School FLORA A.
YLAGAN HIGH SCHOOL Grade Level 8
DAILY LESSON
Teacher JOAN B. BASCO Learning Area MATHEMATICS
LOG
Teaching Dates and Time 7:30-8:30 (8-CHARITY) Quarter 2ND
DEMONSTRATION LESSON PLAN
I. OBJECTIVES
1. Content The learner demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two
Standards variables and linear functions.
2. Performance The learner is able to formulate and solve accurately real-life problems involving linear
Standards inequalities in two variables, systems of linear inequalities in two variables, and linear functions.
3. Learning
Competencies /
Objectives The learner illustrates a relation and a function.
(M8AL-IIc-1)
a. Define relation and function.
b. Represent a relation in four ways:
1. Table
2. mapping diagram
3. graph
4. rule method
Develop the value of perseverance in studying.
II. CONTENT Representations of Functions and Relations
III. LEARNING
RESOURCES
A. References
1. Teacher’s 155-182
Guide pages
2. Learner’s
Materials 138-144
pages
3. Textbook None
pages
4. Additional
Materials from
https://www.youtube.com/watch?v=C5xcpNGeKCQ
Learning
Resource (LR)
portal
B. Other Learning
Resources/Materi Laptop, Projector,Speaker
als LCTG Grade 8 by DepEd Cavite Mathematics,2016
IV. PROCEDURES
A. Reviewing previous Where do I belong???
lesson or presenting Description: This activity will enable you to write ordered pairs. Out of this activity,
the new lesson you can describe the relation of the products to its respective places.
Directions: Group the following products in such a way that they are from the same places in Cavite.
Kesong See Pastillas
puti weeds de leche
Smoked coconut Dried fish
fish (tinapa) (tuyo)
Coffee Fresh Banana
beans milk
shrimp Black Choco
pepper milk
Strawberry crab pineapple
milk
General Rosario Amadeo
Trias
How many products are there in each column?
How did you classify the products?
B. Establishing a
purpose for the Presentation of Objectives
lesson
C. Presenting examples/ Exploratory Activity
instances of the From the previous activity, form some ordered pairs using the format:
lesson ( product, place )
a. Column 1: __________
b. Column 2: __________
c. Column 3: __________
Based on the coordinates you have formulated, is there a repetition of the first coordinates?
How about the second coordinates?
Try to present the ordered pairs formed in table form.
PRODUCTS MUNICIPALITY
Now, try to make a mapping diagram to show the relation.
What can you say about the diagram you have formed?
What elements belong to the first set? To the second set?
Is there a repetition of the first coordinates? How about the second coordinates?
The relations you have formed in the previous activities are all examples of a
FUNCTION, as they are many-to-one correspondence. If the relation shows one-to-one correspondence it is also a
function, but if the relation is one-to-many correspondence, then it is not a function.
Aside from these three methods, function can also be represented by picture
or graph, by equation and by rule.
Situation: Suppose Tenten is working in Gen. Trias Dairy Raisers Multi-Purpose
Cooperative at Santiago, Gen. Trias, Cavite and he earns ₱43 per hour.
Questions:
a. How much will Tenten earn if he works for
4 hours a day?
5 hours a day?
6 hours a day?
7 hours a day?
8 hours a day?
b. Is his earnings related to the number of hours of work? How?
Tenten’s earnings can be represented by some other way like graph, equation or rule.
By graph
D. Discussing new Video Presention diffentiating a relation and a function.
concepts and
practicing new skills
#1
E. Discussing new A. What can you say about relation?
concepts and B. Can you determine whether a relation is a function or a mere relation? How?
practicing new skills C. What will be your reference that a relation is a function?
#2 D. Give real-life examples/ situations that can describe a function.
F. Developing mastery Determine whether a given mapping diagram is a function or NOT a function.
(Leads to Formative
Assessment 3)
G. Finding practical
applications of Situation: Suppose you are working in a fast food company. You earn ₱48 per hour.
concepts and skills in Questions:
daily living a. How much will you earn if you work for
4 hours a day?
5 hours a day?
6 hours a day?
7 hours a day?
8 hours a day?
b. Are your earnings related to the number of hours of work? How?
( The learners will be instructed to represent their answer in different ways.)
Group 1 – by ordered pairs
Group 2 – by table
Group 3 – by mapping diagram
Group 4 – by graph
Group 5 – by equation/rule
Questions to be used:
How did you write the set of ordered pairs?
How did you make a table?
How did you make a mapping diagram?
How many elements are there in the set of ordered pairs you have made?
What elements belong to the first set? second set?
Is there a repetition of first coordinates? How about the second coordinates?
H. Making A relation is any set of ordered pairs. The set of all the first coordinates is called the domain of the relation. The
generalizations and set of all the second coordinates is called the range.
abstractions about A function is a relation in which
the lesson 1. for each first coordinate, there is exactly one second coordinate, or:
2. for every first element x, there corresponds a unique element y.
NOTE: Every function is a relation, but some relations are not functions.
A function can be represented by using a table, or a set of ordered pairs of numbers, by mapping, by picture or
graph, by equation and by rule or correspondence expressed in words. When pictures and arrows are used in
representing a function, the function may be called mapping.
The kinds of pairing or matching are : one-to-one correspondence, many-to-one correspondence and one-to-
many correspondence.
Note: A one-to-one correspondence and a many-to-one correspondence are called
functions while the one-to-many correspondence is not.
I. Evaluating learning State whether the given set of ordered pairs is a function or NOT. Give the reason for
your answer.
1. ( 1 ,2 ), ( 2, 3 ), ( 3 , 4 ), ( 4, 5 )
2. ( -1, 6 ), ( -2, 7 ), ( -3, 8 ), ( -4, 9 )
3. ( 1, 2 ), ( 0, 8 ), ( 1, 3 ), ( 2 , 7 )
4. ( -3, 8 ), ( -1, 8 ), ( 3, 8 ), ( 7, 8 )
5. ( 5, 4 ), ( 5, 8 ), ( 7, 2 ), ( 7, 3 )
J. Additional activities Give a real life situation that can be an example of function. Select any of the
for application or methods to represent it.
remediation
V. REMARKS
VI. REFLECTION
1. No.of learners who
earned 80% on the
formative assessment
2. No.of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No.of
learners who have
caught up with the
lesson.
4. No.of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
7. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
Prepared by: JOAN B. BASCO
Teacher I, Math
ALBERT A. ABELLA
Checked by: Master Teacher II, Science Department
DR. SARAH JANE O. LABANDILLO
Head Teacher III, Mathematics Department
Noted by:
NOEL M. DELOS REYES
Principal I
