Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
DAILY LESSON LOG
S.Y. 2025-2026
Subject: GENERAL Grade/Section: 11 SMAW-INTEGRITY, 11 ABM-
MATHEMATICS EMPATHY, 11 HE-DIGNITY, 11 ABM-COMPASSION
Time: 7:30-8:30, 10:00- Date: June 16, 2025
11:00, 11:00-12:00, 1:00- Day: Monday
2:00
I. OBJECTIVE/S At the end of the lesson, the learners are expected to:
1. represent functions using ordered pairs (coordinates).
II. CONTENTS
A. Subject Matter Representation of Functions (Coordinates)
B. References “Math Channel”, Oronce, Orlando A., Reyes, Allan S. pp.
3-27
C. Materials Printed or digital copies of ordered pairs, Whiteboard
and markers
III. PROCEDURE
A. Review Review the concept of functions, including domain
and range.
Ask students to recall the definition of a function.
B. Lesson Development Representing Functions using Coordinates:
Discuss how functions can be represented as a set of
ordered pairs (x, y).
Identifying Domain and Range: Explain how to
identify the domain and range of a function from its
coordinates.
Determining Functions: Introduce the concept of
using the x-values and y-values to determine if a
relation is a function (i.e., each x-value corresponds to
exactly one y-value).
Example:
{(1, 2), (2, 3), (3, 4), (1, 3)} (not a function)
{(1, 2), (2, 3), (3, 4), (4, 5)} (function)
C. Application Provide students with sets of ordered pairs and ask
them to:
- Identify the domain and range.
- Determine if the relation is a function.
- Explain their reasoning.
IV. EVALUATION Determine whether each relation represented by the
following coordinates is a function:
1. {(1, 2), (2, 3), (3, 4), (4, 5)}
2. {(1, 2), (1, 3), (2, 4), (3, 5)}
3. {(2, 1), (3, 1), (4, 2), (5, 3)}
4. {(1, 2), (2, 3), (1, 4), (3, 5)}
Instructions:
For each relation, determine if it represents a function.
Explain your reasoning.
V. HOMEWORK Ask students to create and analyze their own sets of
ordered pairs.
Explore real-world applications of functions, such as
data analysis or science.
VI. REMARKS
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
VII. REFLECTION
Prepared by:
ROLANDO T. VILLAR, JR.
Teacher II
Checked by: Noted:
MARICEL Q. RAMOS ADORA B. DELA CRUZ
Assistant School Principal II School Principal IV
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
DAILY LESSON LOG
S.Y. 2025-2026
Subject: GENERAL Grade/Section: 11 SMAW-INTEGRITY, 11 ABM-
MATHEMATICS EMPATHY, 11 HE-DIGNITY, 11 ABM-COMPASSION
Time: 7:30-8:30, 10:00- Date: June 17, 2025
11:00, 11:00-12:00, 1:00- Day: Tuesday
2:00
I. OBJECTIVE/S At the end of the lesson, the learners are expected to:
1. determine if a graph represents a function.
II. CONTENTS
A. Subject Matter Representation of Functions (Graph)
B. References “Math Channel”, Oronce, Orlando A., Reyes, Allan S. pp.
3-27
C. Materials Graphing calculators or software (e.g., Desmos,
GeoGebra), Printed or digital copies of graphs,
Whiteboard and markers
III. PROCEDURE
A. Review Review the concept of functions, including domain
and range.
Ask students to recall different types of functions
(e.g., linear, quadratic, polynomial).
B. Lesson Development Representing Functions using Graphs: Discuss
how functions can be represented visually using
graphs.
Graphing Functions: Show examples of graphing
functions, including:
- Linear functions (e.g., f(x) = 2x + 1)
- Quadratic functions (e.g., f(x) = x^2 - 4x + 3)
- Polynomial functions (e.g., f(x) = x^3 - 2x^2 + x
- 1)
Domain and Range from Graphs: Explain how to
determine the domain and range of a function from its
graph.
Vertical Line Test: Introduce the vertical line test to
determine if a graph represents a function.
C. Application Provide students with a set of graphs and ask them to:
- Identify the domain and range of each function.
- Determine if each graph represents a function using
the vertical line test.
- Label key features of the graph (e.g., x-intercepts, y-
intercepts, maxima/minima).
IV. EVALUATION Determine whether each graph represents a function:
1. A vertical line graph (e.g., x = 2)
2. A circle graph (e.g., x^2 + y^2 = 4)
3. A parabola graph (e.g., y = x^2)
4. A graph with multiple y-values for a single x-
value
Instructions:
Use the vertical line test to determine if each graph
represents a function. Explain your reasoning.
V. HOMEWORK Ask students to create and graph their own functions.
Explore real-world applications of functions, such as
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
modeling population growth or financial trends.
VI. REMARKS
VII. REFLECTION
Prepared by:
ROLANDO T. VILLAR, JR.
Teacher II
Checked by: Noted:
MARICEL Q. RAMOS ADORA B. DELA CRUZ
Assistant School Principal II School Principal IV
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
DAILY LESSON LOG
S.Y. 2025-2026
Subject: GENERAL Grade/Section: 11 SMAW-INTEGRITY, 11 ABM-
MATHEMATICS EMPATHY, 11 HE-DIGNITY, 11 ABM-COMPASSION
Time: 7:30-8:30, 10:00- Date: June 18, 2025
11:00, 11:00-12:00, 1:00- Day: Wednesday
2:00
I. OBJECTIVE/S At the end of the lesson, the learners are expected to:
1. represent functions using equations, including
piecewise functions.
II. CONTENTS
A. Subject Matter Representation of Functions (Equation)
B. References “Math Channel”, Oronce, Orlando A., Reyes, Allan S. pp.
3-27
C. Materials Whiteboard and markers, Printed or digital copies of
function equations
III. PROCEDURE
A. Review Review the concept of functions, including domain
and range.
Ask students to recall different types of functions
(e.g., linear, quadratic, polynomial).
B. Lesson Development Representing Functions using Equations: Discuss
how functions can be represented using equations,
including:
- Polynomial functions (e.g., f(x) = x^3 - 2x^2 + x-1)
- Rational functions (e.g., f(x) = 1/x)
- Piecewise functions (e.g., f(x) = {x^2 if x<0, x+1 if
x≥0})
Domain and Range: Discuss how to determine the
domain and range of a function from its equation.
C. Application Provide students with a set of function equations and
ask them to:
- Evaluate the function for specific input values.
- Determine the domain and range of the function.
- Graph the function (optional).
IV. EVALUATION Determine whether each equation represents a
function:
1. y = 2x + 1
2. y = ±√x
3. x^2 + y^2 = 4
4. y = x^2 - 3x + 2
Instructions: For each equation, determine if it
represents a function. If it does, explain why. If it
doesn't, explain why not.
V. HOMEWORK Ask students to create and analyze their own
piecewise functions.
Explore real-world applications of functions, such as
economics or physics.
VI. REMARKS
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
VII. REFLECTION
Prepared by:
ROLANDO T. VILLAR, JR.
Teacher II
Checked by: Noted:
MARICEL Q. RAMOS ADORA B. DELA CRUZ
Assistant School Principal II School Principal IV
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
DAILY LESSON LOG
S.Y. 2025-2026
Subject: GENERAL Grade/Section: 11 SMAW-INTEGRITY, 11 ABM-
MATHEMATICS EMPATHY, 11 HE-DIGNITY, 11 ABM-
COMPASSION
Time: 7:30-8:30, 10:00-11:00, Date: June 19, 2025
11:00-12:00, 1:00-2:00 Day: Thursday
I. OBJECTIVE/S At the end of the lesson, the learners are expected to:
1. represent functions using coordinates, graph and
equations
II. CONTENTS
A. Subject Matter Representation of Functions
B. References “Math Channel”, Oronce, Orlando A., Reyes, Allan S.
pp. 3-27
C. Materials Worksheet
III. PROCEDURE
A. Review Summative Assessment
B. Lesson Development • The teacher will disseminate the worksheets about
C. Application Representation of Functions
IV. EVALUATION • The students will determine if the given graph,
coordinates and equation is function or not.
• The students will answer the worksheets in one
hour.
V. HOMEWORK • Make some research about evaluating functions.
VI. REMARKS
VII. REFLECTION
Prepared by:
ROLANDO T. VILLAR, JR.
Teacher II
Checked by: Noted:
MARICEL Q. RAMOS ADORA B. DELA CRUZ
Assistant School Principal II School Principal IV
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
DAILY LESSON LOG
S.Y. 2025-2026
Subject: GENERAL Grade/Section: 11 SMAW-INTEGRITY, 11 ABM-
MATHEMATICS EMPATHY, 11 HE-DIGNITY, 11 ABM-COMPASSION
Time: 7:30-8:30, 10:00- Date: June 23, 2025
11:00, 11:00-12:00, 1:00- Day: Monday
2:00
I. OBJECTIVE/S At the end of the lesson, the learners are expected to:
1. define a one-to-one function;
2. identify one-to-one functions using graphs and
equations; and
3. apply the horizontal line test to determine if a
function is one-to-one.
II. CONTENTS
A. Subject Matter One-to-One Function
B. References “Math Channel”, Oronce, Orlando A., Reyes, Allan S. pp.
3-27
C. Materials Chalk and Board, Graphing calculators or software (e.g.,
Desmos, GeoGebra), Printed or digital copies of graphs
and equations
III. PROCEDURE
A. Review Review the concept of functions, including domain
and range.
Ask students to recall the definition of a function.
B. Lesson Development Definition of One-to-One Functions: Introduce the
concept of one-to-one functions, where each x-value
corresponds to exactly one y-value, and each y-value
corresponds to exactly one x-value.
Examples and Non-Examples: Provide examples of
one-to-one functions (e.g., f(x) = 2x + 1) and non-
examples (e.g., f(x) = x^2).
Horizontal Line Test: Explain the horizontal line test
to determine if a function is one-to-one. If a horizontal
line intersects the graph at more than one point, the
function is not one-to-one.
Real-World Example: Discuss a real-world example
of a one-to-one function, such as:
- A person's height and their corresponding birth
certificate number (each person has a unique height
and birth certificate number).
- A car's license plate number and its corresponding
vehicle identification number (VIN) (each car has a
unique license plate number and VIN).
C. Application Provide students with graphs and equations and ask
them to:
- Determine if the function is one-to-one.
- Explain their reasoning using the definition and
horizontal line test.
Ask students to think of their own real-world examples
of one-to-one functions.
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
IV. EVALUATION Determine whether each function is one-to-one:
1. f(x) = 2x + 1
2. f(x) = x^2
3. {(1, 2), (2, 3), (3, 4), (4, 5)}
4. {(1, 2), (2, 2), (3, 4), (4, 5)}
Use the horizontal line test to determine if each graph
represents a one-to-one function:
1. A graph of a straight line with a positive slope
2. A graph of a parabola opening upwards
Provide a real-world example of a one-to-one function
and explain why it is one-to-one.
V. HOMEWORK Ask students to research and present on real-world
applications of one-to-one functions, such as
cryptography or coding theory.
VI. REMARKS
VII. REFLECTION
Prepared by:
ROLANDO T. VILLAR, JR.
Teacher II
Checked by: Noted:
MARICEL Q. RAMOS ADORA B. DELA CRUZ
Assistant School Principal II School Principal IV
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
DAILY LESSON LOG
S.Y. 2025-2026
Subject: GENERAL Grade/Section: 11 SMAW-INTEGRITY, 11 ABM-
MATHEMATICS EMPATHY, 11 HE-DIGNITY, 11 ABM-COMPASSION
Time: 7:30-8:30, 10:00- Date: June 24, 2025
11:00, 11:00-12:00, 1:00- Day: Tuesday
2:00
I. OBJECTIVE/S At the end of the lesson, the learners are expected to:
1. evaluate functions using function notation; and
2. substitute values into functions and simplify
expressions.
II. CONTENTS
A. Subject Matter Evaluation of Functions
B. References “Math Channel”, Oronce, Orlando A., Reyes, Allan S. pp.
31-38
C. Materials Whiteboard and markers, Printed or digital copies of
functions and evaluation problems, Calculators
(optional)
III. PROCEDURE
A. Review Review the concept of functions, including domain and
range.
Ask students to recall the definition of a function and
function notation (e.g., f(x)).
B. Lesson Development Evaluating Functions: Introduce the concept of
evaluating functions by substituting values into the
function and simplifying the expression.
Examples: Provide examples of evaluating functions,
such as:
- f(x) = 2x + 1, find f(3)
- g(x) = x^2 - 4, find g(-2)
Real-World Applications: Discuss real-world
examples of evaluating functions, such as:
- Calculating the cost of goods based on a function
of quantity
- Determining the height of an object based on a
function of time
C. Application Provide students with functions and ask them to
evaluate the functions for specific values.
Examples:
- f(x) = 3x - 2, find f(4)
- g(x) = x^2 + 1, find g(-3)
IV. EVALUATION Evaluate each function for the given value:
1. f(x) = 2x + 1, find f(4)
2. g(x) = x^2 - 3, find g(-2)
3. h(x) = 3x - 2, find h(0)
Evaluate each function for the given value and
simplify:
1. f(x) = x^2 + 2x - 1, find f(3)
2. g(x) = 2x^2 - 5x + 1, find g(-1)
3.
V. HOMEWORK Ask students to create and evaluate their own
functions based on real-world scenarios.
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
Explore more complex functions, such as polynomial
or rational functions, and have students evaluate
them.
VI. REMARKS
VII. REFLECTION
Prepared by:
ROLANDO T. VILLAR, JR.
Teacher II
Checked by: Noted:
MARICEL Q. RAMOS ADORA B. DELA CRUZ
Assistant School Principal II School Principal IV
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
DAILY LESSON LOG
S.Y. 2025-2026
Subject: GENERAL Grade/Section: 11 SMAW-INTEGRITY, 11 ABM-
MATHEMATICS EMPATHY, 11 HE-DIGNITY, 11 ABM-COMPASSION
Time: 7:30-8:30, 10:00- Date: June 25, 2025
11:00, 11:00-12:00, 1:00- Day: Wednesday
2:00
I. OBJECTIVE/S At the end of the lesson, the learners are expected to:
1. solve problems involving evaluation of functions; and
2. apply function notation and evaluation to real-world
scenarios.
II. CONTENTS
A. Subject Matter Solving Problems Involving Evaluation of Functions
B. References “Math Channel”, Oronce, Orlando A., Reyes, Allan S. pp.
31-38
C. Materials Whiteboard and markers, Printed or digital copies of
word problems, Calculators (optional)
III. PROCEDURE
D. Review
E. Lesson Development Problem-Solving with Functions: Introduce
problem-solving strategies using functions, including:
- Reading and understanding the problem
- Identifying the function and variables
- Evaluating the function for specific values
Examples: Provide examples of solving problems
involving evaluation of functions, such as:
- Calculating the cost of goods based on a function of
quantity
- Determining the height of an object based on a
function of time
F. Application Provide students with word problems involving
evaluation of functions and ask them to:
- Read and understand the problem
- Identify the function and variables
- Evaluate the function for specific values
- Solve the problem and interpret the results
Example:
The cost of producing x units of a product is given by
the function C(x) = 2x + 500. Find the cost of producing
100 units and explain the result.
IV. EVALUATION Analyze and solve.
1. A bakery sells x loaves of bread per day. The cost
of producing x loaves is given by the function C(x)
= 0.5x + 100. Find the cost of producing 200
loaves.
2. A water tank can hold x gallons of water. The
amount of water in the tank is given by the
function W(t) = 1000 - 50t, where t is time in hours.
Find the amount of water in the tank after 4 hours.
V. HOMEWORK Ask students to create and solve their own word
problems involving evaluation of functions.
Explore more complex functions and have students
apply them to real-world scenarios.
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
VI. REMARKS
VII. REFLECTION
Prepared by:
ROLANDO T. VILLAR, JR.
Teacher II
Checked by: Noted:
MARICEL Q. RAMOS ADORA B. DELA CRUZ
Assistant School Principal II School Principal IV
DAILY LESSON LOG
S.Y. 2025-2026
Subject: GENERAL Grade/Section: 11 SMAW-INTEGRITY, 11 ABM-
MATHEMATICS EMPATHY, 11 HE-DIGNITY, 11 ABM-
COMPASSION
Time: 7:30-8:30, 10:00-11:00, Date: June 26, 2025
11:00-12:00, 1:00-2:00 Day: Thursday
Republic of the Philippines
Department of Education
Region III
SCHOOLS DIVISION OFFICE OF NUEVA ECIJA
GENERAL TINIO NATIONAL HIGH SCHOOL
SENIOR HIGH SCHOOL
I. OBJECTIVE/S At the end of the lesson, the learners are expected to:
1. identify one-to-one functions using graphs and
equations;
2. evaluate functions using function notation; and
3. solve problems involving evaluation of functions
II. CONTENTS
A. Subject Matter One-to-One Functions, Evaluating Functions
B. References “Math Channel”, Oronce, Orlando A., Reyes, Allan S.
pp. 31-38
C. Materials Worksheet
III. PROCEDURE
A. Review Summative Assessment
B. Lesson Development • The teacher will disseminate the worksheets about
C. Application One-to-One Functions and Evaluating Functions
IV. EVALUATION • The students will determine if the given graph and
equation is one-to-one function and solve problems
involving evaluation of functions.
• The students will answer the worksheets in one
hour.
V. HOMEWORK • Make some research about operations on functions.
VI. REMARKS
VII. REFLECTION
Prepared by:
ROLANDO T. VILLAR, JR.
Teacher II
Checked by: Noted:
MARICEL Q. RAMOS ADORA B. DELA CRUZ
Assistant School Principal II School Principal IV