Community

Surabay National High ALS SHS

Learning Program
School
Center
ALTERNATIVE Learning Literacy Grade 11
LEARNING SYSTEM Henry P. Mangsat
Facilitator Level
DAILY LESSON LOG
Month and Learning LS 3
Semester Strand

I. OBJECTIVES
A. Content Standards Demonstrates an understanding of the key concepts of functions.
B. Performance Accurately construct mathematical models to represent real-life
Standards situations using function.

C. Learning Evaluate a function.

Competencies/ M11GM-Ia-2
Objectives Perform addition, subtraction, multiplication, division, and composition
Write the LC code of functions.
for each. M11GM-Ia-3
Solve problems involving functions. M11GM-Ia-4
At the end of the learning session, the ALS learners are expected to:
a. Evaluate a function (as in demonstrate) substitution of x-values into
the function equation to arrive at y-values (function values);
b. Perform addition, subtraction, multiplication, division, and composition
of functions; and
c. Identify the various types of functions.

II. CONTENT (Subject

Matter) EVALUATING FUNCTIONS

III. LEARNING
RESOURCES
A. References
1. Session Guides
pages
2. Module pages

B. Other Learning SHS Core, General Mathematics Curriculum Guide, pp.

Resources General Mathematics, ADM, quarter 1, module 2, pp. 5-6.
General Mathematics, ADM, quarter 1, module 3, pp. 1, 5, and 12.
IV. PROCEDURES
PRIMING / “"Unraveling”
MOTIVATION The teacher group the students into four.

Solve and show your solution to the following problems.

1. 3 + 2 ( 4−1)2 – 10 ÷ 2
2. 10 – 2 (3+5)2 + 12 ÷ 3
3

20 ÷ (4 ⋅ 2 ) + 52 – 3
3. (8−3) + 18 ÷ 3 – 4 (2)
4.
5. 2(6−2)2 + 10 ÷ 2 – 4

Guide Questions

1. What are the different mathematical operations involved in each

 problem?
2. What are the order of operations?
3. Which operation should be performed first and last?
4. What is PEMDAS stands for?
A. Activity The teacher advised the students to stick to their designated groups for
the upcoming task(s).

Methodology:
1. Each group will receive envelopes containing distinct problems to
solve.
2. Students will have 15 minutes to solve the problems assigned to
them.
3. Each group will select a representative to showcase their work in
front of the entire class.
4. Before presenting their work, the group will present a yell.
5. The teacher will present the rubrics for the presentation.

Group 1 problems:

Let f(x) = x+1 and g(x) = x 2−4 x−5

1. Determine the function (f + g)

the function (f ⋅g)

2. Determine the function (f-g)
3. Determine

the function (f ∘g)

4. Determine the function (f/g)
5. Determine

Group 2 problems:

Let f(x) = x 2+ 7 x+10 and g(x) = x+5

1. Determine the function (f + g)

the function (f ⋅g)

2. Determine the function (f-g)
3. Determine

the function (f ∘g)

4. Determine the function (f/g)
5. Determine

Group 3 problems:

Let f(x) = 3x+5 and g(x) = 6x+10

1. Determine the function (f + g)

(f ⋅g)
2. Determine the function (f-g)
3. Determine the function

(f ∘g)
4. Determine the function (f/g)
5. Determine the function

2 x +1
Let f(x) = 2x+1 and g(x) =
x +1
1. Determine the function (f + g)

(f ⋅g)
2. Determine the function (f-g)
3. Determine the function

(f ∘g)
4. Determine the function (f/g)
5. Determine the function

Rubric:
Criteria 4 3 2
Correctness The solution is The solution is The solution
entirely correct. mostly correct. contains
several errors
 or inaccuracies.
Delivery Speaker's voice Speaker's voice Speaker's voice
is clear, is mostly clear is sometimes
audible, and and audible. unclear or too
projects well. quiet.
Timeliness The group The group The group
finished before finished after finished five
or on time. the given time minutes and
allocation. beyond the
allotted.
Neatness Work is free Work is mostly Work is messy.
from erasures, free from
smudges, or erasures,
stray marks, smudges, or
presenting a stray marks,
clean but may have
some minor
imperfections.
B. Analysis Guide Question:
1. How do you solve for the sum and difference?
2. How do you solve for the product?
3. How do you solve for the quotient?
4. How do you solve for the composite function?
C. Abstraction “Define and uncover”

1. Their sum, denoted by 𝑓 + 𝑔, is the function denoted by

Definition. Let f and g be functions.

(𝑓 + 𝑔)(𝑥) = 𝑓(𝑥) + 𝑔(𝑥).

2. Their difference, denoted by 𝑓 − 𝑔, is the function denoted by
(𝑓 − 𝑔)(𝑥) = 𝑓(𝑥) − 𝑔(𝑥).
3. Their product, denoted by 𝑓 • 𝑔, is the function denoted by
(𝑓 • 𝑔)(𝑥) = 𝑓(𝑥) • 𝑔(𝑥).
4. Their quotient, denoted by 𝑓/𝑔, is the function denoted by
(𝑓/𝑔)(𝑥) = 𝑓(𝑥)/𝑔(𝑥), excluding the values of x where 𝑔(𝑥) = 0.
5. The composite function denoted by (𝑓 ° 𝑔)(𝑥) = 𝑓(𝑔(𝑥)). The process
of obtaining a composite function is called function composition.

Types of Functions

Type of Function Description Example

Constant function A constant function y=7
has the same output
value no matter what
your input value is.
Because of this, a
constant function has
the form f (x) = b ,
where b is a constant
(a single value that
does not change).
Identity Function The identity function f (2) = 2
returns the same
value and uses as its
argument. It can be
expressed as f (x) = x
, for all values of x.
Polynomial function A polynomial function
is defined by y = a 0+
1 2 2 n n
a x +a x …+a x ,
 where n is a non-

a , a , a ,…, n ∈ R.
negative integer and
0 1 2

Linear Function The polynomial y = 2x + 5

function with degree
one. It is in the form y
= mx + b
Quadratic Function If the degree of the y = 3 x 2 + 2x + 5
polynomial function is
two, then it is a
quadratic function. It
is expressed as y =
2
ax + bx + c , where a
≠ 0 and a, b, c are
constant and x is a
variable.
Cubic Function A cubic polynomial y = 5 x 3 + 3 x 2 + 2x +
function is a 5
polynomial of degree
three and can be
denote by f(x) = a x 3
+b x 2+cx+d, where a
≠ 0 and a,b,c, and d
are constant of
constant & x is a
variable.
Power Function A power function is in f (x) = 8x5
the form y = a x b
where b is any real
constant number.
Many of our parent
functions such as
linear and quadratic
functions are
functions.
Exponential function This function is in the y = 2x
form y = a b x , where
x is an exponent and
a and b are
constants. (Note: only
b is raised to the
power x; not a.) If the
base b is greater than
1, then the result is
exponential growth.

Identify me!
Instructions: Identify the following function, write your answer in your
notebooks.
1. f(x) = 2x+3
2. f(x) = 2 x 2-3x+1
3. f(x) = x 7
4. f(x) = 4 x
5. f(x) = y = 3 x 3 - x 2 + 2x + 1
D. Application MATCHING FUNCTIONS
Instruction : Match column A with column B by writing the letter of the
correct answer on the blank before each number.
 Given:

𝑎(𝑥) = 𝑥 + 2 𝑏(𝑥) = 5𝑥 − 3 𝑐(𝑥) =

x+ 5
x−7
𝑒(𝑥) =
3
d(x) = √ x+ 5 x−7

Column A Column B

______1. (𝑎 + 𝑏)(𝑥)
3
a.
x+5
______2. (𝑎 • 𝑏)(𝑥) b. ± 3

______3. (𝑎 ∘ 𝑎)(𝑥) c. -7

______4. ( ec) (𝑥) 𝑐 d.

−4
5
______5. (𝑐 − 𝑒)(𝑥) e. √ x+ 7
______6. (𝑎 + 𝑏)(−1)
x +2
f.
x−7
______7. (𝑎 • 𝑏)(0) g. 6x-1

______8. (𝑎 ∘ 𝑎)(2) h. 1

______9. ( ec) (−2) i. -6

______10. (𝑐 − 𝑒)(2) j. 5 x 2+7 x−6

E. Valuing Understanding how to evaluate functions is crucial for our everyday

lives because it has practical applications in various scenarios we
encounter every day.

F. Evaluation Write the letter of the correct answer on a separate sheet of paper.

1. The statement "𝑝(𝑥) − 𝑞(𝑥) is the same as 𝑞(𝑥) − 𝑝(𝑥)", 𝑝(𝑥) ≠ 𝑞(𝑥)
is _____.
A. always true B. never true C. sometimes true D. invalid

2. Given ℎ(𝑥) = 2 x 2 − 7𝑥 and 𝑟(𝑥) = x 2 + 𝑥 − 1, find (ℎ + 𝑟)(𝑥).

A. 2 x 2 – 1 B. 3 x 2 + 6𝑥 – 1 C. 3 x 4−6 x 2−1 D. 3 x 2-6x-1

3. Given: 𝑓(𝑎) = 2𝑎 + 1 and 𝑔(𝑎) = 3𝑎 − 3. Find 𝑓(𝑎) + 𝑔(𝑎).

A. 5𝑎 – 2 B. −5𝑎 + 2 C. -2a+1 D. -6a-1

4. 𝑔(𝑥) = 2𝑥 − 4 and ℎ(𝑥) = 2𝑥 − 7 Find (𝑔 + ℎ)(3).

A. -7 B. 1 C. -1 D. 8

5. 𝑓(𝑥) = 𝑥 − 8 and 𝑔(𝑥) = 𝑥 + 3, Find 𝑓(𝑥) • 𝑔(𝑥).

A. x 2 + 24 B. x 2-5x+24 C. x 2-5x-24 D. x 2+ 5 x +24
G. Agreement Enrichment:
Think of any historical event that relates to evaluating of functions that
have played a significant role in solving any of their problems.
V. REMARKS
VI. REFLECTION
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 worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

PREPARED BY : HENRY P. MANGSAT

Answer Key

Unraveling
1. 16
2. -114
3. 123
4. 24.5
5. 33

Activity

Group 1 Group 2
1. (f + g)(x )= x 2− 3x − 4
1. (f + g)(x) = x 2 + 8x + 15
2
2. (f − g)(x) = − x +5x + 6

3. (f ⋅ g)(x) = x −3 x −9x −5
2. (f − g)(x) = x 2 + 6x +5

3. (f ⋅ g)(x) = x 3 + 12 x 2 + 45x +
3 2

x=1 50
4. (g/f)(x) = 2
x −4 x−5
5. (f ∘ g)(x)= x −4x−4
2
x +7 x +10
2 4. (f/g)(x) =
x +5

Group 3 Group 4
1. (f + g)(x )= 9 x +15 2
2 x +5 x+2
1. (f + g)(x) =
2. (f − g)(x) = -3x - 5 x+1

3. (f ⋅ g)(x) = 18 x 2 + 60x + 50
2
2x +x
2. (f − g)(x) =
x +1

3. (f ⋅ g)(x) =
3 x+5 2
4 x +4 x +1
4. (g/f)(x) =
6 x+10 x+1
5. (f ∘ g)(x)= 18x + 35 4. (f/g)(x) = x +1

MATCHING FUNCTIONS
1. g
2. j Identify me!
3. e 1. (Linear)
4. a 2. (Quadratic)
5. f 3. (Power)
6. c 4. (Exponential function)
7. i 5. (Cubic Function)
8. b
9. h
10. d