QUARTER I

Week 1
Subject: GENERAL
Grade Level: 11
MATHEMATICS
Date: __________________ Day: 1 (Lesson 1)

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

The learner is able to accurately construct mathematical models to

Performance Standard
represent real-life situations using functions.
M11GM-Ia-1
Learning Competency The learner represents real-life situations using functions, including
piece-wise functions.
I. OBJECTIVES The learner:
Knowledge: Identifies real-life situations using functions, including piece-wise
functions;
Skills: Represents real-life situations using functions, including piece-wise
functions;
Affective: Appreciates the use of functions in representing real-life situations.
II. CONTENT Functions as Models

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages TG for SHS General Mathematics, pp. 1-10
2. Learner’s Materials LM in General Mathematics, pp. 1-9
Pages
3. Textbook Pages General Mathematics by Orlando Oronce Series 2016
4. Additional Materials Slide Decks of the Lesson
5. Learning Resources Teacher’s Guide and Learner’s Material
(LR) portal
B. Other Learning Resources General Mathematics, Diwa Publishing , 2016
IV. PROCEDURES
A. Reviewing or presenting the Review the concept of Functions introduced in the Junior High School.
new lesson • Relations and Functions
• The Function as a machine
• Functions and relations as a set of ordered pairs, table of values,
graph in the Cartesian Plane
• Vertical Line Test

B. Establishing a purpose for Presentation of 6 Function Machines

Prepared by: RAZEL C. SORIANO

SHS MT – II
 the lesson Say: Mathematical relations can be represented by machines with an
input and an output, and that the output is related to the input by some
rule.

Ask students which of these machines represent a function.

Guide questions.
1. Which of these machines, if you know the input , can you
determine a single or unique output? (expected answers: a, c, d,
and f of the presented function machines). Have the class
explain why. Ask why e) is not part of this list. Introduce the
term function to describe these machines.
2. Which of these machines, if the output is known, can you
determine a single or unique input? (The answers should be (d)
and (f).
3. Suppose we connect machine (a) to machine (c) such that the
output of (a) becomes the input of (c).
Say: Functions can often be used to model real-life situations.
Present to the class the problem below.
 Give a function C that can represent the cost of buying x meals,
if one meal costs ₱40.
Solution: Since each meal costs ₱40, then the cost function is
.

C. Presenting examples of the Proceed to show another scenario as shown below:

new lesson  One hundred meters of fencing is available to enclose a rectangular
area next to a river. Give a function A that can represent the area
that can be or enclosed, in terms of x. (See TG, Example 7 for the
illustration on p. 8)
Solution: The area of the rectangular enclosure is . We
will write this as a function of x. Since only 100 m of fencing is

Prepared by: RAZEL C. SORIANO

SHS MT – II
 available, then or . Thus,
.
D. Discussing new concepts Show the problem of piecewise functions.
and practicing new skills #1
Say: Some situations can only be described by more than one formula,
depending on the value of the independent variable.
1. A user is charged ₱300 monthly for a particular mobile plan, which
includes 100 free text messages. Messages in excess of 100 are
charged ₱1 each. Represent the amount a consumer pays each month
as a function of the number of messages m sent in a month.
Ask: Is it possible to describe the problem with one formula or
equation only? Justify your answer.
Expected answer: No, there are 2 formulas or equations that could be
derived from the problem. The equations are said to be functions. If we
put these functions as one function, it describes a piecewise function.
We can describe such function as a function defined on a sequence of
intervals.
Solution: Let represent the amount paid by the consumer each
month. It can be expressed by the piecewise function.

E. Discussing new concepts More examples are posted.

and practicing new skills #2
1. Contaminated water is subjected to a cleaning process. The
concentration of
pollutants is initially 10 mg per liter of water. If the cleaning process
can reduce the pollutant by 5% each hour, define a function that
can represent the concentration of pollutants in the water in terms of
the number of hours that the cleaning process has taken place.
Solution.
After 1 hour, the concentration of pollutants is (10)*(0.95). After
2 hours, it is this value, times 0.95, or [(10)*(0.95)](0.95) = 10(0.95)2.
In general, after t hours, the concentration is C(t) = (10)(0.95)t mg per
liter of water.
2. Squares of side x are cut from each corner of an (8in x 5in)
rectangle (see figure), so that its sides can be folded to make a
box with no top. Define a
function in terms of x that can represent the volume of this box.

Prepared by: RAZEL C. SORIANO

SHS MT – II
 Solution.
The length and width of the box are 8 –2x and 5 –2x, respectively. Its
height is x. Thus, the volume of the box can be represented by the
function
V(x) = (8 –2x)(5 –2x)x = 40x – 26 x 2+ 4 x 3
.
F. Developing Mastery
G. Finding practical Give examples of real-life situations which can be represented by
applications of concepts and relations.
skills in daily living
a. A relation but not a function
Example: Destination versus tricycle fare: For P15 you can go
anywhere within 3 kilometers.
b. a linear function
Example: Distance versus time if traveling at a constant speed
H. Making Generalizations and Ask: How can we represent real-life situations as functions?
abstractions about the lesson
Functions can often be used to model real situations. Identifying an
appropriate functional model will lead to a better understanding of
various phenomena.

I. Evaluating learning Divide the class into 5 groups, preferably with 6-8 members. Then, call
two group volunteers to discuss their answers. A rubric may be used to
check the groups’ answers. ( See attached Worksheet for the
Evaluation and Rubric for assessing group performance).
J. Additional Activities for  For remediation, assign learners to pick 2 problems that they
application or remediation did not work on in the previous activity found in part I. Peer
tutoring is desired for this purpose.
 For enrichment, assign Seatwork 5 on p. 11. The same rubric
should be used for grading the learners’ outputs.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in A. ____ No. of learners who earned 80% in the evaluation

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SHS MT – II
the evaluation
B. No. of learners who require B. ____ No. of learners who require additional activities for
additional activities for remediation remediation
C. Did the remedial lessons work? No. C. Did the remedial lessons work? _____ No. of learners who
of learners who have caught up the have caught up the lesson.
lesson
D. No. of learners who continue to D. ___ No. of learners who continue to require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? ___ Group collaboration ___ Games ___ Poweerpoint
presentation
Answering preliminary activities/exercises
___ Discussion ___ Differentiated Instruction
___ Case Method ___Role Playing /Drama
___ Think-Pair-Share (TPS) ___ Doscivery Method
___ Rereading of Paragraphs/Poems/Stories ___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupil’s eagerness to learn
___ Group member’s cooperation in doing their tasks
F. What difficulties did I encounter ___ Bullying among learners ___ Equipment (AVR/LCD)
which my principal and supervisor ___ Learner’s behavior/attitude ___ Science/Computer/Internet
Lab
help me solve? ___ Colorful Ims ___ Additional Clerical Works
___ Unavailable Technology ___ Reading Readiness
G. What innovation or localized I
used/discover which I wish to share
with other teacher?

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SHS MT – II
 EVALUATION

Name: __________________________ Date: _______ Score: ________

WORKSHEET No. ___

Answer the following problems.

a. The fee for hiring a guide to explore a cave P700. A guide can only take care of
maximum of 4 persons, and additional guides can be hired as needed. Represent the cost
of hiring guides as a function of the number of tourists who wish to explore the cave.

b. The cost of hiring a caterer service to serve food for a party is P150 per head for 20
persons or less, P130 per head for 21 to 50 persons, and P110 per head for 51 to 100
persons. For 100 or more persons, the cost is at P100 per head. Represent the total cost as
piecewise function of the number of attendees of the party.

c. A videoke machine can be rented for P1000 for 3 days, but for the fourth day onwards,
an additional cost of P400 per day is added. Represent the cost of renting a videoke
machine as a piecewise function of the number of days it is rented.

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SHS MT – II
 SUPPLEMENTAL ACTIVITY (Developing Mastery)

Instruction:

A. Which of the following mapping diagrams represent functions?

B. Identify the domain for each relation using set builder notation.

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SHS MT – II
 ANSWER of Worksheet No. _____

a.

b.

c.

ANSWER of Supplemental Activity (Developing Mastery)

A. The relations fand gare functions because each value yin Yis unique for a specific

value of x. The relation his not a function because there is at least one element in X

for which there is more than one corresponding y-value. For example, x=7

corresponds to y= 11 or 13. Similarly, x=2 corresponds to both y=17 or 19.

A relation between two sets of numbers can be illustrated by a graph in the Cartesian

plane , and that a function passes the vertical line test.

B. The domains for the relations are as follows:

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SHS MT – II
 Rubric for Assessing Group Performance
CATEGORY 4 3 2 1

Mathematical 90-100% of the steps Almost all (85-89%) of Most (75-84%) of the More than 75% of the
and solutions have no the steps and steps and solutions have steps and solutions
Errors
mathematical errors. solutions have no no mathematical errors. have mathematical
mathematical errors. errors.

Mathematical Explanation shows Explanation shows Explanation shows some Explanation shows
Concepts complete substantial understanding of the very limited
understanding of the understanding of the mathematical concepts understanding of the
mathematical mathematical needed to solve the underlying concepts
concepts used to concepts used to problem(s). needed to solve the
solve the problem(s). solve the problem(s). problem(s) OR is not
written.

Neatness and The work is presented The work is presented The work is presented in The work appears
in a neat, clear, in a neat and an organized fashion but sloppy and
Organization
organized fashion that organized fashion that may be hard to read at unorganized. It is hard
is easy to read. is usually easy to times. to know what
read. information goes
together.

Prepared by: RAZEL C. SORIANO

SHS MT – II