School Taguig National High School Grade Level 11

DAILY LESSON Learning Area GENERAL

Teacher Maritess V. Miraflor
LOG MATHEMATICS
Dates and Time November 4, 2020 Quarter First

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of rational functions.
B. Performance The learner is able to accurately formulate and solve real-life problems involving
Standards rational functions.
The learner distinguishes rational function, rational equation, and rational inequality.

Objectives:
C. Learning At the end of the teaching learning process, 100% of the students with 75% proficiency
Competencies/ are expected to:
Objectives a. Define rational equation, rational inequality, and rational function;
(Write the LC
b. Distinguish rational function, rational equation and rational inequality;
code for each)
c. develop critical thinking skills in distinguishing rational function, rational
equation and rational inequality.
M11GM-Ib-2
II. CONTENT
Rational Functions, Equations and Inequalities
III. LEARNING
RESOURCES
A. References
1. Teacher’s General Mathematics Teacher’s Guide, pages 30-32
Guide pages
2. Learner’s
Material pages
Mathematics Learner’s Module. pages 24-25
3. Textbook pages Mathematics for Grade 11
General Mathematics by Orland Oronce Series 2016
4. Additional Teacher’s Guide and Learner’s Module
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 11 LCTGs by DepEd Mathematics
Resources / Google Slides, Google Classroom, Desktop computer, video clips.
Materials You tube Video posted in Google classroom for advance viewing
https://www.youtube.com/watch?v=BD3F1hL7YAA&feature=emb_title
IV. PROCEDURES Teacher’s Activity Student’s Activity
Daily Routine

 Requesting everyone to observe https://www.youtube.com/watch?

silence for a prayer v=p9cbeEovr8k

 Good Morning Class! Good Morning Ma’am Thess!

 Now, let’s check your attendance. The teacher will check the attendance
online.

A. Reviewing The teacher will ask the students:

previous lesson
or presenting  Can you recall what is Rational Rational expression is a ratio of two
the new lesson expression? polynomials

The denominator cannot be equal to zero

No radicand, or the exponent cannot be in

fraction form

Your answers are all correct.

 So, let us define Rational expressions.

Rational Expression

- A rational expression is an
expression that can be written as a
ratio of two polynomials
- A rational expression can be
described as a function where either
the numerator, denominator, or both
have a variable on it.

Examples:
2
2 x +2 x+ 3 5
x x+ 1 x−3

Do you have any questions and/or

clarification regarding Rational No ma’am!
expressions?
B. Establishing a
purpose for the Since you have no further questions, let Yes Ma’am!
lesson us now try to answer this activity.

Mathinik Challenge 1
Guess Me!
Identify the following algebraic
expression if they are rational or not. Answer:
1. Rational
2. Rational
3. Rational
4. Not Rational
5. Not Rational
6. Rational

Follow – up:
Why are Nos. 1-3 and 6 considered a
Rational expression while nos. 4 and 5
Not?

Very good! You have answered

correctly!

The study of rational functions involves

some basic concepts of rational
expressions, rational equations and
inequalities, and modelling real-life
situations using rational functions.

C. Presenting Discussions on the definitions of:

examples of the  Rational Equation
new lesson  Rational Inequality
 Rational Function
  Rational Equation
An equation involving rational expressions.
Example:

 Rational
Inequality
An inequality involving rational expressions.
Example:

 Rational
Function

Example:

Use the table below to show how to

distinguish among rational equations,
rational inequalities and rational
functions.

A rational equation or inequality can be

solved for all x values that satisfy the
equation or inequality.
Whereas we solve an equation or
inequality, we do not “solve” functions.
Rather, a function (and in particular, a
rational function) expresses a relationship
between two variables (such as x and y),
and can be represented by a table of
values or a graph

D. Discussing new
concepts and Determine which of the following are
practicing new rational expressions.
skills #1
Answer:
Only (b) and (c) are rational functions

E. Discussing new
concepts and
 practicing new
skills #2
F. Developing Answers:
mastery Mathinik Challenge 2
(Leads to 1. Rational equation
Formative Determine whether the given is a rational 2. None of these
function, a rational equation, a rational 3. Rational function
Assessment 3)
inequality or none of these. 4. Rational Inequality
5. Rational equation

G. Finding
practical
applications of
concepts and
skills in daily
living
F. Making
generalizations Ask the learners to summarize the
and concept learned by differentiating and  Rational Equation
abstractions giving examples of rational function, An equation involving rational expressions.
rational equation and rational inequality. Example:
about the
lesson

 Rational Inequality
An inequality involving rational expressions.
Example:

 Rational Function

Example:

I think, you’re ready now to have your

quiz.

G. Evaluating
learning Direction: Write RE if it is a Rational
Equation, RI if it is a rational inequality
and RF if it is a rational function or None Answers:
if None of these 1. RE
2. RI
3. None
4. RI
5. RF
6. RE
7. RF
8. RF
9. RI
10. RI
H. Additional
activities for For the Assignment: Answers of students varies.
application or Reflection:
remediation One of the characteristics of a
human person is the capability to give
reason. This makes human distinctive in
all creatures that God made on earth. For
this reason, human is considered as a
rational person. According to Collins
English Dictionary, “a rational person is
someone who is sensible and is able to
make decisions based on intelligent
thinking rather than an emotion.”
Given this definition, would you consider
yourself as a rational person? Why or
why not?

V. REMARKS

VI. REFLECTION
SECTION
A. No. of learners
who earned 80%
on the formative
assessment
B. No of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who caught up
with the lesson
D. No. of learners
who continue to
require
remediation.
E. Which of my
teaching
strategies worked
well? Why did
this 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?