Republic of the Philippines

Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

QUARTER I
Week 1
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date:
Day: 4 (Lesson 3-subtask 2)
__________________

Content Standard The learner demonstrates understanding of key concepts of functions.

The learner is able to accurately construct mathematical models to

Performance Standard
represent real-life situations using functions.
M11GM-Ia-3
Learning Competency The learner performs addition, subtraction, multiplication, division,
and composition of functions.
I. OBJECTIVES The learner:
Knowledge: identifies the rules in operations on functions;
Skills: performs addition, subtraction, multiplication, division and
composition of functions;
Affective: develops accuracy in performing operations on functions.
II. CONTENT Operations on Functions

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide TG for SHS General Mathematics, pp. 14-22

Pages

2. Learner’s Materials LM in General Mathematics, pp. 13-20

Pages

3. Textbook Pages General Mathematics by Orlando Oronce Series 2016

4. Additional Slide Decks on the Topic

Materials

5. Learning Resources Teacher’s Guide and Learner’s Material

(LR) portal

B. Other Learning
Resources General Mathematics, Diwa Publishing Series 2016

IV. PROCEDURES
A. Reviewing or presenting Provide a brief yet sufficient concepts recall on the following:
the new lesson
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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

 Addition and subtraction of functions.

 Multiplication and division of functions.

Ask: What would happen if the “output” of the function f ( x )  2 x  1

B. Establishing a purpose
for the lesson
used as the input for the function q ( x )  x  2 x  2 ? Expected
2

answer: The result is (2 x  1)  2(2 x  1)  2 . Using a function as an

2

input leads us to function composition.

C. Presenting examples of Proceed to define composite function as shown below.
the new lesson
Definition. Let f and g be functions. The composite function,
denoted by ( f  g ) , is defined by ( f  g )( x)  f ( g ( x)). The
process of obtaining a composite function is called function
composition.
D. Discussing new Write the functions on the board.
concepts and practicing
new skills #1  f ( x)  2 x  1

 q( x)  x 2  2 x  2

2x 1
r ( x) 
 x 1

 g ( x)  x  1

F ( x)   x   1 g  g


Pose a problem to the class and discuss its solution. Refer to the
abovenamed functions.

EXAMPLE 1. Find and simplify ( g  f )( x) .

Solution: ( g  f )( x)  g ( f ( x))
 f ( x)  1
 (2 x  1)  1
 2x  2
Find and simplify ( q  f )( x) . Is it the same with ( f  q)( x) ?

Solution: ( q  f )( x)  q ( f ( x))
 [ f ( x)]2  2[ f ( x)]  2

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E. Discussing new
concepts and practicing
new skills #2
F. Developing Mastery
G. Finding practical
applications of concepts
and skills in daily living
H. Making Generalizations
and abstractions about
the lesson
I.Evaluating learning
J. Additional Activities for
Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate
 (2 x  1) 2  2(2 x  1)  2
 (4 x 2  4 x  1)  (4 x  2) + 2
= 4x 1
2
( f  g )( x)  f ( g ( x))
 2( x 2  2 x  2)  1
 2 x2  4 x  5
The functions (q  f )( x) and ( f  q )( x ) are not the
same.
.
 In groups of 2s, assign the problem below. The use of a rubric
is desired to score learners’ outputs. (See solutions under
Examples 15, 16 of TG on p.21)
 Find and simplify: 1) ( f  r )( x )
2) ( F  r )(5)
 Present the following problems below. (Cooperative learning
technique is encouraged to be used.) Refer to Seatwork 2 of
TG on p. 22 for the answers.
If f ( x )  x  3 x and g ( x)  x  2 , find and
2

simplify the following composite functions.
 f g
 g f
 ff
 gg
Explain how to find and simplify a composite function.
See attachment.
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AMADOR-BELLO HIGH SCHOOL
application or
remediation
V. REMARKS
VI. REFLECTION
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 the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal and supervisor help
me solve?
G. What innovation or localized I
used/discover which I wish to share
with other teacher?
Republic of the Philippines
Division of Masbate
Gangao, Baleno, Masbate
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
the lesson.
D. ___ No. of learners who continue to require remediation
Strategies used that work well:
___ Group collaboration ___ Games ___ Poweerpoint presentation
Answering preliminary activities/exercises
___ Discussion ___ Differentiated Instruction
___ Case Method ___Role Playing /Drama
___ Think-Pair-Share (TPS) ___ Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks
___ Bullying among learners ___ Equipment (AVR/LCD)
___ Learner’s behavior/attitude ___ Science/Computer/Internet Lab
___ Colorful Ims ___ Additional Clerical Works
___ Unavaailable Technology ___ Reading Readiness
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 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

EVALUATION

WORKSHEET No. ___

1. Let f(x0 = 3 x 2−2 x −1, g ( x )=x 2−1 ,∧h ( x )=f ( x ) + g ( x ) . Find:

25
 Republic of the Philippines
Division of Masbate
AMADOR-BELLO HIGH SCHOOL
Gangao, Baleno, Masbate

Answer Key

Checked by:

RICHARD C. BASAS
Principal I

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