Mathematics 8 (Module 2 Second Quarter)

STO.
NIÑO FORMATION AND SCIENCE SCHOOL – JUNIOR HIGH SHOOL

San Roque, Rosario, Batangas
School Year 2020-2021
LESSON 2.7
“RELATIONS AND FUNCTIONS”
In these lessons, we will look at ordered-pair numbers, relations and an introduction to functions.
Ordered-Pair Numbers
An ordered-pair number is a pair of numbers that go together. The numbers are written within a
set of parentheses and separated by a comma.
For example, (4, 7) is an ordered-pair number; the order is designated by the first element 4 and
the second element 7. The pair (7, 4) is not the same as (4, 7) because of the different ordering. Sets
of ordered-pair numbers can represent relations or functions.
Relation
A relation is any set of ordered-pair numbers.
The following diagram shows some examples of relations and functions. Scroll down the page for
more examples and solutions on how to determine if a relation is a function.
Function
A function is a relation in which no two ordered pairs have the same first element. A function
associates each element in its domain with one and only one element in its range.
Example:
Determine whether the following are functions
a) A = {(1, 2), (2, 3), (3, 4), (4, 5)}
b) B = {(1, 3), (0, 3), (2, 1), (4, 2)}
c) C = {(1, 6), (2, 5), (1, 9), (4, 3)}
Solution:
a) A = {(1, 2), (2, 3), (3, 4), (4, 5)} is a function because all the first elements are different.
b) B = {(1, 3), (0, 3), (2, 1), (4, 2)} is a function because all the first elements are different. (The second
element does not need to be unique)
c) C = {(1, 6), (2, 5), (1, 9), (4, 3)} is not a function because the first element, 1, is repeated.
A function can be identified from a graph. If any vertical line drawn through the graph cuts the
graph at more than one point, then the relation is not a function. This is called the vertical line test.
Determining Whether a Relation is a Function
Understanding relations (defined as a set of inputs and corresponding outputs) is an important
step to learning what makes a function. A function is a specific relation, and determining whether a
relation is a function is a skill necessary for knowing what we can graph. Determining whether a relation
is a function involves making sure that for every input there is only one output.
MATHEMATICS 8 | WILLY C. NATIVIDAD |1

STO. NIÑO FORMATION AND SCIENCE SCHOOL – JUNIOR HIGH SHOOL
How to Determine if a Relation is a Function?
A function is a correspondence between a first set, called the domain, and a second set, called
the range, such that each member of the domain corresponds to exactly one member of the range.
The graph of a function f is a drawing hat represents all the input-output pairs, (x, f(x)). In cases where
the function is given by an equation, the graph of a function is the graph of the equation y = f(x).
The vertical line test - a graph represents a function if it is impossible to draw a vertical line that
intersects the graph more than once.
Performance Task and Written Output #2.2.1

A. Directions: Create your own representation of relations consisting one-to-one, one-to-many,
many-to-one and many to many. (12pts)
B. Determine whether the following are functions. Write FUNCTION or NOT FUNCTION
_________a) A = {(2, 6), (3, 7), (4, 8), (5, 9)}
_________b) B = {(2, 3), (5, 3), (2, 1), (4, 2)}
_________c) C = {(2, 6), (3, 5), (1, 9), (4, 3)}
LESSON 2.8
“DOMAIN AND RANGE”
Suppose the weights of four students are shown in the following table.
The pairing of the student number and his corresponding weight is a relation and can be written as a set
of ordered-pair numbers.
W = {(1, 120), (2, 100), (3, 150), (4, 130)}
The set of all first elements is called the domain of the relation.
The domain of W = {1, 2, 3, 4}
The set of second elements is called the range of the relation.
The range of W = {120, 100, 150, 130}
Examples:
1. R = {(2, 5), (4, 10), (6, 15), (8, 20)} Range: R = {9, 8, 7, 6}
Domain: R = {2, 4, 6, 8} 3. W = {(2, 5), (6, 2), (4, 6), (3, 5)}
Range: R = {5, 10, 15, 20} Domain: R = {2, 6, 4, 3}
2. G = {(1, 9), (2, 8), (3, 7), (4, 6)} Range: R = {5, 2, 6, 5}
Domain: R = {1, 2, 3, 4}
PERFORMANCE TASK AND WRITTEN OUTPUT #2.2.2
Directions: Write the domain and range of the following sets of ordered pairs.
1. J = {(1, 3), (2, 4), (3, 5), (4, 6)}
2. E = {(7, 11), (8, 12), (9, 13), (10, 14)}
3. S = {(14, 10), (13, 9), (12, 8), (11, 7)}
4. U = {(6, 2), (5,1), (4, 0), (3, 4)}
5. S = {(2, 1), (5, 4), (7, 3), (9, 2)}

LESSON 2.9
“GRAPHING LINEAR FUNCTIONS”
Graphing a Function by Plotting Points

To find points of a function, we can choose input values, evaluate the function at these input
values, and calculate output values. The input values and corresponding output values form coordinate
pairs. We then plot the coordinate pairs on a grid. In general, we should evaluate the function at a
minimum of two inputs in order to find at least two points on the graph of the function. For example,
given the function f(x)=2xf(x)=2x we might use the input values 1 and 2. Evaluating the function for an
input value of 1 yields an output value of 2 which is represented by the point (1, 2). Evaluating the
function for an input value of 2 yields an output value of 4 which is represented by the point (2, 4).
Choosing three points is often advisable because if all three points do not fall on the same line, we know
we made an error.
Guidelines
1. Choose a minimum of two input values.
2. Evaluate the function at each input value.
3. Use the resulting output values to identify coordinate pairs.
4. Plot the coordinate pairs on a grid.
5. Draw a line through the points.
Example:
Graph
2
𝑓 (𝑥) = − 𝑥 + 5 by plotting points.
3
Begin by choosing input values. This function includes a fraction with a denominator of 3 so let’s
choose multiples of 3 as input values. We will choose 0, 3, and 6.
Evaluate the function at each input value and use the output value to identify coordinate pairs.
Plot the coordinate pairs and draw a line through the points. The graph below is of the function 𝑓 (𝑥 ) =
2
− 𝑥+5
3

Analysis of the Solution
The graph of the function is a line as expected for a linear function. In addition, the graph has a
downward slant which indicates a negative slope. This is also expected from the negative constant rate
of change in the equation for the function.
Graphing a Linear Function Using y-intercept and Slope

Another way to graph linear functions is by using specific characteristics of the function rather
than plotting points. The first characteristic is its y-intercept which is the point at which the input value
is zero. To find the y-intercept, we can set x=0 in the equation.
The other characteristic of the linear function is its slope, m, which is a measure of its
steepness. Recall that the slope is the rate of change of the function. The slope of a linear function is
equal to the ratio of the change in outputs to the change in inputs. Another way to think about the slope
is by dividing the vertical difference, or rise, between any two points by the horizontal difference, or
run. The slope of a linear function will be the same between any two points. We encountered both the y-
intercept and the slope in Linear Functions.
Let’s consider the following function.

1
𝑓(𝑥) = 𝑥 + 1
2
1
The slope is 2. Because the slope is positive, we know the graph will slant upward from left to right. The
y-intercept is the point on the graph when x = 0. The graph crosses the y-axis at (0, 1). Now we know the
slope and the y-intercept. We can begin graphing by plotting the point (0, 1) We know that the slope is
𝑟𝑖𝑠𝑒
rise over run, m=𝑟𝑢𝑛 . From our example, we have m = 12, which means that the rise is 1 and the run is 2.
Starting from our y-intercept (0, 1), we can rise 1 and then run 2 or run 2 and then rise 1. We repeat
until we have multiple points, and then we draw a line through the points as shown below.
A GENERAL NOTE: GRAPHICAL INTERPRETATION OF A LINEAR FUNCTION

In the equation f(x) = mx + b
• b is the y-intercept of the graph and indicates the point (0, b) at which the graph crosses the y-
axis.
• m is the slope of the line and indicates the vertical displacement (rise) and horizontal
displacement (run) between each successive pair of points. Recall the formula for the slope:

change in output (rise) Δy y2 − y1
m= = =
change in input (run) Δx x2 − x1
Question and Answer:
Do all linear functions have y-intercepts?
Yes. All linear functions cross the y-axis and therefore have y-intercepts. (Note: A vertical line parallel
to the y-axis does not have a y-intercept. Keep in mind that a vertical line is the only line that is not a
function.)
HOW TO: GIVEN THE EQUATION FOR A LINEAR FUNCTION, GRAPH THE FUNCTION USING THE
Y-INTERCEPT AND SLOPE.
1. Evaluate the function at an input value of zero to find the y-intercept.
2. Identify the slope.
3. Plot the point represented by the y-intercept.
𝑟𝑖𝑠𝑒
4. Use 𝑟𝑢𝑛
to determine at least two more points on the line.
5. Draw a line which passes through the points.
EXAMPLE: GRAPHING BY USING THE Y-INTERCEPT AND SLOPE
Graph f(x) = − x + 5 using the y-intercept and slope.
2
Evaluate the function at x = 0 to find the y-intercept. The output value when x = 0 is 5, so the graph will
cross the y-axis at (0, 5).
2
According to the equation for the function, the slope of the line is − 3. This tells us that for each
vertical decrease in the “rise” of –2 units, the “run” increases by 3 units in the horizontal direction. We
can now graph the function by first plotting the y-intercept. From the initial value (0, 5) we move down 2
units and to the right 3 units. We can extend the line to the left and right by repeating, and then draw a
line through the points.
Analysis of the Solution

The graph slants downward from left to right which means it has a negative slope as expected.

PERFORMANCE TASK AND WRITTEN OUTPUT 2.2.3

Directions: Graph the following function on a GRAPHING PAPER.
1
1. f(x) = 2 𝑥 + 2 (Plotting of points); Values of x = 0, x = 1, x = 2
2
2. f(x) = 3 𝑥 + 1 (Using intercept)
LESSON 1.10
“DETERMINES THE RELATIONSHIP BETWEEN THE HYPOTHESIS AND THE CONCLUSION OF
AN IF-THEN STATEMENT.”
Statements 1 and 3 are written in the “if-then” form. The hypothesis of Statement 1 is “you work
overtime.” The conclusion is “you’ll be paid time-and-a-half.” Statement 2 has the hypothesis after the
conclusion. If the word “if” is in the middle of the statement, then the hypothesis is after it. The
statement can be rewritten: If the weather is nice, then I will wash the car. Statement 4 uses the word
“when” instead of “if” and is like Statement 2. It can be written: If I win the lottery, then I will be a
millionaire. Statement 5 “if” and “then” are not there. It can be rewritten: If a triangle is equiangular,
then it is equilateral.
Examples
Example 1
Determine the hypothesis and conclusion: I'll bring an umbrella if it rains.
Hypothesis: "It rains." Conclusion: "I'll bring an umbrella."
Example 2
Determine the hypothesis and conclusion: All right angles are 90∘.
Hypothesis: "An angle is right." Conclusion: "It is 90∘."
Example 3
Use the statement: I will graduate when I pass Calculus.
Rewrite in if-then form and determine the hypothesis and conclusion.
This statement can be rewritten as If I pass Calculus, then I will graduate. The hypothesis is “I
pass Calculus,” and the conclusion is “I will graduate.”
Example 4
Use the statement: All prime numbers are odd.
Rewrite in if-then form, determine the hypothesis and conclusion, and determine whether this is
a true statement.
This statement can be rewritten as If a number is prime, then it is odd. The hypothesis is "a
number is prime" and the conclusion is "it is odd". This is not a true statement (remember that not all
conditional statements will be true!) since 2 is a prime number but it is not odd.
Example 5
Determine the hypothesis and conclusion: Sarah will go to the store if Riley does the laundry.
The statement can be rewritten as "If Riley does the laundry then Sarah will go to the store."
The hypothesis is "Riley does the laundry" and the conclusion is "Sarah will go to the store."

Directions: Determine the hypothesis and the conclusion for each statement. UNDERLINE the
HYPHOTHESIS and ENCIRCLE the CONCLUSION. Answer this activity on 1 whole sheet of
intermediate paper on your working in mathematics.
1. If 5 divides evenly into x, then x ends in 0 or 5.
2. If a triangle has three congruent sides, it is an equilateral triangle.
3. Three points are coplanar if they all lie in the same plane.
4. If x=3, then x2=9.
5. If you take yoga, then you are relaxed.
6. All baseball players wear hats.
7. I'll learn how to drive when I am 16 years old.
8. If you do your homework, then you can watch TV.
9. Alternate interior angles are congruent if lines are parallel.
10. All kids like ice cream.
LESSON 1.11
“INVERSE, CONVERSE AND CONTRAPOSITIVE OF THE STATEMENT”
In middle school, you learned that positive and negative integers have opposite signs. In science,
you learned that up and down are opposite directions. With conditional statements, sometimes the
opposite of a hypothesis and conclusion happens. Those statements are called the inverse of a
conditional statement.
Navigators and pilots will often respond “negative” over the radio to answer a question, “no.” You
have seen this in movies and television shows. Using the word “negative” in this sense indicates an
opposite response. In Geometry, we call that opposite response negation.
Definition: The negation of a statement is stating the opposite meaning of the original statement.
The negation of a true statement is false, and the negation of a false statement is true.
Examples:
Statement: Texas is the Lone Star State. (This is the true statement.)
Negation: Texas is NOT the Lone Star State. (This is the false statement)
Statement: Paris is not in Texas.

Negation: Paris is in Texas.
The inverse of a conditional statement is when both the hypothesis and conclusion are negated; the “If”
part or p is negated and the “then” part or q is negated.
In Geometry the conditional statement is referred to as p → q.

The Inverse is referred to as ~p → ~q where ~ stands for NOT or negating the statement.

Converse Statement
Sometimes, conditional relationships are true in both directions. It is true that the hypothesis
causes the conclusion, but it may also be true that if the conclusion occurs first, then the hypothesis
could result. That sort of reversal is called a converse.
Definition:
The converse of a conditional statement is created when the hypothesis and conclusion are reversed.
• In Geometry the conditional statement is referred to as p → q.
• The Converse is referred to as q → p.
In other words, the events of the conditional statement are reversed.

CONTRAPOSITIVE STATEMENT
The contrapositive of a conditional statement is a combination of the converse and the inverse.
The “If” part or p is replaced with the “then” part or q and the “then” part or q is replaced with the “If”
part or p. After that, both parts are negated.
• In Geometry the conditional statement is referred to as p → q.
• The Contrapositive is referred to as ~q → ~p.
Examples:

Directions. Fill in the blanks for the hypothesis, conclusion, inverse of the statement and geometrical
representation.
A.
B.

C.
LESSON 1.12
“THE EQUIVALENCES OF: (A) THE STATEMENT AND ITS CONTRAPOSITIVE; AND (B) THE
CONVERSE AND INVERSE OF A STATEMENT.”
The diagram represents the equivalences of the statements. Let’s see the example “If a polygon
has four sides then it is a quadrilateral in to its converse, inverse and contrapositive of the statement
Statement Formed Symbols Example
Conditional
Converse
Inverse
Contrapositive
Example:
Statement Example
Conditional If the element is H2O then it is a water.
Converse If it is a water then the element is H2O.
Inverse If the is not H2O then it is not water
Contrapositive If it is not water then the element is not H2O.

Take NOTE:
Statement Symbol for p and q
Conditional
Converse
Inverse
Contrapositive
Performance Task and Written Output 2.2.6

Directions: Complete the table.
Statement Example
Conditional If the subject is math then your teacher is sir Willy
Converse
Inverse
Contrapositive
Congratulations!!!
You are Done

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STO.

NIÑO FORMATION AND SCIENCE SCHOOL – JUNIOR HIGH SHOOL

MATHEMATICS 8 | WILLY C. NATIVIDAD |1

Performance Task and Written Output #2.2.1

MATHEMATICS 8 | WILLY C. NATIVIDAD |2

Graphing a Function by Plotting Points

MATHEMATICS 8 | WILLY C. NATIVIDAD |3

Graphing a Linear Function Using y-intercept and Slope

Let’s consider the following function.

A GENERAL NOTE: GRAPHICAL INTERPRETATION OF A LINEAR FUNCTION

MATHEMATICS 8 | WILLY C. NATIVIDAD |4

Analysis of the Solution

MATHEMATICS 8 | WILLY C. NATIVIDAD |5

PERFORMANCE TASK AND WRITTEN OUTPUT 2.2.3

MATHEMATICS 8 | WILLY C. NATIVIDAD |6

Statement: Paris is not in Texas.

In Geometry the conditional statement is referred to as p → q.

MATHEMATICS 8 | WILLY C. NATIVIDAD |7

MATHEMATICS 8 | WILLY C. NATIVIDAD |8

PERFORMANCE TASK AND WRITTEN OUTPUT #2.2.5

MATHEMATICS 8 | WILLY C. NATIVIDAD |9

MATHEMATICS 8 | WILLY C. NATIVIDAD |10

Performance Task and Written Output 2.2.6

You are Done

MATHEMATICS 8 | WILLY C. NATIVIDAD |11

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