was the assessment a day before,
and theorems. assessment a day before, give the value of
give the value of 1.asymptote
1. Domain 2. intercepts
 group 2- graph 2. Range 3. zeroes

group 3-function
f(x)=2x

Note: Let the groups

determine if the given isan
example which represents an
exponential function or not.
D.Discussing New Activity (group activity) Direction:(by pair) Guide Questions: Guide Questions:
Concepts and Direction: Which of the With the use of calculator, (to be answered by 1.How to write the
Practicing New Skills following represents an let the students make a students orally) asymptote?(answer:
#1 exponential equation? table of values of f(x)=2x-3 1.How to write the range linear equation)
and domain?(answer: in set 2. How to write
notation) intercepts and zeroes?
2. How to write the (answer: linear equation)
asymptote: (answer: linear
equation)
E. Discussing New Direction: Solve for the value Direction: With the table of Direction: Direction: (Emphasized
Concepts and of x in activity (by group) (do values, graph f(x)=2x-3. (to be answered by by the teacher)
Practicing New Skills not check yet the checking will students orally) Note: Zeroes and
#2 be done during developing Intercepts are the same
mastery) Give an example of set expressed in linear
notation and linear equation. Like x=0 or
equation. y=0 for instance.
F. Developing Mastery Direction: (Individual activity) Direction: Show example Direction: Direction: (by pair)
(Leads to Formative Solve lesson14 supplementary of exponential function and (do this activity by 3) Find the asymptote,
Assessment 3) exercises found in LM page 87 its graph.(by pair) intercepts and zeroes of
number 8 and 9 Example 1. Find the domain and range exponential function
 f(x) = 2x of exponential function f(x) = 2x
f(x) = 2x
G. Finding Practical Direction: Show a picture or Guide Questions: Direction: Direction: (by pair)
Applications of present a situation in which 1.What are the possible real (do this activity by 3) Do the same on
Concepts and Skills exponential equation is evident. life situations where we f(x) = 2-x
in Daily Living can apply exponential Do the same on f(x) = 2-x
functions?

H. Making Guide Questions: (Select Guide Questions: Guide Questions: Guide Questions:
Generalizations and students to answer) 1. Which do you think (to be answered by students 1.What have you
Abstractions about 1. What are the different topics shoud come first table of orally) noticed on the
the Lesson we have discussed earlier about values or graph?Why? asymptote, intercepts
exponential function? 2. What can you say about 1.What have you noticed and zeroes of
2. What word clues or number the graph of exponential on the domain, range, of exponential function?
clues that signifies exponential function? exponential function?
equation and inequality?
3. What are the suggested ways
given by the teacher to solve
exponential equation and
inequality?
I. Evaluating Learning Direction: (Individual task) Direction: (Individual task) Direction: (Individual task) Direction: (Individual
Solve the given exponential Construct table of values Find the domain, and range task)
equation and inequality. Find and graph of Find the asymptote,
the value of x. i(x)= (1/2)x. f(x) = 3x+ 1 intercepts and zeroes of
f(x) = -3x+ 1 f(x) = 3x+ 1
f(x) = -3x+ 1
 J. Additional Direction: (by group) Direction: (by group) Guide Questions: Direction:(by group)
Activities for Give 1 example of exponential Give an equation (by group)
Application or equation and inequality representing exponential Find the asymptote,
Remediation function and graph it. 1.Are the functions f(x)=2 x
intercepts and zeroes of
and g(x) = x2 are the same f(x) = 3x– 1
based on domain and
range? Are the two (answer:
functions exponential? horizontal asymptote:
y=3
(answer: no, because g(x) is x-intercepts:
quadratic function not an x=1.58496,0
exponential function 2) y-intercepts:
y=0,-2
zeroes are the
intercepts)

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What
works? What else needs to be done to help the students learn?
V. 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% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial lessons
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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I
wish to share with other
teachers?

Attachment:
https://www.google.com/search?
q=application+of+exponential+equation+in+real+life&source=lnms&tbm=isch&sa=X&ved=0ahUKEwicgYq_g4PfAhWQF3IKHclIAQQQ_A
UIDigB&biw=1366&bih=667#imgrc=hGUT_ebkfUwNMM:
Download Teacher’s Guide and Learner’s Module.