Genmath
Genmath
Genmath
Vincent of Quebiawan Integrated School Grade Level 11-GAS, ABM, & TVL
DAILY LESSON LOG Teacher Angelica H. Paras Learning Area General Mathematics
Teaching Dates and Time 9:15AM-10:15AM and 11:15AM-12:15PM Quarter First
A. Content Standards The learner demonstrates understanding of key concepts of rational functions.
B. Performance Standards The learner is able to accurately formulate and solve real-life problems involving rational functions.
The learner determines the:
The learner represents a rational function
C. Learning Competencies/ The learner finds the domain and range of a (a) intercepts
through its: (a) table of values, (b) graph, and The learner graphs rational functions.
Objectives rational function. (b) zeroes; and
(c) equation. M11GM-Ic-2
Write LC Code for each M11GM-Ib-5 (c) asymptotes of rational functions
M11GM-Ib-4
M11GM-Ic-1
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the GC, the content can be tackled in a week or two.
II. CONTENT Representation of Rational Function Domain and Range of Rational Function Graphing Rational Function Graphing Rational Function
List the materials to be used in different days. Varied resources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-
III. LEARNING RESOURCES on learning promotes concept development.
A. References
1. Teacher’s Guide Pages pp. 44-53 pp. 54-60 pp. 54-60 pp. 61-66
2. Learner’s Materials
pp. 35-43 pp. 44-49 pp. 50-57 pp. 50-57
Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
Portal
B. Other Learning
Resources
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities.
IV. PROCEDURES Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning processes, and draw conclusions about what they learned in relation to their experiences and previous knowledge. Indicate
the time allotment for each step.
Recall the following terms:
Recall the following terms: a. x-intercept
A. Reviewing previous lesson
Recall the definition of a rational function. a. domain b. y-intercept Review the previous lesson.
or presenting the new lesson
b. range c. zeros
d. asymptote
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Explain to the class that it will be easy to
graph rational functions when they
Explain to the class that the x-intercept, y-
Discuss that a rational function can be Explain to the class that it involves several understand the following terms:
B. Establishing a purpose for intercept, vertical asymptote, and horizontal
represented in different ways just like relation steps to find the domain and range of a a. x-intercept
the lesson asymptote are necessary in graphing a
or function. rational function. b. y-intercept
rational function.
c. zeros
d. asymptote
C. Presenting
Ask the learners to enumerate the different
examples/instances of the
representations of a relation or a function.
new lesson
The teacher will explain the steps in
The teacher will show and discuss different The teacher will discuss how to find the The teacher will discuss how to know
D. Discussing new concepts graphing a rational function. And then show
representations of a rational function: domain and range of a rational function by whether the given rational function has a
and practicing new skills #1 how to graph a rational function by giving
equation, table of values, and graph. giving different examples. horizontal asymptote or not.
different examples.
The teacher will discuss how to determine
E. Discussing new concepts the x-intercept, y-intercept, vertical
and practicing new skills #2 asymptote, and horizontal asymptote of a
given rational function.
H. Making generalizations and Ask the learners to enumerate the different Ask the learners how to find the domain and Ask the learners to pick a stick and tell Ask the learners to explain how to graph a
abstractions about the lesson representations of a rational functions. range of a rational function. something about the word on the stick. rational function.
I. Evaluating learning
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Determine the x-intercept, y-intercept,
Represent the rational function given by Find the domain and range of the following vertical asymptote, and horizontal
x 1 rational functions. asymptote of the following rational
f ( x) x 1 functions. x 1
J. Additional activities for x 1 a. f ( x) x 1 Graph the rational function f ( x)
application or remediation using a table of values and plot a graph of the x 1 a. f ( x) x 1
function by connecting points. 2 x 1
b. f ( x) 2
3x 2 b. f ( x)
3x 2
V. REMARKS
Reflect on your teaching and assess yourself as teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for
VI. REFLECTION 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
worked well? Why did these work?
COMMENTS/SUGGESTIONS:
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