GenMath G12 Lesson Q1-W4

Republic of the Philippines
Department of Education
REGION XI
SCHOOLS DIVISION OF DAVAO DEL NORTE
Sto. Tomas East District
KINAMAYAN INTEGRATED SCHOOL
School ID: 500450
WEEKLY LEARNING PLAN
Quarter 1 Grade Level XI Section

Week 4 Learning Area General Mathematics Time
Day MELC Topic/s Classroom-Based Activities Home-Based Activities
1 Content Standards – The Domain and MOTIVATION: (DRILL) For Week 4, day 1, the
key concepts of Range of a Rational Let us have an equation y = 3x + 2. When x = 6, you know that y = 20. Now, find students should answer and
rational functions. Functions the value of y on the following equations when x = -4. do the activities in their
General Mathematics
Performance module 8, Quarter 1.
Standards –
accurately formulate To the students:
and solve real-life Lesson 1. The Domain and
problems involving Range of a Rational
rational functions. ACTIVITY:
Functions
1. finds the domain Now imagine that you are ninety-six kilometers (96 km.) away from Manila. You
and range of a are planning to visit your grandmother who will be celebrating her birthday. Your Answer the activity (What’s
rational function. father has allowed you to drive his car so that you will arrive at the party on time. In?)
M11GM-Ib-5 Assuming there will be no traffic during that day, you have resolved to arrive at Page 4 – Module 8
the party from 1 to 2 hours. So, at what speed are you going to travel to arrive in Students need to answer
a certain period of time?
this activity in their modules
2. determines the: For your Activity 1, construct a table of values that would represent the given
problem. Subsequently, plot the values obtained on a Cartesian plane. You may so that they can able
(a) intercepts; (b)
use paper and pencil or any applicable graphing apps such as MS Excel, understand the next part of
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School ID: 500450
zeroes; and (c) GeoGebra, or Desmos. You may use the table below as your reference. the module.
asymptotes of
rational functions Students need to answer the
M11GM-Ic-1
questions given in the
module to help them
ANALYSIS:
3. solves problems 1. How are you going to represent the problem through a function? generate an idea about the
involving rational 2. What is/are the given in the problem? What are you going to solve? lesson to be presented.
functions, equations, 3. How can you describe the relationship between the rate r and the time t in the
and inequalities. problem? Which do you think is the variable that depends on the value of Read the passages (What’s
M11GM-Ic-3 another variable? In?)
4. What can you say about the graph? Can the values in t increase infinitely?
Page 6 to 12 – Module 8
5. What do you think would be the value of r when t is equal to zero?
The passages are the lesson
ABSTRACTION: they need to read and
Now, observe that there is a set of values that can be found in x (t, as used in the internalize to gain the
Day 1: Lesson preceding problem) that corresponds to a unique value in f(x) or in the latter case knowledge they need for the
Objectives – r(t). In the graph, it can be seen that these x-values represent the points plotted certain topic.
1. define domain along the x-axis called abscissa.
and range; and On the other hand, those values in the y-axis are called ordinates. In a set of
Perform the Activity (What’s
ordered pairs (1,6), (2,7), (3,8), (4,9), and (5,10), the points (1,2,3,4,5) are the
2. find the domain abscissa since they are on the x-axis while points (6,7,8,9,10) are the ordinates New?)
and range of a since they are on the y-axis. Page 13 – Module 8
rational function. Corollary, the x-values are considered the independent variable (input) while the Students should answer the
y-values are considered the dependent variables (output) in forms such as the activity to apply what they
linear form y=mx + b. This can be extended to quadratic, polynomial, and rational learn about the topic. This
Day 2: Lesson functions. In functions, the symbol f(x) is used instead of y. So, y = f(x) and can be will also let them explore
Objectives – read as “y equals f of x”.
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REGION XI
School ID: 500450
what they knew so that they
1. recall the meaning (Refer to pages 7 to 11, M8, Q1) can create the conclusion of
of intercepts, zeroes the lesson they read.
and asymptotes;
APPLICATION:
Note: The General
2. identify the
intercepts, zeroes Mathematics module is
and asymptotes of uploaded by the teacher in
rational functions; their Facebook group chat.
3. solve for the

intercepts, zeroes
and asymptotes of
rational functions.
2 Day 3: Lesson
Intercepts, Zeroes, RECAPITULATION: For Week 4, day 2, the
and Asymptotes of students should answer and
Objectives –
Rational Functions do the activities in their
1. solve real-life General Mathematics
problems involving module 9, Quarter 1.
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REGION XI
School ID: 500450
rational functions,
equations, and To the students:
inequalities; Intercepts, Zeroes, and
Asymptotes of Rational
2. carefully analyze
Functions
and understand
word problems
before solving them; Answer the activity (What’s
and New?)
3. create real-life Students need to answer
word problems
about rational
functions, equations so that they can ably
and inequalities. understand the next part of
ACTIVITY: I-Connect Mo! the module.
Connect the given statement/phrase in column A with the answer in column B to
complete the statement/phrase in column A. Write the letter of your answer in a
separate sheet of paper. Students need to answer the
questions given in the
module to help them
generate an idea about the
lesson to be presented.
Read the passages (What is

it?)
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School ID: 500450
they need to read and
internalize to gain the
knowledge they need for a
certain topic.

More?)
Page 17 – Module 9
Students should answer the
activity to apply what they
learn about the topic. This
will also let them explore
ANALYSIS: what they knew so that they
1. How was the activity? can create the conclusion of
2. How did you find out the correct answer? the lesson they read.
ABSTRACTION:
Note: The Introduction to
INTERCEPTS AND ZEROES OF RATIONAL FUNCTIONS
The intercepts of the graph of a rational function are the points of intersection of Philosophy of the Human
its graph and an axis. The y-intercept of the graph of a rational function r(x) if it Person module is uploaded
exists, occurs at r(0), provided that r(x) is defined at x = 0. To find y-intercept by the teacher in their
simply evaluate the function at x = 0. Facebook group chat.
The x-intercept of the graph of a rational function r(x), if it exists, occurs at the
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School ID: 500450
zeros of the numerator that are not zeros of the denominators. To find x –
intercept equate the function to 0. The zeroes of a function are the values of x
which make the function zero. The numbered zeroes are also x-intercepts of the
graph of the function
ASYMPTOTES
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School ID: 500450
An asymptote is an imaginary line to which a graph gets closer and closer as the x
or y increases or decreases its value without limit. Kinds of Asymptote • Vertical
Asymptote • Horizontal Asymptote • Oblique / Slant Asymptote VERTICAL
ASYMPTOTE The vertical line 𝑥𝑥 = 𝑎𝑎 is a vertical asymptote of a function f if the
graph increases or decreases without bound as the x values approach 𝒂𝒂 from
the right or left. See the illustration below.
APPLICATION:
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School ID: 500450
3 Problems Involving MOTIVATION: For Week 4, day 3, the

Rational Functions, Before you proceed to the new lesson, let us recall first what you have learned students should answer and
Equations, and from the previous lessons so that you will be ready to solve real-life problems do the activities in their
Inequalities involving rational function, rational equation, and rational inequality.
General Mathematics
module 10, Quarter 1.
To the students:
Lesson 1 Problems Involving
Rational Functions,
Equations, and Inequalities
Answer the activity (What’s

New?)
Students need to answer
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School ID: 500450
so that they can able
understand the next part of
the module.
Students need to answer the

ACTIVITY: Speed Me Up! questions given in the
Mario rides his motorcycle in going to school. He drives at an average speed of 30 module to help them
kilometers per hour. The distance between his house and the school is 15
generate an idea about the
kilometers. Every time he sees his best friend Jessica walking on the road, he
invites her for a ride and lowers his speed. On the other hand, he increases his lesson to be presented.
speed when he wakes up late for school.
Read the passages (What’s
In?)
Page 8 to 10 – Module 10`
they need to read and
internalize to gain the
knowledge they need for the
certain topic.

New?)
Students should answer the
ANALYSIS: activity to apply what they
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School ID: 500450
a. How long does it take Mario to reach school considering his average speed? learn about the topic. This
b. If x represents the time it takes Mario to drive to school with the given distance will also let them explore
of 15 kilometers, how will you represent the relationship of his speed (y) versus what they knew so that they
the time (x)?
can create the conclusion of
c. Mario’s average speed as 30 kilometers per hour. Suppose Mario lowers his
the lesson they read.
speed by 10 kilometers per hour, how long will he reach the school given the
same distance?
d. Suppose Mario’s speed is unknown and represented by (x), he lowers his speed Note: The General
by 10 kilometers per hour at a distance of 15 kilometers and reaches school at 3 4 Mathematics module is
hours, how will you write the equation to find his average speed (x)? uploaded by the teacher in
e. Mario’s average speed was 30 kilometers per hour. He plans to drive for their Facebook group chat.
another 30 kilometers from school, how long will it take him to cover the whole
distance (house to school to 30 kilometers from school)?
f. If Mario drives another (x) kilometers from his school at an average speed of 30
kilometers per hour and he plans to drive in at most 2 hours, how will you write
the inequality to find the additional distance?
ABSTRACTION:
The Speed Me Up Activity is an example of the real-situation involving rational
equation and inequality, and to be able to answer the questions given above, it is
very important to know the distance-speed-time relationship. The following
illustrates these relationships.
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School ID: 500450
The relationships above, were emphasized when you are in junior high school in
the lesson solving distance problem. I am sure that these are familiar to you.
(Refer to 8 to 10)
APPLICATION
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REGION XI
School ID: 500450
4 Review on how to REVIEW: For Week 3, day 4, the
solve Problems A. Complete the following statements by writing the correct word or words and students should answer and
Involving Rational formulas. do the activities in their
Functions, Equations, 1. _________________________is any function which can be defined by a
General Mathematics
and Inequalities rational fraction, an algebraic fraction such that both the numerator and the
module 10, Quarter 1.
denominator are polynomials.
2. An inequality which contains a rational expression is
______________________. To the students:
3. An equation containing at least one fraction whose numerator and Lesson 1 Solving Rational
denominator are polynomials is called _______________________________. Equations and Inequalities
4. The three formulas which show the relationship among distance, time and
speed are:____________________, ___________________ and
Answer the activity (What’s
___________________.
New?)
ACTIVITY: Page 8 to 10 – Module 10
In your own words, write the different steps to solve real-life problems involving Students need to answer
rational functions, equations, and inequalities. this activity in their modules
___________________________________________________________ so that they can able
_________________________________________________________________ understand the next part of
_________________________________________________________________
the module.
________________________________________________________________.
ANALYSIS: Students need to answer the

1. How did you determine the steps in solving real-life problems involving questions given in the
functions, equations, and inequalities? module to help them
2. What are the hard parts of learning the topic? generate an idea about the
lesson to be presented.
ABSTRACTION:
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School ID: 500450
Please read the passages in your module. (Refer to 8 to 10)
Read the passages (What’s
APPLICATION: I Believe I Can Apply! In?)
Observe the surroundings and try to create 3-word problems involving rational
functions, equations, and inequalities and show also the solutions to the
problems that you created
Here are some of the suggested topics in creating real-life problems: they need to read and
• Daily sales of your crops internalize to gain the
• Number of relief goods in your barangay knowledge they need for the
• Distance-time-speed relationship in traveling from your place to the town certain topic.
proper
• Rice production
• Areas of your rice fields
• Wage/salary of workers New?)
• Population in your place Page 11 – Module 10
• Demand and supply of agricultural products Students should answer the
• Area/Perimeter of a place/structure activity to apply what they
• Mixing of brands of rice/sugar learn about the topic. This
will also let them explore
what they knew so that they
can create the conclusion of
the lesson they read.
Note: The General

Mathematics module is
uploaded by the teacher in
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REGION XI
School ID: 500450
their Facebook group chat.
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GenMath G12 Lesson Q1-W4

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Republic of the Philippines

WEEKLY LEARNING PLAN

Quarter 1 Grade Level XI Section

3. solve for the

Read the passages (What is

Perform the Activity (What’s

3 Problems Involving MOTIVATION: For Week 4, day 3, the

Answer the activity (What’s

Students need to answer the

Perform the Activity (What’s

ANALYSIS: Students need to answer the

Note: The General

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