DAILY LESSON School Grade Level Grade - 8

LOG Teacher Learning Area Mathematics

Teaching Dates and Time Quarter

2nd –Q (Week 1)

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES

A. Content Demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and
Standards Linear functions.

B. Performance The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables,
Standards systems of linear inequalities in two variables, and linear functions.

C. Learning 21. Illustrates linear 22. Differentiates linear 23. Graphs linear 24. Solves problems
Competencies/Object inequalities in two inequalities in two variables inequalities in two variables involving linear inequalities
ives variables. from linear equations in two in two variables
variables

(M8AL-IIa-2)
(M8AL-IIa-4)
(M8AL-IIa-3)
(Write the LC code (M8AL-IIa-1)
for each) ⮚ Illustrate and graphs
of linear inequalities
in two variables on
the coordinate plane
- Define linear inequalities ⮚ Identify the
in two variables coordinates of points
on the graph which
- Determine whether the
satisfy the inequality
given ordered pair is a
solution of the given
inequality
II. CONTENT Patterns and Algebra

III.LEARNING

RESOURCES

A. References

1. Teacher’s Guide
Pages

2. Learner’s Math 8 LM; page 218- Math 8 LM ; page 218- 219 Math 8 LM ; page 222-225 Math 8 LM ; page 232-234
Materials Pages 226 and Math 8 TG and Math 8 TG and Math 8 TG and Math 8 TG

3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) Portal

B. Other Learning Projector/TV, laptop and manila paper, pentel pen

Resources textbooks scotch tape

IV. PROCEDURES

A. Reviewing Provide the students -Checking of students a. Recall basic Follow-up of Students
previous lesson or opportunity to use some previous activity. concepts of linear Assignment
presenting the new mathematical terms inequality
lesson contexts by doing Activity -Follow-up discussion of -Check/Short discussion of
1-WHEN DOES LESS the activity; b. What common the assignment
BECOME MORE? pg mathematical/algebr
Presentation of new lesson aic symbols are -Review the ff
216-LM
used in linear
Ask; Symbols Meaning
(To be done orally) inequality?
a.In linear equation what > is greater than
relation symbols are used?
(= , ≠) < is less than

b.How about in linear ≤ is less than or

inequality? (>, <, ≤, ≥,)

B. Establishing a Present a real-life
purpose for the situations where the
lesson students could place
themselves into it and
formulate mathematical
statements. Ask them to
perform to perform Act
4”What Am I”? pg 219 LM
C. Presenting From your answers in Act
examples/ instances 4 portion of the graph tells us?
of the new lesson
1. How do you describe
the situations in #3, 5, 8,
and 10? How about the
situations in 1, 2, 4, 6, 7,
and 9?
2.How do the situations in
3, 5, the situations in 8,
and 10 differ from the
situations in 1, 2, 4, 6, 7,
and 9?
3.In which situations
where inequalities are
illustrated?
Use Act 3 pg 218. a. Define: Graph of
linear inequality in
Ask: two variables.
1.How do you describe the (pg 222, LM)
mathematical statements in
each set? b. Give/Discuss each
steps in graphing
2. How would you linear inequality in
differentiate 2x + 1 from y = two variables and
2x +1? How about 2y – 8 the examples each
and 9y -8 = 4x? of the steps.(pgs
223-224, LM)
a.What does the shaded
(it tells/gives the solution
of the linear inequality
The unshaded? (it contains
the coordinates which
does not satisfy the linear
inequality)
equal to
≥ is greater than
or equal to
-Review the steps in
solving problems
-We will now be solv- ing
problems involving linear
inequality but let us answer
first Act 13 of your LM pg
232.
-Where you able to
translate real-life situations
into linear inequalities in
two variables? If yes, then
you are now ready to our
next lesson
Problem Solving:
The difference
between Connie’s height
and Janel’s height is not
more than 1.5 ft.
a. What mathematical
statement represents the
difference in heights of
Conie and Janel? Define
the variable used.
Ans: Let C be the height
of Conie.
Let J be the height of
Janel

D. Discussing new a.What symbols are used
concepts and to illustrate inequalities?
practicing new skills
#1 (Leads to (>, <, ≤, ≥, ≠)
Formative
b. Discussion of the
Assessment 1)
definition of what a linear
inequality in two variables
A linear inequality in two
variables is an inequality
that can be written in one
of the following forms:
Ax + By > C
Discuss how linear
inequalities in two variables
differ from linear equations
in two variables.
a.Give emphasis that
one should have to shade
the half-plane or region on
one side of the plane divider
where the points lie or
solutions lie.
b.Let the students
knows when to use the solid
line, dash or broken line in
their graph.
C – J ≤ 1.5
b.Based on the
mathematical statement
you have given, who is
taller? Why?
Ans. Connie since the
difference of their
heights is positive
c.Suppose Connie’s height
is 5 ft and 3 in, what could
be the height of Janel?
Explain your answer.
Ans: 63 – J ≤ 18
63 – 18 ≤ J
45 ≤ J
Thus, the height of Janel is
not less than 3 ft and 9 in.
Give more examples
 Ax + By < C

Ax + By ≥ C

Ax + By ≤ C

-The solution of a linear

inequality in two variables
like Ax + By> C is an
ordered pair ((x,y) that
produces a true statement
when the values of x and y
are substituted into the
inequality.

E. Discussing new Is (1,2) a solution to the

concepts and pract- inequality 2x +3y > 1?
icing new skills #2
(Leads to Formative Show solution to the class.
Assessment 2)
Give more exercises

F. Developing Oral Exercise Use Act. 9 “COME AND Student Activity

Mastery TEST ME” pg 226-228, LM
Drill using flashcards (Using flashcards) Solve real-life problems
(Leads to Formative -Call students to answer involving linear inequalities
Assessment 3) Tell which are linear orally by giving points. in two variables
inequality or which are not;
-Identify whether the -Let them justify their (Activity 14, pg 233 # 3.
1. 3x +2y ≥4 mathematical statement is answer.
a linear equality or linear
2. 3a +4 < -4a inequality or not linear
inequality
3. 2m – 5n =2

4. h+3 ≥ 3g

5. 4x3 +2y > 5

G. Finding practi-cal Can you give other real-life

applications of situations where linear
concepts and skills in inequalities in two
daily living
 variables are illustrated?

H. Making genera-
lizations and abstr-
acttions about the Talking/Conferencing to
lesson
learners

I. Evaluating learning ACTIVITY: Group Activities: Divide the Let the student answer the
class into 5 groups. Each ff questions:
Exercises: Tests group is assigned to answer
(use act. 10-“COLOR ME” Jay is preparing a 24-m2
a.Which of the statement Refer to pg 225 Act 7 rectangular garden in a 64-
below show linear “THAT’ ME” -From the graph they m2 vacant square lot.
inequality in two presented call students to
variables? answer the question given a.What could be the
by the teacher. dimensions of the garden?
a. 4m + 5n > 9
Example: b.Is it possible for Jay to
b. 9d < 12 b prepare a 2 m by 12 m
1. From group 1’s graph, garden? Why?
c. x2 + y ≤ 10
give at least 2
coordinates of points c.What mathematical
d. 8y = 6x
which are solution to the statement would represent
b.Determine whether the inequality the possible perimeter of
given ordered pair is a the garden? Explain your
solution to the given 2. answer.
inequality
3.
1.y > 3x + 2 (3,4)

2.–x +2y ≤ 8 (-2,-1)

J. Additional activi Act # 8 pg 226,LM -Activity 12, pg 231 LM Refer to Act 15 pg 236-LM
ties for application or for more activities or for
remediation Ask them to write the linear students remediation.
inequality describe by the
 shaded region

-Study and try to translate

the different statements on
pg 232 for the next lesson
about problems involving
linear inequality.

V. REMARKS ( 2 days- Can be continued

on the 5th day)

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored
below 80%.

C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me

solve?

G. What innovation or localized materials did I use/discover which I wish to share

with other teachers?
 DAILY LESSON School Grade Level Grade – 8

LOG Teacher Learning Area Mathematics

Teaching Dates and Time Quarter

2nd –Q (Week 2)

DAY 1 DAY 2 DAY 3 DAY 4 DAY5

I. OBJECTIVES

A. Content Demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and
Standards Linear functions.

B. Performance The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables,
Standards systems of linear inequalities in two variables, and linear functions.
C. Learning 25. Solves a systems of linear inequalities in two 26. Solve problems involving systems of linear inequalities
Competencies/Object variables. in two variables. (Word Problems)
ives (Write the LC
code for each) (M8AL-IIb-1)

- Solve a system of line inequalities by graphing (M8AL-IIb-2)

II. CONTENT Patterns and Algebra

III.LEARNING

RESOURCES

A. References

1. Teacher’s Guide TG pgs 299-301

Pages

2. Learner’s Mathematics Learners Mathematics Learners Mathematics Learners Mathematics Learners

Materials Pages Module ; page 293-299 Module ; page 293-99 Module ; page 394-301 Module ; page 394-301

3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) Portal

B. Other Learning
Resources

IV. PROCEDURES

A. Reviewing Start the lesson by
previous lesson or
presenting the new asking the students.
lesson
-How did you graph linear
equations in two
variables? How do you
describe the graphs of this
linear equations in two
-Collect Students previous
activity
-Show the solutions to the
students and check their
work
Brainstorming/Review Checking of assignments
as a continuation of
a.What do you think are the yesterday’s lesson
advantages and the
disadvantages of finding the
solution set of a system of
linear inequalities
graphically?
 variables?
- The knowledge you
learned on this lesson
makes you easy in solving
system of linear
inequalities.
B. Establishing a -An ordered pair (x,y) is
purpose for the a solution to a system of
lesson inequalities if it satisfies all
the inequalities in the
system.
-Graphically, the
coordinates of a point that
lie on the graphs of all
inequalities in the system
is part of its solution.
-Explain the process/
steps of solving the
system of linear inequa-
ities in two variables by
graphing (Refer pg 293)
C. Presenting Present and discuss
examples/ instances illustrative examples.
of the new lesson
(pg 293-294,LM )
Example 1. Graph the
system of inequalities
x + 2y ≥ 3
4x - 3y < 0
Solution.
Graph x + 2y = 3 and 4x -
3y = 0. Shade the half-
planes given by x + 2y ≥ 3
and 4x - 3y < 0 as shown
Encourage the students to
ask questions for
clarifications if they were
wrong in their solutions
b. Is it possible to find the
solution set of a system of
linear inequalities in two
variables algebraically? Give
examples if there are any.
- Activities that were
provided in the previous
lesson will extend your
understanding to find out
how these systems are used
in solving problems in real-
life situations and making
decisions.
Real-life Problems; Example:
Directions: Use the
There are at most 56 situation below to answer
people composed of children the questions that follow.
and adults who are in a bus.
Each child and adult paid Directions: Show
Php 80 and Php 100, you complete solutions
respectively. If the total and explanations.
amount collected was not
more than Php 4,800, how Tickets for a play cost
many children and adults are 250 pesos for adults and
200 pesos for children.
in the bus?
The sponsor of the show
Solution: collected a total amount of
not more than 44, 000
in the figure.
. adults and children who
- The region where the
shadings overlap is the
graph of the solution to the
system.
Let x = number of children
in the bus
y = number of adults in
the bus
Represent the number of
people in the bus as
x + y ≤ 56.
Represent the amount
collected as
80x + 100y ≤ 4,800.
Use the two inequalities to
find the number of children
and adults who are in the
bus. Write these as a system
of linear inequalities then
solve graphically.
The region where the
shadings overlap is the
graph of the solution to the
system. Consider any point
in this shaded region then
substitute its coordinates in
pesos from more than 150
watched the play.
a. What mathematical
statements represents the
given situation?
b. Draw and describe the
graphs of the mathematical
statements.
c.How can you find the
possible number of
children and adults who
watched the play?
d.Give 4 possible number
of adults and children who
watched the play.
e. The sponsor of the show
realized that if the prices of
the tickets were reduced,
more people would have
watched the play. If you
were the sponsor of the
play, would you reduced
the prices of the tickets?
Why?
 the system to check.

D. Discussing new -Give additional inputs by

concepts and giving discussions to the
practicing new skills problem .
#1 (Leads to
Formative
Assessment 1)

E. Discussing new
concepts and practi
ing new skills #2
(Leads to Formative
Assessment 2)

F. Developing Boardwork/Seatwork. Give more exercise - Show more additional

Mastery Graph the system of problem
inequalities. (Act. 5- # 1, 2, pg 297 LM)
(Leads to Formative 1. 2x - y + 1 ≥ 0
Assessment 3)
3x + 4y ≤ 8

G. Finding practical Problem:

applications of
concepts and skills in Mrs. Burgos wants to buy
daily living at least 30 kilos of pork
and beef for her restaurant
business but has to spend
no more than Php 12,000.
A kilo of pork costs Php
180 and a kilo of beef
costs Php 220.

a. What mathematical

statements represent the


H. Making Do you now have a better -How is the system of linear
generalizations and understanding of the inequalities in two variables
abstractions about graphical solution of a used/applied in solving real-
the lesson system of linear inequalities life problems and in making
in two variables? decisions?
Answers:
Systems of linear
inequalities may also applied
to many real-life situations.
They are used to represent
situations and solve
problems related to uniform
motion, mixture, work,
investment, and many
others.
I. Evaluating learning Students Activity: TEST: Exercise: (Student activity)
Solve the system Let the students answer Act
7, #2 pg 300, LM
Solve the following x + 3y > 9
systems of inequalities
given situation?
b.Draw and describe the
graphs of the mathematical
statements.
c.How will you determine
the amount of pork and
beef that Mrs. Burgos
needs to buy?
d. Give 4 possible amounts
of pork and beef that Mrs.
Burgos needs to buy.
Justify your answer.
Mrs. Burgos observed
that every week, the
number of people coming
to her restaurant is
increasing. She decided to
buy more pork and beef to
meet the demands of her
customers. If you were
Mrs. Burgos, would you do
the same? Why?
Let the student answer the
ff questions:
Jay is preparing a 24-m2
rectangular garden in a 64-
 graphically then give three
ordered pairs satisfying
the inequalities. Show that
the ordered pairs satisfy
the inequalities or justify
your answer.
1. 2x + y ≥ 7
3x – y ≤ 10
2. y> 2x – 9
y < 4x +1
(to be passed next
meeting if it not be
finished)
x-3y ≤ 9 Answers: Refer to TG pg m2 vacant square lot.
300.
a. Graph the system a.What could be the
dimensions of the garden?
b. Find three points that
satisfy both inequalities c. b.Is it possible for Jay to
Plot the points to show that prepare a 2 m by 12 m
they belong to the solution garden? Why?
of the system.
c.What mathematical
statement would represent
the possible perimeter of
Example: the garden?
5x + y > 3
y≤ x - 4

Some ordered pairs satisfy-

ing the system of inequali-
ties are (10, 2), (5, -4), and
(10, -9)

J. Additional
activities for
application or
remediation

V. REMARKS 2 days lesson 2 days lesson

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored
below 80%.

C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me

solve?

G. What innovation or localized materials did I use/discover which I wish to share

with other teachers?

DAILY LESSON School Grade Level Grade – 8

LOG Teacher Learning Area Mathematics

Teaching Dates and Time Quarter

2nd –Q (Week 3)

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES
A. Content Demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and Linear
Standards functions.

B. Performance The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables, systems
Standards of linear inequalities in two variables, and linear functions.

C. Learning 27. Illustrates a relation 28. Verifies if a given relation 28. Verifies if a given 29. Determines dependent and
Competencies/Object and a function is a function relation is a function independent variables
ives(Write the LC
code for each) (M8AL-IIc-1) (M8AL-IIc-2) (M8AL-IIc-2) (M8AL-IIc-3)

-Define a relation and 28.1 Verifies if a relation is a

function function or not using table of
values, using mapping
diagram and using points of
coordinates

28.2 Verifies if a graph is a

function or not using vertical
line test

28.3 Verifies if a given

equation/rule is a function.

II. CONTENT Patterns and Algebra

III.LEARNING

RESOURCES

A. References

1. Teacher’s Guide
Pages

2. Learner’s Math 8 LM; page 138-- Math 8 LM ; page 143- 153 Math 8 LM ; page 143-153 Math 8 LM ; page 156-157 and
Materials Pages 140and Math 8 TG and Math 8 TG and Math 8 TG Math 8 TG

3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning Projector/TV, laptop and
Resources textbooks
IV. PROCEDURES
A. Reviewing -Start the lesson by
previous lesson or establishing two relation-
presenting the new
lesson ship between two things or
quantities.
Activity 1 pg 138 LM will
enable the student to write
ordered pairs
Ask: How are the quantities
related to each other?
manila paper, pentel pen
scotch tape
Review Lessons:
-checking of assignments
-Recall the definition of a
function
manila paper, pentel pen
scotch tape
Short Review: Presentation of new
1. Among the types of lesson:
correspondence, which ones
are functions? Why? Variables may be
2. Does one-to-one dependent and indepen- dent.
correspondence between
-Dependent variable depends on
elements always guarantee
the independent variable while
a function? How about
the
many-to-one? Justify your
answer. - Independent variable controls
the dependent variable.
3. Does one-to-many
correspondence between
elements always guarantee
a function? Justify your
answer.
4. Does the equation y = 2x
+ 1 define a function? Why
or why not?
5. Does the equation x = y2
define a function? Why or
why not?
6. What is the exponent of y
in the equation y = 2x + 1?
What about the exponent of
y in the equation x = y2?
7. What can you deduce?
How do we know that an
 equation illustrates a
function? How do we know
that an equation illustrates a
mere relation?

B. Establishing a Definition of Terms: Ask: Continuation of the

purpose for the previous lessons:
lesson A relation is any set of Based from the previous
ordered pairs. assignment ask: A relation may also be
represented by an equation
A function is a special - In exercised 8 which in two variables or the so-
type of relation. It is a mapping diagram is/are called rule.
relation in which every function/s? Not function?
element in the domain is Illustrative Example
mapped to exactly one -What correspondence
element in the range. Tell whether the rule 3x + y
satisfies a function? = 4 a function or not.
-The set of all first
-In the table of values Solutions
coordinates is called the
(exercise 9) which is/are
domain of the relation.
3x + y = 4
function/s? Why?
-The set of all second
3x + y + (-3x) = 4 + (-3x)
coordinates is called the Not function/s? Why? Why?
range of the relation.
-How about exercise 10, y = -3x + 4 Why?
-By ordered pairs, a which is/are
relation may be The rule above is a
represented in four other function/s? Why? function since it can be
ways: table, mapping written in y = f(x); that is, y
diagram, graph and rule. = -3x + 4.
C. Presenting Example: Given a
examples/ instances
of the new lesson diagram, you will be able to
learn how to make a set of
ordered pairs.
Direction: Describe the
mapping diagram below by
writing the set of ordered
pairs. The first two
coordinates are done for
you.
Narr
a Flower
tulip
orchi Tree
d 3.
caimito
-Introduce the type/
classification of
correspondence
- Which classification of
corresponce/ies is/are
function? Why?
( One-to-one correspond
and many –to-one)
Reason: Because a set of
ordered pairs is a function if
no distinct ordered pairs
have equal abscissas.
Students Activity:
A. Consider the sets of
ordered pairs below.
Set A: {(3, 4), (4, 5), (5, 6),
(6, 7), (7, 8)}
Set B: {(2, 2), (2, -2), (3, 3),
(3, -3), (4, 4), (4, -4)}
Set C: {(0, 1), (1, 1), (2, 1),
(3, 1), (4, 1), (5, 1)}
Questions to Ponder
1. What is the domain of
each set of ordered pairs?
2. What is the range of each
set of ordered pairs?
What type of
correspondence is each set
of ordered pairs? Explain.
4. Which set/sets of ordered
pairs is/are functions?
Explain.
B. Determine whether each
rule below represents a
function or not.
1. y = 3x + 9
Classify the variables
as independent or
dependent.
1. time and salary
Independent variable: _______
Dependent variable: _______
2. the number of hours boiling
and the number of ounces of
water in pot
Independent variable: ________
Dependent variable: ________
3. the distance covered and the
volume of the gasoline
Independent variable: _______
Dependent variable: _______
4. the number of hours studied to
grade on test
Independent variable: ____
Dependent variable: _____
5. height of a plant to the number
of months grown
Independent variable: ____
2. y = -2x – 7 Dependent variable: ____

3. x + y = 10 QUESTIOS:

4. x2 + y = 2 1. Fill in the blanks.

5. 2x2 + y2 = 8 a. I consider time as a/an _____

variable because it _____ the
salary.

b. I consider salary as a/an

____variable because it ____on
the number of hours worked.

c. I consider the number of hours

boiling as a/an ____variable
because it _____ the number of
ounces of water in pot.

d. I consider the number of

ounces of water in pot as a/an
____ variable because it ____
on the number of hours boiling.

e. I consider the distance

covered as a/an ____ variable
because it _____on the volume
of the gasoline.

f. I consider the volume of the

gasoline as a/an _____ variable
because it _____the distance
covered.

g. I consider the number of hours

studied as a/an ____variable
because it ____grade on test.

h. I consider grade on test as

a/an ________variable because
it ______ on the number of
hours studied.
 i. I consider height of the plant as
a/an _____variable because it
____on the number of months
grown.

j. I consider the number of

months grown as a/an____
variable because it ______ the
number of months grown.

D. Discussing new Let the students give: -Discussion of what a

concepts and vertical line test
practicing new skills a.Set of ordered pairs
#1 (Leads to The Vertical Line Test
(orchid, flower), (__,__)…..
Formative
If every vertical line
Assessment 1) b. Table intersects the graph no
more than once, the graph
flower
represents a function
tree
Identify which repre-
sents a function. Describe
each graph.
-identify the domain
1. 2.
-identify the range

-Is the domain paired with

one element in the range?
(No, so it is not a
3. 4.
function because the
domain is paired repeatedly
with one element in the
range

- Give more illustrative

examples: pgs 143-144 Questions:

1. Which are functions?

Why?
2. Can you give graphs
which are that of functions?
If yes, give three graphs.

3. Can you give graphs

which are not that of
functions? If yes, give
another three graphs which
do not represent functions.

4. How do you know that a

graph represents a
function?

5. How is function
represented using graphs?

Consider the following

graphs: (refer to pg152 LM)

Questions:

-Which graph is a function?

-Which line fails the

Vertical Line Test? --

Explain.

Horizontal and Vertical

Lines

The horizontal line

represents a function. It can
be described by the
equation y = c, where c is
any constant. It is called a
Constant Function.
However, a vertical line
which can be described by
the equation x = c is not a
function.

E. Discussing new
concepts and pract-
icing new skills #2
(Leads to Formative
Assessment 2)
F. Developing Exercise 1
Mastery
Suppose the bicycle rental
(Leads to Formative at the Rizal Park is worth
Assessment 3) Php 20 per hour. Your
sister would like to rent a
bicycle for amusement.
1. How much will your sister
pay if she would like to rent
a bicycle for 1 hour? 2
hours? 3 hours?
A relation may also be
represented by an equation
in two variables or the so-
called rule.
A relation may also be
represented by an equation
in two variables or the so-
called rule.
Illustrative Example
Tell whether the rule 3x + y
= 4 a function or not.
Solutions
3x + y = 4
3x + y + (-3x) = 4 + (-3x)
Why?
y = -3x + 4 Why?
The rule above is a
function since it can be
written in y = f(x); that is,
y = -3x + 4.
Students Activity: Exercise 13 pg 154 LM
A. Consider the sets of
ordered pairs below.
Set A: {(3, 4), (4, 5), (5, 6),
(6, 7), (7, 8)}
Set B: {(2, 2), (2, -2), (3, 3),
(3, -3), (4, 4), (4, -4)}
Set C: {(0, 1), (1, 1), (2, 1),
 2. Based on your answers (3, 1), (4, 1), (5, 1)}
in Item 1, write ordered
pairs in the form (time, Questions to Ponder
amount).
1. What is the domain of
3. Based on your answers each set of ordered pairs?
in item 2, what is the
2. What is the range of
domain? What is the
each set of ordered pairs?
range?
3. What type of
4. How are rental time and
correspondence is each set
cost of rental related to
of ordered pairs? Explain.
each other?
4. Which set/sets of
ordered pairs is/are
functions? Explain.

B. Determine whether each

rule below represents a
function or not.

1. y = 3x + 9

2. y = -2x – 7

3. x + y = 10

4. x2 + y = 2

5. 2x2 + y2 = 8

G. Finding practi-cal Use activity 8.156, LM

applications of
concepts and skills in (to be done by group)
daily living

H. Making genera- Questions: 1. Among the types of How do you differentiate

lizations and abstr- correspondence, which the dependent from the
acttions about the 1. What is a relation? ones are functions? Why? independent variable?
lesson
2. What is a function? 2. Does one-to-one (Dependent and Independent
correspondence between
 3. What do you mean by elements always guarantee
domain of a relation? a function? How about
function? many-to-one? Justify your
answer.
4. What do you mean by
range of a relation? 3. Does one-to-many
function? correspondence between
elements always guarantee
5. How are relations and a function? Justify your
functions represented? answer.
4. Does the equation y = 2x
+ 1 define a function? Why
or why not?
Variables
In an equation where y is
expressed in terms of x, the
variable x is considered the
independent variable because
any value could be assigned to
it. However, the variable y is the
dependent variable because its
value depends on the value of
x.)

5. Does the equation x = y2

define a function? Why or
why not?

6. What is the exponent of y

in the equation y = 2x + 1?
What about the exponent of
y in the equation x = y2?

7. What can you deduce?

How do we know that an
equation illustrates a
function? How do we know
that an equation illustrates
a mere relation?

I. Evaluating learning TEST: Exercises Use activity 9 pgs 157, LM

Suppose you want to call TEST

your mother by phone. The
charge of a pay phone call
is Php 5 for the first 3
minutes and an additional
charge of Php 2 for every
additional minute or a
 fraction of it.

1. How much will you pay if

you have called your
mother for 1 minute? 2
minutes? 3 minutes? 4
minutes? 5 minutes?

2. Based on your answers

in item 1, write ordered
pairs in the form (time,
charge).

3. Based on your answers

in item 2, what is the
domain? What is the
range?

4. How are time and charge

related to each other?

J. Additional activi Use exercise 8, 9 & 10 as

ties for application or assignment for additional
remediation activities.

V. REMARKS Read in advance-Function

Notation 157-162 LM

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored
below 80%.

C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me
solve?

G. What innovation or localized materials did I use/discover which I wish to share

with other teachers?

DAILY LESSON School Grade Level Grade – 8

LOG Teacher Learning Area Mathematics

 Teaching Dates and Time Quarter

2nd –Q (Week 4)

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES

A. Content Demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and Linear
Standards functions.

B. Performance The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables,
Standards systems of linear inequalities in two variables, and linear functions.

C. Learning 30. Finds the domain and 30. Finds the domain and 31. Illustrates a linear 31. Illustrates a linear function
Competencies/Object range of a function range of a function function
ives(Write the LC
code for each
(M8AL-IId-2)
(M8AL-Id-1) (M8AL-IId-1) (M8AL-IId-2)

II. CONTENT Patterns and Algebra

III.LEARNING

RESOURCES

A. References

1. Teacher’s Guide
Pages

2. Learner’s Math 8 LM; page 158- 159 Math 8 LM; page 158- 159 Math 8 LM ; page 172-181 Math 8 LM ; page 172-181
Materials Pages and Math 8 TG and Math 8 TG and Math 8 TG pgs- 183-196 and Math 8 TG pgs- 183-196

3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning Projector/TV, laptop and
Resources textbooks
IV. PROCEDURES
A. Reviewing Definition of terms:
previous lesson or
presenting the new a.Function Notation
lesson
b. Pre-image
c. Image
B. Establishing a
purpose for the
lesson
C. Presenting Example:
examples/ instances
of the new lesson Consider the rule or the
function f defined by
f(x) = 3x – 1.
If x = 2, then the value of
the function would be 5.
Solution:
f(x) = 3x – 1 Rule/Function
f(2) = 3(2) – 1 Substituting
x by 2
f(2) = 6 – 1 Simplification
f(2) = 5 Simplification
The input is 2 (the value
Projector/TV, laptop and
textbooks
Review:
-domain Checking of assignments
-range
- Give at least three domain
and three range of the
function f(x)3x=3x -2
Start the lesson using Act 1
pg 168, LM and Act 2. pg
170.
Review lesson: The reviewed From the students assignment
translations of English tell them that the values they
a.Determine the domain phrases and sentences to obtained linear function can be
and the range of the mathematical expressions described using:
function. and equations and vice
-graph
versa will enable you to
1. 2.
understand linear funct- ions
-the set of ordered pairs
and its applications.
-the table of values
-the mapping diagram
- Define linear
b. Find the domain of each function.
function.
(A linear function is defined Example: Pg 174, LM
1. g(x) = 5x + 1 by f(x) = mx + b, where m is
the slope and b is the y-
2. f(x) = x - 7 intercept, m and b ∈ ℜ and
m ≠ 0. The degree of the
function is one and its graph
 of x) and the output is 5 is a line.)
(the value of y or f(x)).

How about if x = 3?

Solution:

f(x) = 3x – 1 Rule/Function

f(3) = 3(3) – 1 Substituting

x=3

f(3) = 9 – 1 Simplification

f(3) = 8 Simplification

The input is 3 (the value

of x) while the output is 8
(the value of function).

D. Discussing new Domain and Range of a
concepts and Function
practicing new skills
#1 (Leads to The domain of the function
is the set of all permissible
Formative
values of x that give real
Assessment 1)
values for y.
The range of the function is
the set of permissible
values for y or f(x) that give
the values of x real
numbers.
Illustrative Example
Find the domain and
the range of each graph
below.
Present few examples: Domain and Range of a
Linear Function
Illustrative Example 1
Consider the function f
Is the function f defined by f(x) = 2x – 1. Study
defined by f(x) = 2x + 3 a the graph carefully. What have
linear function? If yes, you noticed about the arrow
determine the slope m and heads of the graph? What can
the y-intercept b. you say about it?
Solution:
Yes, the function f
defined by f(x) = 2x + 3 is a
linear function since the
highest exponent (degree) of
x is one and it is written in
the form f(x) = mx + b. The
slope m is 2 while the y-

Solutions:
In (a), arrow heads
indicate that the graph of
the function extends in both
directions. It extends to the
left and right without bound;
thus, the domain D of the
function is the set of real
numbers. Similarly,
extends upward and
downward without bound;
thus, the range R of
function is the set of all real
numbers. In symbols,
D = {x|x ∈ ℜ}, R = {y|y ∈
In (b), arrow heads
indicate that the graph of
the function is extended to
the left and right without
bound, and downward, but
not upward, without bound.
Thus, the domain of the
function is the set of real
numbers, while the range is
any real number less than
or equal to 0. That is,
D = {x|x ∈ ℜ}, R = {y|y ≤
0}
intercept b is 3.
Illustrative Example 2
Is the function g
defined by g(x) = -x a linear
function? If yes, determine
its slope and y-intercept.
Solution:
Yes, the function g is
a linear function because it
has a degree one. Since
it g(x) = -x can be written as
g(x) = -1x + 0, its slope is -1
and y-intercept is 0.
Illustrative Example 3
Is the function h defined by
h(x) = x2 + 5x + 4 a linear
function?
ℜ}
Solution:
The function h is not a
linear function because its
degree (the highest
exponent of x) is 2, not 1.
Give exercises Refer to
Exercise 1 pg 173, LM/ pg
88,TG
E. Discussing new
concepts and pract-
icing new skills #2
(Leads to Formative
Assessment 2)

F. Developing Determine the domain Reteached if not fully taken) Determine whether each is a -How can linear function be
Mastery and the range of the linear function or not. If not described?
functions below. Determine the domain and tell the reason. If linear
(Leads to Formative the range of the functions identify the slope and the y-
Assessment 3) 1 2. 3. below. intercept
-Seatwork/boardwork
1 2. 3. 1. f(x) = 2x
(Act 7 , 177 LM)
2. f(x) = 3x + 2

3. f(x) = x2 - 5

4. f(x) = 5x - 3
4.
5. f(x) = 2(-2x +1)

6. f(x) = 2x – 3 + 4x2

Answers:

1.Domain: {x|x ∈ ℜ}

Range: {y|y ≥ 0}

2. Domain: {x|x ∈ ℜ}

Range: {y|y = 5} or {5}

4. 5.
3.Domain: {x|x ∈ ℜ}

Range: {y|y ∈ ℜ}

4. Domain: {x|x ∈ ℜ}
 Range: {y|y > 0

Answers:

1.Domain: {x|x ∈ ℜ}

Range: {y|y ≥ 0}

2. Domain: {x|x ∈ ℜ}

Range: {y|y = 5} or {5}

3.Domain: {x|x ∈ ℜ}

Range: {y|y ∈ ℜ}

4. Domain: {x|x ∈ ℜ}

Range: {y|y > 0}

5.Domain: {x|x ∈ ℜ}

Range: {y|y ≥ -2}

G. Finding practi-cal
applications of
concepts and skills in
daily living

H. Making genera- Refer to Activity 10 for the -Each solution is a pair of

lizations and abstr- Graph pg 160 LM numbers (x, y) that make the
acttions about the function true. Solving a linear
lesson 1.Does each graph function usually means finding
represent a function? Why? the value of y, for a given
value of x. If the function is
2. What is the domain of
already in the form y = mx + b,
the first graph? Second
with x and y variables and m
graph? Third graph?
and b rational numbers, then
Explain each.
the function can be solved in
 3. Does the first graph algebraic terms.
touch the y-axis? Why or
why not?

4. In f(x) = 1x, what

happens to the value of the
function if x = 0? Does this
value affect the domain of
the function?

5. In f(x) = √x, what

happens to the value of the
function if x < 0, or
negative? Does this value
help in determining the
domain of the function?

6. In f(x) = x2, is there a

value of x that will make the
function undefined? If yes,
specify: ______.

Answers: pg 178, TG for

the answers.

I. Evaluating learning Activity 12 (QUIZ) PG 164, Activity 12 (QUIZ) PG 164,

LM; pgs 179-180 TG LM; pgs 179-180 TG
1.Solve and complete the
table:

2. Make a mapping diagram

each of the function.
J. Additional activi Assignment::
ties for application or
remediation Determine the values of
f(x )= 2x + 1 at x= 1, 3, 4 , 4,
0, -1, -2, and -5?

Answer the ff:

1.How did you determine the

values of each function?

2.In each of the functions,

what have you observed
about the values of f as x
increases?

3. Does the value of the

function increase as x
increases?

4. What affects the change

of values of the function?

5. Have you observed a

pattern? If yes, state so.

6. How can the value of a

quantity given the rate of
change be predicted?

V. REMARKS Read about linear functions . Assignment:

pgs 172-173
Study about graphs of
linear functions and its;

-domain
 -range

-table of values

-intercepts and

-slopes

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored
below 80%.

C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me

solve?

G. What innovation or localized materials did I use/discover which I wish to share

with other teachers?
 DAILY LESSON School Grade Level Grade – 8

LOG Teacher Learning Area Mathematics

Teaching Dates and Time Quarter

2nd –Q (Week 5)

DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

I. OBJECTIVES

A. Content Demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and Linear
Standards functions.

B. Performance The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables,
Standards systems of linear inequalities in two variables, and linear functions.

C. Learning 32. Graphs a linear
Competencies/Object function”s (a) domain; (b)
ives(Write the LC range; (c) tables of values;
code for each) (d) intercepts, and (e)
slope
32. Graphs a linear 32. Graphs a linear 33 Solves problems involving
function”s (a) domain; (b) function”s (a) domain; (b) linear functions
range; (c) tables of values; range; (c) tables of values;
(d) intercepts, and (e) slope (d) intercepts, and (e) slope

(M8AL-IIe-1) (M8AL-IIe-1)
(M8AL-IIe-1)

(M8AL-IIe-2

II. CONTENT Patterns and Algebra

III.LEARNING

RESOURCES
A. References

1. Teacher’s Guide
Pages

2. Learner’s Math 8 LM; page 172- Math 8 LM; page 172- Math 8 LM; page 172-
Materials Pages 180and Math 8 TG 180and Math 8 TG 180and Math 8 TG

3. Textbook pages

4. Additional
Materials from
Learning Resource
(LR) Portal

B. Other Learning Projector/TV, laptop and manila paper, pentel pen manila paper, pentel pen
Resources textbooks, manila paper, scotch tape scotch tape
pentel pen scotch tape

IV. PROCEDURES
A. Reviewing Review/Recall on;
previous lesson or
presenting the new 1.What is a linear
lesson function;
2. Find the domain and
range of the linear function,
f(x) = x-3
3. How to graph using
the Cartesian plane (from
previous knowledge of
linear equation)
4. Can you still make a
recall on x an y intercepts
and slope from previous
lessons on linear
equations?
-Where you able to do Recall Review the different steps in
your assignment? problem solving.
Ask the following questions:
-Did you feel difficulty 1. Understand the problem:
a) What is your idea What are the given facts?
in graphing using the x and about x and y intercepts? What are asked?
y intercept? Slope? Domain and Range?
2. Plan the selection: Choose
-Can we also graph linear b) What do you call the a strategy
function using slope and y- abscissa of the point where
intercept? Slope and x- the graph crosses the x- 3. Solve
intercept? axis?
4. Interpret the result: State the
Try this function f(x) c) What do you call the answer, Check the answer.
ordinate of the point where
= ¾x+2 the graph crosses the y- The teacher may discuss the
axis? different illustrative examples.
1. What is the y- A. The distance measured on
intercept? (b=2) a map varies directly with the
actual distance. If 1cm
2. Slope? 3/4
represents 25km, how many
kilometers are represented by
1cm?
Solution:
Let f(x) be the actual distance.
Let x be the distance
measured on a map
representing the actual
distance. Since the distance
measured on a map varies
directly with the actual
distance then f(x) = kx
If x1=1 then f(x1)=f(1)=k(1)=25
hence, k=25, then, f(x)=25x.
If x2=7, then f(x2)=25(7)=175
 A distance of 7cm on the map
is equivalent to an actual
distance of 175km.

B. Establishing a -Show a linear function -Call a volunteer to graph After the review let the
purpose for the with domain and range. students solve word problems
lesson Asnwer: involving linear functions.
-Can you graph a linear
function using its given
domain and range?
(4, 5)

- Show the graph in the (0,2)

manila paper

- From the graph ask

them to give more domains
and ranges

Here are more examples

C. Presenting -List the domain and Solve the ff. problems
examples/ instances range in;
of the new lesson Graph the following linear 1. A motorists drives at a
a. set of values functions using the constant rate of 60kph. If his
Using the graph below; information given: destination is 240 kilometers
b. tables away from his starting point.
1.
-Let them graph using The may ask the follow-
the values Functio Domai Range ing questions:
n n
1. How many hours will it take
him reach the destination?
2.f(x) = x + 1
f(x) =3x {0, 2, - (-2, 4,- 2.Write a rule best describes
-2 1) 5) the problem.

The formula to be used in

solving this problem is

T = d/r where T is time, r is

2.x-intercept; y-intercept rate and d is distance. Given in
this problem are rate, r =
(5,0 ) ; (0, -3)
60km/hr, which is constant,
3.Slope, m = -3 ; x- d=240 km.So, the rule in this
problem is t=1/60(d). If
intercept (-2,0) d=240km, then, t=4 hours.

4. Slope, m = 2/3 ; y-

intercept (0, 4)

5. Slope, m = 2/3 ; a point

(2, 4)

D. Discussing new Ask: Ask the following questions: Let the students solve
concepts and another problem.
practicing new skills 1.How do you describe the a)Using the marked points Groupwork/Seatwork
#1 (Leads to graph of the given linear on the graph, can we find
Formative function? the ratio of the vertical
distance to the horizontal Problem: Jolli Donutz charges
Assessment 1) -Call the assigned group
2. In graphing a linear distance between two P 18 each for a special
to present their work on the
 function using the domain points?
and range, what we need to
do? (need to pair the b.) Consider points, (-1, -
domain and the range as 2) and (1, 4) in the first
x,y pair to be able to graph and points (-2, -1)
locate it on the Cartesian and (2, 3) in the second
plane) graph; what is its vertical
distance between the two
ordinates and horizontal
distance between the two
abscissas in the two given
coordinates in each of the
graphs above?
board.
-Discussions follow after
each group had presented.
doughnut plus a fixed charge
of of P5 for the both which can
hold as many as 24
doughnuts. How many
doughnuts would be in a box
priced at 221?
Write a rule that best
describes the problem.
Ans. Let x the number of
doughnuts sold and let y be
the total price. The role that
best describes the functions
is f(x)=18x+5. It is assumed
that there are 1 to 24
doughnuts solve, thus the
domain of the relation is the

{ x/1< x < 24 }.

There would be 12
doughnuts whose price is P
221.

E. Discussing new Activity:

concepts and pract-
icing new skills #2 1.Complete the table of
(Leads to Formative values below and locate
Assessment 2) each point obtained on the
Cartesian Coordinate
Plane.

2. Connect the points

 obtained.

Answer the following

questions.

1. Does your graph crosses

on x- axis? What is the
coordinate of the point of
intersection?

2. Does your graph crosses

on y-axis? What is the
coordinate of the point of
intersection?

3. What have you observed

on the coordinates of the
intersection between the
graph and the axes?

F. Developing Solve the ff. problem by

Mastery pairs.

(Leads to Formative The cost of renting a car is

Assessment 3) P 180.00 per day and P 50
pesos per kilometers driven. If
Mr. Tan rented the car and
drove 200 km, how much
would he pay? Determine the
function of a car rent as related
to the number of days and
number of kilometers rented.

G. Finding practi-cal
applications of
concepts and skills in
daily living
H. Making genera- The y – intercept, b is the y
lizations and abstr- coordinate of the point
acttions about the where a line crosses the y
lesson axis; the x – intercept, a is
the x coordinate of a point
where a line crosses the x -
axis. Given these intercepts
represented by the points
(0, b) and ( a, 0),
respectively, the graph of
the linear function can be
drawn.
I. Evaluating learning Draw the graph of the linear
function with the given x-
intercept, a and y-
intercept, b.
1. a = 5; b= 4
2. a = -3; b= -4
If you take the points (-
1, -2) and (1, 4) on the line
y = 3x + 1, the vertical
distance is 6 units and the
horizontal distance is 2
units, therefore slope m is
3. On the line y = x + 1, the
slope m, is 1. So, to make
the graph given the slope
and one point, locate the
point in the coordinate
plane and use the slope m
to find the second point.
Illustrate the graph of
the functions having the
following informations.
1. m = -⅖ ; (-3, 2)
2. m = ⅚; ( -2, -1)
Ans.P10,180 C[D]=50d
+180
Let the students formulate their
own word problem involving
linear function or make a
research in the internet 1 word
problem with solution.
Seatwork:
Check-up Test Choose 1 problem to solve
A bicycle rider rode at an
average speed of 18 km per
hour. Make a table of the
distance travelled against the
number of hours spent and
write an equation representing
this relation.
A newspaper company sold
5 000 copies of its newspaper
at P 15 per copy on Monday.
 The cost for making each
newspaper is P7 and a fixed
cost of P 1 5 500 is paid for
storage. Determine the profit of
the newspaper company on
Monday.

J. Additional activi Practice at home the ff:

ties for application or
remediation Draw the graph of the linear
function with the given x-
intercept a and y-
intercept b.

1. a =- 5; b= -2

2. a = -3; b= 6

3. a = ⅔, b= 3
4 . a = -2; b=4

V. REMARKS Read in advance or make a

researched on problems
involving linear functions

VI. REFLECTION

A. No. of learners who earned 80% in the evaluation.

B. No. of learners who require additional activities for remediation who scored
below 80%.

C. Did the remedial lessons work? No. of learners who have caught up with the
lesson.

D. No. of learners who continue to require remediation.

E. Which of my teaching strategies worked well? Why did these work?

F. What difficulties did I encounter which my principal or supervisor can help me
solve?

G. What innovation or localized materials did I use/discover which I wish to share

with other teachers?