Infotech Development Systems Colleges, Inc.
Senior High School Department
Natera Corner P. Timog Street, Dunao Ligao City 4504
Telephone No. (052) 202-1949 || 09178812638
e-mail address: idscollegesinc@[Link] || idscolleges@[Link]
WEEKLY LEARNING PLAN
MONDAY
SUBJECT: General Mathematics (7:00-10:00 a.m.)
Quarter: 1st Quarter Grade Level and Strand: HUMSS 11 A&B, HE 11
and ICT 11
Week: 1 Subject: General Mathematics
MELCS: M11GM-Ia-1
Day Objectives Topics Classroom-Based Activities Home-Based Activities
1 At the end of the lesson, Function and Relation Begin with classroom routines. The students will answer
the students should be A. Prayer Activity Sheet No. 1 about
able to; B. Reminder of the Classroom Health and Safety Function and Piece-Wise
1. Define the concept of a Protocols Function entitled “Code of
function and identify its C. Checking of Attendance Functions”. It will be checked
key components. D. Quick “kumustahan” mental/emotional check next meeting.
2. Determine whether a E. Introduction “Knowing the people around us”
relation is a function by
analyzing ordered pairs, I. INTRODUCTION
mapping diagrams, The teacher will introduce the subject and
graphs and equations. discuss the course outline, grading system and the
3. Represent real-life requirements of the students.
situations by constructing
functions from given II. MOTIVATION
scenarios and data. The teacher will let the students determine if a
scenario shows an input or output.
1. A vending machine receives Php 1000.
2. A printer produces 20 pages.
3. A student enters their name on a test.
4. A microwave beeps after cooking.
5. A calculator displays the result of a calculation.
Process question:
How did you identify the input and output in the
given scenario?
What is an input?
What is an output?
III. DISCUSSION OF CONCEPTS
1. The teacher will conduct a by pair activity.
Each pair will identify the input and the output for
each situation.
For example;
Situation:
A. The teacher will discuss the definition of a
function. Discuss how to determine a function in
different representation such as ordered pairs,
map illustration, graphs and equation. Provide
more examples and let the students observe and
ask the students the following:
How are you going to determine if function or not
given the ordered pairs? Map illustration?
Graphs?Equation?
What is a vertical line test?
B. The teacher will discuss the definition of a
piece wise function.
Process questions:
What is the difference between the piece wise
function and a linear function or quadratic
function?
How can you say that the function is linear,
quadratic or piece wise?
IV. DEVELOPING MASTERY
The teacher will conduct a group activity where in
the students will determine if the given is a
function or not.
Group1 - ORDERED PAIRS
Group2 - MAP ILLUSTRATION
Group3- GRAPH
Group4 - EQUATION
The teacher will let the students answer the
activity in 15 minutes. After 15 minutes, each
representative will present their output.
V. APPLICATION AND GENERALIZATION
A. The teacher will present examples of function in
real life and examples related to HUMSS, ABM, HE or
ICT.
B. Discuss how to represent real-life situations
using functions, including piece-wise functions. The
teacher will give examples of real life situations and
let the students represent it using function by a
board work activity.
C. The students will make their own example of
real life situation involving functions.
D. Ask the students the following questions:
1. What is a function?
2. How are you going to determine if function or not
given the ordered pairs? Map illustration? Graphs?
Equation?
3. What is a piece wise function?
VI. EVALUATION
The teacher will conduct a 15-item formative test.
10 points for identifying if function or not given
the ordered pairs, map illustration, graphs and
equation.
5 points for representing real life situations using
a function.
Prepared by: Checked by:
ZONABE S. PETILUNA LOUISA MAY D. ALPAPARA
Math Teacher SHS Principal