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# School

DAILY LESSON
LOG

I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/ Objectives
(Write the LC Code for
each)

II. CONTENT

SCHOOL

## Teacher ENGR. CESAR M. DEL ROSARIO JR.

Teaching Dates and AUGUST 8-12, 2016, 8:15-9:15, 9:30Time 10:30, 1:30-2:30 Monday-Friday

MONDAY

TUESDAY

WEDNESDAY

## GRADE 11 STEM B, GAS A,

HUMSS A

Learning
GENERAL MATHEMATICS
Area
Quarter FIRST

THURSDAY

The learner demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic
functions.
The learner is able to apply concepts of inverse functions, exponential functions, and logarithmic functions to formulate
and solve real-life problems with precision and accuracy.
The learner
distinguishes between
exponential function,
exponential equation,
and exponential
inequality.

exponential
equations and
inequalities.

## The learner represents

an exponential function
through its: (a) table of
values, (b) graph,
(c)equation.

M11GM-Ie-4

M11GM-If-1

graphs

graphs

## Functions and their

graphs

pp. 93-94

pp. 95-100

pp. 101-105

pp. 82

pp. 83-87

pp. 88-91

M11GM-If-2,3,4,Ig-1

III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing previous
lesson or presenting the

FRIDAY

## Review the concepts

discussed during the

## Review the concepts

discussed last meeting

new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances

first discussion
Setting the mood and
presentation of
learning objectives
Examples:

x1

y=

=16 x ;

2 26 ;

## Setting the mood and

presentation of learning
objectives.
Construct a table of
values and sketch the

## Solve the ff.

inequalities:
(1)

3 x < 9x2

graph of f(x) =

2x

(2)

(0.6)x3 >(0.36)x1
D. Discussing new
concepts and practicing
new skills #1

E. Discussing new
concepts and practicing
new skills #2

## Let the students

compare the three
given examples.
The ff. questions will
1. Which one is
exponential equation?
Which one is
exponential
inequality? function?
2. From the given
example, how are they
similar? different?
One strategy to solve
exponential equations
is to write both sides
of the equation as
powers of the same
base.

## Discuss the rule of

exponential
inequalities such as

## bm < bn . The resulting

direction of the
inequality (m

nm> n ) is based
on whether the base b
is greater than 1 or
less than 1.
Discuss the definitions
and theorems of
exponential functions:
(1)

a0 =1

(2)

1
=an
n
a

(3)

ar a s=a r+ s

(4)

( ab )r =a r br
r

(5)

a
a
= r
b
b

()

The graph of an
exponential function is
a necessary tool in
describing its behavior
and characteristics its
intercepts, asymptotes,
and zeroes. A graph can
also provide insights as
to real-life situations
that can be modeled by
exponential functions.

Steps:
(1) Construct a table
of values of
ordered pairs for
the given
function.
(2) Plot the points on
the graph.
(3) Connect them
using a smooth
curve.
(4) Interpret the
asymptote of the
function.

ar br
(6)

F. Developing mastery
Assessment 2)

## Ask the following

question:
1. In what way, can we
say for certain that it
is an exponential
equation, inequality or
function?

ar
=a rs
s
a

Seatwork:
(1)
(2)

2 x+7

2
5

2 x3

32

5 x1

()

25
4

2x g ( x )=3 x

(3)

1
10

x +5

1
100

3x

( ) ( )
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
the lesson

Exponential equation
is an equation
involving exponential
expressions,
exponential inequality
is an inequality
involving exponential
expressions, while
exponential function
is a function of the
form f(x) =

b x y=bx , where b
0b 1.

Seatwork:
Construct a table of
values and sketch the
graph:
(1) f(x) =

## Reinforce the concepts

discussed and skills
practiced.

## For each of the

function, identify the
domain, range, yintercept, and
horizontal asymptote.

Properties of
exponential functions:
(a) The domain is the
set

R.

## (b) The range is the

set

( 0,+ ) .

(c) It is a one-to-one
function. It
satisfies the
Horizontal Line
Test.
(d) The y-intercept is
1. There is no xintercept.
(e) The horizontal
asymptote is the
line y= 0 (or the

axis). There is no
vertical
asymptote.

I. Evaluating learning

## pp. 100 TG.

Solve the ff. problem:
(20 mins.)
(a)

7 x+4 =492 x1

(b)

x +2

=8

(c)

x1

=125

(d)

x2

>8

2x

## J. Additional activities for

application

V. REMARKS

HIMANGRAWAY 2016
JD AVELINO DAY

VI. REFLECTION

Reflect on your teaching and assess yourself as a 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 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
activities for remediation
who scored below
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?

Twenty-six (26)

Fourteen (14)

## 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?