La Consolacion University Philippines

City of Malolos, Bulacan

BASIC EDUCATION DEPARTMENT

Scholastic Year 2013 2014

Understanding by Design Unit Plan

Unit Title
Curriculum Area
Developed by

Exponential &
Quarter
Logarithmic Functions
Mathematics IV
Year Level
Mr. Marco Rhonel M.
Time Frame
Eusebio
STAGE 1: Desired Results / Outcomes

Unit Plan 1 / Second

Fourth Year
28 Days

LEARNING STANDARDS:
Content Standard:
Performance Standards:
The learner demonstrates knowledge and skills related The learner in the long term and on his/her own, will
to exponential functions.
be able to make sound judgments and predictions and
take appropriate actions in situations that involve
applications of exponential and logarithmic functions.
Enduring Understandings (EUs)
Essential Questions (EQs)
Some mathematical functions can be generated
How do patterns help us represent, analyze,
by examining patterns and relationships of a
make predictions, and draw and justify
given set of data.
conclusions from set data?
The inverse of a given function can be great tool
How can we use patterns to communicate
in finding solutions to the function
mathematical ideas?
Logarithms are other form of expressing
How do patterns, relations, and functions help us
exponents
understand our world?
Limits connect advanced algebra and basic
How do properties of logarithm help us simplify
calculus
expressions and solve exponential equations?

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Transfer Goal
I want my students to learn the concepts of exponential and logarithmic functions and its application for real-life
situations.
Knowledge
Skills
Value Integration
The students will know the
The students will do the
The students will manifest the
following:
following:
following:
1. Inverse Functions
1. Identify certain relationships
1. Sense of responsibility
2. Exponential Functions
in real-life which are
2. Camaraderie
3. Graph of Exponential
exponential
3. Discipline
Functions
2. State whether the trend is
4. Recognizing strengths and
4. Logarithmic Functions
exponential or not when
weaknesses
5. Laws of Logarithms
given a table of ordered pairs
6. Logarithmic Equation
3. Draw the graph of the
7. Limits of Functions
exponential function f(x) = ax
4. Describe properties of the
exponential function
5. Define Logarithmic Functions
6. Define Inverse of a Function
7. Describe some properties of
the Logarithmic Functions
8. Solve for the unknown in
logarithmic and Exponential
Functions
9. Finding the Limits using the
Limit Theorems
STAGE 2: Assessment Evidence
Performance Task: The students task is to identify the different functions that each company is performing
and the persons performing each function. They have to present the data in different kinds of expressing
functions and be ready for defense.
Performance Task Description:
The class will be divided into three to four groups. A presentation will be made to analyze the different functions
performed in each company using the different kinds of expressing functions. They must be ready to answer
and defend the questions and ideas presented.
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3|Page

Evidence at the Level of Understanding:

Learners should be able to demonstrate understanding by covering six (6) facets of understanding:
Discuss the definition and characteristics of a function.
EXPLANATION
Criteria: Clear, Coherent
Describe and interpret properties of a function.
INTERPRETATION
Criteria: Illustrative, Clear, Creative
Performs the different operations and procedures intended for function related
APPLICATION

PERSPECTIVE

EMPATHY

problems.
Criteria: Relevant, Accurate, Appropriate
Develop insights on performing functions within a company
Criteria: Open-minded, Sensitive, Meaningful
Manifest the importance of accuracy and analytical thinking in solving function
related problems.
Criteria: Unprejudiced, Relevant, Evident
Shows understanding on following the steps in solving different function related

SELF-KNOWLEDGE

problems.
Criteria: Reflective, Relevant, Evident

4|Page

Rubric for Performance Task:

Outstanding
Satisfactory
Developing
Beginning
Categories
(4)
(3)
(2)
(1)
Used at least
Used at least two
Used only one
Used only one
three references
references or
reference or
reference or
or sources for
sources for the
source for the
source for the
Resourcefulnes
the needed
needed
needed statistics needed statistics
s and Quality
statistics. Finding
statistics. Data
and data were
and the date is
of Work (30%)
were clearly and
were accurate
accurate and
inaccurate and
accurately
but unclearly
clearly
unclearly
presented
presented
presented
presented
Data is graphed
Data is graphed
Data is graphed
Data is graphed
correctly,
correctly,
correctly but not
incorrectly.
properly labeled properly labeled properly labeled. Linear functions
Accuracy of
and visually
and visually
Model
are written
the Graph and
appealing. Linear appealing. Model
exponential
incorrectly
Model Function
functions are
exponential
functions are
(40%)
written in correct
functions are
written
form
written in correct
incorrectly
form
The material is
The material is
The material
A clear position
creative and
persuasive. A
presents the
is taken but is
persuasive. A
clear position is
findings but is
not supported
clear position is
taken and
not persuasive
with data and
Content (30%)
taken and
supported with
analysis
supported with
data and
data and
analysis
analysis
Other Evidences:
Formative Assessments:
Summative Assessments:
1. Recitations
1. Performance Task
2. Seatworks
2. Periodical Test
3. Groupworks
3. Monthly Test
4. Boardworks
4. Long Test
5. Exercises
5. Quizzes
5|Page

Rating

6|Page

STAGE 3: Teaching and Learning Experience (Learning Plan)

Day 1
_______

Subject
Matter

Presentation of Performance
Task

Refere
nce

Value
Integration

Open-mindedness, Cooperation

Materi
als

_______
_______
_______
Activities

Day 2
_______
_______

Transparency, OHP

Daily Routine

Objective/s: To present the performance task to the students and manifest the
values of open-mindedness and cooperation among the group members.

Interaction: The teacher will present the nature of the performance task and will
give examples if there is an available material. Rules, procedures and contents
will be discussed. The class will be divided into two to three groups. Allow them to
ask questions for them to be guided accordingly.

Subject
Matter

Definition of Inverse Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Appreciation of Gods Creation

Materi
als

Laptop, LCD

_______
_______
Activities

7|Page

Remarks

Remarks

Daily Routine

Objective/s: define inverse functions

Interaction: Let the students read the selection Genesis in Reverse story. The
students will discuss their understanding about the selection read and answer the
guide questions. Then, they will conjecture the relationship of the Genesis in
Reverse story with the topic Inverse Functions.

Day 3
_______

Subject
Matter

Inverse Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Appreciation of Gods Creation

Materi
als

Laptop, LCD, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: Find the inverse of a function given a set of ordered pairs

_______

Interaction: The teacher will use the deductive approach. Steps in finding for
the inverse of a function will be provided. Let the students solve on their own and
try to land on the inverse. Try to determine in what step of the way the students
went wrong and try to correct misconceptions if there are.

Assessment: Formative (The students will find for the inverse of the given set of
functions)

Activities

Day 4

Subject
Matter

Inverse Functions

Refere
nce

Basic Calculus by G.
Marcelo

_______

Value
Integration

Appreciation of Gods Creation

Materi
als

LCD, Laptop, Chalkboard

_______

Activities

_______

_______

8|Page

Remarks

Daily Routine

Objective/s: Verify if the computed inverse of a function is correct by applying

the concept of composition of functions

Interaction: Let the students recall the concept of Composition of Functions. Let
them cite the steps in finding for the composition of Functions. The students after
which will substitute the computed inverse with the original problem using the
composition of functions. Let them see what the answers will be and draw
conclusion from it.

Day 5
_______
_______

Subject
Matter

Inverse Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Honesty

Materi
als

LCD, Laptop, Chalkboard

_______
_______
Activities

Day 6

Assessment: Formative (By pair, they will give each other examples for them to
solve and they will check the work of their pair.)

Daily Routine

Objective/s: To measure students competencies on inverse functions through

summative assessment

Assessment: Summative (Individual Quiz, Inverse Functions)

Subject
Matter

Definition of Exponential
Functions

Refere
nce

Basic Calculus by G.
Marcelo

_______

Value
Integration

Differentiating good from bad

Materi
als

LCD, Laptop, Chalkboard

_______

Activities

_______

_______

9|Page

Remarks

Remarks

Daily Routine

Objective/s: define exponential functions; distinguish which among the given

functions are exponential

Interaction: The teacher will give two sets of examples, one is for an example of
an exponential function and one for non-examples. Let the students choose
whether which is an example and not an example. For non-examples, let them
state the reason behind.

Assessment: Formative (Given a set of examples, they will choose which are

examples and non-examples, for non-examples they have to state the reason)

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Day 7
_______

Subject
Matter

Solving for the Zeros of

Exponential Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Appreciating Roots

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: determine and apply the process on how to solve for the zeros of
exponential functions

Interaction: The teacher will use the deductive method. He will present the
steps in solving the zeros of exponential functions. Later, he will demonstrate on
how to apply the concept in word problems.

Assessment: Formative (Individual, let the students solve for the zeros of
exponential functions given)

_______
Activities

Day 8
_______
_______

Subject
Matter

Solving for Zeros of

Exponential Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Honesty

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: To measure students competencies on Solving Zeros of Exponential

Functions through summative assessment

Assessment: Summative (Individual Quiz, Finding the Zeros of Exponential

Functions)

Activities

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Day 9
_______

Subject
Matter

Finding for the Coordinates of

Exponential Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

There are many ways to solve

a problem

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: Solve for the x and y coordinates of a given exponential function

Interaction: Let the students recall how to find the coordinates of a linear
function. Use the concept recalled in finding the coordinates of exponential
functions.

Assignment: What is the difference between finding the coordinates of a linear

function and an exponential function? Cite examples to support your answers

_______
Activities

Day 10
_______

Subject
Matter

Graphing Exponential Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Everything has its rightful

place on Earth

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: Graph exponential functions and describe their properties

Interaction: After computing the coordinates from the previous discussion, let
the students recall how to graph linear equations. After getting the graph let the
students describe the graph they were able to make.

Assessment: Formative (Individual, let the students make descriptions on the

graphs they were able to generate)

_______
Activities

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Day 11
_______

Subject
Matter

Interpreting the Graph of

Exponential Functions

Refere
nce

Value
Integration

Look beyond what our eyes can Materi

see
als

Basic Calculus by G.
Marcelo

Remarks

_______

Daily Routine

_______

Objective/s: Interpret the Graph of the Exponential Function generated

Interaction: From the students graph of the different kinds of exponential

functions, let them give interpretation to the graphs and draw certain
conclusions.

Assessment: Formative (Pair, make judgments based on the given graph of

exponential functions)

_______
Activities

Day 12
_______

Subject
Matter

Solving Problems involving

Exponential Functions

Refere
nce

Value
Integration

There are many ways of solving Materi

a problem
als

Basic Calculus by G.
Marcelo

Remarks

LCD, Laptop, Chalkboard

_______

Daily Routine

_______

Objective/s: solve problems involving Exponential functions

Interaction: The teacher will employ deductive method. The steps and
processes used to solve problems will be presented and demonstrated to the
students. After which, the students will use it in solving problems involving
exponential functions.

Assessment: Formative (by group, Quiz game on solving problems involving

exponential functions)

_______
Activities

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Day 13
_______
_______

Subject
Matter

Exponential Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Honesty

Materi
als

LCD, Laptop, Chalkboard

_______
_______
Activities

Day 14
_______

Remarks

Daily Routine

Objective/s: To measure students competencies on Exponential Functions

through summative assessment

Assessment: Summative (Individual Quiz, Exponential Functions)

Subject
Matter

Definition of Logarithmic
Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Searching for truth

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: define logarithm; compare and contrast logarithm and exponential

functions

Interaction: Let the go to the library to research some articles on logarithm and
exponential functions. Let the students compare and contrast the different
concepts and ideas they were able to solicit from the learning resource center.

Assessment: Formative (Individual, Venn Diagram and Graphic Organizer)

_______
Activities

16 | P a g e

Day 15
_______

Subject
Matter

Changing Exponential
Functions to Logarithmic
Functions and Vice-Versa

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Flexibility

Materi
als

LCD, Laptop, Chalkboard

_______
_______
_______
Activities

Day 16
_______

Remarks

Daily Routine

Objective/s: Change Exponential to Logarithmic Functions and Logarithmic to

Exponential Functions

Interaction: Give set of Exponential Functions and Logarithmic Functions to the

students, let them compare the two sets of examples and try to see as to how
they can change exponential to logarithmic and vice versa.

Assignment: Answer page 137 of your textbook

Subject
Matter

Properties of Logarithm 1 and 2

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Accuracy

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: enumerate and define the different properties of logarithms

Interaction: Give examples of the Logarithms and their properties, let the
students discover the property or rule by synthesizing the set of examples
presented.

Assessment: Summative (Exercise, let the students answer the set of examples
given)

_______
Activities

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Day 17
_______

Subject
Matter

Properties of Logarithm 3 and 4

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Accuracy

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: enumerate and define the different properties of logarithms

Interaction: Give examples of the Logarithms and their properties, let the
students discover the property or rule by synthesizing the set of examples
presented.

Assessment: Formative (By Pair, Answer the puzzle given using the 3rd and 4th
property)

_______
Activities

Day 18
_______

Subject
Matter

Properties of Logarithm
(Product & Quotient)

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Accuracy

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: enumerate and define the different properties of logarithms

Interaction: Give examples of the Logarithms and their properties, let the
students discover the property or rule by synthesizing the set of examples
presented.

Assessment: Formative (By group, given an example, share to the whole class
how did your group land on a particular answer)

_______
Activities

19 | P a g e

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Day 19
_______

Subject
Matter

Properties of Logarithm (Power

and Root)

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Accuracy

Materi
als

LCD, Laptop, Chalkboard

_______
_______
_______
Activities

Day 20
_______

Remarks

Daily Routine

Objective/s: enumerate and define the different properties of logarithms

Interaction: Give examples of the Logarithms and their properties, let the
students discover the property or rule by synthesizing the set of examples
presented.

Assessment:

Subject
Matter

Simplifying Logarithmic
Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Simplicity is beauty

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: Transform expanded logarithm into single logarithm by applying the

different properties of logarithm

Interaction: Recall the different properties governing Logarithms, let the

students choose what property should they use for the particular example given
for them to solve.

Assessment: Summative (individual work, answer page 140 letter B)

_______
Activities

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Day 21
_______

Subject
Matter

Expanding Logarithmic
Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Accuracy

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: Transform single logarithm into expanded logarithm using the

different properties of logarithm

Interaction: Recall the different properties governing Logarithms, let the

students choose what property should they use for the particular example given
for them to solve.

Assessment: Summative (Individual work, answer page 140 letter A)

_______
Activities

Day 22

Subject
Matter

Evaluating Logarithmic
Functions

Refere
nce

Basic Calculus by G.
Marcelo

_______

Value
Integration

Self-Evaluation

Materi
als

LCD, Laptop, Chalkboard

_______

Activities

_______

_______

23 | P a g e

Remarks

Daily Routine

Objective/s: Evaluate logarithmic functions using the different properties of

logarithm

Interaction: The students will evaluate the Logarithmic Functions using the first
four properties in which they should assign value to the logarithmic function
provided they meet the requirements of the properties. This will be done in a
discovery approach method

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Assessment: Formative (By Pair, answer the worksheet given that involves
evaluating logarithms)

Day 23
_______

Subject
Matter

Solving Logarithmic Functions

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Every problem can be solved in

different ways

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: Solve for the roots/zeros of the given logarithmic

equations/functions

Interaction: Let the students find the zeros of the logarithmic functions using
their previous knowledge on solving for the zeros or roots of exponential
functions.

Assessment: Summative (Quiz on Zeros of Exponential Functions)

_______
Activities

Day 24

Subject
Matter

Definition of Limits of Functions

and Limit Theorems 1, 2, and 3

Refere
nce

Basic Calculus by G.
Marcelo

_______

Value
Integration

Every person has his/her

limitations

Materi
als

LCD, Laptop, Chalkboard

_______

Activities

_______

_______

25 | P a g e

Remarks

Daily Routine

Objective/s: Identify and define the limit theorems; determine the limits of the
given functions by applying the theorems

Interaction: The teacher will disclose the meaning of limits since it is the first
time the students will encounter the topic. After which, the teacher will give set
of examples for Limit Theorems, let the students generate the limit by looking
unto the examples presented to them.

Assessment: Formative (by group, make a simple song on their understanding

of the limits of functions)

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Day 25
_______

Subject
Matter

Limit Theorems 4, 5, and 6

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Every person has his/her

limitations

Materi
als

LCD, Laptop, Chalkboard

Remarks

_______

Daily Routine

_______

Objective/s: Identify and define the limit theorems; determine the limits of the
given functions by applying the theorems

Interaction: The teacher will disclose the meaning of limits since it is the first
time the students will encounter the topic. After which, the teacher will give set
of examples for Limit Theorems, let the students generate the limit by looking
unto the examples presented to them.

Assessment: Summative (Answer pages 162 164 of the text book)

_______
Activities

Day 26

Subject
Matter

Limit Theorems 7, and 8

Refere
nce

Basic Calculus by G.
Marcelo

_______

Value
Integration

Every person has his/her

limitations

Materi
als

LCD, Laptop, Chalkboard

_______

Activities

_______

_______

27 | P a g e

Remarks

Daily Routine

Objective/s: Identify and define the limit theorems; determine the limits of the
given functions by applying the theorems

Interaction: The teacher will disclose the meaning of limits since it is the first
time the students will encounter the topic. After which, the teacher will give set
of examples for Limit Theorems, let the students generate the limit by looking
unto the examples presented to them.

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Assessment: Summative (Answer pages 165-166 of the text book)

Day 27
_______
_______

Subject
Matter

Evaluating Limits by Factoring

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Every person has his/her

limitations

Materi
als

LCD, Laptop, Chalkboard

_______
_______
Activities

Day 28
_______
_______

Daily Routine

Objective/s: Evaluate the limits using factoring method

Interaction: Let the students recall the concept of factoring. Give them inputs
on how to solve or evaluate limits using the factoring theorem.

Assessment: Summative (Answer page 168 of the text book)

Subject
Matter

Evaluating Limits by
Conjugation

Refere
nce

Basic Calculus by G.
Marcelo

Value
Integration

Every person has his/her

limitations

Materi
als

LCD, Laptop, Chalkboard

_______
_______
Activities

Remarks

Daily Routine

Objective/s: Evaluate the limits using conjugate method

Interaction: Let the students recall the concept of conjugation. Give them inputs
on how to solve or evaluate limits using the conjugation theorem.

Assessment: Summative (Answer page 169 of the text book)

Prepared by:
Mr. MARCO RHONEL MAGNO EUSEBIO
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Remarks

Noted by:
Mr. VIRGILIO NUGUID BANTIGUE

Teacher of Mathematics
Computer

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Subject Area Coordinator, Mathematics, Science, and