Melc 1
Melc 1
Melc 1
SESSION 1
I. OBJECTIVES 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 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.
B. Performance Standard □The learner is able to apply an appropriate random variable for a given
real-life problem (such as in decision making and games of chance).
□The learner is able to accurately formulate and solve real-life problems
in different disciplines involving normal distribution.
□The learner is able to apply suitable sampling and sampling
distributions of the sample mean to solve real-life problems in different
disciplines.
□The learner is able to estimate the population mean and population
proportion to make sound inferences in real-life problems in different
disciplines.
Learning Competency/Objectives MELCs:
Write the LC code for each. Represent real-life situations using functions, including piece-wise
functions.
Specific Objectives:
1. recall the concepts of relations and functions.
2. define and explain functional relationship as a mathematical model of
Situation.
3. represent real-life situations using functions, including piece-wise
function.
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter
that the teacher aims to teach in the CG, the content can be tackled in a
week or two.
Reflection:
1. From the above conversations, which scenario/s do you think can be
classified as function?
2. State the reason/s why or why not the above scenarios a function.
Task #3
Let the learners engage in the discussion on:
D. Discussing new concepts and Functions as representations of real-life situations
practicing new skills # 1 The Function Machine
Piecewise Functions
Question:
How are functions applied in real-life situations?
Task #5
Direction: Represent the following problems below:
1. A tricycle ride costs ₱10.00 for the first 2 kilometers, and each
additional kilometer adds ₱8.00 to the fare. Use a piecewise function to
represent the tricycle fare in
G. Finding practical application
terms of the distance d in kilometers.
of concepts and skills in daily
living
2. A parking fee at SM Lucena costs ₱25.00 for the first two hours and
an extra ₱5.00 for each hour of extension. If you park for more than
twelve hours, you instead pay a flat rate of ₱100.00. Represent your
parking fee using the function p(t) where t is the number of hours you
parked in the mall.
H. Making generalizations and Task #6
abstractions about the lesson A. Read and analyze the following statements. If you think the statement
suggests an incorrect idea, rewrite it on the given space, otherwise leave
it blank.
1. A relation is a set of ordered pairs where the first element is called the
range while
the second element is the domain.
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2. A function can be classified as one-to-one correspondence, one-to-
many
correspondence and many-to-one correspondence.
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3. In a function machine, the input represents the independent variable
while the
output is the dependent variable.
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Task #7
Direction: Read each situation carefully to solve each problem.
1. A computer shop charges ₱15.00 in every hour of computer rental.
Represent your computer rental fee (R) using the function R(t) where t is
I. Evaluating learning the number of hours you spent on the computer.
2. A van rental charges ₱5,500.00 flat rate for a whole-day tour in
CALABARZON of 5 passengers and each additional passenger added
₱500.00 to the tour fare. Express a piecewise function to show to
represent the van rental in terms number of passenger n.
Task #8
J. Additional activities for Direction: Read and analyze each situation carefully and apply your
application or remediation learnings on representing real-life situations involving functions including
piecewise.
V. REMARKS ☐Lesson carried. Move on to the next objective.
☐Lesson not carried.
☐Others:
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VI. REFLECTION ☐ Students did not find difficulties in answering the lesson.
☐ Students found difficulties in answering the lesson.
☐ Students did not enjoy the lesson because of lack knowledge, skills and interest
about the lesson.
☐ Students were interested on the lesson, despite of some difficulties encountered
in answering the questions asked by the teacher.
☐ Students mastered the lesson despite of limited resources used by the teacher.
☐ Majority of the students finished their work on time.
☐ Some students did not finish their work on time due to unnecessary behavior.
A. No. of learners who earned out of Grade 11 – HUMSS earned 80% above
out of Grade 11 – TVL earned 80% above
80% in the evaluation
B. No. of learners who require out of Grade 11 - HUMSS require additional activities for remediation.
out of Grade 11 - TVL require additional activities for remediation.
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons ☐ Yes ☐ No
out of Grade 11-HUMSS earned 80% above.
work? No. of learners who
out of Grade 11-TVL earned 80% above.
have caught up with the
lesson
D. No. of learners who continue out of Grade 11-HUMSS continue to require remediation
out of Grade 11-TVL continue to require remediation
to require remediation
E. Which of my teaching Strategies used that work well:
☐ Metacognitive Development: Self – assessments, note taking and studying
strategies worked well? Why
techniques, and vocabulary assignments.
did these work? ☐ Bridging: Thin-pair-share, quick-writes, and anticipatory charts
☐ Schema-Building: Compare and contrast, jigsaw learning, peer teaching, and projects.
☐ Contextualization: Demonstrations, media, manipulative, repetition, and local
opportunities.
☐ Text Representation: Student created drawings, videos and games.
Other Techniques and Strategies used:
☐ Explicit Learning ☐Group Collaboration
☐ Gamification/Learning through play ☐Answering preliminary activities
☐ Rereading of Paragraphs ☐Differentiated Instruction
☐ Role Playing/Drama ☐Discovery Method
☐ Lecture Method ☐Others (specify): ___________
Why?
☐Complete LMs
☐ Students’ eagerness to learn
☐ Group member’s collaboration/cooperation in doing their tasks
☐ Audio Visual Presentation of the lesson
☐ Availability of materials
F. What difficulties did I ☐ Bullying among students
☐ Students’ behavior/attitude
encounter which my principal
☐ Unavailable Technology Equipment
or supervisor can help me ☐ Additional clerical works
solve?
G. What innovation or localized Planned Innovations:
☐ Contextualized/Localized and Indigenized IM’s
materials did I use/discover
☐ Localized Videos
which I wish to share with ☐ Making module from views of the locality
other teachers? ☐ Recycling of materials to be used as Instructional Materials
☐ Local poetical composition