School
DAILY LESSON
LOG
I. OBJECTIVES
A. Content Standards
B. Performance
Standards
C. Learning
Competencies/ Objectives
(Write the LC Code for
each)
II. CONTENT
CALBAYOG CITY NATIONAL HIGH
SCHOOL
Teacher ENGR. CESAR M. DEL ROSARIO JR.
Teaching Dates and AUGUST 8-12, 2016, 8:15-9:15, 9:30Time 10:30, 1:30-2:30 Monday-Friday
MONDAY
TUESDAY
WEDNESDAY
Grade level
GRADE 11 STEM B, GAS A,
HUMSS A
Learning
GENERAL MATHEMATICS
Area
Quarter FIRST
THURSDAY
The learner demonstrates understanding of key concepts of inverse functions, exponential functions, and logarithmic
functions.
The learner is able to apply concepts of inverse functions, exponential functions, and logarithmic functions to formulate
and solve real-life problems with precision and accuracy.
The learner
distinguishes between
exponential function,
exponential equation,
and exponential
inequality.
The learner solves
exponential
equations and
inequalities.
The learner represents
an exponential function
through its: (a) table of
values, (b) graph,
(c)equation.
M11GM-Ie-4
M11GM-If-1
Functions and their
graphs
Functions and their
graphs
Functions and their
graphs
pp. 93-94
pp. 95-100
pp. 101-105
pp. 82
pp. 83-87
pp. 88-91
M11GM-If-2,3,4,Ig-1
III. LEARNING
RESOURCES
A. References
1. Teachers Guide pages
2. Learners Materials
pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
FRIDAY
Review the concepts
discussed during the
Review the concepts
discussed last meeting
new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances
first discussion
Setting the mood and
presentation of
learning objectives
Examples:
x1
y=
=16 x ;
2 26 ;
Setting the mood and
presentation of learning
objectives.
Construct a table of
values and sketch the
Solve the ff.
inequalities:
(1)
3 x < 9x2
graph of f(x) =
2x
(2)
(0.6)x3 >(0.36)x1
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
Let the students
compare the three
given examples.
The ff. questions will
be asked:
1. Which one is
exponential equation?
Which one is
exponential
inequality? function?
2. From the given
example, how are they
similar? different?
One strategy to solve
exponential equations
is to write both sides
of the equation as
powers of the same
base.
Discuss the rule of
exponential
inequalities such as
bm < bn . The resulting
direction of the
inequality (m
nm> n ) is based
on whether the base b
is greater than 1 or
less than 1.
Discuss the definitions
and theorems of
exponential functions:
(1)
a0 =1
(2)
1
=an
n
a
(3)
ar a s=a r+ s
(4)
( ab )r =a r br
r
(5)
a
a
= r
b
b
()
The graph of an
exponential function is
a necessary tool in
describing its behavior
and characteristics its
intercepts, asymptotes,
and zeroes. A graph can
also provide insights as
to real-life situations
that can be modeled by
exponential functions.
Steps:
(1) Construct a table
of values of
ordered pairs for
the given
function.
(2) Plot the points on
the graph.
(3) Connect them
using a smooth
curve.
(4) Interpret the
asymptote of the
function.
ar br
(6)
F. Developing mastery
(Leads to Formative
Assessment 2)
Ask the following
question:
1. In what way, can we
say for certain that it
is an exponential
equation, inequality or
function?
ar
=a rs
s
a
Seatwork:
(1)
(2)
2 x+7
2
5
2 x3
32
5 x1
()
25
4
2x g ( x )=3 x
(3)
1
10
x +5
1
100
3x
( ) ( )
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
Exponential equation
is an equation
involving exponential
expressions,
exponential inequality
is an inequality
involving exponential
expressions, while
exponential function
is a function of the
form f(x) =
b x y=bx , where b
0b 1.
Seatwork:
Construct a table of
values and sketch the
graph:
(1) f(x) =
Reinforce the concepts
discussed and skills
practiced.
For each of the
function, identify the
domain, range, yintercept, and
horizontal asymptote.
Properties of
exponential functions:
(a) The domain is the
set
R.
(b) The range is the
set
( 0,+ ) .
(c) It is a one-to-one
function. It
satisfies the
Horizontal Line
Test.
(d) The y-intercept is
1. There is no xintercept.
(e) The horizontal
asymptote is the
line y= 0 (or the
axis). There is no
vertical
asymptote.
I. Evaluating learning
pp. 100 TG.
Solve the ff. problem:
(20 mins.)
(a)
7 x+4 =492 x1
(b)
x +2
=8
(c)
x1
=125
(d)
x2
>8
2x
J. Additional activities for
application
V. REMARKS
HIMANGRAWAY 2016
JD AVELINO DAY
VI. REFLECTION
Reflect on your teaching and assess yourself as a teacher. Think about your students progress this week. What works? What else needs
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% in the
evaluation.
B. No. of learners who
require additional
activities for remediation
who scored below
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?
Twenty-six (26)
Fourteen (14)
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?
