San Joaquin 11- Hestia, Poseidon,

DAILY School National High Grade level Aphrodite

LESSON School
PLAN Teacher Alejandro A. Diyao Learning area General Mathematics
Teaching Dates 10/03/2017 Quarter 2nd Quarter
OBJECTIVE:
A. Content Standards Key concept of Exponential Function
B. Performance Standards Apply the exponential functions to formulate and solve real-life
problems with precision.
C. Learning Competencies / Representing Real-Life Situations Using Exponential
Objectives Functions, M11GM-Ie-3
I. CONTENT Function and their Graph
II. LEARNING RESOURCES
A. References
1. Teacher Guide General Mathematics Teachers Guide DepEd
2. Learner’s Material pages Page 77 - 80
3. Textbook pages
4. Additional Material’s from
learning Resource (LR) portal
B. Other Learning Resources
III. PROCEDURES
a. Reviewing previous lesson or Present the Exponential Function to the class
presenting the new lesson
b. Establishing a purpose for the Exponential functions occur in various real world situations.
lesson
c. Presenting examples/instances of Exponential functions are used to model real-life situations such as
the new lesson population growth, radioactive decay, carbon dating, growth of
an epidemic, loan interest rates, and investments.
d. Discussing new concepts and Group Activity.
practicing new skills Materials.
One 2-meter string and a pair of scissors for each group
a) At Step 0, there is 1 string.
b) At Step 1, fold the string into two equal parts and then cut at the
middle. How many strings of equal length do you have? Enter
your answer in the table below.
c) At Step 2, again fold each of the strings equally and then cut.
How many strings of equal length do you have? Enter your
answer in the table below.
d) Continue the process until the table is completely filled-up.
step 0 1 2 3 4 5 6 7 8
Number of string

Questions.
a) What pattern can be observed from the data?
b) Define a formula for the number of strings as a function of the
step number

e. Discussing new concept
practicing new skills #2
and It can be observed that as the step number increases by one, the
number of strings doubles. If n is
the number of strings and s is the step number, then n = 2s.
Definition.
 An exponential function with base b is a function of the form
f(x) =𝑏 𝑥 ,or y = 𝑏 𝑥 ,
where b > 0, b 6= 1.
EXAMPLE 1.
Complete a table of values for x = 3; 2; 1; 0; 1; 2 and 3 for the
1
exponential functions 𝑦 = (3) 3, y = 10x, and y = (0.8)𝑥

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EXAMPLE 2. If f(x) = 3x, evaluate f(2), f(-2), f( ), f(0:4), and f(π).
2
Solution.
F (2) = 32 = 9
1 1
f (-2) = 3-2 = 2 =
3 9

Since π ≈ 3:14159 is irrational, the rules for rational exponents are not
applicable. We define 3π using rational numbers: f(π) = 3π can be
approximated by 33:14. A better approximation is 33:14159.
Intuitively, one can obtain any level of accuracy for 3_ by considering
sufficiently more decimal places of π. Mathematically, it can be proved
that these approximations approach a unique value, which we define to
be 3π
f. Developing mastery (leads to Solve the equation
Formative Assessment)  4𝑥−1 = 16
 125𝑥−1 = 125𝑥+3
2
 9𝑥 = 3𝑥+3
g. Finding practical application of Many applications involve transformations of exponential functions.
concepts and skills in daily living Some of the most common applications in real-life of exponential
functions and their transformations are population growth, exponential
decay, and compound interest
h. Making generalization and Definition
abstraction about the lesson The natural exponential function is the function 𝑓(𝑥) = 𝑒 𝑥
i. Evaluating learning Evaluation
Solve the given problems and check.
A population starts with 1,000 individuals and triples every 80 years.
1) Give an exponential model for the situation.
2) What is the size of the population after 100 years
j. Additional activities for application  Robert invested P30,000 after graduation. If the average interest
or remediation rate is 5.8% compounded annually,
(a) give an exponential model for the situation, and
(b) will the money be doubled in 15 years?
IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80% on the
formative assessment.
B. No. of learners who requires additional
activities for remediation.
C. Did the remediation lesson work? No
of learner 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?
F. Which difficulties did I encountered
which my principal or supervisor can
help me solve?
G. What innovation or localized materials
did I used/discover which I wish to
share with other teacher?

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