School SAN JUAN NHS
GRADE 11
DAILY LESSON LOG
Teaching Dates & Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide (page/s)
2. Learner's Material (page/s)
A. . Other Learning Resources
IV. PROCEDURE
A. Reviewing of the Previous Lesson or
Presentation of the New Lesson
B. Establishing a Purpose for the Lesson
(PRIMING)
C. Presenting Examples/Instances of the
New Lesson ( ACTIVITY)
D. Discussing New Concepts and
Practising New Skills (#1) ( ANALYSIS)
E. Discussing New Concepts and
Grade Level Grade 11
Teacher JENETH . D. SOBREVEGA Learning Area GENERAL MATH
July 12, 2019 Quarter FIRST SEM
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.
At the end of the lesson the students should be able to:
A. Define one to one function
B. Identify real life situations applying one to one function
Functions and their graphs
General Mathematics Learner and Teachers Module
pp. 45-46
pp. 60 -62
Internet, Monitor, Activity sheets, Board
Throw Back!
Directions: Look at the figures in the slide and give your ideas.
1.
2.
3.
Connect the pictures.
Directions: In each slide, there are two pictures. Identify their connections.
1. Simcard and Cellphone number
2. Country and capital
3. Students and LRN
4. Finger Prints and person
In this phase of the lesson, let the students reveal the lesson for the day.
121 NCTIONFU
Group Activity: Each group will be given different activity sheets. Each group will
answer same set of questions.
I. Directions: Given are two sets of functions. Answer the questions that follow.
1. What is the difference between diagram A and B?
2. What is the difference between real life situations A and B?
II. Directions: Graph the following table of values, then answer the questions that
follows.
1. Use vertical line test. Did the graph satisfy vertical line test? How about
horizontal line test?
2. Is the graph a function or not?
1. What is a function?
2. When is a function considered a ONE to ONE function?
3. How to determine if a given graph a function?
4. How to determine if a given graph is a one to one function?
Practising New Skills (#2) ( ABSTRACTION)
F. Developing Mastery (APPLICATION)
Identify whether the given is a one to one function or NOT, Explain your
answer.
1. Vehicle to its plate number
2. Person to height
3. Place to its temperature
4. DNA ( deoxyribonucleic acid) to person
G. Finding Practical Applications of 5. Refer to graph below
Concepts and Skills in Daily Living
(APPLICATION)

H. Making Generalization and
Abstractions About the Lesson
The function is one to one if the same y value is never paired with two different x
values.
All functions that satisfy both vertical and horizontal line test are one to one
function.

Identification: Write PUSH if the given relation is a one to one function and
PULL if NOT.

1. Student to his/her ID number

2. Father to his children
3. Employee to salary
I. Evaluating Learning

4. 5.

J. Additional Activities for Application or

Remediation
V. REMARKS
VI. REFLECTION
A. No. of Learners who earned 80% in the
evaluation
B. No. of Learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
Learners who have caught up 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 dificulties 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?

Checked b

MA. CELINA F. CEZAR, Ed.D

OIC- SchoolHead