DAILY LESSON LOG OF M11GM-Id-3 (WEEK FOUR-DAY FOUR)

School Grade Level Grade 11

Teacher Learning Area General Mathematics
Teaching Date and 1 hour
Quarter
Time
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge
I. OBJECTIVES and competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
 Content Standards The learner is able to understand key concepts of inverse functions, exponential
functions, and logarithmic functions.
 Performance Standards The learner is able to apply the concepts of inverse functions, exponential functions, and
logarithmic functions to formulate and solve real-life problems with precision and
accuracy.
Learning Competency: Finds the domain and range of an inverse function. M11GM-Id-4;
 Learning Competencies/  Define domain and range;
Objectives  Finds the domain and range of an inverse function; and
 Display collaboration in the group task.
II. CONTENT Graphs of Inverse Function
III. LEARNING RESOURCES Teaching Guide
A. References
1. Teacher’s Guide pages Page 69-74
2. Learner’s Materials
NONE
pages
3. Textbook pages NONE
4. Additional Materials NONE
from Learning
Resource(LR) portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so
that pupils/students will learn well. Always be guided by demonstration of learning by
the pupils/ students which you can infer from formative assessment activities. Sustain
IV. PROCEDURES learning systematically by providing pupils/students with multiple ways to learn new
things, practice the learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
 Review previous lesson The teacher lets the students review the previous lesson by answering the exercise.
or presenting the new 1
lesson Find and graph the inverse of f(x) = , whose graph is shown below
x

Answer: Applying the horizontal line test we verify

that the function is one-to-one. Since the graph of
1
f(x) = is symmetric with respect to the line y = x
x
(indicated by a dashed line), its reflection across
the line y = x is itself. Therefore the inverse of f(x)
is itself, or f −1 (x) = f(x).
 Establishing a purpose
The teacher lets the students realize the importance of finding the graph of the inverse
for the lesson
function to identify its domain and range of the given function.
 Presenting examples/ The teacher discusses a new lesson in finding the domain and range of the inverse
instances of the new function.
lesson

Answer:
Take the reflection of the restricted graph of y = 2x + 1 across the line y = x.

Verify using techniques in an earlier lesson that the inverse function is given by f −1(x) =
x−1/2.
 The teacher discusses with students the topic in defining domain and range and how to
find its domain and range.

 Discussing new concepts

and practicing new skills
#1

1. If the function is one-to-one, write the range of the original function as the
domain of the inverse, and write the domain of the original function as the range
of the inverse.
2. If the domain of the original function needs to be restricted to make it one-to-
one, then this restricted domain becomes the range of the inverse function.

 Discussing new concepts

and practicing new skills
#2

(Think pair share)

Working with pairs, the teacher lets the students answer the activity and discuss with
their pair their answers.

 Developing mastery
(leads to formative
assessment 3)

Find the domain and range of the inverse function.

Answer:
From our lessons on rational functions, we get the following results:
Domain of f(x) = (−∞,2)∪(2,∞) Range of f(x) = (−∞,−5)∪(−5,∞)
The domain and range of the function and its inverse are as follows;

 Finding practical
applications of concepts
and skills in daily living
 The teacher summarizes the topic in finding the domain and range of the inverse
 Making generalizations
functions.
and abstractions about
The range of a function f(x) is the domain of the inverse function f−1(x).
the lesson
The domain of f(x) is the range f−1(x).
The teacher lets the students individually answer the formative assessment.

 Evaluating Learning

 Additional activities or NONE

remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’
progress. What works? What else needs to be done to help the pupils/students learn?
VI. 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% of the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lesson
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