DAILY LESSON LOG OF M11GM-Ig-2 (Week Seven-Day Four) : Answer: 1. (4,+ ) 2. (1, + )

DAILY LESSON LOG OF M11GM-Ig-2 (Week Seven-Day Four)
School Grade Level Grade 11

Teacher Learning Area General Mathematics
Teaching Date and Time Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of exponential
function.
B. Performance Standards The learner is able to apply the concept of exponential functions to formulate
and solve real-life problems with precision and accuracy.
Learning Competency: Solves problems involving exponential functions,
equations, and inequalities. (M11GM-Ig-2)
Learning Objectives:
C. Learning Competencies/
1. Recall the exponential equation and inequality
Objectives
2. Solve problems involving exponential equation and inequalities.
3. Demonstrate appreciation of the use of exponential function in solving real-life
problems.
II.CONTENT Exponential Function
III.
LEARNING RESOURCES Teacher’s Guide, Learner’s Module
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
A. Review previous lesson or The teacher reviews the past lesson about solving exponential inequalities and
presenting the new lets the learners solve the following:
lesson
(5 minutes) 1. 3 x < 9x−2
( ) ( )
x+5 3x
1 1
2. ≥
10 100
Answer:
1. (4,+∞)
2. [1, +∞)
The continues with a question:

1. Can you still recall the properties of exponential inequalities?
Answer may vary from learners
The teacher recalls about the properties of exponential functions.
B. Establishing a purpose for The teacher elaborates the importance of using exponential functions, equations,
the lesson and inequalities in solving real-life problems since this is applicable in different
(2 minutes) context like finance, population growth, cell growth, radioactive decay, and etc.
The teacher lets the learners answer the problem by pair.
“John and Peter are solving (0.6) x−3 >(0.36)− x−1 . Did anyone get the correct
solution? If not, spot the error or errors”
John Peter
x−3 − x−1
(0.6) >(0.36) . (0.6) >(0.36)− x−1 .
x−3
C. Presenting examples/ x−3 2 − x−1

(0.6) >(0.6 ) . (0.6) x−3 >(0.62 )− x−1.
instances of the new x−3 2(− x−1 )
lesson (0.6) >(0.6) . (0.6) x−3 >(0.6)2(− x−1 ).
(15 minutes) x−3 2 −2 x−2
(0.6) >(0.6 ) . (0.6) x−3 >(0.62 )−2 x−2.
x-3 > -2x-2 x-3 < -2x-2
3x>1 3x<1
x>1/3 X<1/3
Answer:
Peter is Correct, John is not. John should have reversed the direction of
inequality because the base is less than 1.
D. Discussing new concepts The teacher asks the learners on how they feel about solving problems. He/She
and practicing new skills gives tips to the learners on how to solve word problems systematically:
#1 Understand the problem, find what is asked, look for the given, show a logical
(5 minutes) solution and then conclude an answer.
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills used to answer words problems
involving exponential equations through a few questions:
H. Making generalizations
and abstractions about
1. What did you do to get the answer?
the lesson
2. Do you systematically answer the problems by following certain steps?
(10 minutes)
Answers may vary from the learners.
I. Evaluating Learning Suppose that α<x<β is the solution to the following inequality
(23 minutes)
() ()
2
x +1 2 x−1
1 1
>
3 9
Then what is the value of β – α ?

Answer Key:
() ()
2
x +1 2 (2 x−1 )
1 1
>
3 3
2
() ()
x +1 2 (2 x−1 )
1 1
>
3 3
2
x + 1< 4 x−2
x 2−4 x+3< 0
( x−3 ) ( x−1 ) <0
¿>1< x <3
Since α=1 & β=3, then β – α = 3-1 = 2

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson work?
No. of learners who have caught
up with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/ discover
which I wish to share with other
teachers
Prepared by:
GIN RYAN D. TORREFIEL
Special Science Teacher 1

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DAILY LESSON LOG OF M11GM-Ig-2 (Week Seven-Day Four)

School Grade Level Grade 11

The continues with a question:

C. Presenting examples/ x−3 2 − x−1

Then what is the value of β – α ?

Since α=1 & β=3, then β – α = 3-1 = 2

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