Detailed Lesson Plan
Grade 11- General Mathematics
Date: July 31, 2024
Time: 2:00 PM
Content Standards: The learner demonstrates understanding of key concepts of
functions.
Performance Standards: The learner is able to accurately construct mathematical
models to represent real-life situations using functions.
I. OBJECTIVES
At the end of the lesson, students are expected to:
Define a function as a rule that assigns exactly one output to each input. II.
Indicate that functions can be represented numerically with tables, algebraically with
formulas, graphically with graphs made up of “(input, output)” ordered pairs, or through
verbal description.
Plot ordered pairs when given the coordinates.
Demonstrates cooperation in the discussion about functions and their graphs.
SUBJECT MATTER
Topic: Introduction of Functions and Their Graphs
Reference: General Mathematics G11, Google
Materials: PPT, IM’s, Graphing Paper
III. Methodology (5A’s)
Teacher’s Activity Student’s Activity
A. Awareness
1. Greetings
Good morning, Class! Good morning, Ma’am Jeanne.
2. Prayer
Let us all stand for a prayer.
- The teacher will ask someone to Lord, Thank You for this wonderful day! As we
lead the prayer. go on to our discussion on this day. We are
asking Your Blessing oh, Lord. In Jesus name
3. Checking of Attendance we pray, Amen.
- Are there any absent today?
None, Sir!
- Very Good! That’s great.
4. Presentation of the objectives
• Define a function as a rule that
assigns exactly one output to each
input.
• Indicate that functions can be
represented numerically with tables,
algebraically with formulas,
graphically with graphs made up of
“(input, output)” ordered pairs, or
through verbal description.
• Plot ordered pairs when given
the coordinates.
• Demonstrates cooperation in the
discussion about functions and their
graphs.
B. Activity
1. The teacher will tell the class a story
involving a real-world, linear
functional relationship. For Example:
An ice cream stand is selling large 10 pesos, ma’am!
cones for 10Php each. The teacher
20 pesos, ma’am.
would ask “If I bought 1 cone, how
30 pesos, ma’am.
much would I pay?”. The teacher will
40 pesos, ma’am.
let the student answer the question
in chorus. Repeat for 2, 3, and 4
cones. The teacher will also ask,
We don’t have to pay ma’am, or zero.
“What would I pay if I bought no
cones?” Write 0 cones= 0.
The teacher will ask the class if
To have a list ma’am.
there is an efficient way to organize
the activity’s data. If none, suggest a
table to organize the data. Show the
table on the screen/board.
Number of Cones Cost
0 0
1 10
2 20
3 30
4 40
C. Analysis
1. The teacher will ask how the number It uses multiplication ma’am, for example 4
of costs determined by the number
cones x 10 = 40.
of cones purchased. (Number of
cones x cost is equal to answer; ex.
4 cones x 10 = 40).
D. Abstraction
Because of the activity, the teacher now
can point out that each purchase of a
different number of cones would result
in a different cost, and that makes a
function relationship.
Function Relationship is one where a
rule assigns exactly one output for each
input. In this case, the rule is that each
small cone costs 10Php, so if the input
is 3 cones, the output is 30Php. If the
stand charged both 10Php and another
value for one large cone, we would no
longer have a function. It’s one and only
one output for each input.
The teacher will now present a graph to
point out the inputs and outputs
(number of cones, cost) – ordered pairs
information on the table could be
graphed on a coordinate grid. Using the
table, graph the points as follows.
60
Total Cost
50
40
30
20
10
0
1 2 3
4 5 of Cones Purchased
Number
Point out that the graph shows functional
relationship because there is only one y
value for each x value.
In this moment, the teacher will show
the “vertical line test”.
Vertical Line Test - states that if it is not
possible to draw a vertical line through a
graph so that it cuts the graph in more
than one point, then the graph is a
function.
The graph shows a relationship
between the number of cones
purchased and the total cost, and that
cost depends on the number of cones
purchased. The number of cones is the
independent variable in this case and
that the label for independent variable is
on the x-axis while the label for the
dependent variable is placed on the y-
axis. The graph is an example of linear
function.
E. Application
Group students in pairs, distribute graph
paper, and ask them to solve the
problem.
Problem: Pencils come 12 to a pack.
a. Is there a functional relationship
between the number of packs and
the number of pencils? Explain your
answer.
b. Create a table that represents this
relationship.
c. Prepare a graph that represents this
relationship. Be sure to first
determine which variable is
independent and which is
dependent.
