GRADE 8 School MNHS Grade Level VIII

DAILY Student-Teacher Arlene G. Tayao Learning Area Mathematics

LESSON Teaching Dates and November 19, 2018
LOG Quarter Second
Time 7:30- 8:30 AM
A Detailed Lesson Plan in Mathematics 8

I. OBJECTIVES
At the end of the lesson, the grade 8 students are expected to:
A. define relation and function;
B. illustrate a relation and a function;
C. determine if a given relation is a function using ordered pairs, graphs and
equations.

A. Content Standard
The learner demonstrates key concepts of linear functions.
B. Performance Standard
The learner is able to formulate real-life problems involving linear
functions and solve these with utmost accuracy using variety of strategies.
C. Learning Competency
a. Illustrates a relation and a function (M8AL-IIc-1)
b. Verifies if a given relation is a function (M8AL-IIc-2)

II. CONTENT
Topic: Relations and Functions
Subtopic: Representations of Relations and Functions

III. LEARNING RESOURCES

A. References:
1. Learner’s Materials Pages : Mathematics Learner’s Module (p.126-133)
IV. PROCEDURE
Teacher’s Activity Students’ Activity
PRELIMINARY ACTIVITIES
1. Prayer
Florence, kindly lead the prayer please.
(Florence will lead the prayer)
Good morning, class!
Good morning, Ma’am!
Before you take your seat, please pick up the
pieces of papers or any trash around the classroom and
arrange your chair.

2. Checking of Attendance
Secretary of the class, is there any absentees
today? None, Ma’am!
 3. Checking of Assignment
Last meeting, I have given you an assignment,
right?
Yes, Ma’am!
Okay, kindly pass it to the center aisle then
forward.
(The students will pass their paper)

A. Reviewing previous lesson or presenting the

new lesson
Last meeting, we discussed the topic about
problems involving systems of linear inequalities in two
variables.
As a form of your review, let us have an activity
entitled “Who Says the Truth?” I will group you into
two. It will be boys versus girls. The girls will be the
group 1 and the boys will be the group 2. In this
activity, I will post questions and there three
mathematicians that will answer the question but only
one of them is saying the truth so your task is to write
the name of the mathematician that says the truth within
15 seconds. One correct answer is equivalent to one
point and there are only 5 questions so you have to
analyse the questions and the each answers. The
members of the group who wins will have 3 strips while
the rest will have one strip. (The students will go to their groupmates.)
Now, go to your respective group mates. Group 1
on the left side while group two on the right side. Yes, Ma’am!

Are you ready, class?

Ok, let’s start!

Who Says the Truth?

1. How do you differentiate linear inequalities in

two variables from linear equations in two
variables?
2. How many values of the variables would satisfy
a given linear inequality in two variables?
3. Airen says any values of x and y satisfying the
linear equation y = x + 5 also satisfy the
inequality y < x + 5. Do you agree with Airen?
4. Katherine bought some cans of sardines and
corned beef. She gave the store owner Php 200
as payment. However, the owner told her that
the amount is not enough. What could be the
reasons? What mathematical statement would
represent the given situation?
5. Jay is preparing a 24-m2 rectangular garden in a
64-m2 vacant square lot. a. What could be the
dimensions of the garden? b. Is it possible for 1. Aristotle- Linear inequalities in
Jay to prepare a 2 m by 12 m garden? Why? c.
two variables are inequality that
What mathematical statement would represent
the possible perimeter of the garden?
can be written in one of the
following forms: Ax + By < C, Ax
 + By ≤ C, Ax + By > C and Ax +
By ≥ C while linear equations in
two variables are mathematical
statements indicating that two
expressions are equal and using
the symbol “=”
2. Pythagoras- Infinite/many
3. Euclid- No
4. Aristotle- Maybe the amount of
those canned goods she is buying
is higher than what she is
expecting. (x + y < 200)
5. Pythagoras- Possible answers: a.
6m by 4m; 8m by 3m; 12m by 2m;
b. Yes ;c. 2l + 2w = 20; 2l + 2w
= 22; 2l + 2w = 28.

Good job, everyone!

Since group 2 got the higher score, our
winner for this activity is group 2.
Clap your hands for group 2.
It seems that you already master our previous
lesson.

B. Establishing a purpose for the lesson

Class, stay on your seats because we will have our
next activity which is entitled “Classify Me”. Each of
you will go in the middle one-by-one and will pick a
piece of paper and each paper has a name of an object
written on it. You will group the following objects in
such a way that they have common
property/characteristics then write on the right corner of
the board the object and its group in the form (object,
common name). For example, (pen, school supplies). I
will give chalk to the two groups and during the activity,
the first member will do the task then s/he will give the
chalk to the next member. The group who will finish Yes, Ma’am!
first the activity will be the winner. Each member of the
group who wins will earn three strips while the other (The students will do the activity.)
will earn one strip.
Is the instruction clear, class?

Then you may start.

 (fork, kitchen utensils);
(ladle, kitchen utensils);
(pot, kitchen utensils);
(grater, kitchen utensils);
(knife, kitchen utensils);
(notebook, school supplies);
(liquid eraser, school supplies);
(paper, school supplies);
(ballpen, school supplies);
(pencil, school supplies);
(iPod, gadgets);
(cellphone, gadgets);
(laptop, gadgets);
(tablet, gadgets);
(digital camera, gadgets);

Ma’am!
Well done, class!
Since the group 1 has the shorter time, they will be There are 5 objects in each column.
the winner!
Clap your hands for their group and for yourselves
because all of you participate. Ma’am!

How many objects can be found in each column? We classify the objects based on their
characteristics.
Yes, Judy!

Correct, Judy!
How did you classify the objects? Ma’am!

Yes, Leaneth! There is no repetition on the first

coordinates.
Very good, leaneth!
Based on the coordinates you have formulated, is there a There is a repetition on the first
repetition of the first coordinates? coordinates.

Yes, Charlie!

What about the second coordinates?

Correct, Charlie!

C. Presenting examples/instances of the new lesson

Let’s have another activity entitled “Representing a
Relation”. In this activity, you will describe the mapping
diagram by writing the set of ordered pairs. The first
two coordinates are done for you. I will just call four
volunteers to do the activity while the others should try Set of ordered pairs:
to answer it on their own. (orchid, flower), (mahogany, tree), (rose,
flower), (apricot, tree)

Very good, class!

It seems that you are already familiar with ordered pairs.

D. Discussing new concepts and practicing new skills

# 1

Our lesson for today is about relation and function.

Let’s first define what a relation is.

Relation is any set of ordered pairs. The set of all

first coordinates is called the domain of the relation
while the second coordinates is called the range of
the relation.
Illustrative Example:
Suppose you are working in a fast food
company. You earn Php40 per hour. Your earnings
are related to the number of hours of work.
1. How much will you work 4 hours a day?
How about 5 hours? 6 hours? 7 hours?
2. Express each in an ordered pair.
3. Based on your answer in item 2, what is the
domain? What is the range?

Aside from ordered pairs, a relation may be represented

in four ways: (1) table, (2) mapping diagram, (3) graph,
and (4) rule.
E. Discussing new concepts and practicing new skills
#2

A function is a special type of relation. It is a

relation in which every element in the domain is
mapped to exactly one element in the range.
Furthermore, a set of ordered pairs is a function if no
two ordered pairs have equal abscissas.

None, Ma’am!

Is there any question, class?

F. Developing mastery (leads to Formative

Assessment 3)
Let’s see if you really understand our lesson today.
Answer this on your notebook.

Ma’am!
 The greater time we spent in studying, the
higher the grades.

Well done, class!

G. Finding practical application of concepts and

skills in daily living
Without noticing we are already using the Ma’am!
concept of relation in real-life situation like in
computing your salary based on the number of hours Relation is any set of ordered pairs.
you work, in computing the amount of your bill
depending on the number of things you buy in the
grocery store, or in computing the amount of your
The domain of the ordered pair (3, 5) is 3
allowance daily or weekly. From those data we can
while the range is 5.
make ordered pairs and describe the relationship
between their quantities like the more things you buy
the higher the bill or the longer time you work the
higher your salary. Ma’am!
Who wants to have another example for the
application of relation to our daily living? A relation may be represented in four
ways; (1) table, (2) mapping diagram, (3)
graph, and (4) rule.
Yes, Krisha!

Ma’am!
Very good, Krisha!
A function is a special type of relation. It
is a relation in which every element in the
H. Making generalizations and abstractions about
domain is mapped to exactly one element
the lesson
in the range. Furthermore, a set of ordered
Again, what is a relation?
pairs is a function if no two ordered pairs
have equal abscissas.
Yes, Mae!

Correct!
Given the ordered pair (3, 5) which is the
If there is no repetition in the values of x
domain and which is the range?
and there is an exactly one value of y.

Correct!
Aside from ordered pairs, a relation may be Ma’am!
represented in four ways, what are those ways?
One-to-one correspondence and many-to-
Yes, Marlo! one correspondence.

Ma’am!
That’s right! Using the Vertical Line Test, it states that
Who can define a function? if every vertical line intersects the graph
no more than once, the graph represents a
Yes, Jessa!
function.
 Ma’am!

A rule or an equation is a function if it can

Correct! be written in the form y=f(x).
If there is a table of values, how can we say that it is a
function?

Correct!
In mapping diagram, which classifications of
correspondence are function?

Yes, Ivy!

How can we say that a graph is a function?

Yes, Rodel!

Very good!
If a relation is represented by an equation, how can we
say that it is a function?

Yes, Charlie!

Correct!
Very good, class!
It seems that you already understand our lesson today.

I. Evaluating learning
Get one whole sheet of paper and answer the following.
This will serve as your quiz.

Goodbye, Ma’am!
Pass your papers on the center aisle the forward.

J. Assignment
For your assignment, copy these equations and write
your answer in a one whole sheet of paper.

Determine whether each rule below represents a

function or not.

That’s all for today, class. Goodbye!

Prepared by:
Arlene G. Tayao
BSEd 4C