Cot2 General Math
Cot2 General Math
Cot2 General Math
Lesson Plan Teacher GLADYS ANGELA B. VALDEMORO Learning Area General Mathematics
Time & Date October 3 , 2019 ( 9:45 – 10:45 AM) Quarter 2nd/1st Semester
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of rational functions.
B. Performance Standards The learner is able to accurately formulate and solve real-life problems involving
rational functions.
C. Learning Competencies/ The learner …
Objectives The learner represents a rational function through its: (a) table of values, (b) graph, and
(Write the LC code for each) (c) equation. M11GM-Ib-4
B. Establishing a purpose for the From the definition, the teacher stresses that we can also represent rational functions
lesson using table of values, graphs and equation.
C. Presenting examples/instances Present a simple scenario involving rational functions to the class like
of the new lesson
representing the speed of a runner as a function of time it takes to run 100 meters in
the track using the average speed (velocity) formula
d
s= .
t
D. Discussing new concepts and Discussing example 1.
practicing new skills #1 Represent the speed of a runner as a function of the time it takes to run 100 meters in
the track. Construct a table of values for the speed of a runner against different run
times.
Solution:
Since the speed of a runner depends on the time it takes the runner to run 100
meters, we can represent speed as a function of time.
Let x represent the time it takes the runner to run 100 meters. Then the speed can be
represented as a function s(x) as follows:
100
s(x) = .
x
Example 2..The current world record (as of October 2015) for the 100-meter dash is
9.58 seconds set by the Jamaican Usain Bolt in 2009. We start our table of values at 10
seconds.
Let x be the run time ands(x) be the speed of the runner in meters per second, where
100
s(x) = . The table of values foe run times from 10 seconds is as follows:
x
x 10 12 14 16 18 20
s(x) 10 8.33 7.14 6.25 5.56 5
E. Discussing new concepts and From the table, we can observe that the speed decreases with the time. We can use a
practicing new skills #2 graph to determine if the points on the function follow a smooth curve or a straight
line.
Example 3.Plot the points on the table of values on a Cartesian plane. Determine if the
100
points on the function s(x) = follow smooth curve or a straight line.
x
Solution:
Assign points on the Cartesian plane for each entry on the table of values.
Plot the points on the Cartesian plane. By connecting the points, we can see that they
are not collinear but rather follow a smooth curve. So, for the 100-meter dash scenario,
we have constructed a function of speed against time, and represented our function
with a table of values and a graph.
F. Developing mastery Representing rational functions using table of values and plotting a graph of the
(Leads to Formative Assessment 3)
function by connecting points.
x−1
Example 4. Given f(x)= , represent it using a table of values and plot the graph.
x+ 1
Solution: Let us construct a table of values for some x – values from -10 to 10:
(processing)
Make the observation that the function values appear to be increasing, but suddenly
jumps from 3 to -1, and then starts to increase again
Ask students to connect plot and connect points on a Cartesian plane in order to have
better picture of the given rational function.
Discuss also the expected mistakes in graphing. Process the mistake right away.
Ask: “Why would the graph unexpectedly break the smooth curve and jump from point
E to point F?
Explanation:
Observe that the function will be undefined at x = -1.This means that there cannot be a
line connecting point E and point F as this implies that there is a point in the graph of
the function where x = -1.
Remove the segment connecting E and F as the graph does not pass through points
with an x-value of -1.
H. Making generalizations and Rational Functions can be represented by a table of values, graphs, and equation
abstractions about the lesson
x 2 + x−6
For the function f(x) = :
x2 + x−20
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for
remediation who scored below 80%
C. Did the remedial lesson 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?
Observed by:
RICHARD C. BASAS
Principal I
: Obs