School: PINTO NATIONAL HIGH SCHOOL Grade Level: 11

GRADES 1 to 12 Teacher: ARCELIE D. ELARDO Learning Area: GENERAL MATHEMATICS

DAILY LESSON LOG
MELC BASED Teaching Dates: August 26-30, 2024 Quarter: FIRST

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

(Content Standards) The learner demonstrates understanding of key concepts of functions/ key concepts of rational functions/ key concepts of inverse functions, exponential functions, and
logarithmic functions.
(Performance Standards) The learner is able to accurately construct mathematical models to represent real-life situations using functions. / accurately formulate and solve real-life problems
involving rational functions./ apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate and solve real life problems with
precision and accuracy.
(Learning Competencies) Determines the: (a) intercepts; (b) Represents real-life situations Determines the inverse of a
zeroes; and (c) asymptotes of rational using one-to one functions. one-to-one function. M11GM-
functions. (M11GM-Ic-1 (M11GM-Id-1) Id-2

Lesson Objective
At the end of the lesson, At the end of the lesson, learners
learners should be able to: should be able to:
1. Define and explain the 1. Define and explain the concept
At the end of the lesson, learners should concept of a one-to-one of an inverse function;
be able to: function; and 2. Recognize the relationship
1. Define intercepts, zeroes and 2. Identify real-life situations between a function and its
asymptotes of rational function; where one-to-one functions inverse; and
2. Identify the x and y intercept; and apply. 3. Determine the inverse of a one-
3. Find the zeroes. to-one function.

(Subject Matter) One-to-one functions and their - Inverse of one-to-one REVIEW OF LESSON/
application to real-life scenarios. functions. RECORDING OF
HOLIDAY (August Intercepts, zeroes, and asymptotes of
OUTPUTS/PREPARATION
26, 2024) rational functions
OF INSTRUCTIONAL
MATERIALS
(Learning Resources) - Chalk and board - Chalk and board
- Chalk and board -PowerPoint Presentation -PowerPoint Presentation
-PowerPoint Presentation - Handouts with practice - Handouts with practice
- Handouts with practice problems problems problems
- Writing materials (notebooks, pens) - Writing materials (notebooks, - Writing materials (notebooks,
pens) pens)
(Procedure)
a. Reviewing Previous Review the concept of rational functions - Briefly review the concept of - Briefly review the concept of
Lesson or Presenting and their characteristics, including functions, including one-to-one one-to-one functions and their
 the New Lesson functions, and their characteristics.
characteristics.
asymptotes, intercepts, and zeroes.

b. Establishing purpose - Explain that the purpose of this lesson is - Explain that the purpose of this - Explain that the purpose of this
for the lesson to help students develop the skills to lesson is to teach students how lesson is to teach students how to
identify and analyze key features of to identify and apply one-to-one find the inverse of a one-to-one
rational functions, including intercepts, functions to represent real-life function, which reverses the
zeroes, and asymptotes. situations. mapping of inputs and outputs.
c. Presenting - Present examples of one-to-one - Present examples of one-to-one
example/instances of functions and discuss their functions and discuss their
the new lesson characteristics, such as each properties, emphasizing that each
- Present examples of rational functions
input mapping to a unique input corresponds to a unique
and guide students in identifying their
output. output.
intercepts, zeroes, and asymptotes.
- Provide real-life scenarios - Introduce the concept of the
- Explain the significance of each of these
where one-to-one functions can inverse function as the function
features in understanding the behavior of
be applied, such as mapping that "undoes" the original
the function.
student IDs to locker numbers or function by swapping the input
tracking the distance traveled by and output values.
a car over time.
d. Discussing new - Define intercepts as points where the - Define one-to-one functions - Define the inverse of a function
concepts graph of the function intersects the x-axis and explain their significance in and discuss its properties,
(x-intercepts) or the y-axis (y-intercepts). representing relationships where including how to determine
- Define zeroes as the values of x for each input uniquely corresponds whether a function has an inverse
which the function equals zero, and to an output. and how to find it.
discuss their significance in solving - Discuss how to identify one-to- - Emphasize that for a function
equations and inequalities involving the one functions graphically and to have an inverse, it must be one-
function. algebraically. to-one, meaning that each output
- Define asymptotes as lines that the graph corresponds to exactly one input.
of the function approaches but does not
intersect, and discuss how they represent
the behavior of the function for large or
small values of x.
e. Continuation of the - Demonstrate how to represent - Demonstrate how to find the
discussion of new real-life scenarios using one-to- inverse of a one-to-one function
- Demonstrate how to find intercepts,
concepts one functions, emphasizing the algebraically, using the process of
zeroes, and asymptotes algebraically by
importance of clearly defining switching x and y and solving for
analyzing the function's equation.
the input and output variables y.
- Discuss strategies for identifying
and ensuring that each input - Discuss the importance of
vertical, horizontal, and slant asymptotes
maps to a unique output verifying the inverse function by
based on the structure of the rational
composing it with the original
function.
function to ensure that they
"undo" each other.
f. Developing Mastery - Let the learners answer practice - Distribute handouts with real- - Distribute handouts with
 life scenarios that can be practice problems involving
modeled using one-to-one finding the inverses of one-to-one
problems involving rational functions. functions. functions.
- Allow students time to work on the - In pairs or small groups, have - Allow students time to work
problems in pairs, practicing identifying students work on representing on the problems individually or in
intercepts, zeroes, and asymptotes. these scenarios using one-to-one pairs, practicing the algebraic
functions, discussing their process of finding inverses and
approaches and reasoning. verifying their solutions.
g. Finding practical - Engage students in a discussion - Engage students in a
applications of concepts - Engage students in a discussion about about real-life applications of discussion about real-life
and skills in daily living real-life applications of intercepts, zeroes, one-to-one functions, such as in applications of inverse functions,
and asymptotes, such as in modeling cryptography, biometrics, or data such as in cryptography,
physical phenomena or analyzing data encryption. computer science, or data
trends. encryption.

h. Making generalizations - Summarize the key concepts

and abstractions about - Summarize the key concepts learned in the lesson, emphasizing
the lesson - Summarize the key concepts learned in learned in the lesson, the importance of understanding
the lesson, emphasizing the importance of emphasizing the importance of how to find the inverse of a one-
understanding intercepts, zeroes, and understanding one-to-one to-one function and verifying its
asymptotes in analyzing the behavior of functions in representing unique correctness.
rational functions. relationships. - Encourage students to
- Encourage students to generalize their - Encourage students to generalize their understanding by
understanding by reflecting on how these generalize their understanding reflecting on how inverse
concepts apply to other types of functions by reflecting on how one-to-one functions can be applied in
and mathematical contexts. functions can be applied in various contexts beyond the
various contexts beyond the examples discussed in class.
examples discussed in class.
i. Evaluating learning - Assess student understanding - Assess student understanding
through their participation in through their participation in class
- Assess student understanding through
class discussions, completion of discussions, completion of
their participation in class discussions,
handouts, and their ability to handouts, and their ability to
completion of practice problems, and their
accurately represent real-life accurately find the inverses of
ability to accurately identify intercepts,
scenarios using one-to-one one-to-one functions. Use a rubric
zeroes, and asymptotes of rational
functions. Use a rubric to to evaluate their proficiency in
functions.
evaluate their proficiency in applying these concepts.
applying these concepts.

Prepared by: Checked by:

ARCELIE D. ELARDO DAVID B. DUPYAWON JR.

Teacher III Head Teacher I