GRADE
Masiricampo Abantas Memorial NHS
GRADE 11
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Material pages
Grade level 11
SCHOOL LEVEL
LEARNIN
TEACHER Miss Noraisa L. Macaba-as General Mathematics
G AREA
AUGUST 19-22, 2019
QUARTER Second
TEACHING DATES AND TIME 8:30-9:30, 10:45 – 11:45 ( Monday-Thursday)
MONDAY TUESDAY WEDNESDAY 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.
1. Graph exponential functions. 1. Solved problems involving
exponential functions, equations,
(M11GM- Ig -1) Long quiz for CHAPTER 4:
2. Presented the solution in a neat
and inequalities (M11GM-Ig-2)
2. Presented the solution in a neat
HOLIDAY EXPONENTIAL FUNCTIONS
and logical manner. and logical manner.
Functions and their graphs Functions and their graphs
(EXPONENTIAL FUNCTIONS)
(EXPONENTIAL FUNCTIONS)
110 -112 113-116
 3. Textbook's pages

4. Additional Materials from

Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for the
lesson
Simple recall on how to find the
domain and range of an exponential
function.
Setting the mood and presentation of
learning objectives.
The teacher reviews the students
about the previous lesson.
Setting the mood and
presentation of learning
objectives.

C. Presenting examples/ instances
of the new lesson
The graph of an exponential function Example 1. Use the graph of y = 2x
is a necessary tool in describing its to sketch the graphs of the
behavior and characteristics – its functions
intercepts, asymptotes, and zeroes. A y = 2x-2 and y = 2x + 4
graph can also provide insights as to
real-life situations that can be
modeled by exponential functions.

Steps: The graph of these functions are

shown below
(1) Construct a table of values of
ordered pairs for the given
function.
(2) Plot the points on the graph.
D. Discussing new concepts and
(3) Connect them using a smooth
practicing new skills #1 curve.
Interpret the asymptote of the
function.

E. Discussing new concepts and
practicing new skills #2
F. Developing mastery (Leads to
Formative Assessment 3)
G. Finding practical applications of
concepts and skills in daily living
H. Making generalizations and
abstractions to the lesson
Example 1. Use the graph of y = 2x to
sketch the graphs of the functions
y = -2x and y = 2-x
Explanation:
The y – coordinate of each point in
The graph of y = -2x is the negative of
the corresponding y – coordinate of
the graph of y = 2x. Thus, the graph of
y = -2x is the reflection of the graph of
y = 2x about the x – axis.
Decision Making
In solving and graphing functions, a correct solution is rooted from an exact and accurate formula. To be able for us to solve the obstacles in life, we
should also have the perfect formula for the problems that we have.
The results in the example can be
generalized as follows.
REFLECTIONS
 The graph of y = -f(x) is the
reflection about the x-axis of
the graph of y= f(x).
 The graph of y = f(-x) is the
reflection about the y-axis of
the graph of y = f(x)
Ask the students what did they
observe about the graph of the
function.
OBSERVATIONS
(a) The domain of all three
functions is the set R.
(b) The range of all three functions
is the set (0, +∞).
(c) The y – intercept changed. To
find them, substitute x = 0 in the
function. Thus, the y – intercept of
y = 2x + 4 is 24 = 16 and the y –
intercept of y = 2x -2 is 2-2 = 0.25.
(d) Translating graph horizontally
does not change the horizontal
asymptote. Thus, the horizontal
asymptote of all three graphs is y =
0.
The results in the example can be
generalized as follows.
HORIZONTAL SHIFTS
Let c be a real number. The graph
of y = f(x – c) is a horizontal shift of
c units to the right, if c > 0, or a
horizontal shift of c units to the
 left, if c < 0, of the graph of y =
f(x).

Use the graph of y = 2x to graph the Answer seatwork 1 pp. 116

functions y = 3(2x) and y = 0.4(2x)
I. Evaluating learning

J. Additional activities for

application and remediation

V. REMARKS The lesson is well attended. The lesson is well attended.

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

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 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?