Gen Math First Quarter

Lesson Plan in General Mathematics
Content Standards:
The learner demonstrates understanding of key concepts of functions.
Performance Standards:
The learner is able to accurately construct mathematical models to represent
real-life situations using functions.
Learning Competency and Code:
The learners represent real-life situations using functions, including piece-wise
functions. M11GM-Ia-1
Quarter: 1 Week: 1 Day: 1
I. Objectives:
At the end of the lesson, 100% of the learners are expected to:
1. Illustrate real- life situations using functions, including piecewise functions.
2. Apply concepts of functions to solve real-life problems.
3. Show awareness on the importance of using functions to solve real-life problems.
II. Content
Subject Matter: Functions and Their Graphs: Representations of Functions
Integration: Values: Cooperation
Strategies: 4As, Collaborative Learning
Materials: Activity Worksheets
References: Teacher’s Guide pages 1 - 10
Learner’s Materials pages 1 - 9
III. Learning Tasks:

Preliminary Activities
1. Prayer
2. Checking of Attendance
3. Review of functions from Junior High School
 How relations and functions are the same and how they are different
 The function as a machine
 Functions and relations as a set of ordered pairs
 Functions and relations as a table of values
 Functions and relations as a mapping diagram
 Functions as a graph in the Cartesian Plane (Vertical Line test)
4. Motivation: PICTURE ANALYSIS (PPT)
 Set of babies and set of mothers
 Set of restaurants and set of cashiers
(Relationship of each set)
A. Activity
Provide the “Warm-up” activity for students to complete independently.
Question: Do you have a different outfit that you wear each day of the week? If so,
you might be surprised to learn that the relationship between the day of the week and
your outfit represents a mathematical concept called a function.
Activity 1. Outfit of the Day.
o Fill-in the table the different outfit that you possibly wear each day. Sunday,
Monday and Tuesday is done for you
Day Outfit
Sunday Plaid Skirt, Brown Blouse
Monday Blue Pants, White Blouse
Tuesday White Pants, Grey Blouse
Wednesday
Thursday
Friday
Saturday
B. Analysis
Based on the activity:
If it’s Sunday, what outfit will you wear?
Well, we look to see what outfit to which Sunday is mapped, and we see that you will
be wearing your plaid skirt with your brown blouse.
How about on Monday? Tuesday? Wednesday? Thursday? Friday? and Saturday?
o Represent your outfit of the day through a Mapping Diagram
Day Outfit
Sunday Plaid Skirt, Brown Blouse
Monday Blue Pants, White Blouse
Tuesday White Pants, Grey Blouse
Wednesday
Thursday
Friday
Saturday
C. Abstraction
 You may have been familiar with functions involving numbers, and notice that the
function concept can actually be applied to real world situations.
 In mathematics, a function is a relationship between two sets of elements in which no
element in the first set relates to more than one element in the second. We can think of
a function as a rule that takes inputs from the first set and relates them to an element
in the second set, which is the output.
 When it comes to recognizing functions in the real world, it is useful to think of the
term ''is a function of'' as ''is determined by''. You see, in a function, no input can be
related to two different outputs, otherwise, given the input, we couldn't determine the
output. Therefore, the input determines the output, so the output is a function of the
input.
 In mathematics, we represent functions in many different ways; we can use words,
tables, mappings, equations, and even graphs.
Let’s consider a couple more examples.
D. Application
1. If a state has a 6% sales tax, then we can use a function to calculate it. We can use
the following equation to represent this function:
T = 0.06x
If we purchase a product for x pesos, then to calculate the tax, we would multiply x by
0.06, or the tax rate in decimal form. For instance, if you bought a shirt for Ᵽ25, then
you can calculate the sales tax by plugging in 25 for x.
T = 0.06(25) = 1.5
We see the sales tax is Ᵽ1.50.
We can also represent this function using our other representations. Because our
purchase price can be any number, we could never list all of the inputs and outputs!
Using a table or mapping wouldn't be the best method in this situation, but we can
easily represent it graphically by simply graphing the equation T = 0.06x.
We see that there are many ways to represent a function, and each one depends on its
context. Now that we are reminded what a function is in mathematics, let's talk some
more about using them in real-world settings!
Piecewise functions.
Some situations can only be described by more than one formula, depending on the
value of the independent variable.
2. A user is charged P300 monthly for a particular mobile plan, which includes 100
free text messages. Messages in excess of 100 are charged P1 each. Represent the
monthly cost for text messaging using the function t(m), where m is the number of
messages sent in a month.
Solution:
The cost of text messaging can be expressed by the piecewise function:
t ( m )= 300 , if 0< m≤100
{ 300+m , if m> 100
IV. Evaluation
Answer the following problems:
1. For which values of k is the set of order pairs ¿ a function?
2. Which of the following statements represents a function?
(a) Students to their current age.
(b) Countries to its capital.
(c) A store to its merchandise.
3. A person is earning P600 per day to do a certain job. Express the total salary S as a
function of the number n of days that the person works.
4. A taxi ride costs Ᵽ40.00 for the first 500 meters, and each additional 300 meters (or a
fraction thereof) adds Ᵽ3.50 to the fare. Use a piecewise function to represent the taxi
fare in terms of the distance d in meters.
5. Maria needs to order shirts for the 8th grade class at Lurugan National High School.
The company she hires to print the shirts charges a Ᵽ35.00 design fee and Ᵽ80.00 for
each shirt ordered. How much will Maria pay if she orders 5 shirts? 10 shirts? 50
shirts? x shirts?
V. Assignment
For independent work, ask the students to do the following:
 Make a concept map for mathematical functions.
 Identify real-life situations that can be modelled or represented by a function. Then,
write the equation for the function.
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation:
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? ___
Writer: Claribel P. Dao-ayan

Lurugan National High School
A. Content Standards:
B. Performance Standards:
The learner is able to accurately construct mathematical models to represent real-life
situations using functions.
C. Learning Competency and Code:
Evaluation of functions. M11GM-Ia-2
I. Objectives:
4. Evaluate functions given the number or expression for the function’s variable.
5. Solve functions in algebraic form.
II. Content
Subject Matter: Functions and Their Graphs: Evaluation of Functions
Integration: Values: Critical Thinking, Cooperation
Materials: Visual Aids, Flash Cards, PowerPoint presentation
Introductory Activity
5. Prayer
6. Checking of Attendance
7. Review the topic on Introduction to Functions.
A. Activity/Strategy
Group the students into five. Each group must assign a recorder and a reporter. Let
the students analyse each picture. After 10 minutes of group discussions, the reporter
will present their output to the class.
Each picture is an example of a vending machine which can be seen anywhere in our
community. Name each vending machine and discuss with your group mates the
purpose and how these machines are being used.
A. B. C. D.
https://www.google.com/search?source=hp&ei=7Xi1XPHBHcKkwgO6-LuwBw&q=vending+machine+business&oq
B. Analysis
When you insert (input) coin in any of the vending machine the result (output) will be
the instances of availing the services it offers.
For example, in picture A, when you "input" money, the "output" is a cup of coffee.
How about in picture B, C, and D? (Let the students discuss).
C. Abstraction
 We're going to go back to that visual as we begin evaluating functions. We are going to "input"
a number and our "output" is the answer.
 If one thinks of functions as a function machine, evaluating a function is analogous to providing
our machines with a valid input.
 Evaluating a function means replacing the variable in the function, with a value from the
function's domain and computing for the result. To denote that we are evaluating f at a for some
a in the domain of f , we write f (a).
(To evaluate a function is to replace (substitute) its variable with a given number or expression.)
 If you can substitute and evaluate a simple equation, then you can evaluate functions.
Remember, a function is basically the same as an equation. The only difference is that we use
that fancy function notation (such as "f (x)") instead of using the variable y.
 Pay close attention in each example to where a number is substituted into the function. I
promise you will have no trouble evaluating function if you follow along. Take a look....
f ( x )=6 x −1 Note
Find f (5)
Notice how 5 replaces the x in the function
f ( x )=6 x −1
notation
f ( 5 )=6 ( 5 )−1 Substitute 5for x in the original function
f ( 5 )=29 Evaluate! This is your answer!
This answer means that if you substitute 5 for x, into this function, you will get an answer of
29!
(The 5 can be replaced with whatever number you substitute into the equation.)
D. Application
1. Find the functional values f (−2), and f (3) for the function; f ( x )=x 2 +1
Answer: f (−2) = 5, f (3) = 10
2. Evaluate the function f ( x )=2 x +4 for x=5
Aswer: 14
3. Mark started selling snacks in the nearby school. In one day he spends Ᵽ 200for
rent and Ᵽ 25for each snack item he prepares. His expenses in a single day can be
expressed as the function C (x)=25 x +200, where x is the number of items and
C ( x) is his daily expenses in pesos. How much are his expenses if he prepares
100snack items? 150 snack items?
Answer: 2,700 and 3,950
IV. Evaluation
1. Given f (x)= x−2, find the following values:
a. f (0) Answer: −¿2
b. f (3) Answer: 1
c. f (−1) Answer: −3
d. f ( 2 ) Answer: 0
e. f (−5)
2. Given f ( x )= √ x−3, find the following values:
a. f ( 3 ) Answer: 0
b. f (4 ) Answer: 1
c. f (12) Answer: 3
d. f (x−3) Answer: √ x−6
1
e. f ( )1−x
Answer: √ −2+3 x
V. Assignment/ Enrichment
Substitute the given value/s and do the indicated operations and solve.
Let x = 3, y = 5, z = – 2
1. 2x – (– 3xy2)
2. – (xyz)
3. 3z – 2y + 3x
4x
4. + 2z
5y
4x
5. (3 z)2 – 5y +
6z
Reflection:
other teacher? ___

Perform addition, subtraction, multiplication, division and composition of functions.
M11GM-Ia-3
I. Objectives:
1. Define the rules involving operations on functions.
2. Solve problems involving operations on functions and composition of functions.
3. Relate functions in real world application.
II. Content
Subject Matter: Functions and Their Graphs; Operations on Functions &
Composition of functions
Integration: Values: Cooperation, Active participation, Creativity, Determination
Materials: PowerPoint Presentation, Visual Aids
https://www.khanacademy.org/math/algebra2/functions_and
_graphs/function_expressions/v/sum-of-functions
_graphs/function_expressions/v/difference-of-functions
_graphs/function_expressions/v/product-of-functions
_graphs/function_expressions/v/quotient-of-functions

Review operations on algebraic expressions
 The students will be group into five and let them answer the Entry Card. Using this
entry card, students will revisit their skills in adding, subtracting, multiplying and
dividing algebraic expression.
ENTRY CARD
Perform the indicated operations.
a. ( 4 x+3 )+(3 x−2)
b. ( 2 x 2−3 x−2 )−(4 x2 +5 x+ 3)
c. (2 x−3)(x+ 4)
d. ( x 2−5 x+ 2)(3 x +1)
e. (2 x 2−9 x−35)÷(2 x +5)
 With their group mates, let them study and work together to solve the problem below:
The certain plant A grows up to 0.05 cm every month, while plant B grows up to
0.65 cm every month. If the initial height of plant A is 10 cm and plant B is 8 cm, find
a function C(h) that represents the difference between the height of plant A and plant
B after 6 months.
B. Analysis
 Representative of each group will present and discuss their answers to the class.
 The teacher present and discuss to the class the lesson objectives.
 Call on volunteers to restate the lesson objectives in their own words.
C. Abstraction
Functions, like numbers, can be added, subtracted, multiplied, or divided. Because
functions are usually given in equation form, we perform these operations by applying
them on algebraic expressions that appear on the right-hand side of the equations.
Sum, Difference, Product, and Quotient of Functions
 Let f and g be any two functions.
f
 The sum f +g , difference f −g, product fg, and quotient are functions whose
g
domains are the set of all real numbers common to the domain of f and g, and
defined as follows:
1. Sum: ( f + g)( x)=f (x)+ g ( x)
2. Difference: ( f −g)(x)=f (x )−g(x )
3. Product: ( fg ) ( x )=f ( x ) ∙ g( x )
f f (x )
4. Quotient: ( x )= , where g( x )≠ 0.
g g ( x)
The composition of Functions
The composition of the function f with g is denoted by f o g and is defined by the
equation: ( f ° g ) ( x ) =f ( g ( x ))
The domain of the composition function f o g is the set of all x such that
1. x is in the domain of g; and
2. g( x ) is in the domain of f .
D. Application
 Form small groups with four members. With their group mates, each member must
explain how to combine (add, subtract, multiply and divide) functions.
 Let the students work together in answering the exercises below.
1. If f (x)=3 x−2 and g ( x )=x 2+2 x−3 , find:
a. ( f + g)( x) c. ( f ∙ g)(x)
f
b. ( f −g)( x) ()d.
g
(x )
2. Determine the domain of each.
3. Given f (x)=4 x−5 and g ( x )=x 2+ 4 , find:
a. ( f ° g)( x)
b. ( g ° f )( x)
IV. Evaluation
A. Determine whether or not each statement is True or False. Explain your answer.
1. If f ( x )=x−3 and g ( x )=x+ 4 , then ( f −g ) ( x )=−7
2. If f ( x )=x +6 and g ( x )=3 x, then ( fg ) ( 3 )=1.

3. If f ( x )=4 x−12 and g ( x )=x−3, then ( f + g )( 2 ) =−5
4. If f ( x )=x +3 and g ( x )=4 x , then ( f ∙ g ) ( 2 )=40
5. If f ( x )=3 x +2 and g ( x )=4 x −1, then ( f −g ) (−3 )=6
6. The functions f ° g and f ∙ g are always the same
7. If f ( x )= √ x and g ( x )=x−4 , then g ( f ( x ) )=f (g ( x )) for every x
f
B. Find f +g , f −g, f ∙ g, and . Determine the domain of each function.
g
1. f (x)=3 x + 4, g( x )=2 x−1
2. f ( x )=x−4 , g ( x )= √ x
x−5 4x
3. f ( x )= , g ( x )=
3 x+ 7 3 x +7
C. Find ( f ° g ) ( x ) , ( g ° f )( x ) ,∧(f ° g)(3)
1. f ( x )=2 x , g ( x )=x+ 5
2. f ( x )=2 x +1, g ( x )=3 x−2
2
3. f ( x )=x +3, g ( x )=x 2−1
4. f ( x )= √ x , g ( x )=x−2
1 3
5. ( x )= , g ( x )=
x x
V. Assignment / Enrichment
1. If the equations of two functions are given, explain how to determine the quantity
function and its domain.
2. How do we perform the basic operations with functions?
3. Describe how to find ( f ° g ) ( x ) .
Reflection:
other teacher? ___

The learner will be able to solve problems involving functions. M11GM-Ia-4
I. Objectives:
1. Solve problems involving functions.
2. Relate functions in real world application.
II. Content
Subject Matter: Functions and Their Graphs: Solving Problems Involving functions
Integration: Values: Cooperation, Active participation, Creativity, Determination
Strategies: 4As, Cooperative Learning
Materials: Function Game hand outs, PowerPoint Presentation, Visual Aids
References: Teacher’s Guide pages: Pages 1 –13
Learner’s Materials pages: Pages 1–9

Review: The teacher presents and recalls the guidelines, procedures, and process in
solving problems.
Activity 1. The Function Game
STEPS:
1. Tell students that they have been doing a great job working on all the different
functions you’ve thrown at them and now it is their turn. They are going to have
an opportunity to create their own function rules and tables. Ask them to write a
one-operation rule and a two-operation rule on a piece of paper. Tell them you are
going to try to figure out their rule and that they can try to make it as difficult as
they like.
2. Give out the FUNCTION GAME hand outs. Ask students to use each of the rules
they came up with to fill out each of the In/Out function tables. Make sure they do
not write the rule on the hand out! It will be good practice for them to actually do
the calculations themselves, so for this activity I would encourage teachers to
inform students not to use calculators.
3. Have students write their names on the hand outs and collect them. I always try to
work on them, figure out all the rules, and give it back to students by the next
class
The Function Game

The goal of this activity is for you to create your own function rules!
Write a one-operation rule and a two-operation rule on a separate piece of paper.
I am going to figure out your rule and you can try to make it as difficult as you
like. Use each rule to fill in the Inputs and Outputs for one of the tables below.
B. Analysis
 A function is a relationship in which an output value depends upon an input value.
 A function table is often referred to as an Input/ Output table.
 A rule tells how one number (input) is related to another number (output).
C. Abstraction
How do you determine the Function Rule of a table when you’re asked?
 The number pattern… is the “rule” for the table.
 The rule must work for every input value in the table.
 Therefore, you must test each input value to make sure you get the correct output
value.
Tips when looking for a rule to describe a pattern
Increasing – The rule will either be addition (+) or multiplication (x).
Decreasing – The rule will either be subtraction (-) or division (÷).
D. Application
1) A function is a relationship in which an output value depends upon a _______
value? Input
2) Function tables are often referred to as a ______ / ______ table? Input /
Output
3) The “x” represents which one: Input or Output Input
4) The “y” represents which one: Input or Output Output
5) What is the key to solving problems involving function tables? Substitution!
When “given” a Function Rule. You can use substitution to determine the output
value!
1. Find the output for each input of:
y=5 x +2 y=4 x−6
Input Output Input Output
x y x y
1 ? 0 ?
2 ? 1 ?
3 ? 2 ?
4 ? 3 ?
2. List the solutions of 6 x +2 in the table below.
What is the best choice to find the missing value?
x 6x+2 y (x,y)
3
0
-1
-2
3. Refer to the table below.
Input X Output Y
2 4 Numbers are increasing!
5 7
10 12 So, it’s either ____ or ____?
15 17
Choose the correct function rule!
x
A. x ∙ 2= y B. x−2= y C. =y D. x +2= y
2
IV. Evaluation
Choose the best answer for the following multiple choice question. Write your answer
on the space provided.
___1. What is the rule for the table below?
x y
14 11
12 9
0 7
6 3
x
A. x−3= y B. x +3= y C. = y D. x ∙ 3= y
3
___2. What is the rule for the table below?
x y
100 50
50 25
10 5
4 2
x
A. x−50= y B. =y C. x +50= y D. x ∙ 2= y
2
___3. Find the output for each input of y=5 x +1.
x y
0 ?
5 ?
6 ?
10 ?
A. 0 , 5 , 6 ,10 B. 6 , 11, 12, 16 C. 1 ,26 ,31 , 51 D. 7 , 3 ,10 , 4
___4. A function is a relationship in which an output value depends upon an input
value. A. True B. False
___5. Which of the following set of ordered pairs is NOT a function?
A. { ( 1,2 ) , ( 2,3 ) , ( 3,4 ) ,(4,5) } C. { ( 1,6 ) , ( 2,5 ) , (1,9 ) ,( 4,3) }
B. D. { ( 3,6 ) , ( 4,8 ) , ( 5,10 ) ,(6,12) }
V. Assignment/ Enrichment
Give at least five examples of a function in real life situation. Explain how this
becomes function.
Reflection:
other teacher? ___

Content Standards: The learner demonstrates understanding of the key concepts of inverse functions,
exponential functions and logarithmic functions.
Performance Standards: The learner is able to apply the concepts of inverse functions, exponential
functions, and logarithmic functions to formulate and solve real-life problems with precision and
accuracy.
Learning Competency and Code: Represents real-life situations using rational functions (M11GM-Ib-
1) and Distinguishes rational function, rational equation, and rational inequality (M11GM-Ib-2).
Quarter: 1st Week: 2 Day: 1
I. Objectives:
At the end of 60 minutes, 80% of the learners are expected to:
1. Cite examples of real-life situations using rational functions;
2. distinguish rational function, rational equation, and rational inequality; and
3. solve real-life situations using rational functions.
II. Content:
Subject Matter: Representing real-life situations using rational functions and Distinguishing
Rational function, rational equation, and rational inequality.
Integration:
Science: Speed and Velocity
Values Education: Cooperation
Strategies: Simulation, Drill, and Demonstration
Materials: Computer, PowerPoint presentation, and small box
References: General Mathematics Teachers Guide, Page 23-30
General Mathematics Learner’s Material First Edition 21-26

Preliminary Activity
o Prayer
o Checking of attendance
o Setting the ambiance
A. Activity
“Lights, Camera, Action!” (Simulation)
A short activity where the class is divided into two groups and each group will choose
the best actor/actress that can easily describe the words (5 words drawn in a box) within
five minutes through their actions which will be guess by their respective members. The
group with greater score wins the game.
1. Medicine 6. Distance
2. Speed 7. Gravity
3. Bacteria 8. Force
4. Number 9. Work
5. Time 10. Energy
Explain to the students that these are only few of the real-life examples that can be
represented using rational functions.
B. Analysis
“Remember Me” (Drill)
As a review to the knowledge of the students about Polynomials, the class will be
divided in 10 groups. Each group must provide what is asked in each slide within 2 min.
All of the points taken by the group will serve as an additional point.
The teacher processes the answers of the students after each slide leading to
understanding of polynomials.
C. Abstraction: Demonstration
The teacher will demonstrate how to distinguish rational function, rational equation,
and rational inequality and solve real-life situations using rational functions.
D. Application
“Paper-pen test” (Individual activity)
In a ½ crosswise intermediate paper, answer the following questions.
For numbers 1-4, determine whether the given is a rational function, rational
equation, a rational inequality or none of these.
3+ x
1. =6
x−1
2. x > √ x+3
x+ 2
3. f ( x )=6−
x 2−4
3+ x
4. 2 x ≥
x−1
5. The distance from Valencia City to Cagayan de Oro City is around 180 km.
a) How long will it take you to get to CDO if your average speed is 25 kph? 50
kph? 100 kph?
b) Construct a function t(v) describing the time it will take to travel from
Valencia to CDO v is the speed of travel.
IV. Evaluation
Application serves as an assessment.
Reflection:
B. No. of learners who require additional activities for remediation: ___
H. What innovation or localized materials did I used/discover which I wish to share with other
teacher? _
Writer: Chreniel Lou G. Alecida

Valencia National High School
Content Standards: The learner demonstrates understanding of key concepts of rational functions.
Performance Standards: The learner is able to accurately formulate and solve real-life problems
involving rational functions.
Learning Competency and Code: Solves rational equations and inequalities. M11GM-Ib-3
Quarter: 1st Week: 2nd Day: 2
I. Objectives:
1. define rational equations;
2. give examples of rational equations;
3. solve rational equations.
II. Content:
Subject Matter: Solving Rational Equations
Integration:
Values: Helping Others
Strategies: PowerPoint presentation, video presentation, modeling
Materials: PowerPoint, Laptop, Instructional video, board and chalk
References: General Mathematics Learner’s Manual for SHS
General Mathematics 2016 by Oronce; https://www.youtube.com/watch?
v=6eqgIZyXgK8
https://www.youtube.com/watch?v=3jHB8D2LSkc
https://cdn.kutasoftware.com/Worksheets/Alg2/Solving%20Rational
%20Equations.pdf
III. Learning Tasks: (Depends on the Strategy used)

Introductory Activities
o Greetings
o Prayer
o Checking of Attendance
o Review the previous lesson on representation of real-life situation using rational functions
o Motivation:
Can you identify the difference between rational equations, functions and inequality?
A. Activity
Determine whether the given is a rational function, a rational equation, a rational inequality or
none of these.
2+ x
1. =8 (Answer: Rational equation)
x+1
2. x > √ x+2 (Answer: None of these)
x +3
3. f ( x )=6− (Answer: Rational Function)
x 2−5
7
4. 2 x ≥ (Answer: Rational Inequality)
x +4
x 4
5. = (Answer: Rational equation)
2 x+ 9 x3
Then, introduce and define rational equations.

 A rational equation is an equation that contains one or more rational expressions.
Ask the students to give examples of rational equations.
1 1 2 x2 1
= , x + =−5 , and =
x 2−x x x+1 x+ 1
Ask the students to watch and instructional video on how to solve rational equations. Instruct
them to identify the points or steps to consider in solving rational equations.
https://www.youtube.com/watch?v=6eqgIZyXgK8
B. Analysis
Show the solved problem below on the PPT. Call on volunteers to explain the
solution of the problem below. Have them identify and explain the key steps in the video.
5 2
=
3 x −4 x +1
Solution:
We multiply both sides by (3 x−4)(x+ 1).
5 4
 (3 x−4)( x+ 1) = (3 x−4)(x+ 1)
3 x−4 x+ 1
 5 ( x+1 )=2(3 x−4 )
Simplify.
 5x + 5 = 6x – 8
Subtract -5x to both sides of the equation.
 5x - 5x + 5 = 6x – 5x – 8
 5=x–8
Add 8 to both sides of the equation.
 5+8=x–8+8
 13 = x
Checking:
5 2
 =
3 x −4 x +1
5 2
 3(13)−4 = 13+1
5 2
 39−4 = 13+1
5 2
 35 = 14
1 2
 35 = 14
1 1
 = True. Thus, y = 5.
7 7
C. Abstraction
Consolidate the student’s observation by listing the steps in solving rational equations.
Steps in Solving Rational Equations:
1. Eliminate the rational expressions in the equation by multiplying both sides of the
equation by the LCD.
2. Solve the equation.
3. Check you solution.
Define extraneous solutions.
 An extraneous solution is an apparent solution that does not solve its equation.
Give examples of a rational equation with extraneous solutions.
3 ( y +3 ) 3 y +1
 +2=
y+ 1 y +1
By inspecting the denominators of each rational expression, we can determine the value
that would make the expressions undefined before solving the equation. If by solving an
equation we obtain a number that makes an expression in the equation undefined, then we say
that number is an extraneous solution, and we discard it.
3( y +3)
 If y = -1, then is undefined, so the solution cannot be -1.
y +1
D. Application
Ask the students to form pairs. Student A will choose and answer one practice items
below, while student B coaches Student A. Interchange the roles of student A and B and
repeat the process.
Show this on the PPT or write on the chalk board.
y 2 1 x x
1) − = 2 ¿ =15+
9 5 2 5 3
2 4 4
3 ¿ 3− = 4 ¿ 6+ =−5
x x x
a 1 x−3
5 ¿ =a+ 4 6 ¿ =
2 5 x +2
4x x 5x 3x
7 ¿ 11− = 8 ¿ 3+ =
3 2 7 3
x+3 5 a+ 2 a−1
9¿ = 10 ¿ =
x−5 3 3 4
Go around the classroom and identify students who need help, and provide scaffolding.
* Advance students: Ask them to form pairs and solve their own rational equations.
* Struggling students: Conduct a guided discussion by giving the examples below.
Solve each equation.
7 1 9
1) + =
x 4 x
x x
2) =2+
5 3
Give similar items for the students to try on.
For struggling Students:
y 2 1
1) − =
9 5 3
3 4 10
2) = −
x 3x 3
x
3) x + 5 =
3
4
4) 6 + = 15
x
a
5) =a+4
2
IV. Evaluation
Application serves as an assessment
Solve each rational equation. State any restriction on the variables.
9 a
1) =1−
a+3 a−3
3 x−7
2) + =0
4 x+ 14
x x +3 x
3) = −
x−2 x−2 x 2−4
5 3 2x
4) = +
x+2 x−2 4−x 2
6 1 1
5) − =
2
x −4 x +3 x−3 4 x−4
Reflection:
teacher? ___
Writer: Jessan T. Gono

School: Lurugan National High School
Learning Competency and Code: Solves rational equations and inequalities. M11GM-Ib-3
I. Objectives:
1. Define rational inequalities;
2. Solve rational inequalities.
3. Evaluate rational inequalities.
II. Content:
Subject Matter: Solving Rational Inequalities
Integration:
Strategies: PowerPoint presentation, modeling
Materials: PowerPoint, Laptop
References: General Mathematics Learner’s Manual for SHS
General Mathematics 2016 by Oronce;
https://cdn.kutasoftware.com/Worksheets/Precalc/02%20-%20Rational
%20Inequalities.pdf

o Prayer
o Greetings
o Review the previous lesson on rational equations.
E. Activity
Introduce rational inequalities.
 A rational inequality is composed of rational expressions combined with a
≤ , ≥,< ,∨¿ sign.
Use the following examples,
1
1) ≤8
x
Solution:
1
Step 1) ≤8
x
1
−8≤ 0
x
1−8 x
≤0
x
Step 2) Numerator: 1 – 8x = 0
1
x=
8
1
1−8( )
1 8 0 1
Test x = : = =0≤ 0 False. Thus, is a solution.
8 1 1 8
8 8
Denominator: x = 0
1−0 1
Test 0: = = undefined True. Thus, 0 is a solution.
0 0
Step 3)
A B C
Step 4) For A, Test -1:

1
≤8
x
1
0
x
0 True
Thus, interval A is a solution.
1
For B, Test
16
1
≤8
x
1
0
1
16
16 False
Thus, interval B is not a solution.
For C, Test 1
1
≤8
x
1
0
1
1 True
Thus, interval C is a solution.
1 1
Step 5) {0} ∪(−∞ , 0 ) ∪( ,+ ∞) = (−∞ , 0 ) ∪( ,+ ∞)
8 8
x +3
2. ≤0
x−4
2 x−5
3. ≤3
x−5
to demonstrate the steps on how to solve rational inequalities. Ask students to take note of the
key or important steps in solving rational inequalities.
B. Analysis
Discuss each step of the above example. Call on volunteers to explain every step in the above
example and how they were obtained.
C. Abstraction
From our discussion, how do we solve rational inequalities?
First, write the inequality with a single rational expression on the left-hand side of the
inequality and zero on the right-hand side of the inequality.
Second, determine the meaningful numbers by setting the numerator equal to zero and setting
the denominator equal to zero.
Third, use the meaningful numbers to separate the number line into intervals.
Fourth, test for the meaningful numbers if they make the inequality true or false. If true, then
they are part of the solution. If false, then they are not part of the solution
 Get the values in each interval and substitute these into the inequality.
 If the test value makes the inequality true, then the entire interval is a solution to the
inequality.
 If the test value makes the inequality false, then the entire interval is not a solution to the
inequality.
And lastly, express the answer interval notation.
D. Application
Ask the students to from group of 3 and answer the following.
Solve each inequality.
1
1. >2
x
1
2. <4
x
x+12
3. ≥ 12
x+2
2 x−5
4. −3<0
x−5
x−9
5. ≤3
3 x +2
IV. Evaluation
V. Assignment / Enrichment (as needed)

Solve each inequality.
x +32
1. ≤3
x+ 6
10 11
2.− ≥−
x−5 x−6
Reflection:
teacher? __

Learning Competency and Code: Represents a rational function through its: (a) table of values, (b)
graph, and (c) equation (M11GM-Ib-4) and finds the domain and range of a rational function
(M11GM-Ib-5).
I. Objectives:
1. Identify the intercepts, zeros, and asymptotes of rational functions; and
2. Solve for the domain and range of the rational functions.
II. Content:
Subject Matter: Rational Functions
Integration
Values: Cooperation
Strategies: PowerPoint presentation, modeling,
Materials: PowerPoint, Laptop
References:
General Mathematics Learner’s Manual for SHS
General Mathematics 2016 by Oronce
https://www.google.com/search?
biw=1366&bih=657&tbm=isch&sa=1&ei=Fx22XPT_C4HXz7sPzOCNmAo&q=garbage+bins&o
q=garbage+bins&gs_l=img.3..0i67j0l9.18369.18369..18793...0.0..0.111.111.0j1......0....1..gws
-wiz-img.p6clXmxZy_g#imgrc=Ekdr3rmdY-Ki5M:

o Prayer
o Greetings
o Review the following basic terms (e.g., functions, domain and range, asymptotes, zeros, and
intercept).
o Motivation: Show a picture of a garbage bins.
A. Activity
Have the students form pairs, then ask each pair to study and work together to solve the
problem below:
A local government unit (LGU) is setting up garbage bins to x% of the population. The cost is
100 x
given by C= . Is it possible for the LGU to give garbage bins to 100% of the
100−x
population? Why or why not?
B. Analysis
Recall the definition of polynomial functions. Ask students to give examples of polynomial
functions.
 5x + 1, x2 + 2x +5
Together with the students, form quotients using the given polynomial function. Re-introduce
these quotients as rational functions and give its definition.
N (x)
 A rational function can be written in the form f ( x )= where N(x) and D(x) are
D( x )
polynomials and D(x) is not the zero polynomial.
Examples:
2+ x
1. f ( x )=
x +1
x 2−4 x−5
2. g ( x )=
x +3
C. Abstraction: Demonstration
Discuss the domain and range of rational functions. Point out to the students the x-values
must not make the denominator equal to zero.
N (x )
 The domain of a rational function f ( x )= is all the values of x that will not
D(x )
make D(x) equal to zero.
1
Examples 1) f ( x )=
x
 The restricted x-value of f is 0. Hence, the domain is the set of all real numbers
except 0. Thus, range of f is the set of all real numbers except 0.
x
Examples 2 ¿ g ( x )=
x−1
 To get the restricted x-value for the function g, equate the denominator to 0 and solve
for x. (x -1= 0; x = 1) Thus, the domain is the set of all real numbers except 0. Thus,
range of f is the set of all real numbers except 0. Thus, the restricted x-value is 1.
Hence, the domain of g is the set of all real numbers except 1.
N (x )
The vertical asymptotes of a rational function f ( x )= are at the zeros of D(x).
D(x )
Demonstrate to the class how to find the vertical and horizontal asymptotes of a given
rational function.
1
Example 1) f ( x )=
x +2
Solution:
Set the denominator equal to zero and solve for x.
x+2=0
x = -2
The graph has the line x = -1 as vertical asymptote.
The degree of the numerator is less than the degree of the denominator, so the graph has the
line y = 0 as a horizontal asymptote.
6x
Example 2) f ( x )=
2 x+1
Solution:
Set the denominator equal to zero and solve for x.
2x + 1 = 0
2x = -1
x = -½
Thus, the graph of the line x = -1/2 as a vertical asymptote.
The degree of the numerator is equal to the degree of the denominator. The leading
coefficient of the numerator is 4 and the leading coefficient of the denominator is 2. So, the
graph has the line y = 4/2 or y = 2 as a horizontal asymptote.
D. Application
Have the students form small groups, then ask them to work together in finding the
x 2+ 2 x−2
vertical and horizontal asymptotes of f ( x )= . Watch out for students who are
x 2−x−6
experiencing difficulties.
Ask the students to form small groups and answer the problems below.
For each of the following rational functions, find the (a) domain and range, (b) the zeros
of the function, (c) location of vertical and horizontal asymptotes
x−5
1) y=
x +2
( x−4)( x +2)
2) y=
( x−3)(x−1)
3 x −9
3) y= 2
x −x−6
x 2−4
4) y=
x
x−1
5) y= 2
x −4
IV. Evaluation
Application serves as an assessment.
Write a rational function. Then, identify the vertical and horizontal asymptotes, zeros, and
intercepts.
Reflection:
teacher? ___

Content Standards: The learner demonstrates an understanding of the key concepts of rational
functions.
Performance Standards: The learner shall be able to formulate and solve real life problems
Learning Competency and Code: Determines the (a) intercepts; (b) zeroes; (c) asymptotes of rational
functions. M11GM-Ic-1.
I. Objectives:
At the end of the lesson the 85 % of the learners will be able to
a) Define the intercepts, zeroes and vertical asymptote of the rational functions.
b) Find the intercepts, zeroes and vertical asymptote of the rational functions
II. Content:
Subject Matter: Functions and Their Graphs:
Integration: Advance Algebra, Cooperation.
Strategies: 4As, Problem-Base Learning, Guided-Discovery Learning
Materials: PowerPoint Presentation, MS Excel, Worksheets, Handouts, Laptop, Teacher’s Guide,
Curriculum Guide, Sticky Notes and Marker, .
References:
General Mathematics Teachers Guide First Edition.2016.pp 50 - 61

Preparatory Activity (3 minutes)
The Class do the daily routine:
 Prayer
 Check the attendance
 Review on the previous meeting.
Activity (15 minutes)
On the same grouping, the class was asked to do the following:
“GIVE ME YOUR POINT”

x−2
Consider the function f ( x )= . Plug in the function in the geogebra and give your observation on
x +2
the behavior of the graph of the function.
(The teacher will show the graph on the LED screen).
Analysis (10 minutes)

The teacher will then process the activity.
1. What is the behaior of the graph?
2. What will be the value of f(x) if x is equal to 0 ?
3. If f(x) = 0, what is the possible value of x?
4. Is it possible that the value of x can be equal to – 2? Give me your Point?
The class will have a short interaction following the questions above.
Abstraction (20 minutes)
The teacher will give his inputs by recalling on the fundamental properties of functions:
(a) The domain of a function is the set of all values that the variable x can take.
(b) The range of a function is the set of all values that f(x) can take.
(c) The zeroes of a function are the values of x which make the function zero.
The real numbered zeroes are also x-intercepts of the graph of the function.
(d) The y-intercept is the function value when x = 0.
The Teacher will look back the given function:
x−2
EXAMPLE 1. Consider the function f ( x )= let us (a) Find its domain and range, (b) intercepts
x +2
and the y-intercepts
Solution.
(a) The domain of a function is the set of all values that the variable x can take.
Thus the domain of f(x) is { x ∈ R|x ≠−2 }.
Explanation: Observe that the function is undefined at x = −2 . This means that x = −2 is not part of
the domain of f(x). In addition, no other values of x will make the function undefined.
(b) The x-intercept of f(x) is 2 and its y-intercept is −1.

Explanation: Recall that the x-intercepts of a rational function are the values of x that will make
the function zero. A rational function will be zero if its numerator is zero. Therefore the zeroes of a
rational function are the zeroes of its numerator.
The numerator x −¿ 2 will be zero at x = 2. Therefore x = 2 is a zero of f(x). Since it is a real zero, it
is also an x-intercept.
x−2
The y-intercept of a function is equal to f(0). In this case, f ( x )=
x +2
x−2 0−2
f ( x )= ⟹ f ( 0 )=
x +2 0+2
−2
⟹ f ( 0 )=
2
⟹ f ( 0 )=−1
(c) Let us look at what happens to the graph near the values of x which make the denominator
undefined that is equal to −2 .
Let us draw a broken line at x=−2.
As the value of x approaches to −2 from the left it makes the
curve more closer and closer to −2 but will not touch at
x=−2. The values of y also increases without bound.
Same as true when the value of x approaches to −2 from the
right, the curves makes closer and closer to −2
But will not touch at x=−2. The values of y also decreases without bound.
This will lead us to the definition of the asymptote.
Definition:
The vertical line x = a is a vertical asymptote of a function f if the graph of f either increases or
decreases without bound as the x-values approach a from the right or left.
Here are the following steps to follow in finding the vertical asymptote.
(a) Reduce the rational function to lowest terms by cancelling out the common factor/s
in the numerator and denominator.
(b) Find the values that will make the denominator of the reduced rational function equal to zero.
(c) The line x = a is a vertical asymptote.
Application (20 minutes)
The teacher will then give some example to apply the definition.
The teacher will do the first number and will set a pattern then the learners will finished the second
number.
The teacher will then solve the second number to see whether the learners got the correct answer.
Let us find domains, intercepts, zeros and the vertical asymptote of the given functions:
x +2
1. f ( x )=
x−1
4−3 x
2. g ( x )=
x−1
Solutions:
x +2
1. f ( x )=
x−1
a) Domain of f(x): { x ∈ R|x ≠ 1 } Since we cannot include 1 as one of the

values of x, since taking x = 1 the function
will be undefined.
b) Solving for x-intercept
Let f(x) = 0
x+2
0=
x−1
0=x+ 2
By cross multiplication
x=−2
Thus, x=−2 is the x intercepts and at the
same time the zeros f(x)
c) Solving for the y-intercept

x+ 2
Let x = 0, y=f (0) f (0)=
x−1
Substituting x = 0.
0+2
f ( 0 )=
0−1
2
f ( 0 )= ∨−2
−1
Thus, the y-intercept is just y=−2.

d) Finding the vertical asymptote.
x +2 Since it is already reduced to simplest term.

f ( x )=
x−1
x−1=0
x=1 Looking for values of the denominator
equal to zero.
Thus, x=1.
4−3 x
2. g ( x )=
x−1
a) Domain of f(x): { x ∈ R|x ≠ 1 } Since we cannot include 1 as one of the

values of x, since taking x = 1 the function
will be undefined.
Let f(x) = 0
4−3 x
0=
x−1
0=4−3 x
By cross multiplication
3 x=4
4
x=
3 4
Thus, x= is the x intercept and at the
3
4−3 x
Let x = 0, y=f (0) f (0)=
x−1
Substituting x = 0.
4−3(0)
f ( 0 )=
(0)−1
1
f ( 0 )= ∨−1
−1
Thus, the y-intercept is just y=−1.
4−3 x Since it is already reduced to simplest term.

f ( x )=
x −1
x−1=0
x=1 Looking for values of the denominator
equal to zero.
Thus, x=1.
The Teacher will give a sum up by asking the questions:

1. What is a domain of a function?
2. What do we mean by an intercept?
3. Will a line of the graph of the rational function touch or cross over to its asymptote? Why?
IV. Evaluation
The Teacher will give an assessment to check the progress of the learners.
Find the domain, intercept, zeros and the vertical asymptote of the given functions:
x−2
1. f ( x )=
x−3
1−x
2. g ( x )=
x+1
The teacher will check the answer of the learners.
The teacher will then give a reading assignement for the continuation of the
lesson on the horizontal Assymptote.
Reflection:
teacher? ___
Writer: Jeramil M. Redoble, MS-MathEd

functions.
Learning Competency and Code: Determines the (a) intercepts; (b) zeroes; (c) asymptotes of rational
functions. M11GM-Ic-1.
I. Objectives:
a) Define horizontal asymptote of the rational functions.
b) Identify horizontal asymptotes of a rational function using the properties of horizontal
asymptote.
c) Find the horizontal and vertical asymptote of the rational functions
II. Content:
References:

 Prayer
The teacher will say,
Class you need to listen carefully for we will have a formative test
including finding the vertical asymptote of the rational function later on.

On the same grouping, the class was asked to do the following:
“Examine Me”
x−2
Considering the previous function f ( x )= . Plug in the function in the geogebra and give your
x +2
observation on the behavior of the graph of the function.
(the teacher will show the graph on the LED screen at this time the teacher’s emphasis is on the
horizontal asymptote).

1. What is the exponent ot the denominator and the numerator respectively?

2. What have you observe on the horozontal broken line?
3. Will the graph ot the function touches the horizontal broken line?
4. Does it touches the broken line?
The class will have a short interaction following the questions above.
The teacher will then say.

The graph of the function approaches to the broken line but does not touches nor cross over to is what
we call the horizontal asymptote.
The teacher will give his inputs by giving on the Definition and properties of the Horizontal
Asymptote:
Definition:
A horizontal asymptote is a line taking the value of y where the graph of the function
approaches closer and closer but will not touches the line itself.
Horizontal asymptotes of a rational function.
Let n be the degree of the numerator and m be the degree of the denominator:
 If n < m, the horizontal asymptote is y = 0.

a
 If n = m, the horizontal asymptote is y = , where a is the leading coefficient of
b
the numerator and b is the leading coefficient of the denominator.
 If n > m, there is no horizontal asymptote.

The Teacher will the say,
x−2
looking back the given function and its graph: f ( x )=
x +2
base on the above definition we simply find the
horizontal asymptote of the function.
The degree of the numerator and denominator is equal which is 1. So, the
horizontal asymptote is y = 1.
the horizontal asymptotes can be determined
by looking at the behaviour of rational functions at extreme values of x. that is x
approaches to negative infinity or x approaches to positive infinity.
Furthermore, to find for the horizontal asymptote of the rational function we need to remember the
properties of the horizontal asymptote.
The teacher will give the application of horizontal asymptote.

4 x2 + 4 x+ 1
Example 1. Find the horizontal asymptote of f ( x )=
x2 +3 x +2
Following the properties of the asymptote. The degree of the numerator n is equal to the degree of the
a 4
denominator m. The horizontal asymptote is y= where a = 4 and b = 1. And so, y= ∨ y=4 .
b 1
This means that the graph of the rational function will approaches closer and closer to y=4 but will
not touches nor cross over to it.
The teacher will show the graph of the rational function in

GEOGEBRA App.
Example 2. Find the horizontal asymptote of

3x+4
f ( x )= .
2 x2 +3 x +1
3x
The leading terms of the rational function is
2 x2
Following the properties of the horizontal asymptote, we have n < m.
Thus the horizontal is asymptote y=0.
Example 3.
3
4 x −1
Show that f ( x )= has no horizontal assymptote.
3 x 2+2 x−5
The leading terms of the rational
4 x3
function is
3 x2
Following the properties of the
horizontal asymptote, we have n >
m.
Thus the rational function has no
horizontal asymptote
The teacher will use example

number 3 to find for the y-intercept, x-intercept and the vertical asymptote.
4 x 3−1
f ( x )=
3 x 2+2 x−5
a) Domain of f(x): −5
Since we cannot include 1 and as one
5 3
{ |
x ∈ R x ≠ 1∧x ≠−
3 } of the values of x, since taking them the
function will be undefined.
Let f(x) = 0
4 x 3−1
0=
3 x 2 +2 x−5
4 x3 −1=0 By cross multiplication, property of

3
equality.
2
x= √
2
Thus, x=
√3 2 is the x intercepts and at the
2

Let x = 0, y=f (0)
Substituting x = 0.
4 (0)3−1
f (0)=
3(0)2 +2(0)−5
1
−1 1 Thus, the y-intercept is just y= .
f ( 0 )= ∨ 5
−5 5
4 x 3−1 Since it is already reduced to simplest term.

f ( x )=
3 x 2+2 x−5
3 x 2+2 x−5=0 Looking for values of the denominator
equal to zero.
(3 x+ 5)(x −1)=0 By Factoring
−5
x= , x=1 −5
3 Thus, x= ¿ x=1 are the vertical
3
assymptote.
IV. Evaluation
Find the domain, intercepts, vertical and horizontal asymptote of the following rational functions.
3 x 2−8 x−3
1. f (x)
2 x 2+7 x−4
3x+4
2. f ( x )= 2
2 x +3 x +1
The teacher will then give an assignment for the new lesson. The graphs of rational function.
Sketch the graph of the given function:

3 x 2−8 x−3
1. f (x)
2 x 2+7 x−4
3x+4
2. f ( x )= 2
2 x +3 x +1
Reflection:
teacher? ___


functions.
Learning Competency and Code: Graphs rational functions. M11GM-Ic-2.
I. Objectives:
1. Graphs rational functions manually using the card board.
2. Show appreciation on the graphing software.
II. Content:
References:

 Prayer
The teacher will ask each of the learners to prepare their laminated graphing paper.
They will fill up the tables of values in all the possible values of x in the function.
The teacher will use the previous example.

x−2
f ( x )=
x +2
“Plug and Plot me in!”
1. Complete the tables of values
X −3 −2 −10 1 2 3
F(x)
2. Plot the coordinates in your laminated graphing paper.

3. Connect all the dots.
The teacher allow the students to show their works and give credits on them.

1. Is there a value on f(−2)? Why?

2. What does the graph of the function looks like?
3. Does ploting and sketching made easy? How?
The teacher will give emphasis that vertical and horizontal asymptote is one of the clue in sketching
the graph of the function. These are the line where the graph of the functions goes closer and closer
yet will never touches them.
The teacher will show the graph using graphing software.
The teacher will give his inputs by giving on graphing rational functions:
Steps in graphing a functions are the following:

1. Make a table of values. Plug all possible values of x.
2. Choose a value that will make the graph closer to your asymptote
3. Take note of the vertical and horizontal asymptote if there are. They will be the references in
looking at the behavior of the graph. Draw a broken line for each of the asymptote.
4. Plot the points in the Cartesian coordinates.
5. Connect the dots.
Note:
a. More possible values of x gives you an appropriate graph of the function.
b. Most of the graph of the rational functions are curves. Unless the given function can be
simplify into a linear function of which the graph is a straight line.
The teacher will use the given example above.
x−2
Example 1. Sketch the graph of f ( x )=
x +2
Steps:
1. Make a table of values. Plug all possible values of x.
2. Choose a value that will make the graph closer to the asymptote
−5 −3
X −5 −4 −3 −2 −1 0 1 2
2 2
F(x 7 Undefi −1
3 5 9 −7 −3 −1 0
) 3 ned 3
3. Take note of the vertical and horizontal asymptote if there are. They will be the references in
looking at the behavior of the graph. Draw a broken line for each of the asymptote.
4. Plot the points in the Cartesian coordinates.

5. Connect the dots.
The teacher will ask the students.
1. Which tool is more comfortable in graphing rational functions the graphing paper of the
graphing software? Why? Explain your answer?
Then the teacher will give the sum up.

IV. Evaluation
Sketch the graph of the following using the steps being discuss. You may check your answer using the
graphing software:
x +2
1. f ( x )= x−1
4−3 x
2. g ( x )= x−1
The teacher will then give an assignment for the new lesson. The graphs of rational function.
Sketch the graph of the given function:
3 x2 −8 x−3
1. f ( x )
2 x 2 +7 x−4
3x+4
2. f ( x )=
2 x2 +3 x +1
Reflection:
teacher? ___

functions.
Learning Competency and Code: Solves problems involving rational functions, equations, and
inequalities. M11GM-Ic-3.
I. Objectives:
3. Solve rational functions and eequations.
II. Content:
References:
General Mathematics Teachers Guide First Edition.2016.pp 50 – 61
General Mathematics. Chan, JHN. et. al. 2016. Pp 24 – 31
 Prayer
The teacher will ask each of the learners to prepare their laminated graphing paper.
They will find all the possible values of x in the function.
Solve for the following values of x:
1. 2 x+ 4=0
3 x−9
2. f ( x )=
x+ 4
The teacher allow the students to show their works and give credits on them.

5. How did you solve for x in number 1?

6. Is there a similar process that you oberved in solving for x in the rational function and the
equation in number 1? In what way?
7. What concept can be related to finding the value of x in the equation and in the function?
The teacher will give his inputs by giving on rational functions and equations:
In the previous discussion we have learned that finding for x in the given function and equation
follows the property of equality.
In solving for the value of x in the given equation is just the same finding for the intercepts of the
functions. Interchangeably, intercepts of functions and zeros of the equation refers to the same thing.
The first item is a linear equation. To solve the equation, we simply apply the needed property of the
equations.
1. 2 x+ 4=0
2 x=−4 Subtraction Property of Equality (SPE)
x=−2 Division Property of Equality (DPE)
Therefore, the solution to the given linear equation is – 2.
The second is a rational function. To solve the the value of x in the function we needed the concept of
intercept.
Let f ( x )=0
So we have,
3 x −9
=0
x+4
Take note the the denominator must not be equal to zero. That is x +4 ≠ 0 so that the given
function will be defined.
Denominator:
x +4 ≠ 0
x ≠−4 , the vertical asymptote is x=−4
Numerator:
3 x−9=0
3 x=9
x=3, the x-intercept is 3 and 3 is the solution to the equation.
Domain: (−∞ ,−4 ) ∪(−4 ,∞ )
Solution: { x|x ∈ R /−4 }

In this case the solution to the equation is called an extraneous solution since there is a restriction in
the denominator.
It is always important to check whether the solution is a true solution or extraneous.
Solve for the following rational equation and function.
x2 −16
1. =0
4−x
2 3
2. f ( x )= +
x x+ 1
Solution:
x2 −16
1. =0
4−x
Denominator:
4−x ≠ 0
x≠ 4
Numerator:
x 2−16=0
( x +4 )( x−4 )=0
x +4=0 or x−4=0
x=−4 x=4
We have seen that there is a restriction in the denominator that is x ≠ 4. So 4 is an extraneous solution,
therefore the only solution is −4
2 3
2. f ( x )= +
x x+ 1
Let f ( x )=0,
2 3
+ =0
x x +1
2 ( x +1 ) +3 x
=0
x ( x +1)
5 x +2
=0
x(x +1)
Denominator:
x ( x+ 1)≠ 0
x ≠ 0 and x ≠−1 , the vertical asymptote are x=0 and x ≠−1

Numerator:
5 x+ 2=0
−2 −2
x= , the x-intercept is and also the solution to the
5 5
equation.
Domain: (−∞ ,−1 ) ∪(−1, 0)∪(0 , ∞ )
Solution: { x|x ∈ R where x ≠−1∧0 }
IV. Evaluation
Solve for the following rational function and equation.

5
1. =0
x−3
9x 8
2. − =0
8 9x
x 2+ 15 x +56
3. f ( x )=
x +7
The teacher will then give an assignment as an enrichment.
x 2−16
1. x2 −15 x + 44
=1
1 1
2. f ( x )= −
x +2 4
2
Reflection:
teacher? ___


functions.
Learning Competency and Code: Solves problems involving rational functions, equations, and
inequalities. M11GM-Ic-3.
I. Objectives:
1. Solve problems involving rational Inequalities.
II. Content:
References:
General Mathematics Teachers Guide First Edition.2016.pp 50 – 61
General Mathematics. Chan, JHN. et. al. 2016. Pp 24 – 31

 Prayer
After learning the concepts of inequality in the previous meeting, the teacher will post a problem.
Past records from a factory suggest that new employees can assemble N (t ) components per day after
75 t
t days of being on the job, where N ( t ) = ,t ≥ 0 .
t +5
1. Sketch the graph of N.
2. Identify the horizontal asymptote of N, and discuss its meaning in practical terms.

8. What is the domain of N (t )?

9. What is the t - intercept?
10. How does the horizontal asymptote helps in the interpretation of the problem above?
The teacher will give his inputs by using the example above:
In solving the above example it is very necessary to look back on the concepts of rational inequalities.
We need to consider the critical values of the the given inequalities.
Thus,
75 t
N (t)= has t=−5 as the critical value.
t +5
This means that the Domain of t is the set of all real numbers except t=−5.
Domain: (−∞ ,−5 ) ∪(−5 , ∞)
Since the restriction of t is that t ≥ 0, the negative values of t are not allowed. Furtheremore t refers
to the number of days.
Therefor the Domain of t ¿.
There is no vertical asymptote in the staed domain.the degree of the numerator and the denominator
are equal. The horizontal asymptote is y=75 .
Having the table of sign we have,
Interval t >0
Test point t=1
75 t +
t+ 5 +
75 t +
t+5 Above x-axis
(the teacher will show the graph using geogebra or any graphing software)
This means that as a person gains experience on the job, they can work faster but the maximum
number of items that can be assembled cannot exceed 75.

The teacher will give a similar problem on inequalities.
Solve the Problem:
After a drug is injected into a patient’s bloodstream, the concentration c of the drug in the
20 t
bloodstream t minutes after the injection is given by c ( t ) = , t ≥ 0. Sketch the graph of c. Identify
t 2 +2
the horizontal asymptote of c, and discuss its meaning in practical terms
IV. Evaluation
Solve:
A part-time job gives you an hourly wage of P50.00. If you work for more than 40 hours per week,
you get an overtime pay that is 1.5 times your normal hourly wage. Write a piecewise function P(h)
that gives your weekly pay in terms of the number of hours you worked that week.
Reading assignment on the Inverse Function.

Reflection:
teacher? ___


Content Standards: The learner demonstrates understanding of the key concepts of inverse functions
Performance Standards: The learner is able to apply the concepts of inverse functions to formulate and
solve real-life problems with precision and accuracy.
Learning Competency and Code: Represents real-life situations using one-to one function M11GM-
Id-1
Quarter: 1st Week:4 Day: 1
I. Objectives:
1. represents real-life situations using one-to one function. M11GM-Id-1
2. feels the importance of one-to-one functions; and
3. appreciate the value of cooperation in achieving the tasks given a specific time.
II. Content:
Subject Matter: Represent real-life situations using one-to-one functions.
Integration: Cooperation
(Learning Area): Values Education
Strategies: 4 A’s
A. Materials: Ppt, Worksheets/Hand-outs, Laptop, Manila Paper, chalkboard
References: LM, Page 64-66
1. General Mathematics Learner’s Material First Edition 2016
2. www.exemplar.com/k-12/rubrics
3. Users.math.msu.edu>milan>Classes
4. https://www.grantbuldogs.org>handlers
5. College.cengage.com>Digital Lesson
III. Learning Tasks: (4 A’s)

Set the class rules and present the learning competency for the day
Activity: Group the students into five group and do the following
Have a contest on identifying functions.
Make sure that each group consolidate answers from each member.
The scores of the winning group will serve as extra points for performance task.
Rubrics Interpretation in Scoring: See Appendix A

Group 1 2 3 4 5
Scores
Descriptive Interpretation (Extra Points) – Rank from highest to Lowest
5 points- 1st
3 points – 2nd
1 point – Participation
Pre-Evaluation (Optional)or use Pre-Test instead. See Appendix 4.1
Direction: Determine whether or not the following relation is one to one or not.
1. 2. 3.
4.) {(−3, 4), (−2, 4), ( −1, 4), (2, 4), (3, 4)} 5. {(−3, −6),(−2, −1),(1, 0),(1, 5),(2, 0)}
Analysis
 Base from the result of the pre-evaluation, let the students explain if the given relation is one-
to-one or not. Ask one representative per group.
 What is your basis on identifying if the given relation is one-to-one or not? Explain.
Given atleast 3 minutes present into the class and to give emphasis from the assign topic. (3
mins per Group)
Abstraction
Definition: The function is one-to-one if for any x 1 , x 2 in the domain of f, then

f¿ . That is, the same y-value is never paired with two different
x-values.
Illustrative Example 1:
The relation pairing an airport to its airport code
Airport codes are three letter codes used to uniquely identify airports around the
world and prominently displayed on checked-in bags to denote the destination of
these bags. Here are some examples of airport codes:
 MNL – Ninoy Aquino International Airport (All terminals)
 CEB – Mactan-Cebu International Airport
 DVO – Francisco Bangoy International Airport (Davao)
 JFK – John F. Kennedy International Airport (New York City
 CDG – Charles de Gaulle International Airport (Paris, France)
Airport codes can be looked up at https://www.world-airport-codes.com
Solution. Since each airport has a unique airport code, then the relation is a
function. Also, since no two airports share the same airport code, then the function is
one-to-one. [1]
Illustrative Example 2:
A simple way to determine if a given graph is that of a one-to-one function is by using
Figure 1 [3]
the Horizontal Line Test. A function is one-to-one if each horizontal line does not
intersect the graph at more than one point
A graph showing the plot

of fails the horizontal line
test because some
lines intersect the graph at

more than one point.
Application: Using Formative
Application (Performance Task - Group Activity):

In your group, write in a one whole sheet of paper and discuss the following set, and do the
following
1. For what values of k is the set of order pairs {(2, 4), (k, 6), (4, k)} a one-to-one
function?
2. Consider each uppercase letter in the English alphabet as a graph. Is there any of
these letters that will pass both the vertical and horizontal line tests?
3. The length of a rectangle, is four more than its width. Let be the function
mapping the length of the rectangle to its area. Is the function one-to-one?
4. The relation pairing a distance d (in kilometers) traveled along a given jeepney route to the
jeepney fare for traveling that distance.
IV. Evaluation: Formative Assessment (Post Test) serve as Evaluation

Formative: Post Test. See APPENDIX 4.1
V. Assignment
Reflection: Journal Writng

Discuss briefly the importance of One to one Functions.
M11GM-Id- Score
1 s
Pre-Test
Post-Test
Reflection:
F. Which of my teaching strategies worked well? Why did this work? ___
H. What innovation or localized materials did I used/discover which I wish to share with another
teacher? ___
Writer: EDDIE P. TRASES

APPENDIX 4.1: Formative Assessment
Direction: Write F1 if it is one to one function and N if not
I. Tell whether following is one-to-one functions(F) or not(N)?

____________(1) Books to authors
____________(2) SIM cards to cell phone numbers
____________(3) True or False questions to answers
____________(4) {(0,0), (1,1), (2,8), (3, 27), (4,64)
____________(5) {(-2,4), (-1,1), (0,0), (1,1), (2,4)}
____________(6) {(0,4), (1,5), (2,6), (3,7), …(n, n+4),…}
____________(7) y = 4x + 5
____________(8) y = x2 + 4
9
____________(9) F(c) = c +32
5
5
____________(10) C(f) = ( f – 32)
9
II. Tell whether the graph depict one to one function

_____11. _____12.
___13. Flight Schedule
MNL – Ninoy Aquino International Airport (All terminals)
___14. The length of a rectangle, is four more than its width. Let be the function
mapping the length of the rectangle to its area
___15. Jeepney Fare
Content Standards: The learner demonstrates understanding of the key concepts of inverse functions
Performance Standards: The learner is able to apply the concepts of inverse functions to formulate and
solve real-life problems with precision and accuracy.
Learning Competency and Code: Determines the inverse of a one-to-one function M11GM-Id-2
I. Objectives:
1. determines the inverse of a one-to-one function. M11GM-Id-2
2. feels the significant of inverse functions; and
3. appreciate the value of cooperation in achieving the tasks given a specific time.
II. Content:
Subject Matter: Determines the inverse of a one-to-one function.
Integration: Cooperation
(Learning Area): General Mathematics
Strategies: 4 A’s
A. Materials: Ppt, Worksheets/Hand-outs, Laptop, Manila Paper, chalkboard
References: LM, Page __
Published by the Commission on Higher Education, 2016
2. www.exemplar.com/k-12/rubrics
3. Users.math.msu.edu>milan>Classes
4. https://www.grantbuldogs.org>handlers
5. College.cengage.com>Digital Lesson

Activity: Pre-Test (see Appendix 4.2)
Brain storming:
Based on the previous activity.
1.Ask the learners:
a. What is function?
b. What is special about one-to-one function?
c. What will be the result if we interchange the one-to-one function?
how about not one-to-one functions?
Analysis
Group Activity
Given the following situation; Let the group find time searching using the
learning module.
Directions:
1. Write your answer in a one whole sheet of paper.
2. Lookin’ into the Learning Module, answer items 1 and 2 respectively
Questions
1. How do we find inverse of the function?
2. What is the Graph of an Inverse Function looks like?
3. Use the figure below, figure out the properties of inverse, explain. (2
points)
Figure 2 [3]
4. Make use of rules about inverse function, to determine the inverse of a

function through; (6 points)
Equation is ____________________________
Mapping is by _________________________
Set of order pairs is to ______________________
Table of values by _________________________
Function notation we use __________________
Graph we look at _________________________
Rubrics in Scoring: See Appendix A

Descriptive Interpretation (Extra Points) – Rank from highest to Lowest
5 extra points- 1st (8-10 correct answers)
3 extra points – 2nd (5-7 correct answers)
2 extra points – Participating group (1-4 correct answers)
Abstraction
To find the inverse of a one-to-one function through,
Possible Answers
a. For a function y = f (x), the inverse relation of f is a function if and only if f
is one-to-one.
b. For a function y = f (x), the inverse relation of f is a function if and only if
the graph of f passes the horizontal line test.
c. It must be one to one or a restricted many to one
Steps in finding Inverse
(step 1) write the function in the form y = f(x);

(step 2) interchange the x and y variables;
(step 3) solve for new y in terms of x.
(step 4) change new y = f-1(x)
-1
• Notation for the inverse function f is read
“f-inverse”
Illustrative Example 1.
Given f (x) = -2x – 7, find the inverse, apply the steps above
step 1. x = -2y – 7
step 2. y = x + 7
x+7
step 3. y =
−2
x+7
step 3. f-1(x) =
−2
Illustrative 2.
The inverse function is an “inverse” with respect to the operation of
composition of functions.
The inverse function “undoes” the function,
that is, f -1(f(x)) = x.
Application (Performance task: By group)

Find an equation for the inverse function using the steps of finding
inverse? If any, show the reason why?
1. f(x)=2x3
2. f(x) = 3x2 + 2
3. f(x) = -3x+6
4. f(x) = 2x3 + 5
IV. Evaluation (Formative assessment (Post-test) will serve as evaluation)
Formative assesment: see APPENDIX 4.2
V. Assignment
Reflection: Journal Writng

Discuss briefly the importance of One to one Functions.
M11GM-Id-2 Scores
Pre-Test
Post-Test
Reflection:
F. Which of my teaching strategies worked well? Why did these works? ___
G. What difficulties did I encounter which my principal or supervisor help me
solve? ___
H. What innovation or localized materials did I used/discover which I wish to
share with the other teacher? __
Writer: Eddie Padrillan Trases

I. Directions: Determine the inverse of the following; Tell whether the

inverse is a function or not.
Given Inverse
____________(1) Books to authors
____________(2) SIM cards to cell phone
numbers
____________(3) True or False questions
to answers
____________(4) {(0,0), (1,1), (2,8), (3,
27), (4,64)
____________(5) {(-2,4), (-1,1), (0,0),
(1,1), (2,4)}
____________(6) {(0,4), (1,5), (2,6),
(3,7), …(n, n+4),…}
____________(7) y = 4x + 5
____________(8) y = x 2 + 4 _______________________________________
____________(9) F(c) = 9/5 c+32
____________(10) C(f) = 5/9( f – 32)
Draw and find its inverse if possible.

_____11. _____12.
Content Standards: The learner demonstrates understanding of the key

concepts of inverse functions
Performance Standards: The learner is able to apply the concepts of inverse
functions to formulate and solve real-life problems with precision and accuracy.
Learning Competency and Code: Graphs inverse functions. M11GM-Ie-1
I. Objectives:
4. Graphs inverse functions
5. Know the significance of the Graphs of Inverse functions; and
6. Abiding the principles of HOPES and DREAMS in the pursuit of life.
II. Content:
Subject Matter: Graphs inverse functions.
Integration: HOPES and DREAMS
(Learning Area): Value Education
Strategies: 4 A’s
B. Materials: Ppt, Worksheets/Hand-outs, Laptop, Manila Paper, chalkboard
References: LM, Page 66
7.
www.exemplar.com/k-12/rubrics
8.
Users.math.msu.edu>milan>Classes
9.
https://www.grantbuldogs.org>handlers
10.
http://www.mhhe.com/math/devmath/dugopolski/inter/student/olc/graphics/dugo
polski03ia_s/ch09/others/ch09-2.pdf
11. https://www.mathwarehouse.com/sheets/algebra-2/functions-and-
relations/inverse-functions-worksheet.php
12.
Activity:
Given the following situation;
Lookin’ into the Learning Module, answer the following
1. How do we see the grapp of an Inverse of the function?

Answer may vary
Possible answers
Given the graph of a one-to-one function, the graph of its inverse can be obtained by
reflecting the graph about the line y = x.
Illustrative Example.
Given a one-to-one function defined by f(x) = 2x + 1. Use graphing software
x−1
We have, and the inverse of the function, f-1(x)=
2
Group the students into five group and do the following:
Abstraction
To find the Domain and Range of an inverse of a one-to-one function, try to observe the figures below
Illustrative Example 1
Figure 1 [3]
[3]
Figure 2
[3]
Note:
• Domain of f -1 = Range of f
• Range of f -1 = Domain of f
Illustrative 2. Find the domain and Range of each function

x+7
Given f (x) = -2x – 7, and its Inverse f-1(x) =
−2
Answer: Df = All Real Numbers D(f-1) = All Real Numbers
Rf = All Real Numbers R(f-1) = All Real Numbers
Application
Find the Domain and Range of each function below?
Find the Domain and Range of its inverse?
1. f(x)=2x3
2. f(x) = 3x2 + 2
3. f(x) = -3x+6
4. f(x) = 2x3 + 5
IV. Evaluation (Formative assessment (Post-test) will serve as evaluation)
Formative: see APPENDIX 4.3
V. Enrichment
Determine whether the pair of each function f and g and inverses of each
other.
1. f(x) = 3x and g(x) = 0.33x

1
2. f(x) = 2x-10 and g(x) = x+5
2
x−7
3. f(x)= 3x + 7 and g(x) =
3
4. f(x) = -x and g(x) = -x
5. f(x) = x4 and g(x) = x(1/4)
[6]
VI. Assignment
Reflection: Discuss briefly the importance of the Domain and Range of an
Inverse Functions.
Reflection:
solve? ___
share with the other teacher? ___

True or False? Explain your answer.

1. The inverse of {(2,3), (4,5)} is {(3,2), (5,4)}
2. The function f(x) = 3x ia a one to one function
1
3. If g(x) =4x, then g-1(x)=
4x
4. Only one to one ha an inverse function.
5. The domain og g is the same as the range of g -1.
6. The function of f(x) = x2 has inverse function
7. If f(x) = -x, then f-1(x) = -x
8. If h is invertible and h(7) = -95, then h -1(-95)=7
1
9. If k(x) = 3x -6, then k-1(x) = x + 2.
3
10.If f(x) = 3x – 4, then f-1(x) = x + 4
II. Directions: Find the Inverse and determine the domain and the range
of an inverse function?
_____11. _____12.
Content Standards: The learner demonstrates understanding of the key

concepts of inverse functions
Performance Standards: The learner is able to apply the concepts of inverse
functions to formulate and solve real-life problems with precision and accuracy.
Learning Competency and Code: Find the domain and range of an inverse
function. M11GM-Id-4
I. Objectives:
1. Find the domain and range of an inverse function.
2. Know the significance of the domain and range of inverse functions; and
3. appreciate the value of hardwork in achieving the goals in life.
II. Content:
Subject Matter: Find the domain and range of an inverse function..
Integration: Hardwork
Strategies: 4 A’s
C. Materials: Ppt, Worksheets/Hand-outs, Laptop, Manila Paper, chalkboard
References: LM, Page 66
2.
www.exemplar.com/k-12/rubrics
3.
Users.math.msu.edu>milan>Classes
4.
https://www.grantbuldogs.org>handlers
5.
http://www.mhhe.com/math/devmath/dugopolski/inter/student/olc/graphics/dugo
polski03ia_s/ch09/others/ch09-2.pdf
6. https://www.mathwarehouse.com/sheets/algebra-2/functions-and-
relations/inverse-functions-worksheet.php
Activity:
Given the following situation;
Lookin’ into the Learning Module, answer the following
2. How do we find the Domain and Range of an Inverse of the function?
Answer may vary,
Analysis
Group the students into five group and do the following:
Determine the Domain and Range of an Inverse function, whenever is possible
Looks at values of function through
Group 1-Equation
Group 2-Mapping
Group 3- Set of order pairs
Group 4-Table of values
Group 5- Function notation
Group 6-Graph
Abstraction
To find the Domain and Range of an inverse of a one-to-one function, try to observe the figures below
Illustrative Example 1
Figure 1 [3]
[3]
Figure 2
[3]
Note:
• Domain of f -1 = Range of f
• Range of f -1 = Domain of f
Illustrative 2. Find the domain and Range of each function

x+7
Given f (x) = -2x – 7, and its Inverse f-1(x) =
−2
Answer: Df = All Real Numbers D(f-1) = All Real Numbers
Rf = All Real Numbers R(f-1) = All Real Numbers
Application
Find the Domain and Range of each function below?
Find the Domain and Range of its inverse?
1. f(x)=2x3
2. f(x) = 3x2 + 2
3. f(x) = -3x+6
4. f(x) = 2x3 + 5
IV. Evaluation (Formative Assessment (Post Test) serve as Evaluation)
Formative: see APPENDIX 4.4
V. Enrichment
Determine whether the pair of each function f and g and inverses of each other.
6. f(x) = 3x and g(x) = 0.33x

1
7. f(x) = 2x-10 and g(x) = x+5
2
x−7
8. f(x)= 3x + 7 and g(x) =
3
9. f(x) = -x and g(x) = -x
10.f(x) = x4 and g(x) = x(1/4)
[6]
VI. Assignment
Reflection: Discuss briefly the importance of the Domain and Range of an Inverse
Functions.
Reflection:
solve? ___
share with the other teacher? ___


True or False? Explain your answer.
11.The inverse of {(2,3), (4,5)} is {(3,2), (5,4)}
12.The function f(x) = 3x ia a one to one function
1
13.If g(x) =4x, then g-1(x)=
4x
14.Only one to one ha an inverse function.
15.The domain og g is the same as the range of g -1.
16.The function of f(x) = x2 has inverse function
17.If f(x) = -x, then f-1(x) = -x
18.If h is invertible and h(7) = -95, then h -1(-95)=7
1
19.If k(x) = 3x -6, then k-1(x) = x + 2.
3
20.If f(x) = 3x – 4, then f-1(x) = x + 4
III. Directions: Find the Inverse and determine the domain and the range
of an inverse function?
_____11. _____12.
Appendix A: Rubrics
accuracy.
Learning Competency and Code: Graph inverse functions. M11GM-Ie-1
I. Objectives:
4. find the inverse of one-to-one function
5. demonstrate how to get the inverse of functions and its domain and range; and
6. graph inverse functions.
II. Content:
Subject Matter: Graphs inverse functions
Integration:
Strategies: Drill, Demonstration, Direct Instruction, and Cooperative Learning
Materials: Computer, PowerPoint presentation, GeoGebra/Desmos, whiteboards, and markers.

o Prayer
E. Activity
“Inversion Overload!” (Drill/cooperative approach)
o Students will be grouped into five.
o Each group will be asked to find the inverse of the given one-to-one functions below
within 5 minutes.
1. f ( x )=2 x +1 4. f ( x )=x 3 + 4
x +2
2. f ( x )=3 x−2 5. f ( x )=
x +3
3. f ( x )=x 3−3
o Each group will write their answer in the whiteboard and raise their answer after the
given time elapsed.
The teacher will process the student’s responses.
F. Analysis
“Show-and-tell” (Demonstration)
The teacher will randomly select a representative in each group to demonstrate their
answers on the questions below within 3 minutes with respect to the assigned item in the
previous activity.
1. How do you get the inverse of the given functions?
2. What is the domain and range of both the given function and its inverse?
The teacher will deepen the responses of the students and emphasize that graphs will
also follow the same manner by the aid of GeoGebra.
G. Abstraction
“Looks Like” (Direct instruction)
o The teacher will give his inputs about graphing inverse functions using graphing
application software GeoGebra in his computer presented in the monitor
o The teacher will utilize the gadgets of the students in graphing the inverse
functions using a free application Desmos.
The teacher will also emphasize that the graph of the inverse of a given graph of a
function is its reflection about the line y=x.
H. Application
“Perfect Match” (individual activity)
o The teacher will randomly select another representative in each group.
o Each representative will be asked to choose or determine the perfect match of the
given graph which is its inverse.
o As the student to click his choice, if angry face pops-up it means wrong and
smiley face means correct.
IV. Evaluation
“Paper-and-Pen Multiple Choice Test” (Individual)
In a ¼ sheet of paper, write the letter of the correct answer in each of the following
item presented in the monitor.
The teacher let the students study One-to-one Functions: lessons 9-11 for the
summative exam next meeting.
Reflection:
teacher? _

accuracy.
Learning Competency and Code: Solves problems involving inverse functions. M11GM-Ie-2
I. Objectives:
At the end of 60 minutes, 80% of the learners are expected to solve problems involving inverse
functions.
II. Content:
Subject Matter: Solves problems involving inverse functions
Integration:
Values Education: Honesty
Strategies:
Materials: Printed summative test

o Prayer
I. Activity
(This session is intended for summative exam)
J. Analysis
K. Abstraction
L. Application
IV. Evaluation
Reflection:
teacher? _

ONE-TO-ONE AND INVERSE FUNCTIONS
SUMMATIVE EXAM
Name: Date:
Section: Score:
Directions: Read and analyze each item carefully. Write the LETTER that best describe to each
item on the space provided before each number.
1. What type of function that also satisfies horizontal line test?

a. One-to-one b. Absolute c. Quadratic d.
Does not exist
2. Which of the following below is a NOT one-to-one function?
2
a. f ( x )=x +2 b. g ( x )=x 2−4 c. h ( x )= d.
x
p ( x ) =√ 3 x
3. Which table of values below is NOT a one-to-one function?
a. c.
x -2 -1 0 1 2 x -2 -1 0 1 2
f(x) 6 5 4 3 2 f(x) -8 -1 0 1 8
b. Amount
x of
-2 money
-1 received
0 by1committee
2 d. Number
x of
-2 committees
-1 0 1 2
f(x) 4 1 0 1 4 f(x) 1 0.5 -1 undefined 5
4. What function when inverted results a function?

a. One-to-one b. Absolute c. Quadratic d.
Does not exist
5. If f (x) is a one-to-one function, what is the value of f −1 (f ( x ) )?
a. 1 b. 0 c. x d.
undefined
6. Which of the graphs on the left represents the inverse f −1 of the function f with a
graph on the right?
a. Estimate c.
Estimation
b. c. Estimator d. Sampling
x -2 -1 0 1 2 x -2 -1 0 1 2
For numbers 7-8: Use the tables: f(x) 2 3 4 5 6 and g(x) -8 -1 0 1 8
7. Which table below represents the inverse f −1 of the function f ?
a. x 2 3 4 5 6 c. x 6 5 4 3 2
-2 -1 0 1 2 -2 -1 0 1 2
x -2 -1 0 1 2 x -2 -1 0 1 2
b. Amount6of 5
money
4 3received
2 by committee d. Number of
2 committees
1 0 -1 -2
8. Which table below represents the inverse g−1 of the function g ?
x -2 -1 0 1 2 x -8 -1 0 1 8
a. c.
8 1 0 -1 -8 -2 -1 0 1 2
x -8 -1 0 1 8 x -2 -1 0 1 2
b. Amount2of 1
money
0 -1received
-2 by committee d. Number of
8 committees
1 0 1 8
9. What do we call the resulting function when x and y values of a one-to-one function
are interchanged?
a. Inverse b. Absolute c. Quadratic d.
Rational
10. What would be the domain of its inverse of a function f given that the domain of f is
{−2 ,−1,0 } and the range of f is{ 4,5,6 }?
a. {−2 ,−1,0 } b. { 0,1,2 } c. { 4,5,6 } d.
{−6 ,−5 ,−4 }
11. What would be the range of its inverse of a function f given that the domain of f is
{−2 ,−1,0 } and the range of f is{ 4,5,6 }?
a. {−2 ,−1,0 } b. { 0,1,2 } c. { 4,5,6 } d.
{−6 ,−5 ,−4 }
12. Which equation of the line below, when the graph of one-to-one function is reflected
to it obtains the graph of its inverse?
1 −1
a. y=−x b. y=x c. y= d. y=
x x
−1
13. Which graph best represent the inverse function f ( x )=3 x−2 ?
a. Estimate b. Estimation c. Estimator d.

Sampling
14. Which graph best represent the inverse function f −1 ( x )=2 x +3?
a. Estimate b. Estimation c. Estimator d.

Sampling
15. What is f −1 ( x ) if f ( x )=3 x−1?
x +1 x−1 −x +1
f −1 ( x )= −1
a. b. f ( x )= c. f −1 ( x )=
3 3 3
d. Does not exist
16. Which of the following would be the inverse of the function f ( x )=x +2?
−1 x +2
a. f −1 ( x )=−x+2 b. f −1 ( x )=x −2 c. f ( x )= d. Does not exist
x
x +2
17. Which of the following would be the inverse of the function f ( x )= ?
x−3
−3 x +2 3 x+ 2 3 x+ 2
f −1 ( x )= −1
a. b. f ( x )= c. f −1 ( x )=
x−1 x−1 x +1
d. Does not exist
For number 18 & 19: Engineers have determined that the maximum force t in tons that a
particular bridge can carry is related to the distance d in meters between its supports by the
following function:
3
12.5
t ( d)= ( )
d
18. Which of the functions below is the inverse or the function used to determine the
distance d in meters between its supports if the force t in tons of that particular bridge is
given?
3
12.5 12.5 12.5
a. d ( t ) =
12.5
t√
3
( )
b. d ( t ) =
t
c. d ( t ) =
t3
d.
d (t)= 3
√t
19. How far should the supports be if the bridge is to support 6.5 tons?
a. 6.70 m b. 6.71 m c. 6.72 m d.

6.73 m
20. How far should the supports be if the bridge is to support 7 tons?
a. 6.26 m b. 6.27 m c. 6.28 m d.

6.29 m


accuracy.
Learning Competency and Code: Represents real-life situations using exponential functions. M11GM-
Ie-3
I. Objectives:
7. identify concepts that is real-life applications of exponential functions;
8. determine the values of exponential expressions; and
9. represent real-life situations using exponential functions.
II. Content:
Subject Matter: Representing Real-Life Situations Using Exponential Functions
Integration:
MAPEH/BKD: Awareness to drug addiction
Science: Half-life/Radioactive Decay
Strategies: Simulation, Problem Posing, Direct Instruction, and Cooperative Learning
Materials: Computer, PowerPoint presentation, whiteboards, and markers.

o Prayer
M. Activity
“4pics1word!” (Simulation/cooperative approach)
o Students will be grouped into five.
o The teacher will show pictures for each group of students to analyze.
o Each group will identify the correct word that best describes the pictures.
o Each group will write their answer in the whiteboard provided and raise their
answer 30 seconds after the pictures were shown.
o The group with the most correct answer wins the game.
N. Analysis
“Trendy” (Problem Posing/Inquiry-Based approach)
o The teacher will give a situation as stated below.
Suppose that a particular school have a population 80,100 and 125 enrolled
STEM student for the past 3 school years. The school would like to generalize
the change of the population and wants to know how many students would likely
enroll for the up-coming school year.
o The teacher will ask the students to analyze the given data to answer the
following questions;
1. What is the trend of the population of STEM students?
2. Is there a unique rate of change/pattern? If yes, then specify it.
3. How many students would likely enroll for the up-coming school year?
o The teacher will determine the students who will answer the questions randomly.
The teacher will deepen the responses of the students and emphasize that in some
changes, we could get a particular pattern to predict the future.
O. Abstraction
Direct instruction
The teacher will give his inputs about Representing Real-Life Situations Using
Exponential Functions: Population Growth and Half-life.
o Representing Real-Life Situations Using Exponential Equation
I. Population Growth
y= y 0 ( 2 )t / T
y : population after t units of time
y 0 : initial population
t : units of time that changes y
T : units of time that doubles y 0
Example:
A population starts with 500 individuals and doubles every 5 years. Let y be
the population after x numbers of years.
a. What is the exponential model that would represent this situation?
b. What would be the population after 10 years?
c. What would be the population after a year?
Solution:
a. y=500 ( 2 ) x/ 5
b. y=500 ( 2 )10 /5
2
y=500 ( 2 )
y=500 (4)
y=2000
c. y=500 ( 2 )1 /5
y ≈ 574
II. Half-Life
t /T
y= y 0 ( 12 )
y : remaining quantity after t units of time
y 0 : initial quantity
t : units of time that changes y
T : units of time that halves y 0
Example:
The half-life of a Heroin, an illegal drug, is 30 minutes in a human body
system and you have used 2 grams. Let y be the remaining substance in the body
after x number minutes.
a. What is the exponential model that would represent this situation?

b. What would be the remaining substance after 2 hours?
c. What would be the population after 3 hours?
Solution:
a. y=2 ( 1/2 )x /30
b. y=2 ( 1/2 )120/ 30
y=2 ( 1/ 2 )4
y=2(1/16)
y=0.125
c. y=2 ( 1/2 )180/ 30
y=0.03125
P. Application
“Growth and Decay” (Group activity)
In a 1-whole sheet of paper, answer the following real-life problems below.
1. A population starts with 1000 individuals and triples every 80 years. Let y be
the population after x number of years.
a. What is exponential model that would represent the situation?
b. What would be the population after 10 years?
2. A particular 10g substance has its half-life for every hour. Let y be the amount
of substance after x number of hours.
a. What is exponential model that would represent the situation?
b. What would be the amount of substance after a day?
IV. Evaluation
-------------Application serves as an assessment------------------
The teacher will be asking the students to search at least 5 different drugs and write it
in their notebook with the following information below.
Name of Drug:
Description:
Half-life:
Effects:
Reflection:
teacher? _

accuracy.
Learning Competency and Code: Distinguishes between exponential function, exponential equation,
and exponential inequality. (M11GM-Ie-4)
I. Objectives:
10. explain the reason why SHABU/illegal drugs can be so addictive among humans;
11. write a reflection about drug addiction; and
12. distinguish exponential function, exponential equation, and exponential inequality.
II. Content:
Subject Matter: Distinguishing Exponential function, exponential equation, and exponential
inequality.
Integration:
English: Writing a reflection about drugs and drug addiction
MAPEH/BKD: Awareness to drug addiction
Strategies: Inquiry-Based Approach, Direct Instruction, and Cooperative Learning
Materials: Computer, PowerPoint presentation, whiteboards, and markers.
General Mathematics Learner’s Material First Edition 82

o Prayer
Q. Activity
“Illegal Drugs: A way to ruin one’s life!” (Oral questioning/Inquiry-Based approach)
Based on their assignment in the previous meeting, the teacher will solicit ideas from
the students by asking the following questions.
1. What are the common names of illegal drugs, its effect on humans if taken,
and signs/behavior of people being drug dependent?
2. How do people get addictive to those illegal drugs?
R. Analysis
“Now I Know” (Writing Activity/Cooperative approach)
o The class will be divided into groups with 5 to 6 members each group.
o Each group will be given 5 minutes to share within the group their notable
learning about drugs and drug addiction.
o After the group sharing, each group will be given another 10 minutes to write the
group reflection in a 1-whole sheet of paper of paper.
The teacher will deepen the responses of the students and emphasize that the only
way to avoid drug addiction is not to try it even once for it is hard to get away with it
once you are in.
S. Abstraction
Direct instruction
The teacher will give his inputs about Distinguishing Exponential function,
exponential equation, and exponential inequality.
o Definition
Exponential Expression – is an expression of the form
a ∙ b x−c + d, where b> 0∧b ≠ 1.
o The definitions of Exponential Function, Equation, and Inequality are shown
below.
Exponential Exponential Exponential Function

Equation Inequality
Definition An equation An A function of the form
involving inequality f ( x )=bx (b >0 , b ≠ 0) as
exponential involving mother function and
expressions exponential
f ( x )=a∙ b x−c + d as
expressions
transformed function
Example a. 2 x+2=8 a. 2 x+2> 8 a. f ( x )=2 ( 4 ) x−3 +5
b. 4 x+2=8 x b. 4 x+2 ≤ 8 x b. f ( x )=( 4 )x+2
c. f ( x )=2 x
The teacher will emphasize the independent variable x must the exponent of the
exponential expressions involve in equations, inequalities, and functions.
T. Application
“Paper and Pen Test” (Individual activity)
In a 1/4 sheet of paper, determine whether the given is Exponential Equation,

Exponential Inequality, Exponential Function, or none of these.
1. 3 x−1=27
2. 2 x3 =16
3. 4 x+2< 8 x
4. f ( x )=3 √ x
x+2
1
5. ()
3
≥9
IV. Evaluation
-------------Application serves as an assessment------------------
The teacher will be asking the students to review laws of Exponents in preparation for
Lesson 14: Solving Exponential Equations and Inequalities.
Reflection:
teacher? _

Lesson Plan in General Mathematics 11
Content Standards:
key concepts of inverse functions, exponential functions, and logarithmic functions.
apply the concepts of inverse functions, exponential functions, and logarithmic functions to formulate
and solve real-life problems with precision and accuracy.
Learning Competency and Code: solves exponential equations and inequalities.
M11GM-Ie-f-1
Quarter: ___1_____ Week: ____6____ Day: __1_____
I. Objectives:
13. Solve exponential equations
II. Content:
Subject Matter: Functions & their angles
Integration:
English: Proper usage of sentence
Values: Racism in each race
Strategies: Differentiated Instruction
Materials: Graph and textbook and placard
References: Crauder, B., Evans, B., & Noell, A. (2008). Functions and change: A modeling
approach to college algebra and trigonometry. Boston: Houghton Mifflin
F. Activity
 The teacher will provide a flashcard and let the students solve it.
One strategy to solve exponential equations is to write both sides of the equation as
powers of the same base.
The students will solve the equation 4 x−1= 16 One-to-one Property of Exponential
Functions.
Note: This example shows that there may be more than one way to solve an exponential
equation. The important thing is to write both sides using the same base.
 The teacher will call for a volunteer to answer on the board and explain his/her work.
 The teacher will process the student’s ideas
G. Analysis
 The teacher will elaborate the topic by given an example.
4x-1=16
Let the student answer.
Solution: Write both sides with 4 as the base.

4x-1=16
4x-1=42
x-1=2
x=2+1
x=3
 The teacher will introduce an alternate solution

4x-1=16
(42)x-1=24
2(x-1)=4
2x-2=4
2x=6
X=3
 The teacher will ask for clarification before to proceed.
 Solicit ideas from the students.
Let them solve and the teacher take in charge for soliciting ideas.
H. Abstraction
The teacher will let the students to solve the problems.
1. How much time is needed for a sample of Pd-100 to lose 93.75% of its original amount?
Pd-100 has a half-life of 3.634 days.
2. A researcher is investigating a specimen of bacteria. She finds that the original 1000
bacteria grew to 2,048,000 in 60 hours. How fast does the bacteria (a) double? (b)quadruple?
The teacher will assess the learning of the student by asking them.
The teacher will group the students into 5 groups and let them discuss their answer.
The student will do reporting after the group discussion and generalize the discussion
afterwards.
D. Application
Solve for x.
1. 169 x =13x
x 1
2. 7 =
49
3. ¿
E. Evaluation (Depends on the Strategy Used)

1. The half-life of Zn-71 is 2.45 minutes. Initially, there were y0 grams of
Zn-71, but only 1256 of this amount remains after sometime. How much time has passed?
F. Assignment / Enrichment (as needed)
Reflection:
teacher? ___
Writer: Kris Joy Dela Peña

Dagat -Kidavao IS
Lesson Plan in Mathematics 11
Content Standards:
Learning Competency and Code: represents an exponential function through its: (a) table of values,
(b) graph, and (c) equation. M11GM-If-2
Quarter: ___1_____ Week: ____6____ Day: __2_____
I. Objectives:
i. represents an exponential function through its table of values
ii. represents an exponential function through its graph
II. Content:
Integration:
Materials: Learning tools

I. Activity
“I’m a Detective!”
Illustrating functions through table of values and graph
In this activity, the teacher will divide the class into 6 groups. The first three groups will
investigate the corresponding table of values of the given functions and the other three groups
will investigate the corresponding graph of the same functions. In 2 minutes, the students will
process their task following the guide questions. Then each group will assign one member to
explain their findings and the rest of the members will do the gallery walk.
Guided Questions:
1. What have you observed to the values/behavior of the functions?
J. Analysis
 The teacher will explain that the graph is obtained by first plotting a few points.
Results will be generalized later on.
Sketch the graph of f(x)=22

Solution:
Step 1: Construct a table of values of ordered pairs for the given function. The table
of values for f(x) = 2x is as follows:
x -4 -3 -2 -1 0 1 2 3
f(x) 1/16 1/8 1/4 1/2 1 2 4 8
Step 2: Plot the points found in the table, and connect them using a smooth curve.
 The teacher will explain that it can be observed that the function is defined for all
values of x, is strictly increasing, and attains only positive y-values. As x decreases
without bound, the function approaches 0, i.e., the line y = 0 is a horizontal
asymptote.
K. Abstraction
 The teacher will let the students process their answers by giving guide questions:
1. How did you come up with the answers?
2. What are your strategies in getting the values and how to graph?
3. What difficulty have you encountered?
The teacher will refine student answers.
L. Application
 The teacher will divide the students 8 groups. Assign each group one of the functions.
For their assigned function, they need to do the following:
•Complete a table of values).
•Sketch the graph. Each group should use a coordinate plane showing x from−4 to 4,
and y from−1to30.
• After graphing, each group explain show their graph compares with the graph of y=
2x.

Construct a table of values for the given functions below using
(a) the values of x= -2, -1, 0, 1, 2.
(b) Sketch their graphs on a coordinate
1. f ( x )=¿ 2. f ( x )=6 x
Reflection:
teacher? ___

Dagat -Kidavao IS
Lesson Plan in Mathematics 11
Content Standards:
Learning Competency and Code: determines the intercepts, zeroes, and asymptotes of an exponential
function. M11GM-I-f-4
Quarter: ___1_____ Week: ____6____ Day: __3_____
I. Objectives:
14. determines the intercepts, zeroes, and;
15. asymptotes of an exponential function.
II. Content:
Integration:
Materials: tables and graphing papers

M. Activity
 The teacher will let the students to recall of important concepts start the lesson by
recalling the following important properties of functions:
 The teacher will divide the class into 4 groups. They will anser the following
questions.
1. What are the domains of the function?
2. What is the range of the function?
3. What are the zeros of the function?
4. What are the y-intercepts of the function?
Answer:
(a)The domain of a function is the set of all values that the variable x can take.
(b)The range of a function is the set of all values that f(x) can take.
(c)The zeroes of a function are the values of x which make the function zero. There a l
numbered zeroes a real so x-intercepts of the graph of the function.
(d)The y-intercept is the function value when x= 0.
 The teacher will give additional example for the student to grasp the topic
 The teacher will process the student’s ideas.
N. Analysis
 In sketching the graph of a rational function, we will make use of the x and y-
intercepts of the function. In addition, we will observe how the function behaves near
the values where the function is undefined, as well as in the extreme values of x. Let
us take a detailed look at the steps in graphing a simple rational function and develop
a process for graphing other rational functions.
x−2
 Consider the function f(x) = (a)Find its domain, (b)intercepts, (c)sketch its
x+ 2
graph and (d)determine its range.
 The teacher will process the student’s ideas.
O. Abstraction
 Observe that the function is undefined at x=−2. This means that x=−2 is not part of
the domain off (x). In addition, no other values of x will make the function undefined.
The vertical line x=a is a vertical asymptote of a function fifth e graph off either
increases or decreases without bound as the x-values approach a from the right or left.
 Let the student graph the functions f(x) = 3x and g(x) = 4x in the same coordinate
plane. Indicate the domain, range, y-intercept, and horizontal asymptote. Compare the
two graphs.
Solution: For both these functions, the base is greater than 1. Thus, both functions are
increasing. The following table of values will help complete the sketch.
x -2 -1 0 1
f(x) 1/9 1/3 1 3
g(x) 1/16 1/4 1 4
Note: For both functions: Domain: Set of all real numbers Range: Set of all positive
real numbers y-intercept: 1. There is no x-intercept Horizontal Asymptote: y = 0
The two graphs have the same domain, range, y-intercept, and horizontal asymptote.
However, the graph of g(x) = 42 rises faster than does f(x) = 3x as x increases, and is
closer to the x-axis if x < 0.
P. Application
Construct a table of values for the given functions below using (a) the values of x = -2, -1, 0,
1, 2. (b) Sketch their graphs on a coordinate plane. (c) For each function, label the domain,
range, y-intercept and horizontal asymptote.
1. f(x)=(1/5)x 2. f(x)=6x 3. f(x)=3x

Use the graph of y = 2x to graph y =2 x–2and y =2 x+4
Reflection:
teacher? ___

Dagat -Kidavao IS
Content Standards: The learner demonstrates understanding of the key concepts of inverse
functions, exponential functions, and logarithmic functions.
accuracy.
Learning Competency and Code: Graphs exponential functions. M11GM-Ig-1
I. Objectives:
16. sketch the graphs of f ( x )=bx , if b>1 and f ( x )=bx , if 0<b<1;

17. describe the behavior and characteristics of an exponential function and
18. find the domain, range, intercepts, zeroes, and asymptotes of an exponential function.
II. Content:
Subject Matter: Graphs of exponential functions
Integration: Values (Determination)
Strategies: 4 A’S
Materials: Laptop, Chalkboard, Cartesian Plane made of illustration board-covered with
cellophane, whiteboard marker, eraser for whiteboard marker

U. Activity
Divide students into groups. Assign each group one of the functions below. For their
assigned function, they need to complete the table of values from -3 to 3, sketch the graph and
let them describe the graph according to its domain, range, intercepts and asymptotes.
Note: they can double check their answer using GEOGEBRA applications.
x
x 1 1 x
a. f ( x )=2 , b. f ( x )=( ) , f ( x )=3 x , f ( x )=( ) ,
2 3
Solutions: a. f ( x )=2 x
X -3 -2 -1 0 1 2 3
f(x) 1/8 ¼ 1/2 1 2 4 8
x
1
b. f ( x )=( )
2
X -3 -2 -1 0 1 2 3
f(x) 8 4 2 1 1/2 1/4 1/8
V. Analysis
The teacher will ask the following questions based on the activity:
1. How was the activity for you?
2. Can you describe the behavior and characteristics of the graph of f ( x )=bx , if b>1
and f ( x )=bx , if 0<b<1?
3. Can you find the domain, range, intercepts, zeroes, and asymptotes of exponential
function?
W. Abstraction
The function f ( x )=bx , if b>1 is defined for all values of x, is strictly
increasing, and attains only positive y-values. As x decreases without bound, the
function approaches 0. That is the line y=0 is a horizontal asymptote.
The function f ( x )=bx , if 0< b <1 is defined for all values of x, is strictly
decreasing, and attains only positive y-values. As x increases without bound, the
function approaches 0. That is the line y=0 is a horizontal asymptote.
In general, depending on whether b>1 or 0< b <1, the graph f ( x )=bx has the
following behavior:
1. The domain is the set of all real numbers.
2. The range is the set of all positive real numbers.
3. It is a one-to-one function. It satisfies the Horizontal Line Test.
4. The y-intercept is 1. There is no x-intercept.
5. The horizontal asymptote is the line y = 0 (or the x-axis). There is no vertical
asymptote.
6. The function is increasing if b > 1, and is decreasing if 0 < b < 1.
X. Application
Construct a table of values for the given functions below using (a) the values of x =
-2, -1, 0, 1, 2. (b) Sketch their graphs on a coordinate plane. (c) For each function, label
the domain, range, y-intercept and horizontal asymptote.
x
1. f ( x )=3−x 2. f ( x )=6
IV. Evaluation
Application serves as an evaluation.

Construct a table of values for the given functions below using (a) the values of x =
-2, -1, 0, 1, 2. (b) Sketch their graphs on a coordinate plane. (c) For each function, label
the domain, range, y-intercept and horizontal asymptote.
1. f(x) = 3 x-2 + 1 2. h(x) = (0.1) x+2 – 1
3. y = 21+ x
Reflection:
teacher? _
Rechel Intal

accuracy.
I. Objectives:
1. sketch the graphs,
2. escribe the transformation of the graph (vertical and horizontal reflection) and (vertical
stretching or shrinking).
3. identify the domain, range, intercepts, zeroes, and asymptotes of exponential function.
II. Content:
Subject Matter: Graphing transformations of exponential functions
Integration: Values (Self-Reflection)
Strategies: 4 A’S
cellophane, whiteboard marker, eraser of whiteboard marker

A. Activity
Divide students into groups. For their assigned function, they need to complete the table
of values from -3 to 3 and sketch the graph and identify the domain, range, intercepts, zeroes,
and asymptotes of exponential function.
Group 1 Group 2 Group 3 Group 4
a . f ( x )=2 x, a . f ( x )=2 x, a. f ( x )=2 x , a. f ( x )=2 x
b . g ( x ) =2−x b. g ( x )=−2 x b. g ( x )=3(2¿¿ x) ¿ b.

h ( x )=0.4 (2¿¿ x) ¿
Solutions for group 1
X -3 -2 -1 0 1 2 3 How was the graph relates to

f ( x )=2 x ,
f (x) 0.125 0.25 0.5 1 2 4 8 Not applicable
g(x) 8 4 2 1 0.5 0.25 0.125 Reflects the graph about the y-
axis.
x -3 -2 -1 0 1 2 3 How was the graph relates to

x
f ( x )=2 ,
g(x) -0.125 -0.25 -0.5 -1 -2 -4 -8 Reflects the graph about the x-
axis.
Solutions for group 3 and 4

x
f ( x )=2 ,
g(x) 0.375 0.75 1.5 3 6 12 24 Each g ( x ) is multiplied by 3.
h(x) 0.05 0.1 0.2 0.4 0.8 1.6 3.2 Each h ( x ) is multiplied by 0.4.
Graph of Group 1 Graph of Group 2 Graph of Group 3&4

Observations:
a. The domain of all three functions is the set of R.
b. The range of all three functions is the set (0, + ∞¿∨+ ¿R.
c. The y- intercepts were also multiplied correspondingly. The y- intercept of
g ( x )=3(2¿¿ x) ¿ is 3, and the y- intercept of h ( x )=0.4 (2¿¿ x) ¿ is 0.4.
d. All three graphs have the same horizontal asymptote y=0.
B. Analysis
2. How your graph relates to the original function f ( x )=2 x ?
3. What is the relationship of the constant number to the exponential function

f ( x )=bx ?
C. Abstraction
Let b be a positive number not equal to 1. A transformation of an exponential
function with base b is a function of the form f ( x )=a• b x−c + d where a, c, and d are
real numbers.
*The graph of f ( x )=b− x is the reflection about the y-axis of the graph of
x
f ( x )=b .
*The graph of f ( x )=−(b¿ ¿ x )¿ is the reflection about the x-axis of the
graph of f ( x )=bx .
* The value of |a| determines the stretching or shrinking of the graph.
D. Application
In Exercises 1-3, (a) use transformations to describe how the graph is related to its
base exponential function y = b x , (b) sketch the graph, (c) identify its domain, range, y-
intercept, and horizontal asymptote.
x 1 −x
1. f(x) = 2·3 2. g(x) = ( ) 3. h(x) = –2(3 x)
4
IV. Evaluation

For each of the following functions, (a) use transformations to describe how the graph is
related to its base exponential function y = b x , (b) sketch the graph, (c) identify its domain, range, y-
x
1
1. y=3 x 2. y=( ) 3. y=3−x
3
Reflection:
teacher? _
Rechel Intal

accuracy.
I. Objectives:
1. sketch the graphs,
2. describe the transformation of the graph (vertical and horizontal shifting),
3. identify the domain, range, intercepts, zeroes, and asymptotes of exponential function.
II. Content:
Subject Matter: Graphing transformations of exponential functions
Integration: Values (Character Transformation)
Strategies: 4 A’S
cellophane, whiteboard marker, eraser of whiteboard marker

A. Activity
Divide students into groups. For their assigned function, they need to complete the table
of values from -3 to 3 and sketch the graph and identify the domain, range, intercepts, zeroes,
and asymptotes of exponential function.
Group 1 Group 2
a . f ( x )=2 x, a . f ( x )=2 x,
b . g ( x ) =2x +1 b. g ( x )=2x−2
c. h ( x )=2 x −3 c. h ( x )=2 x+4

X -3 -2 -1 0 1 2 3 How was the graph relates to

f ( x )=2 x ,
f (x) 1/8 1/4 ½ 1 2 4 8 Not applicable
g(x) 1.125 1.25 1.5 2 3 5 9 Graph shifts up by 1 unit.
h(x) -2.875 -2.75 -2.5 -2 -1 1 5 Graph shifts down by 3 units.
Observations:
b. The range of g ( x )=2x +1 is (1, + ∞ ¿ and the range of h ( x )=2 x −3
is (-3, + ∞ ¿.
c. The y- intercepts and horizontal asymptotes were also vertically translated from the y-
intercept and horizontal asymptote of f ( x )=2 x .
d. The horizontal asymptote of f ( x )=2 x is y=0. Shifts this 1 unit up to get the horizontal
asymptote of g ( x )=2x +1 which is y=1, and 3 units down to get the horizontal asymptote of
h ( x )=2 x −3, which is y= -3.

x
f ( x )=2 ,
f (x) 1/8 ¼ ½ 1 2 4 8 Not applicable
g(x) 0.031 0.063 0.125 0.25 0.5 1 2 Graph shifts to the right by 2
units.
h(x) 2 4 8 16 32 64 128 Graph shifts to the left by 4
units.
Observations:
b. The range of all three functions is the set (0, + ∞ ¿∨+ ¿R.
c. The y- intercepts changed. To find them, substitute x=0 in the function. Thus, the y-
intercept of h ( x )=2 x+4 is 24 =16 and the y- intercept of g ( x )=2x−2 is 2−2= 0.25.
d. Translating a graph horizontally does not change the horizontal asymptote. Thus, the
horizontal asymptote of all three graph is y=0.
B. Analysis
2. How your graph relates to the original function f ( x )=2 x ?
3. What is the relationship of the constant number to the exponential function

x
f ( x )=b ?
C. Abstraction
Let b be a positive number not equal to 1. A transformation of an exponential
function with base b is a function of the form f ( x )=a• b x−c + d where a, c, and d are
real numbers.
*The vertical shifts is d units up if d > 0, or d units down if d <0.
*The horizontal shift is c units to the right if c > 0, or c units to the left if c< 0.
D. Application
In Exercises 1-3, (a) use transformations to describe how the graph is related to its
base exponential function y = b x , (b) sketch the graph, (c) identify its domain, range, y-
x +1
1
1. f(x) = 3 x + 2 2. g(x) = ( ) 3. h(x) = –2(3 x−1)
4
IV. Evaluation

For each of the following functions, (a) use transformations to describe how the graph is
related to its base exponential function y = b x , (b) sketch the graph, (c) identify its domain, range, y-
x
x 1
1. y=3 −4 2. y=( ) +2 3. y=2x−5
2
Reflection:
teacher? _
Rechel Intal
accuracy.
Learning Competency and Code: Solves problems involving exponential function, equations and
inequalities. M11GM-Ig-2.
I. Objectives:
At the end of 60 minutes, 100% of the learners are expected to answer a 20-item test correctly.
II. Content:
Summative Test No. 3
Y. Setting of Standards
Z. Reading of Instructions
AA. Supervising learners in answering the summative test
BB.Checking of papers
IV. Recording test results
V. Reflection:
General Mathematics
First Quarter
Summative Test No. 3
Directions: Read and analyze each item carefully. Write the LETTER that best describe to each item
on your answer sheets. Two points each item.
1. What is defined as f ( x )=bx where b> 0 , b≠ 1?
a. Exponential expression b. Exponential Equation

c. Exponential Function d. Inverse of Exponential
2. Which of the following equation is NOT an exponential expression?

a.3−x b.2 x c. (−4)x d. (5) 2x +3
3 What is the exponential model of a Half-life of a substance?

t
1 t t t
a. y= y 0 ()
2
T
b. y= y ( 2 ) T
0
c. y= y ( r ) T
0
d. y= y ( 1+r ) T
0
4. Which of the following is an exponential equation?
a. f ( x )=2 x b. 5 x−2=125 c. y=5 x 2 d. 2 x +5 ≥ 20
5. What is f(-3), if f ( x )=3 x ?

1
a. 9 b. −27 c. −9 d.
27
6. What is f(0), if f ( x )=3 x ?

a. 0 b. 1 c. 3 d. -3
7. Solve the value of x if4 x+1=8 x−2.

1 1
a. b. −2 c. 8 d.
2 3
x−1
1
x
8. Solve the value of x if5 = ( )
25
.
1 −1 2
a. b. −2 c. d.
2 2 3
9. Solve the set of values of x if2 x+5 ≥ 8 x+1.
a.x ϵ R / x ≤ 1 b. x ϵ R / x<1 c. x ϵ R / x ≥ 1 d. x ϵ R / x>1
For numbers 10 - 16: Given the function f ( x )=3 x .
10. Which of the following is its domain?

a. All positive R b. All negative R c. All R d. undefined
11. Which of the following is its range?
a. All positive R b. All negative R c. All R d. undefined
12. What is its y-intercept?
a. 0 b. 1 c. 3 d. does not exist
13. What is its zeroes/x-intercept?
14. If the given function is transformed to f ( x )=3 x +2. What would be its y-intercept?
15. If the given function is shifted 2 units upward. What would be its transformed function?
a. 3 x + 2 b. 3 x −2 c. 3 x+2 d. 3 x−2
16. If the given function is shifted 2 units to the left. What would be its transformed function?
a. 3 x + 2 b. 3 x −2 c. 3 x+2 d. 3 x−2
17. Which of the following statements is NOT true about the properties of exponential functions and
their graphs?
a. The domain is the set of real numbers and the range is the set of all positive real numbers.
b. If b>1, f is an increasing exponential function; if 0<b<1, f is a decreasing exponential

function.
c. The function passes through the point (0, 1) because f ( 0 )=b 0=1.
d. The graph of the exponential function has its vertical asymptote along the y-axis.
For numbers 18 & 19: A population starts with 1000 individuals and triples every 80 years. Let y be
the population after x number of years.
18. Which exponential model represents the situation?

1000 1000
a. y=1000 ∙(3) x/ 80 b. y= c. y=1000 ∙(3)80 / x d. y=
( 3)80 / x ( 3) x/ 80
19. Which of the following would be the population after 10 years?
a. 1 145 b. 1 147 c. 1 146 d. 1 148
20. Which table of values represent the function f ( x )=3 x ?
x -3 -2 -1 0 1 2 3 1 1 1
x 1 3 9 27
a. 1 1 1 27 9 3
y 1 3 9 27
c. 27 9 3 y -3 -2 -1 0 1 2 3
x -3 -2 -1 0 1 2 3 1 1 1
b. d. x 27 9 3 1
1 1 1 3 9 27
y 27 9 3 1
3 9 27 y -3 -2 -1 0 1 2 3
Answer Key
1. C 8. D
2. C 9. A
Rechel Intal
3. A 10. C
4. B 6. B
5. D 7. C
11. A
12. B
13. D
14. C
15. A
16. C
17. D
18. A
19. B
20. A
Content Standard: The learner demonstrates understanding of key concepts of inverse

functions, exponential functions and logarithmic functions.
Performance Standard: The learner is able to apply the concepts of inverse functions,
exponential functions and logarithmic functions to formulate and solve real-life problems
with precision and accuracy.
Solve logarithmic equations and inequalities. M11GM-Ih-1
I. Objectives:
1. represents real – life situations using logarithmic functions.
2. show appreciation the concept of the topic in real life situation.
II. Content:
Subject Matter: Introduction to Logarithmic Function
Integration:
Strategies: Cooperative Learning, Direct Instruction
Materials: PowerPoint presentation, Chalkboard
References: General Mathematics Teacher’s Guide (112-121)
General Mathematics Learner’s Guide (99 – 102)
III. Learning Tasks
The Student first will have a prayer. After then, the class beadle will check the attendance.
As a review, the students will answer the given example.
1. Students simplify the following problems posted on the board. Students find the value of x
for every item.
a. 24 =x
b. 4 3=x
c. 5−1 =x
−1
d. 16 2 =x
2. The teacher posts another set of problem but to be solved in a different perspective.
a. 5 x =625
x 1
b. 3 =
9
x
c. 7 =0
d. 10 x =100
A. Activity
Objective will be presented to students. Which is to represents real – life situations

using logarithmic functions.
The teacher poses guide questions. students need to reflect throughout the course of the
lesson.
a. Why is it important to learn about logarithmic functions?
What are its real-life applications?
The teacher introduces the concept of logarithm. Teacher uses and elaborates the
previous activity for the presentation of the new lesson.
The teacher provides examples.
 log 2 32=5 because 25=32

 log 5 1=0 because 50=1
1 1
log 6 =−1 because 6−1=
6 6
B. Analysis
1. (Think-Pair-Share) In a pair, students answer the following questions:
a. log 2 32
b. log 9 79
c. log 5 5
d. log 1 16
2
e. log 7 1
1
f. log 5
5
The teacher will let the students present their outputs to the class. After
presentation, the teacher will elicit ideas from the students by asking differentiated
questions.
C. Abstraction
Teacher provides the formal definition of logarithms.

1. (Group Discussion) Class is divided into 4 groups. In groups, students brainstorm
and give their respective insights on the concept (Relationship between Logarithmic
and Exponential Functions) posted.
LOGARITHMIC EXPONENTIAL
log 2 32=5 5
2 =32
log 9 729=3 93 =729
log 5 5=1 51=5
log 1 16=−4 1 −4
2 =16
2
log 7 1=0 70 =1
1 −1 −1
1
log 5 = 2
5 =
√5 2 √5
2. With the respective presenters of the group, students presents their observations and
insights in the class.
3. Teacher adds on input on the relationship between logarithmic and exponential
functions.
 Exponential and Logarithmic Forms
 Logarithmic form: log b a=c
 Exponential form: b c =a
*See p. 114 of the teaching guide for the abstraction.
5. (Group Activity) Groups 1 and 3 create 3 examples of exponential
function, while Groups 2 and 4 produce 3 examples of logarithmic
function. Groups 1 and 2, 3 and 4 then exchange output. Each group
rewrites the examples into their exponential/conditional forms (depending
upon the problem assigned to their group).
D. Application
Another activity will be given.
Teacher shows three pictures to the class.
 A picture on Earthquake Magnitude on Richter Scale
 A picture on Decibels
 A picture on PH scale
Guide Questions:
a. What are these pictures shown?
b. How does each picture relate to logarithmic functions?
2. In an oral explanation, students answer questions.
3. Teacher explains the relationship of logarithmic functions.
I. Evaluation (Depends on the Strategy Used)

PAPER AND PENCIL TEST
1. In students’ activity notebook, students answer a quiz. See page 115 of the teaching
guide.
II. Assignment / Enrichment (as needed)
1. Students searched for at least 2 situations/instances where logarithmic function is

evident.
Reflection:
A. No. of learners achieve 80%: _____

B. No. of learners who require additional activities for remediation: ______
C. Did the remedial lessons work? ______
D. No. of learners who have caught up the lesson: _____
E. No. of learners who continue to require remediation: ______
F. Which of my teaching strategies worked well? Why did these work? ______
G. What difficulties did I encounter which my principal or supervisor help me solve? __
other teacher? _____
Writer: Ryan T. Badilla

Lourdes IS

Learning Competency and Code: Solve logarithmic equations and inequalities. M11GM-Ih-2
I. Objectives:
Distinguishes logarithmic function, Logarithmic equation and logarithmic
inequality
II. Content:
Subject Matter: Distinguish logarithmic function
Integration:
General Mathematics Learner’s Guide (103)
III. Learning Tasks
The teacher presents various examples in order the students to identify and distinguish
logarithmic functions
1. ln x ≥ 9
2. log 10 1000=x
1
3. 4 2 =2
4. g ( x )=log 3 x
5.f ( x )=x +2
The teacher would ask three volunteers to share their ideas in the class on how the
examples are similar and how they are different.
The teacher will solicit ideas from the class if what will be the possible topic of the
day based on the examples being presented.
A. Activity
The teacher will then introduce the objectives/topic of the day.
The teacher gives examples that will give an idea to the students on what is
logarithmic function.
 g ( x )=log 3 x ( logarithmic function)
 y=2 log 4 x
 g ( x )=log 5 x
The teacher will solicit ideas from the students on what will be the possible definition
of logarithmic functions.
The teacher will then give the definition of the Logarithmic Function- An equation
involving logarithms.
B. Analysis
Group Activity:
Distinguish each expression whether it is a logarithmic function or not.
1. g ( x )=log 5 x
2. y=2 log 4 x
3. h ( x )=log 0.25 x
4. xlog 2 ( x )−1>0
5.logx ( x−3 )=log 4
C. Abstraction
The teacher will let his/her students create their own examples of logarithmic
functions and present their work to the class.
D. Application
The teacher will present various examples on distinguishing logarithmic function
through video presentation.
The teacher will then raise the question “How were you able to get the
information in distinguishing the expressions as logarithmic function?
IV. Evaluation (Depends on the Strategy Used)

The teacher will let the students distinguish if the following given satisfies
logarithmic function, or not.
1. log 3 ( 2 x −1 )> log 3 ( x +2 )
2. h ( x )=log 0.25 x
3. 2 x+ y =log 3 x
4. log 3 ( 2 x −1 )=2
5. log x 2=2
Give 5 examples of a logarithmic function.
Reflection:

G. What difficulties did I encounter which my principal or supervisor help me solve?
_
H. What innovation or localized materials did I used/discover which I wish to share
with other teacher? _____

Lourdes Integrated School

I. Objectives:
inequality.
II. Content:
Subject Matter: Distinguish logarithmic equation
Integration:
The teacher presents various examples in order the students to identify and
distinguish logarithmic equations.
1. ln x ≥ 9
2. log 10 1000=x
1
3. 4 2 =2
4. g ( x )=log 3 x
5.f ( x )=x +2
day based on the examples being presented.
A. Activity
The teacher will present the objectives to the class

The teacher gives examples that will give an idea to the students on what is
logarithmic equation.
 log x 2=4 ( logarithmic equation)
 log ¿
 logx( x−3)=log 4
 log(logx)=4
of logarithmic equation.
The teacher will then give the definition of the Logarithmic equation – it is an
equation containing a variable in a logarithmic expression
B. Analysis
Group Activity:
Distinguish each expression whether it is a logarithmic equation or not.
1. log 3 (5 x +1)=4
2. y=2 log 4 x
3. log 3 ( 2 x −1 )=2
4. xlog 2 ( x )−1>0
C. Abstraction
The teacher will let his/her students create their own examples of logarithmic equation
and present their work to the class.
D. Application
The teacher will present various examples on logarithmic equation through video
presentation.
information in distinguishing the expressions as logarithmic equation?
III. Evaluation
logarithmic equation or not.
1. log 3 ( 2 x −1 )> log 3 ( x +2 )

2. h ( x )=log 0.25 x
3. 2 x+ y =log 3 x
4. log 3 ( 2 x −1 )=2
5. log 1=0
IV. Assignment / Enrichment (as needed)

Give 5 examples of logarithmic inequalities.
Reflection:
_


I. Objectives:
inequality
II. Content:
Subject Matter: Distinguish logarithmic inequality
Integration:
The teacher presents various examples in order the students to identify and distinguish
logarithmic inequality.
1. ln x ≥ 9
2. log 10 1000=x
3. ln x 2 >(lnx)2
4. log 3 ( 2 x −1 )> log 3 ( x +2 )
5.f ( x )=x +2
day based on the examples being presented..
A. Activity
The teacher gives examples that will give an idea to the students on what is a
logarithmic inequality.
 log 3 ( 4 x−8) ≥ log 3 (2 x + 4)

 log 3 x< 4
 log 2 (2 x +3)> log 2 (x−2)
 log 4 x ≥5
of logarithmic inequality.
The teacher will then give the definition of the Logarithmic inequalities – it is an
inequality having logarithms.
B. Analysis
Group Activity:
Distinguish each expression whether it is a logarithmic inequality or not.
3
1. log 16 x>
2
2. y=2 log 4 x
3. log 2 ( 2 x +3 ) > log 2 ( x−2 )
4. xlog 2 ( x )−1>0
6. log 5 ( x+ 2 )> log 5 (5 x +1 )
C. Abstraction
The teacher will let his/her students create their own examples of logarithmic
inequality and present their work to the class.
D. Application
The teacher will present various examples on logarithmic inequality through video
presentation.
information in distinguishing the expression as logarithmic inequality?

logarithmic inequality or not.
1. log 3 ( 2 x −1 )> log 3 ( x +2 )
2. h ( x )=log 0.25 x
3. 2 x+ y =log 3 x
4. log 2 x< 5
5. log 1=0
6. log 4 x <3

As a precursor to the next lesson, using knowledge in exponential functions,
equations, and inequality solve the following logarithmic equations.
1. log 2 x=4
2. log x 16=2
3. log 1000=−x
Reflection:

_


Solve logarithmic equations and inequalities. M11GM-Ih-3
I. Objectives:
Illustrates the laws of logarithms
II. Content:
Subject Matter: The Logarithmic Function
Integration:
General Mathematics Learner’s Guide (124-127)
III. Learning Tasks
The teacher reviews the definition of a logarithm.
Let a and b be positive real numbers such that b ≠ 1. The logarithm of a with base b,
denoted bylog b a , is defined as the number such that b log a =a . That is, log b a. That is,
b
log b a is the exponent that b must be raised to producea.
Furthermore, the teacher will review logarithms by asking the class to find the value
of log 3 81. The teacher will guide them by asking '3 raised to which power will give
us 81?'. The correct answer is 4 since 3 4 = 81. Furthermore, simplify and observe
carefully:
a. log 4 1 Answer: log 4 3=0 because 4 0=¿ 1
b. log 3 3 Answer: log 3 3=1 because 31=3
c. log 4 42 Answer: log 4 42 =2 because 4 2=42
A. Activity
Objective will be made known to students.

The teacher will ask the students the following guide questions?
1. What are the basic properties of logarithm?
2. Why do we need to study the basic properties of logarithm?
3. How can we apply these basic properties in real life setting?
Think-Pair Share:
The teacher will present these properties and let the students brainstorm pertaining on
what processes/algorithms /mathematical concepts that each item used?
a. log ⁡10=log 10 =1 (Property 2) ; Why?
b. ln e 3=log e e 3=3(Property 2) ; Why?
c. log 4 64=log 4 4 3=3 (Property 2) ; Why
1
d. log 5 ( )
125
=log 5 5−3 =−3 (Property 2) ; Why?
e. log 1=0 (Property 1) ; Why?
f. 5log 2=2
5
(Property 3) ; Why?
B. Analysis
Let b and x be real numbers such that b > 0 and b ≠ 1, the basic properties of
logarithms are as follows:
Property Number 1:
log b 1 = 0
From the Think-Pair Share, the teacher will elicit knowledge from students on
why is it that log b 1 = 0.
The teacher will call some students to answer.
The possible explanation is that log b 1 is the exponent of b that gives 1; in other
words b ? = 1. This exponent must be 0.
The teacher will explain letter e in the previous activity as an example in Property
Number 1.
Property Number 2:
log b b x =x
why is it that log b b x =x .
Property 2 is evident from the definition: log b b x is the exponent of b that gives
b x . Clearly, the exponent must be x.
The teacher then will discuss from the previous activity more about letters a, b, c,
and d as examples of Property Number2.
Property Number 3:
If x > 0, then b log x =x

b
why is it that if x > 0, then b log x =x .
b

The teacher will remind the students that log b x is the exponent of b that gives x.
So if we make it the exponent of b, then we should get x.
The teacher then will discuss from the previous activity more about Property
Number 3.
C. Abstraction
A. Use the properties log b 1 = 0, log b b x =x , and b log x =x to find the value of
b
the following logarithmic expressions.

a. log 7 7
b. log 8 1
c. log 7 78
d. 3 log 15
3
B. Find the value of the following logarithmic expressions.

a. log 7 49
b. log 27 3
c. ln e
C. Explain the following briefly:
1. What question can be asked to help evaluate log 7 49
D. Application
Application #1:
Suppose you have seats to a concert featuring your favourite musical artist,
Bamboo. Calculate the approximate decibel level associated if a typical concert’s
10−2 W
sound intensity is .
m2
(Refer to Lesson 17 for a discussion of sound intensity).
Application Number 2:
Calculate the hydrogen ion concentration of vinegar that has a pH level of 3.0
(Refer to Lesson 17 for a discussion of pH levels).
IV. Evaluation
Use the properties log b 1 = 0, log b b x =x , and b log x =x to find the value of the
b
following logarithmic expressions.

a. log 7 7
b. log 8 1
c. log 7 78
d. 3 log 15
3

A. Find the value of the following logarithmic expressions.
a. log 7 49
b. log 27 3
c. ln e
B. Explain the following briefly:
1. What question can be asked to help evaluate log 7 49
Reflection:

_

GENERAL MATHEMATICS
2ND SEMESTER
1ST SUMMATIVE EXAMINATION
Name: _______________________________ Grade &Section : ____________

Score : _________
I. Multiple Choice
Direction: Select the correct answer for each of the following questions. Encircle only
one answer for each item corresponding to the letter of your choice.
1. A person who invests the money or makes the funds available.
a. Debtor c. Creditor
b. Borrower d. Co – maker
2. A person (or institution) who owes the money or avails of the funds from the
lender.
a. Debtor c. Creditor
b. Borrower d. Co – maker
3. It is a date on which money is received by the borrower.
a. Date of Investment c. Date
b. Loan Date d. Money
4. It is an amount of money borrowed or invested on the origin date.
a. Interest c. Principal
b. Simple Interest d. Rate
5. It is an amount paid or earned for the use of money.
a. Interest c. Principal
b. Simple Interest d. Rate
6. It is an interest computed on the principal and also on the accumulated past
interests.
a. Interest c. Maturity Value
b. Simple Interest d. Compound Interest
7. Which of the following is Simple Interest?
A B
Year Interest Year Interest
1 (10,000)(.005)(1) 1 (10,000)(.005)(1)
2 (10,050)(.005)(1) 2 (10,000)(.005)(2)
3 (10,100.25)(.005)(1) 3 (10,000)(.005)(3)
4 (10,150.75)(.005)(1) 4 (10,000)(.005)(4)
5 (10,201.50)(.005)(1) 5 (10,000)(.005)(5)
a. Relationship A c. Both A and B

b. Relationship B d. None of the above
8. Based on the choices given on number 7, which of the following is compound
interest?
a. Relationship A c. Both A and B
b. Relationship B d. None of the above.
9. How much interest is charged when 50,000 is borrowed for 9 months at an annual
simple interest rate of 10%?
a. 3705 c. 3507
b. 3750 d. 3570
10. When invested at an annual interest rate of 7%, an amount earned 11,200 of
simple interest in two years. How much money was originally invested?
a. 60,000 b. 70,000 c. 80,000 d. 90,000
11. If an entrepreneur applies for a loan amounting to 500,000 in a bank, the simple
interest of which is 157,500 for 3 years, what interest rate is being charged?
a. 9.5% b. 10.05% c. 10.5% d. 10%
12. How long will a principal earn an interest equal to half of it at 5% simple interest?
a. 8 years b. 9 years c. 10 years d. 11 years
13. It is an amount after t years that the lender receives from the borrower on the
maturity date.
a. Rate c. Amortization
b. Simple Interest d. Future Value
14. What is the maturity value if 1 million pesos is deposited in a bank at an annual
simple interest rate of 0.25% after 1 year.
a. 1,002,500 b. 1,000,500 c. 1,000,200 d.
1,005,200
15. Two annual rates with different conversion periods that will earn the same
compound amount at the end of a given number of years.
a. Nominal Rate c. Equivalent Rates
b. Effective Rate d. None of the above
II. Complete the table by finding the unknown values.
P Nomi Interest Frequenc Inter Time Number Compo Compo

nal compoun y of est in of und und
Rate ded Conversi rate Year convers Interest Amount
ons per s ion
year
200 (1) Semi (2) (3) 2 (4) (5) 2800
0 annually
500 (6) Quarterly (7) (8) 5 (9) 500 (10)
0 years
and 3
mont
hs
III. Solve the following problems. (5 points each)
1. What is the nominal rate of interest if 4,000 accumulates to 10,000 in 8 years with
interest compounded quarterly?
2. Nora borrowed an amount of 40,000 which she paid with an interest of 2,000 at
the end of 3 years. At what nominal rate compounded semi-annually was it
invested?
3. How much time is needed for money to triple if invested at 9% compounded

semi-annually?
4. At what annual interest rate compounded semi-annually will a certain amount

triple itself in 20 years?
5. How long will it take 15,000 to earn 5,000 if it is invested at 12% monthly?
Answer Key:
I.
1. C 6. C 11. C
2. B 7. A 12. C
3. B 8. B 13. D
4. C 9. B 14. A
5. A 10. C 15. C
P Nomin Interest Frequenc Intere Time Number Compou Compou

al Rate compound y of st rate in of nd nd
ed Conversio per Years conversi Interest Amount
ns year on
200 (1) Semi (2) Ans:2 (3) 2 (4) Ans: (5) Ans: 2800
0 Ans: annually Ans: 4 800
17.55 8.78
% %
500 (6) Quarterly (7) Ans:4 (8)An 5 (9) Ans: 500 (10)
0 Ans: s: years 21 Ans:
1.82% 0.45 and 3 5500
% mont
hs
II.
III.
1. Answer: j = 0.116191927 or 11.62%
2. Answer: 0.82% for each conversion period, 1.63% nominal rate
3. Answer: 25 periods, 12.5 years
4. Answer: 2.78% interest rate for each conversion period, 5.57% nominal rate
Answer: 29 conversion periods, 2.4 years


Solve logarithmic equations and inequalities. M11GM-Ih-i-1
V. Objectives:
1. solve logarithmic equations,
2. solve word problems involving logarithmic equations, and
3. show appreciation of the concept of the topic in real life situation.
VI. Content:
Subject Matter: Solving Logarithmic Equations
Integration:
Strategies: Cooperative Learning, Problem Posing, Direct Instruction
VII. Learning Tasks: (Depends on the Strategy used)

Motivation
The teacher first will have the prayer. After then, the class beadle will check
the attendance.
The students will review the previous lesson by doing an activity called
“Unscrambled these words”. Let the students unscramble the given words which are
related on their previous lesson and let them say something what they understand on
that given words.
1. ITHRAGMSOL - LOGARITHMS
2. NENTIALOXPE - EXPONENTIAL
3. MOMNOC RAGOLSMTHI – COMMON LOGARITHMS
4. LARUTAN THICIMGORAL – NATURAL LOGARITHMS
5. ITESOPRERP FO RMSTIHOGARL – PROPERTIES OF LOGARITHMS
E. Activity
Let the students solve the following easy problem first.
1. log 10
2. 2x-1 = 2
After which, let them solve the logarithmic equation problem.
3. log4 (2x - 1) = 2
F. Analysis
Based from the problems above. The teacher will ask the following question:
“What is the difference between questions 1, 2 and 3?”

“How did you solve questions 1, 2 and 3?”
G. Abstraction
The teacher will have a lecture on some strategies for solving logarithmic
equations.
1. Rewriting to exponential forms.
Ex: log3 (2x-1) = 2
Answer: x = 5
2. Using logarithmic properties.

Ex: log2(x+1) + log2(x-1) = 3
Answer: x = 3, -3
3. Applying the One-to-One property of logarithmic functions, as stated below:

Ex: log4 (2x) = log4 10
“For any logarithmic functions f(x) = logbu = logbv, then u=v
4. Applying the Zero Factor Property

If ab = 0, then a= 0 or b = 0
The teacher will provide more different examples on solving logarithmic
equations.
Let the students cite some examples on real life situation where logarithmic
equations are useful. Possible answer: (earthquake, interest, population …)
The teacher will also provide an example on how to solve a word problem
involving logarithmic equations. (Which can be found at page 145 on General
Math TG)
H. Application
Divide the class into 2 groups and let them answer the following questions:
Group 1:
1. log (4p − 2) = log (−5 p + 5)
2. 2log7 − 2r = 0
3. The population of the Philippines can be modelled by the function P(x) =
20,000,000e0.0251x, where x is the number of years since 1955 (e.g. x = 0 at
1995). Assuming that this model is accurate, in what year will the population
reach 200 million?
Group 2:
1. −10 + log3 (n + 3) = −10
2. −2log5 7x = 2
3. In a bacteria culture, an initial population of 5,000 bacteria grows to 12,000
after 90 minutes. Assume that the growth of bacteria follows an exponential
model f(t) = Aekt representing the number of bacteria after t minutes. (a) Find
A and k, and (b) use the model to determine the number of bacteria after 3
hours.
VIII. Evaluation (Depends on the Strategy Used)
Solve the following logarithmic inequalities.
log3 (2x-1) > log3 (x+2)
IX. Assignment / Enrichment (as needed)

1. log5 (3-2x) ≥ log5 (4x+1)
Reflection:
I. No. of learners achieve 80%: _____

J. No. of learners who require additional activities for remediation: ______
K. Did the remedial lessons work? ______
L. No. of learners who have caught up the lesson: _____
M. No. of learners who continue to require remediation: ______
N. Which of my teaching strategies worked well? Why did these work? ______
O. What difficulties did I encounter which my principal or supervisor help me solve? __
P. What innovation or localized materials did I used/discover which I wish to share with
Writer: Adolf O. Odani


Solve logarithmic equations and inequalities. M11GM-Ih-i-1
I. Objectives:
1. solve logarithmic inequalities,
2. solve word problems involving logarithmic inequalities, and
II. Content:
Subject Matter: Solving Logarithmic Inequalities
Integration:
http://clipart-library.com/inequality-cliparts.html
x log1/2 x
1 3
8 Motivation
1 2
The 4 teacher first will have the prayer. After then, the class
beadle 1 1 will check the attendance.
The 2 teacher will show to the students a set of pictures and
let the 1 0 students give their opinion what the pictures all about.
2 -1
4 -2
8 -3
A. Activity
Let them read the objectives for the lesson.

For the first activity, let the students complete the tables below: (Coloured text are the
answer)
x log2 x
1 -3
8
1 -2
4
1 -1
2
1 0
2 1
4 2
8 3
After they complete the table, let them plot the points and compare the graph.
B. Analysis
The teacher then will ask the following questions:

1
1. The base for the first logarithmic expression is , which is between 0 and 1. What
2
do you notice with the value of log1/2x as x increases? (log1/2 x decreases)
2. The base for the second logarithmic expression is 2, which is greater than 1. What
do you notice with the value of log2 x as x increases? (log2 x increases as well)
(Let them found out that if the base is greater than 1 then the graph is increasing
and if the base is greater than zero and less than 1 the graph is decreasing.)
The leads to the following generalization:
C. Abstraction
Let the students analyse the Property of Logarithmic Inequalities.

“Given the logarithmic expression logb x,
If 0<b<1, then x1 < x2 if and only if logb x1 > logb x2.
If b>1, then x1 < x2 if and only if logb x1 < logb x2.”
The above theorem could be presented after the example. (depends on the teacher)
The teacher will give two different examples, i.e., b > 1 and 0<b<1.
1. log3 (4x-8) ≥ log3 (2x+4)
Ensure first that the logarithms are defined, say for example,
logbx , where x should be greater than 0. b should be positive and not equal to
zero and one.
Since b >1 then we can conclude that 4x-8 ≥ 2x+4.

Solve for x which is x ≥ 6.
After which solve for 4x-8 ≥ 0 and 2x+4 ≥ 0. The answers are x > 2 and x > -2
respectively. Get the intersection of the three intervals by showing a number line.
The answer is x ≥ 6.
2. log1/2 (x-3) < log1/2 (2x-5)

solve for (x-3) < (2x-5), the answer is x < 2. By the definition since the base is
1/2, i.e., 0<b<1 then the inequality will be reversed. It is now x > 2.
After which solve for x-3 > 0 and 2x-5 > 0 which are x > 3 and x > 5/2
respectively. Get the intersection of the three intervals by showing a number line.
Since the three inequalities have no intersection then there is no solution.
Prove this by substituting any values of x in the original equation.
D. Application
GALLERY WALK
The teacher will divide the class into groups having 5 members. Each group will
be given logarithmic inequality problems. Every group will write their answers in
a manila paper and they will be instructed to post their output on the wall. Each
group will select a presenter to stay on their respective station to explain their
answers. All the other members will proceed to all the stations simultaneously to
see and know the output of the other groups. The teacher will ring a bell to
indicate that they need to proceed to the next station.

1. log5 (3-2x) ≥ log5 (4x+1)
2. log √3 (x+1) – log √3 (x-1) > log √3 4
3. log 1 (3x-1) > log 1 (x+2)
3 3
4. log 0.3 (10x+3) < log 0.3 (7x-4)

Answer the following logarithmic inequality:
|3−log 2 x|< 2
Reflection:


Represents a logarithmic function through its: (a) table of values (b) graph, and (c) equation.
M11GM-Ii-2
I. Objectives:
1. represent a logarithmic function through its: a.) table of values b.) graph c.)
equation;
2. solve word problems involving logarithmic function; and
II. Content:
Subject Matter: Logarithmic Functions
Integration:
References: General Mathematics Teacher’s Guide (150 - 158)
General Mathematics Learner’s Guide (124 - 130)
https://www.slideshare.net/gemlamsen/4-pics-1-word-math-version

MOTIVATION: 4 pics, 1 word
As an introductory activity, a famous app now days that many of the android phone
users have an access to these apps will be integrated as a springboard to the topic, the
game is known as 4 PICS, 1 WORD.
FUNCTION
The teacher asks the learners about the last word which is “function”.
What is the last word you have answered? Answer: The last word is function.
So, our lesson for today is about Logarithmic Function, particularly:
“Representing logarithmic functions through its table values, graph and equation ”
The teacher asks the learners to read the objectives of the lesson.
A. Activity
Group the students into 4 and let them do the activity which is Matching type. There
will be a 3 columns matching type. Let the students match the equation to its table and
to its graph.
B. Analysis
After then, the teacher will ask the following questions:
1. How did you match correctly the equations to its table of values and to its graphs?
2. What have you notice on the graph of y = log2 x? Is it increasing or decreasing?
3. How about the graph of y = log1/2 x? Is it same with the above question?
C. Abstraction
The teacher will have a brief discussion starts at the function, how to construct a
table of values for a given function and how to graph the function. The teacher
will also include in the discussion the behaviour of the graph.
D. Application
Activity: Peer Tutoring.
Group students into 2. See to it that they will take turns in assuming the post
of Asha. Give 3 minutes for each of the students to finish the activity.
Eumi, Euan and Asha are giving a report in their math class on logarithms and
exponents. Asha is a little disorganized, and left one of her note card at home. Can
you help her remake her missing card? Can you explain to Asha how you would get
the table of values and plot so she is confident that your help is on target?
x
1
The equation of the function that Asha is supposed to report is f(x)¿ ()
2
.
What is the equation of the function f −1 ( x ) ? Sketch the graphof f −1 ( x ).
Teacher process the answers of the students by asking the following questions:
1. What are the graphs of the function look like?

2. What difficulties have you encountered in graphing the function? Why?
3. Did you enjoy your tutorial session with Asha? Why?
4. Can you think of a way to sketch the graph without plotting specific points?
5. What real-life situations can you draw out of our activity today?
IV. Evaluation
Worksheet A: Sketch the graph using the table of values.
1. Given y = log2(x-1).
2. Describe the relationship between the function y = log2(x-1) and y = ( x−1 )2.

Find the domain and range of the following function
1. y = log(x) – 3
Reflection:



Find the domain and range of a logarithmic function. M11GM-Ii-3
I. Objectives:
1. determine the domain and range of a logarithmic function;
2. graph logarithmic function; and
II. Content:
Integration:
Values Education: Self Confidence, ICT
Strategies: Demonstration, Group presentation, Direct Method
References: General Mathematics Teacher’s Guide (139 – 149)
www.MyMathEducation.com
https://www.youtube.com/watch?v=2Vvs9hU3pBI
REVIEW:
The teacher first will have the prayer. After then, the class beadle will check the
attendance.
Recall how to find the domain and range of exponential functions as taught in the
previous lessons. Stress that logarithmic function is the inverse of exponential
function.
A. Activity

Group the students into 5. Let them choose a leader, secretary, and reporter.
Ask the students to do the following tasks:
A) Go over the representation of the logarithmic function through its equation, table
of values and graph that have been discussed in the previous lesson. Use examples # 1
and 2 on LM p. 125-126
B) Transform the examples to exponential function.
C) Find the domain and range of the exponential function.
D) Give the inverse of the domain and range respectively./Swap the domain to the
range, and the range to the domain of the function.
B. Analysis
Ask the students to post their answers on the board. The group reporter will share the
output of the group.
After the reporting, the teacher will process the answers of each group by asking
questions.
C. Abstraction
A simple logarithmic function y = log2x where x>0 is equivalent to the function x =

2y. That is, y = log2x is the inverse of the function y = 2x.
The function y = log2x has the domain

of set of set of positive real numbers
and the range of set of real numbers.
Remember that since the logarithmic
function is the inverse of exponential
function, the domain of logarithmic
function is the range of exponential
function and vice-versa.
In general, the function y = logbx where x>0 and b≠1 is a continuous and one-to-one
function. The logarithmic function is not defined for negative numbers or for zero.
The graph of the function approaches the y-axis as x tends to ∞, but never touches it.
Therefore, the domain of the
logarithmic function y = logbx is the
set of positive real numbers and the
range is the set of real numbers.
The function rises from - ∞ to ∞ as
x increases as b>1 and falls from ∞
to - ∞ as x increases if 0<b<1.
The logarithmic function, y = logbx, can be shifted k units vertically and h units
horizontally with the equation y = logb(x+h)+k. Then the domain of the function
becomes {xϵR|x> - h}. However, the range remains the same.
D. Application
Play the video clip from www.youtube.com “Finding the domain and Range of
Logarithmic Function” and www.MyMathEducation.com “Domain and Range of Log
Functions”
The teacher asks questions after showing the video clip to process learning.
Let the students answer the following problems:
Find the domain and range of the following function

1. y = log(x) – 3
2. y = log3 (x – 2) + 4
IV. Evaluation
Graph the following functions. Indicate the domain and the range.
1. f(x) = log3 (x) – 1 2. g(x) = 4log2 (x + 3)
Let the student research the properties of logarithmic functions.
Reflection:



Determines the intercepts, zeroes, and asymptotes of logarithmic function. M11GM-Ii-4
I. Objectives:
1. determine the intercept, zeroes, and asymptotes of a logarithmic function.
2. sketch the graph of a logarithmic function; and
II. Content:
Integration:
Strategies: Oral Questioning, Direct Method, Inquiry based approach
References: General Mathematics Teacher’s Guide (139 – 149)

Introductory Activity:
The teacher first will have the prayer. After then, the class beadle will check the
attendance.
As a review, students will play a modified “Trip to Jerusalem” where students who fail
to take his/her seat will answer any of the following items. The task is to express the
given exponential function into a logarithmic form if possible.
and express the logarithmic function into exponential form.
(Learner’s Material, page 99, examples 1 and 2)

After the activity, solutions will be checked and discussed. The concept of logarithmic
functions will also be introduced.
A. Activity
Objective will be made known to students. Which is to determine intercepts, zeroes and
asymptotes of logarithmic functions.
The teacher will let the students graph the given logarithmic functions by group or by
pair and let them present their outputs to the class(given a rubric for presentation).
Groups will be assigned to different tasks. 1st group may graph y = 2x. Second group may
graph example 1 and the third group may graph example 2.
The following questions will be given to students as guide for their presentation.
1. Compare your graph to the graph of y = 2x.
2. What is the behavior of the graph?
3. Based on the graph, what is the domain?
4. As the value of x is increasing, what happen to the graph?
5. To what axis did your graph is asymptotic?
Students are given ample time to do their task and prepare for their presentation.
B. Analysis
The teacher will let the students present their outputs to the class. After presentation,
the teacher will elicit ideas from the students by asking differentiated questions that will
lead to the properties of Logarithmic Functions. The following will be asked.
1. As what you have observed from the outputs of all groups, what i the domain of
a Logarithmic Function?
2. As what you have observed from the outputs of all groups, what i the range of a
Logarithmic function?
3. Is the function one - to - one? Does it satisfy the horizontal line test?
4. What is the x-intercept? y-intercept?
5. Is there a vertical asymptote? Horizontal asymptote?
C. Abstraction
After the discussion, presentation of the concept follows.
After answering the guide questions, the Properties of Logarithmic Functions will be
presented to students and identify if their answers conformed to the given concept.
D. Application
Another activity will be given. This time, it will be by pair. The focus of the activity is
just to determine the intercepts, zeroes and asymptotes of the given
Logarithmic Functions.
Sketch the graphs of y = 2log2x. Determine the domain, range, vertical, asymptote, x-
intercept and zero.
IV. Evaluation
Sketch the graphs of y = log5 x and determine the domain, range, vertical,
asymptote, x-intercept and zero.
Sketch the graph of y = log3 x -1.
Reflection:

exponential functions, and logarithmic functions.
accuracy.
Learning Competency and Code: Graphs logarithmic functions. M11GM-Ij-1
I. Objectives:
At the end of 60 minutes, at least 80% of the learners are expected to:
1. Specify for which values of b the logarithm function f ( x )=log b x may be defined;
2. Locate a particular point which is on the graph of every logarithmic function; and
3. Appreciate the relationship of the graph exponential function and logarithmic function.
II. Content:
Subject Matter: Properties of a Logarithmic Function f ( x )=bx
Integration: Earth and Life Science – Population Growth and Decay

Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning
Materials: Powerpoint Presentation, Geogebra, Worksheets, Handouts, Laptop, Teacher’s Guide,
Curriculum Guide
References: General Mathematics by Oronce, O., pages 139- 147

Teaching Guide for SHS General Mathematics, pp. 150-158
SHS General Mathematics Learner’s Material, pp. 124-133

 Prayer
 Classroom Management
 Checking of Attendance
Review Activity (5 minutes)

As a review, the teacher will say, “As was discussed in the previous lesson, logarithms can be
rewritten in exponential form.” Recalling the exponential function f ( x )=bx as taught in the
previous lessons, we shall now attempt to show that its inverse is a logarithmic function.
First, recall that graphically, using the horizontal line test, it can be determined that f ( x )=bx
is a one-to-one function. Hence its inverse is also a function.
To find the inverse, let y=f ( x )=b x .

y=b x
x=b y (interchange x and y)
y=log b x (rewrite the logarithmic form)
f −1 (x)=log b x (the logarithmic form)
As an Exercise, complete the following table by writing its equivalent form:
Exponential Form Logarithmic Form

24 =16
3−3 =27
log 2 ( 14 )=−2
e x +1=0.5
ln x=5
A. Activity (10 minutes)

Think-Pair-Share
Divide the class into two groups for the function to work with. Given the functions:
f (x)=2x and f (x)=log 2 x (for Group 1)
1x
f (x)= and f (x)=log 1 x (for Group 2)
2 2
Within their groups, instruct the students to work by pair. Let each pair construct a tables of
values of ordered pairs for each given functions.
(A board work will be used to facilitate the table of values of exponential functions. Let
x=−3 ,−2 ,−1 , 0 ,1 , 2 ,3 . Recall also that y=f (x )so, the function can be written as y=2x
.)
The tables of values are as follow:
f ( x )=2 x
x −3 −2 −1 0 1 2 3
Expected outputs from the
1 1 1 8
y 1 2 4 students
8 4 2
1x
f (x)=
2
x −3 −2 −1 0 1 2 3
Expected outputs from the
1 1 1
y 8 4 2 1 students
2 4 8
For the function f ( x )=log 2 x , tell students that logarithmic function is the inverse of
exponential function, and vice versa. Let students change the function to y-form, then convert
the function to exponential form as learned from the previous lesson.
f ( x )=log 2 x f ( x )=log 1 x
2
y=log 2 x y=log 1 x
2
1 y
2 y =x () 2
=x
Let students complete the table of values for each function:

2 y =x or f ( x )=log 2 x
1 1 1 8 Expected outputs from the
x 1 2 4 students
8 4 2
y −3 −2 −1 0 1 2 3
1 y
() =x or f ( x )=log 1 x
2 2
1 1 1 8 Expected outputs from the

x 1 2 4 students
8 4 2
y −3 −2 −1 0 1 2 3
Then ask students to quickly sketch the graphs of both of functions in one xy-plane using the
ordered pairs found in each table of values. To check whether their graphs are correct, allow
them to check their outputs using the Geogebra software.
1x
f (x)=2x and f (x)=log 2 x f (x)= and f (x)=log 1 x
2 2
Call some pairs to present and discuss their outputs to the class.
B. Analysis (15 minutes)

After each presentation, the teacher will ask the following questions about the graph of their
functions as follows:
1. What have you observed in the tables of values of f (x)=2x ?
As the x-value increases, the y-value also increases. It can be observed that the function
is defined only for x > 0.
2. Looking at the tables of values, what can you tell about the function f (x)=2x as
compared to that of f (x)=log 2 x ?
The x-values of y=2x are the y-values of 2 y =x , while the y-values of f (x)=2x are the
x-values of f (x)=log 2 x .
3. What have you observed about the trend of their graphs?
As the x-value increases, the y-value also increases. The function is strictly increasing,
and attains all real values.
4. What can you say about the domain and range of f (x)=2x ?
The domain is the set of real numbers. Its range is the set of positive real numbers.
5. What is the domain and range of f (x)=log 2 x ?
The domain is the set of all positive real numbers. The range is the set of all real
numbers.
6. Is the function f (x)=2x one-to-one? Does it pass the horizontal-line test? What about f
( x)=log 2 x?
Yes, it is one-to-one and it passes the horizontal-line test. f ( x )=log 2 x is also one-to-one
and passes the horizontal line test.
7. Drawing a line y=x , what can you observe about the graphs of the two functions?
It can be notice the graph of f( x )=log 2 x is a reflection of the graph of f ( x )=2 x . The
graph of one of the function can be obtained from the other function by “flipping” the
graph about the line y=x .
8. Why do you think that was observed?
As what we have learned previously, that observation is expected because the two
functions are inverses.
1x
Ask the same questions for f (x)= and f (x)=log 1 x . Some additional questions as
2 2
follows:
9. What particular point is on the graph of every logarithmic function?
For any value of b, the graph always passes through the point (1,0).
10. Which values of b the logarithm function f ( x )=log b x may be defined?
It may be defined for b> 1 and 0< b<1 but b ≠ 1 because when b=1, this just gives a
constant function f (x)=1.
11. Between the two logarithmic functions f (x)=log 2 x and f (x)=log 1 x , what does these
2
graphs demonstrate?
The function f (x)=log 2 x demonstrates the general shape for graphs of functions of the
form f (x)=log b x when b> 1 while the function f (x)=log 1 x demonstrates the general
2
shape for graphs of functions of the form f (x)=log b x when0< b<1.

12. What other interesting thing that that you can spot between the graphs f (x)=log 2 x and
f (x)=log 1 x ?
2
An interesting thing that we might well have spotted is the graph of f( x )=log 2 x is a
reflection of the graph of f( x )=log 1 x in the x-axis; and the graph of f( x )=log 1 x is a
2 2
reflection of the graph of f( x )=log 2 x in the x-axis.
13. What is the effect of the varying b between f (x)=log 2 x and f (x)=log 1 x ?
2
The function f ( x )=log 2 x for b> 1 has a graph which is close to the negative y-axis for x
< 1 and increases slowly for positive x. The function f ( x )=log 1 x for 0< b<1 has a
2
graph which is close to the positive y-axis for x <1 and decreases slowly for positive x.
C. Abstraction (10 minutes)

After the series of analysis, present the following notions about the relationship
between the graphs of logarithmic and exponential functions to the students. We can
see the relationship between the exponential function f (x)=b x and the logarithm
function f( x )=log b x by looking at their graphs. In general, since logarithmic and
exponential functions are inverses of each other, their graphs are reflections of each
other about the line y = x, as shown below:
You can see

straight away
that the logarithm function is a reflection of the exponential function in the line represented
by y=x . In other words, the axes have been swapped: x becomes y, and y becomes x.
Moreover, generally, the graph of of f( x )=log b x when b> 1 is a reflection, in the horizontal
axis, of the graph of f( x )=log b x when 0< b<1, and vice versa.
f
when
f
when
To further evoke the relationship of exponential functions and logarithmic functions, the teacher
will ask the students to do the following questions:
1. What have you learned from our lesson today?
2. How can you relate this topic to the study population growth and decay in in your Earth and
Life Science subject?
3. How important it is to understanding the relationship of exponential function and logarithmic
function?
Then provide the following feedback:
In many applications on exponential growth and exponential decay, sometimes we are asked
to find for the time interval in a particular problem. Logarithm is used in solving that type of
problem. Moreover, if it will be difficult for us to solve a logarithmic function, then consider
taking the exponential form of it, and vice versa.
D. Application (10 minutes)

This time, let students graph the functions f ( x )=3 x and f ( x )=log 3 x using tables of values
and graphs and determine each of their domain and range. Then describe the relationship of
the two functions.
IV. Evaluation (7 minutes)

Formative: Group Activity
Divide the class in to 5 groups and assigned each of the group the following pair of functions. For
each of the following pairs of functions, construct tables of values and sketch their graphs in one
xy-plane. Then state whether the graphs are related by a reflection in the x-axis, a reflection in the
y-axis, a reflection in the line y=x , a reflection in the line y=−x, or that the graphs are not
related by any of these reflections.
x
1
x
1. f (x)=3 and f (x)=
3 ()
2. f ( x )=log 6 x and f (x)=6 x
x
1
3. f ( x )=log 6 x and f (x)= () 6
4. f (x)=log 1 x and f ( x )=log 3 x

3
x x
1 1
5. f (x)= ()
3
and f (x)= ()
6
Answers:
1. Reflect in the y-axis
2. Reflect in the line y = x
3. Not related by any of these reflections
4. Reflect in the x-axis
5. Not related by any of these reflections
For each pair of functions, construct the tables of values and sketch their graphs in a single
plane. Then state the relationship of the two functions.
1. f ( x )=5 x and f ( x )=log 5 x
2. f ( x )=log 1 x and f ( x )=log x 5
5
Reflection:
teacher? ___
Writer: Mae Flor Cardeño

accuracy.
I. Objectives:
1. Determine the properties of a logarithmic function and its graph;
2. Sketch the graph of a logarithmic function; and
3. Discuss the importance of logarithmic function to real-life situations.
II. Content:
Subject Matter: Properties of a Logarithmic Function and its Graph
Integration: Empowerment Technologies) - ICT skills
Strategies: 4A’s, Think-Pair-Share, Group Activities, Guided-Discovery Learning
Materials: Powerpoint Presentation, MS Excel, Geogebra, Worksheets, Handouts, Laptop,
Teacher’s Guide, Curriculum Guide

 Prayer
Let students recall the definition of logarithmic function:

A logarithmic function is a function the form f ( x )=a• log b ( x−c)+d , where b> 0, b ≠ 1, a, c
and d are constants, and x is any real number.
But if we let a=1, c=0, and d=0, then what is our function?
The function f ( x )=log b x .
This is our “parent function” which is still our focus for the meantime.
Review on representations of logarithmic functions using table of values and graph. Recall
the tables of values and graphs of f ( x )=log 2 x and f ( x )=log 1 x .
2
a. f (x)=log 2 x b. f (x)=log 1 x
2
1 1 1 1 1 1
x 1 2 4 8 x 1 2 4 8
8 4 2 8 4 2
y −3 −2 −1 0 1 2 3 y 3 2 1 0 −1 −2 −3
a. f (x)=log 2 x b. f (x)=log 1 x
2
Now, when they know how to represent logarithmic functions through its table of values and
graph, tell students that the class will now continue to further describe some other important
characteristics of exponential functions
A. Activity: (15 minutes)

Activity #1: Group Work
Divide the class into two groups. Give the logarithmic functions f (x)=log 2 x and
f 2 ( x)=log 1 x , to groups 1 and 2, respectively. Let each group to examine the table of values
2
of ordered pairs and the graph for their assigned function.
Activity #2: Think-Pair-Share
Instruct the class to now work by pair and determine the following:
a. Domain
b. Range
c. X-intercept
d. Y-intercept
e. Horizontal asymptote
f. Vertical asymptote
When the class is done with the activity, ask some pairs from each group to present and
discuss their outputs.

After each presentation, the teacher will ask the following questions about the graph of their
functions as follows:
1. Looking at the logarithmic function f (x)=log 2 x , what have you observed of its base?
How does this affect the trend of your table?
The base of f (x) is b> 1. It is the factor affecting the direction of the graph.
2. What is the trend or direction of your graph?

The direction of the graph is increasing from left to right.
3. Base on your graph, can we have a zero value of x for this function? What about negative
values? Why?
No, because there is no value of y that can be obtained when x is zero or negative. The
domain of the function is only the set of all real positive numbers.
4. Can we have values of y that are way more negative than what is obtained as shown in the
table of values? What about to more positive numbers? What about zero as value of y?
Yes to all. The range of the function is the set of all real numbers.
5. Is the function one-to-one? Does it pass the horizontal-line test?
Yes, it is both one-to-one and passed the horizontal line test.
6. Why does the function do not have a y-intercept?
Because there is no y-value obtained when x=0 . The line x=0 or the y-axis is its vertical
asymptote.
7. Why is there no horizontal asymptote?
It is because we can obtain any real number as a value of y. There is no vertical line that
does not touch the graph of the function.
8. What is the relation of f (x)=log 2 x and f (x)=log 1 x ?
2
f (x)=log 3 x is a reflection f (x)=log 1 x in the x-axis, and f (x)=log 1 x is a reflection

2 2
f (x)=log 2 x in the x-axis.
Then ask the same set of questions for f (x)=log 1 x to the students.
2
Now, ask students their general observations from the two graphs presented and their
corresponding analysis. Ask students, “Looking at the graphs of two logarithmic
functions, f (x)=log x and f (x)=log 1 x , what are their similarities and differences?
2
2
Ask the students the two questions:
1. What are the domains, ranges, x-intercepts, y-intercepts, vertical asymptotes,
and horizontal asymptotes of the two graphs?
2. Are they both one-to one functions? Do both functions passed the Horizontal
Line Test?
3. What is the trend of the functions if b> 1 and 0< b<1?
After they have shared their observations, using the graphs presented as a visual cue,
the teacher may now elicit the following from the students:
Properties of Logarithmic Functions f ( x )=log b x :
 The set of all positive numbers as its domain, ( 0 , ∞ ) or { x∨x ∈ R , x >0 }.
 The set real numbers as its range, (−∞ , ∞ ) or { x∨x ∈ R }.
 The graph has a x-intercept at x=1 or (1,0). There is no y-intercept.
 It is a one-to-one function.
 The graph is asymptotic to the y-axis, that is, x=0 is its vertical asymptote.
There is no horizontal asymptote.
 It is an increasing function if b> 1and is a decreasing function if 0< b<1.
To further evoke the notion of logarithmic functions, the teacher will ask the students to do
the following questions:
1. What have you learned from our lesson today?
2. How did you find using Geogebra in graphing of the logarithmic functions?
3. What is the importance of understanding logarithmic functions? Discuss briefly.
Logarithmic functions are important largely because of their relationship to exponential
functions. Logarithms can be used to solve exponential equations and to explore the
properties of exponential functions. They will also become extremely valuable in
calculus, where they will be used to calculate the slope of certain functions and the area
bounded by certain curves. In addition, they have practical applications in economics,
such as those discussed in section two.

This time, let students graph the function f ( x )=log 3 x and f ( x )=log 1 x using table of values
3
and Geogebra, then determine each of their domain, range, x- and y-intercepts, and horizontal
and vertical asymptotes. Is the function increasing or decreasing from left to right?

Formative: Paper and Pencil Test
Directions: Read and analyse each item carefully. Write the LETTER ONLY.
1. Which table of values represent the function f ( x )=log 5 x ?
c. 1 1 1
a. x -3 -2 -1 0 1 2 3 x 1 5 25 125
125 25 5
1 1 1
y 1 5 25 125 y -3 -2 -1 0 1 2 3
125 25 5
d. 1 1 1
b. x -3 -2 -1 0 1 2 3 x 1 5 25 125
125 25 5
1 1 1
y 125 25 5 1 y 3 2 1 0 -1 -2 -3
5 25 125
2. Which table of values represent the function f ( x )=log 1 x ?
5
c. 1 1 1
a. x -3 -2 -1 0 1 2 3 x 1 5 25 125
125 25 5
1 1 1
y 1 5 25 125 y -3 -2 -1 0 1 2 3
125 25 5
d. 1 1 1
b. x -3 -2 -1 0 1 2 3 x 1 5 25 125
125 25 5
1 1 1
y 125 25 5 1 y 3 2 1 0 -1 -2 -3
5 25 125
3. Which graph represent the function f ( x )=log 5 x ?
a. c.
b. d.
4. Which graph represent the function f ( x )=log 1 x ?

5
a. c.
b. d.
For numbers 5 to 10, given the function f ( x )=log 5 x :
5. Which of the following is its domain?
a. All positive R c. All R
b. All negative R d. undefined
6. Which of the following is its range?
a. All positive R c. All R
b. All negative R d. undefined
7. What is its x-intercept?
8. What is its y-intercept?
9. What is its horizontal asymptote?
a. x−axis b. y−axis c. line y=x d. does not exist
10. What is its vertical asymptote?
a. x−axis b. y−axis c. line y=x d. does not exist
Answers:
1. c 6. c
2. d 7. b
3. a 8. d
4. b 9. d
5. a 10. b
Graph the following functions. Label all intercepts and asymptotes. Indicate the domain and
range.
1. f ( x )=log 4 x
2. f ( x )=log 1 x
4
Reflection:
teacher? ___

accuracy.
I. Objectives:
1. Identify the domain, range, intercepts, and asymptotes of a transformation of a ;
2. Represents a transformation of a logarithmic function through its table of values, graph
and equation; and
3. Emphasize the importance of exposure to concepts dealing with transformations of
logarithmic functions.
II. Content:
Subject Matter: Graphs exponential functions
Integration: Algebra and Advance Mathematics
Strategies: 4As, Think-Pair-Share, Group Activities, Guided-Discovery Learning
Teacher’s Guide, Curriculum Guide


 Prayer

As a review, let students recall the properties of logarithmic functions and their graphs. Then
recall the tables of values and graphs of f ( x )=log 2 x and f ( x )=log 1 x as well their
2
properties.
b. f (x)=log 2 x b. f (x)=log 1 x
2
1 1 1 1 1 1
x 1 2 4 8 x 1 2 4 8
8 4 2 8 4 2
y −3 −2 −1 0 1 2 3 y 3 2 1 0 −1 −2 −3
b. f (x)=log 2 x b. f (x)=log 1 x
2
Properties of f (x)=log 2 x and f (x)=log 1 x :
2
Domain: Set of positive real numbers.
Range: Set of all real numbers.
Both are one-to-one functions and passed the Horizontal Line Test.
Intercepts: x-intercept is 1, no y-intercept.
Asymptotes: No horizontal asymptote, vertical asymptote on the y-axis or line x=0.
The graph is increasing for f (x)=log 2 x and while it is decreasing for f (x)=log 1 x
2
Now, when they are already familiar with the properties of logarithmic functions, proceed by
saying, “This time let us try to see what other functions can we obtained from a given mother
function f (x)=log b x and how does its graph look like. What about its properties, will it take
the same properties as that of the mother function?”
A. Activity: (15 minutes)

Team Work
Give the logarithmic function f 1 ( x)=log 2 x . Divide the class into 6 groups.
Assigned the following logarithmic function:
Group 1: f 2 ( x)=3 log 2 x Group 2: f 2 ( x)=−3 log 2 x
Group 3: f 2 ( x)=log 2 ( x+3) Group 4: f 2 ( x)=log 2 ( x−3)
Group 5: f 2 ( x)=( log 2 x ) +3 Group 6: f 2 ( x)=( log 2 x ) −3
For 10 minutes, let each group complete the table of values of ordered pairs for their assigned
function and sketch its graph along with the function f 1 ( x)=log 2 x . Allow them to check
their graphs using Geogebra. (A board work will be used to facilitate the table of values of
exponential functions and its graph). Then determine the domain, range, intercepts and
asymptotes.
Table of Values
x −3 −2 −1 0 1 2 3
1 1 1
f 1 ( x)=log 2 x 1 2 4 8
8 4 2
Expected outputs
f 2 ( x)=¿ ¿ from the students
When the class is done with the activity, ask a presenter from each group to discuss their
outputs.

After each presentation, the teacher will ask the following questions based on the activity:
1. Looking at the table of values of each graph, what have observed with the y-values of our
assigned function as compared to f (x)=log 2 x ?
(Answers depend with their assigned graphs.)

2. What observations do you have looking at their graphs?
3. Compare the shape, size and/or direction of your assigned graph and the function
f (x)=log 2 x , are they exactly the same, YES or NO? Defend your answer.
4. What can you say about the domain and range of your assigned function with regards to
f (x)=log 2 x ?
5. Does your function have the same intercepts and asymptotes as that of f (x)=log 2 x ?
Explain your answer.
6. What is the relationship of the constant number in your function to the parent function
f (x)=log 2 x ?
7. How do you think your graph had transformed from the graph of f (x)=log 2 x ?

After they have shared their observations, using the graphs presented as a visual cue,
tell the students that the functions given to the groups can be generalized to form the
following guidelines for graphing transformations of logarithmic functions. The
teacher may now elicit the following from the students:
Guidelines for Graphing Transformations of Logarithmic Functions:
Graph of f (x)=a •log b (x −c)+d
 The value of b, either b> 1 or 0< b<1) determines whether the graph is
increasing or decreasing.
 The value ofa determines the stretching or shrinking of the graph. Further, if is
negative, there is a reflection of the graph about the x-axis.
 Based on f ( x )=a• log b x , the vertical shifts is d units up if d >0 , or d units
down if d <0.The horizontal shift is c units to the right if c >0, or c units to the
left ifc <0.
To further evoke the notion of logarithmic functions, the teacher will ask the students
to do the following questions:
1. How did you find our lesson today?
2. In general, how important it for you to gain concepts dealing with transformations of
functions? Discuss briefly.

Many mathematical functions have graphs that are transformations of a library of
functions on Descarte's rectangular coordinate system. Historically, transformation of
graphs of functions has been a major component of many levels of algebra as well as of
more advanced courses in mathematics. As a learner, understanding how a variable
changes in defined stages has been a dynamic learning tool in training mathematical
relations. In other words, allowing oneself to “see” the transformations that occur when
an equation is modified in its particular characteristics helps the learner to understand
families of functions and their relations to each other. This can be particularly beneficial
in showing how transformations are applied to mathematical functions on the coordinate
axis, and how the equation of a function can be systematically modified to transform the
graph of any function.

Think-Pair Share
Analyze each of the following functions by (a) using the transformations to describe how the
graph is related to f (x)=log 1 x , (b) identifying the domain and range, x-intercept, and
2
vertical asymptote, (c) Sketch the graph using Geogebra:
1. f (x)=2 log 1 x 2. f (x)=log 1 ( x+1) 3. ( log 1 x)−5
2 2 2
Answers:
1. (a) Stretches the graph f (x)=log 1 x by twice as much.

2
(b) Domain: Positive real numbers; Range: All real numbers
X-intercept: x=2; Vertical asymptote: x=0
(c) generate graph thru geogebra
2. (a) Shifts the graph f (x)=log 1 x one unit to the left.
2
X-intercept: x=1; Vertical asymptote: x=0
3. (a) Shifts the graph f (x)=log 1 x five units downward.
2
X-intercept: x=−4; Vertical asymptote: x=0

Formative: Paper and Pencil Test
Directions: Tell whether the following mathematical statements are correct or not. Write TRUE if
each statement is correct and FALSE if otherwise.
1. The graph of f ( x )=log 3 (x−3) shifts the graph f ( x )=log 3 x three units to the right.
2. The graph of f ( x )=7 +log 3 x shifts the graph of f ( x )=log 3 x seven units upward.
1 1
3. The graph of f ( x )= log x stretch the graph of f ( x )=log 3 x by vertically.
4 3 4
4. The graph of f ( x )=log 3 ( x+ 5) shifts the graph of f ( x )=log 3 x five units above the y-axis.
5. The graph of f ( x )=−2 log 3 x reflects the graph of f ( x )=log 3 x along the x -axis and
stretches it twice vertically.
Answers:
1. TRUE 4. FALSE
2. TRUE 5. TRUE
3. FALSE
Evaluate each function. Sketch its graph then label all intercepts and asymptotes. Indicate the
domain and range. Then describe the transformations of the graph in relation to the parent
function:
1
1. f ( x )= log (x−2)
3 5
2. f ( x ) =log 5 (x¿+ 3)+2 ¿
3. f ( x )=[−2• log 5 ( x+ 1) ] −3
Reflection:
teacher? ___
accuracy.
Learning Competency and Code: Solves problems involving logarithmic functions, equations, and
inequalities. M11GM-Ij-2
I. Objectives:
1. Recall the various concepts discussed about logarithmic functions such as its applications to
real-life situations, ways to solve logarithmic equations, logarithmic inequalities and logarithmic
functions, representations of its function, properties of the parent function, and its
transformations;
2. Analyze and answer correctly the summative test; and
3. Value the importance of studying logarithmic functions.
II. Content:
Subject Matter: Problem Solving involving Logarithmic Functions, Equations, and Inequalities
Integration: Values Education – Teamwork and Perseverance
Strategies: Think-Pair-Share, Group Activities, Guided-Discovery Learning
Teacher’s Guide, Curriculum Guide, Tarsia Jigsaw


 Prayer
Motivational Activity (12 minutes)

Tarsia Jigsaw
(This game is to be given as a form of a review before the summative test begins. The
equations and inequalities in this puzzle can be given as an assignment. Solving this puzzle
will serve as checking their work.)
The class will be divided into 5-6 groups. Each group will be given a set of tarsia puzzle to
solve. They will be given 10 minutes to complete the puzzle correctly in a form of a triangle
by matching the sides of the logarithmic equation or inequality and its equivalent x-value.
Expected Output:
A. Activity
(None as this meeting is allocated for Review and Summative Test only.)
B. Analysis
C. Abstraction
D. Application

Summative: Paper-and-Pencil Test
Matching Type. Directions: Match the definitions given in Column A with the corresponding
terms in Column B. Write the letter of your answer on the space provided before each number.
COLUMN A COLUMN B
____1. an expression of the form f ( x )=a• log b ( x−c ) +d a. Common Logarithm

whereb> 0 , b≠ 1, a , c , and d are constants and x b. Logarithmic Expression
c. Logarithmic Equation
is a variable.
d. Logarithmic Inequality
____2. an equation involving logarithmic expression e. Logarithmic Function
f. Natural Logarithm
____3. an inequality involving logarithmic expression.
____4. a logarithm with base 10 denoted by log , a shorter
notation for log 10
____5. a logarithm with base e denoted by ln which
Multiple Choice. Directions: Read each item carefully and think mathematically. Write on the
space provided before each number the LETTER that best corresponds to your answer.
____6. The following mathematical statements are laws of logarithms, EXCEPT:
a. log b ( u ∙ v )=log b u+ log b v

b. log b ( u+ v )=log b u+ log b v
c. log b ( uv )=log u−log v
b b
d. log b ( u n )=n ∙ log b u

5
____7.Which of the following is equivalent to log 3 ( x−2 ) ?
a. 5 ∙ log 3 ( x−2 ) c. 5 ∙ log 3 ¿

x d. log 3 5 ∙¿
[
b. log 3 5 ∙( )
2]
____8. Find for x : log 2 ( x +1)+ log 2 ( x−1)=3.
a. -2 c. 2
b. -3 d. 3
____9. Solve the equation log 3 4 x−log 3 ( x−3)=1 .
a. x=−6 c. x=5
b. x=−5 d. x=6
____10. Solve the inequality log 5 x ≤ 3 .
a. x ≤ 125 c. x ≥ 125
b. x <125 d. x >125
____11. Solve the inequalitylog 1 (2 x – 1)> log 1 ( x+2)
7 7
a. x <3 c. x >3
b. x ≤ 3 d. x ≥ 3
____12. Which of the following is CORRECT about the graph of y=log b x ?
a. The graph has its horizontal asymptote at the x-axis.

b.The graph is the inverse of the graph of y=b x .
c. The graph has y-intercept at 1 and has no x-intercept.
d.The graph has sharp corners or gaps.
____13. Which table of values represent the function f ( x )=log 1 x ?
3
x -3 -2 -1 0 1 2 3 1 1 1
x 1 3 9 27
e. g. 27 9 3
1 1 1
y 1 3 9 27
27 9 3 y -3 -2 -1 0 1 2 3
x -3 -2 -1 0 1 2 3
1 1 1 1 1 1
f. h. x 1 3 9 27
y 27 9 3 1
3 9 27 27 9 3
y 3 2 1 0 -1 -2 -3
____14. Which table of values represent the function f ( x )=log 3 x ?

x -3 -2 -1 0 1 2 3 1 1 1
a. c. x 1 3 9 27
1 1 1 27 9 3
y 1 3 9 27
27 9 3 y -3
1 1 1
-2 -1 0 1 2 3
x -3 -2 -1 0 1 2 3 x 1 3 9 27
b. d.
27 9 3
1 1 1
y 27 9 3 1 y 3 2 1 0 -1 -2 -3
3 9 27
____15. Which function shows a transformation of the function f ( x )=log 7 x where it shifts 3
units to the left and 5 units upward?
a. f ( x )=log 7 (x−3)−5 c. f ( x )=log 7 ( x+ 3)−5

b. f ( x )=log 7 ( x−3)+5 d. f ( x )=log 7 ( x+ 3)+5
Problem Solving. Directions: Read the following situation carefully. Provide what is being asked.
Provide the given and show your complete solution.
16-20: A culture starts at 2,000 bacteria, and doubles every 80 minutes. How long will it take the
number of bacteria to reach 10,000?

Page 134 (Topic Tests 1 and 2) of e Learners Module.
Reflection:
teacher? ___

Gen Math First Quarter

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Lesson Plan in General Mathematics

III. Learning Tasks:

Writer: Claribel P. Dao-ayan

Writer: Claribel P. Dao-ayan

III. Learning Tasks:

Review operations on algebraic expressions

2. If f ( x )=x +6 and g ( x )=3 x, then ( fg ) ( 3 )=1.

Writer: Claribel P. Dao-ayan

III. Learning Tasks:

The Function Game

Writer: Claribel P. Dao-ayan

III. Learning Tasks:

Application serves as an assessment.

Writer: Chreniel Lou G. Alecida

III. Learning Tasks: (Depends on the Strategy used)

Then, introduce and define rational equations.

We multiply both sides by (3 x−4)(x+ 1).

Define extraneous solutions.

Writer: Jessan T. Gono

Lesson Plan in General Mathematics

III. Learning Tasks:

Step 4) For A, Test -1:

V. Assignment / Enrichment (as needed)

Writer: Jessan T. Gono

III. Learning Tasks:

Writer: Jessan T. Gono

III. Learning Tasks:

“GIVE ME YOUR POINT”

(The teacher will show the graph on the LED screen).

Analysis (10 minutes)

Abstraction (20 minutes)

The Teacher will look back the given function:

Thus the domain of f(x) is { x ∈ R|x ≠−2 }.

(b) The x-intercept of f(x) is 2 and its y-intercept is −1.

Let us draw a broken line at x=−2.

As the value of x approaches to −2 from the left it makes the

curve more closer and closer to −2 but will not touch at

x=−2. The values of y also increases without bound.

Same as true when the value of x approaches to −2 from the

right, the curves makes closer and closer to −2

This will lead us to the definition of the asymptote.

Application (20 minutes)

a) Domain of f(x): { x ∈ R|x ≠ 1 } Since we cannot include 1 as one of the

c) Solving for the y-intercept

Thus, the y-intercept is just y=−2.

x +2 Since it is already reduced to simplest term.

a) Domain of f(x): { x ∈ R|x ≠ 1 } Since we cannot include 1 as one of the

4−3 x Since it is already reduced to simplest term.

The Teacher will give a sum up by asking the questions:

V. Assignment / Enrichment (as needed)

Writer: Jeramil M. Redoble, MS-MathEd

Lesson Plan in General Mathematics

III. Learning Tasks:

Activity (15 minutes)

Analysis (10 minutes)

1. What is the exponent ot the denominator and the numerator respectively?

The teacher will then say.

Abstraction (20 minutes)

 If n < m, the horizontal asymptote is y = 0.

 If n > m, there is no horizontal asymptote.

Application (20 minutes)

The teacher will give the application of horizontal asymptote.

The teacher will show the graph of the rational function in