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A LESSON PLAN IN GENERAL MATHEMATICS

Grade 11 School Grade Level

Daily Lesson Plan Teacher Learning Area
Teaching Date Quarter

I. OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/Objective
(Write the LC code for each)
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
Collaborative Learning
Objectives must be met over the period 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 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. Daily objectives shall be derived from the
curriculum guides.
The learners demonstrate understanding of key concepts of functions.
The learners are able to accurately construct mathematical models to represent
real-life situations using functions.
LC Code: M11GM-Id-2
The learners should be able to determine the inverse of a one-to-one function.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be
tackled in a day.
Inverse of a One-to-One Function
Pages 72-78
Grade 11 General Mathematics for Senior High School; by Banigon Jr., et. al.;
pp. 12-14

IV. PROCEDURES
A. Preparatory Activities
1. Daily Routine
a. Prayer
b. Greetings
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c. Checking of
Attendance
d. Checking of
Assignment

Activity 1: “Inverse PICA PICA!”

Ask the students, “What POKEMON ball do you think corresponds to every POKEMON
character below?”. Find your answer by connecting the function in the POKEMON ball
to its inverse in the POKEMON character.

f(x) = x2 – 2

2. Priming

f(x) = ±√𝑥 + 2

Follow-up questions:
a. Were you able to pair a function to its inverse? How?
b. Are all the given functions, one-to-one functions?
c. How did you determine the inverse of a one-to-one function?
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B. Lesson Proper

Activity 2: “Finding IF Pokemon”

Directions: Distribute the POKEMON cards and other materials for the output to each
group. Study the solution written on the card and determine the steps in finding the
inverse of one-to-one functions. Write these steps on the manila paper and post it on
the board when you’re done.

POKEMON Cards:
(Front)

1. Activity
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Follow-up questions:
a. How many steps did your group make?
b. How is the first step done? 2nd step? 3rd step?
c. How is the inverse of a function expressed?

Answer the following questions:

a. How did you find the activity?
b. Do you have any difficulties in determining the inverse of a function? What are
2. Analysis
these?
c. Were you able to obtain the same procedures with the other groups? How?
d. What have you observed to the given function and its inverse?
e. How will you determine that your last step is the inverse of the given function?

One-to-one functions have inverse functions, but many-to-one functions do not. The
inverse of a many-to-one function is a one-to-many relation, which is not a function.
Not all functions have inverse functions. A function has an inverse if and only if it is
one-to-one.

Post the problem below. Let the students apply the steps that everybody had agreed.
5
Problem: What is the inverse of the function 𝑓(𝑥) = 3𝑥−2 ?

3. Abstraction Flash the correct steps on the monitor.

Key Points:
Steps in determining the inverse of a
function.
a. Write 𝑦 = 𝑓(𝑥).
b. Interchange x and y.
c. Solve for y in terms of x.
d. Replace y by f-1(x).
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Teacher: This time, let’s do the POKEMON Hunting activity.

Activity 3: POKEMON GO Hunting!

Directions: Remove the sticker at the back of your POKEMON Card and you will find a
map to be used in POKEMON hunting. Get a POKEMON ball from your teacher and
put in it every POKEMON your group will catch. Before you leave for POKEMON
hunting, you will be given set of problems written on the POKEMON cards. Write your
solution and answer on the space provided on each card. Hunt the POKEMON with the
inverse that corresponds to your answer. Go back to your station and show the
4. Application POKEMON that you’ve hunted. DO NOT catch the POKEMON that does not match to
your answer. There will be a deduction for a wrong POKEMON that have hunted. Be
careful because POKEMON hunting may cause some accidents. Be sure to wear your
gadgets for protection.

REMEMBER: You are not the only one hunting for that POKEMON. Other groups
might be the first one to catch them. Please hurry for you to catch them all. The more
POKEMON you catch, the more extra POKEMON you will get.

Good luck!

(Back)
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(Below are the POKEMON cards with the corresponding problems to be solved.
While the students are working on the activity, the teacher will play the
POKEMON theme song as their timer. They should finish the task before the
music stops.)

Answer: Answer:

𝑥−1 3
𝑓 −1 (𝑥) = √𝑥 + 3
𝑓 −1 (𝑥) =
3
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Answer: Answer:

𝑓 −1 (𝑥) = 2𝑥 − 6 4𝑥 + 3
𝑓 −1 (𝑥) =
𝑥
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Answer:

3
√𝑥
𝑓 −1 (𝑥) =
2

(The teacher will discuss the activity by asking the follow-up questions below
after the music stopped.)

Follow-up Questions:
a. Who hunted the most number of POKEMON?
b. In what place did you hunt MEOW?
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c. What POKEMON were caught in Cainta Municipal Hall?

d. How did you find the activity?
e. What did you learn from this activity? (values integrated)

Determine the inverse of each function below.

1. 𝑓(𝑥) = 2𝑥 + 1
2. 𝑓(𝑥) = 6 − 𝑥
3𝑥
C. Evaluation 3. 𝑓(𝑥) =
4
4. 𝑓(𝑥) = 5 − 4𝑥
1
5. 𝑓(𝑥) =
𝑥+2

1
Teacher: Do the problems below at home. Write your answers in a 2
crosswise sheet of paper with the solutions.
Direction: Find the inverse of the given functions below.
𝑥+2
1. 𝑓(𝑥) = 𝑥−3
D. Assignment 2𝑥+1
2. 𝑓(𝑥) =
4𝑥−1
𝑥 3
3. 𝑓(𝑥) = 2 − 𝑥
4. 𝑓(𝑥) = (𝑥 + 3)3
2
𝑥
5. 𝑓(𝑥) = 5
What makes the quotation below related to inverse? How will you reflect on it?
V. Closure “Little by little, a Little becomes a Lot.”
-Tanzanian Proverb
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress today. What works? What else needs
VII. REFLECTION to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them,
you can ask them relevant questions.
A. No. of learners who earned 80%
on the formative assessment
B. No. of learners who require
additional activities for
remediation.
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C. Did the remedial lessons 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:/Improved by:

Class 2 Team Mapagmahal
Noriza J. Esteban
Ermelyn A. Lacsi
Gemmar C. Gamolo
Dexie P. Dilag
Kim G. Matubis
Nicko J. Gran
Elaiza Jane R. Dipay
Julieth B. Lacson
Cathelyn D. Matias
April L. Echiverri
Mackinro K. Macaron
Haziel J. Maribao