GRADE 8 School Grade Level 8

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and Time 17 to 20 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions,
linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and
linear functions.
2. Performance The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions,
Standards linear equations and inequalities in two variables, systems of linear equations and inequalities in two variables and
linear functions, and solve these problems accurately using
a variety of strategies.
3. Learning Finds the domain and range Illustrates a linear function. Graphs a linear function’s Graphs a linear function’s
Competencies / of a function. (M8AL-IId-2 ) (a) domain; (b) range; (c) (a) domain; (b) range; (c)
Objectives (M8AL-IId-1 ) table of values; (d) table of values; (d)
a. Define a linear function. intercepts; and (e) slope. intercepts; and (e) slope.
a. Identify the domain and b. Identify a linear function. (M8AL-IId-e-1 ) (M8AL-IId-e-1 )
range of a function given c. Appreciate new
equation understanding about linear a. Define a linear function.
a. Define a linear function.
b. Describe the domain and function. b. Graph a linear function’s
b. Graph a linear function’s
range of a function given the (a) domain; (b) range;
(c) table of values; (d)
equation. c. Appreciate new intercepts
c. Appreciate the concept of understanding about linear
c. Appreciate new
domain and range in real- function. understanding about linear
life situation. function.
II. CONTENT DOMAIN AND RANGE OF LINEAR FUNCTION LINEAR FUNCTION AND LINEAR FUNCTION AND
A FUNCTION ITS GRAPH ITS GRAPH
III. LEARNING
RESOURCES
A. References
1. Teacher’s 175-180 187 – 192 pp 187 – 192 187 – 192
Guide pages
2. Learner’s 158-161 172 - 179 Pp 172 - 177 172 – 177
Materials
pages
3. Textbook
4. Additional http://www.mathaids.com/ http:// http:// http://
Materials from Algebra/Algebra_1/ www.analyzemath.com/ www.analyzemath.com/ www.analyzemath.com/
Learning Domain_Range/ Graphing/ Graphing/ Graphing/
Resource (LR) http:// GraphingLinearFunction.ht GraphingLinearFunction.ht http://
portal www.montereyinstitute.org/ ml ml coachgriffin.weebly.com/
courses/ http:// http:// uploads/2/4/6/5/24656764/
DevelopmentalMath/ coachgriffin.weebly.com/ coachgriffin.weebly.com/ day_12_-
COURSE_TEXT2_RESOU uploads/2/4/6/5/24656764/ uploads/2/4/6/5/24656764/ _4.5_day_2_notes_-
RCE/ day_12_- day_12_- _key.pdf
U17_L2_T3_text_final.html _4.5_day_2_notes_- _4.5_day_2_notes_- Website:://
http:// _key.pdf _key.pdf www.youtube.com/watch?
coachgriffin.weebly.com/ https://www.youtube.com/ https://www.youtube.com/ v=x6QCiLwPkQs
uploads/2/4/6/5/24656764/ watch?v=x6QCiLwPks watch?v=x6QCiLwPks
day_12__4.5_day_2_notes_
-_key.pdf
https://www.youtube.com/
watch?v=fyROLkZc7E
http://www.intmath.com/
functions-and-graphs/2a-
domain-and-range.php
https://
courses.lumenlearning.com/
collegealgebra1/chapter/
find-domain-and-range-
from-graphs/
 B. Other Learning Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd Grade 8 LCTG by DepEd
Resources Mathematics Cavite 2016 Mathematics Cavite 2016 Mathematics Cavite 2016 Mathematics Cavite 2016
Laptop, monitor Laptop, monitor Laptop, monitor, graphing Laptop, monitor, graphing
board, graphing paper board, graphing paper
IV. PROCEDURES
A. Reviewing previous Preliminaries Preliminaries Preliminaries Preliminaries
lesson or presenting Identify the domain and Function or Not????? Using the graph, identify the A. Using the table of
the new lesson range of the following: Analyze the following and domain and range of each values, identify the
1. {(-1,3), (0,1), (1,-1), determine if they are equation domain and range then
(2,-3), (3,-5)} functions or not.
2. {(0,2),(1,3),(2,4),
(3,5),(4,6)}
3.
sketch the graph of the
linear function.

B. Identify the x- intercepts

4. of x + 2y = 4 if y=0.

B. Establishing a 1. How do you identify From the previous activity, 1. How can you identify x
1. How do you able to
purpose for the domain and range? 1. How can you identify a and y- intercept of a given
identify the domain and
lesson 2. How will you identify function? equation?
range using the graph?
domain and range of an 2. In numbers 1 to 3, how 2.How can you identify if
2. Which of the given graph
equation? did you identify as they are the given function is a
is a linear function?
function or not? linear or not?
3. Is it possible to graph
3. How about in numbers 4 3. What are the different
given an equation with
and 5? ways of identifying the
restricted domain and
domain and range of a
range?
linear function?
C. Presenting examples/ Given the rule, we can find If you are given the A function defined by f A function defined by f
instances of the the domain and range of a ordered pairs, it is quite (x) = mx + b is called a (x) = mx + b is called a
lesson function algebraically. easy to determine a function linear function, where 𝑚 is linear function, where 𝑚 is
Examples: by just observing the the slope of the line and 𝑏 is the slope of the line and 𝑏 is
1. Consider the function domain (abscissa), the first the 𝑦-intercept. This can the 𝑦-intercept. This can
f (x) x 1. element of the coordinates. also be written in the form y also be written in the form y
We can substitute x with If there is no repetition of = mx + b. A linear function = mx + b. A linear function
any real number that does the first element, therefore it can be described using its can be described using its
not make the function is a function. graph. graph.
undefined. Therefore, the Example 1: 3
domain is the set of real Example: {(0,7),(1,3)(2,7), Graph f (x )= x−5 with Example 1:
numbers. To find range, (3,5)} -function 2 Complete the table of
we let y f (x) x 1 and {(1,0), (1,1),(1,2),(1,3)} – not the domain x>4 values for the linear function
solve for x in terms of y. function .
Thus, x y 1 or x y 1; If you are given an y=−6 x+3
which can be defined for equation, check first its Substitute the value x -1 0 1
any real number y. degree to determine if it is a y
of x with 4
Therefore, the range of linear function or not. If the
f (x) is the set of real equation is in the first 3 Solutions:
numbers. f (4 )= x−5
degree, then it is a linear 2
2. If the function is in the function.
form of a quotient like
4
Examples: f (x )=2 x+5 - −7=−1+2x Substitute each value
of x to solve for the
f (x )= , linear function because it is
x −4 in the first degree (the respective value of y.
Simplify
We have to take note highest exponent is 1).
that rational expression -not
should not have the
denominator zero,
ffunction
2
(x )=xbecause
+3 x+2it is in the
second degree (the highest
3=−1+2x
therefore, 𝑥 here should exponent is 2.) f (4 )=6−5
not be equal to 4, but other If the given is a table of y=−6 (−1)+3
Use -1
real numbers can be values, it is linear because f (4 )=1 To graph as value
possible value of 𝑥. the rate of change is OrderedthePair: (4,1)
linear y=6+3 of x,
To find the range, let constant. There is a
4 function, then
f (x )=
x −4 and then solve for common difference. Range:use ∞}
{ 1, the y=9 simplify
𝑥 in terms of 𝑦. Solving for
4 y +4 , which is slope
x= 3
y m=
2
 undefined for 𝑦 = 0.
Therefore, the range
consists of nonzero real
numbers.
y=−6 (0 )+3
Use 0 as
3. If the function is in the
form of radical with an  The graph of the
y=0+3 value of x,
then
even number index as in
f (x) x 3 ,
linear function
3 y=3 simplify
f (x )= x−5 is a ray
Since the radicand must 2
not be negative, we set since the domain lies
x 3 0. This will give
x 3. only in one number, x > 4.
y=−6(1)+3
Therefore,
y=−6 +3 Use 1 as
D x / x 3 value of x,
=3,. f (x )=−1+2 x y=−3
then
For the range, we solve
the equation, y x 3 for
𝑥 in terms of y 0, x -1 0 1
(y)2= (x+3)2 y 9 3 -3
y2x 3
Therefore, x= y2-3.The Example 2:
resulting equation tells that Graph with
y2 - 3 will always be the range −7≤ y<3
defined for any Substitute both -7 and 3
real number 𝑦, but the as the values of y, f(x).
original equation
y = x + 3 means that 𝑦 is
the principal square root of
𝑥 + 3, so 𝑦 is never Example 2:
negative. Therefore, the f (x )=−1+2 x
range is R y / y 0 , Identify the intercepts of
−7=−1+2 x a linear function
0, . −7+1=2 x .
f (x )=2 x+7
 −6=2 x
−6 2x
=
2 2 To find the y-
−3=x intercept, always
Ordered Pair: (-3,-7) substitute the value of
x to 0.
f (x )=−1+2 x
3=−1+ 2 x
3+1=2 x f (0)=2(0)+7
4=2 x f (0)=0+7
4 2x
=
2 2 f (0)=7
2=x
Ordered Pair: (2,3) y=7

Order Pair: (0, 7)

To find the x-
intercept, always
substitute the value
of y to 0.

 The graph of the linear f (x )=2 x+7

function f (x )=−1+2 x 0=2 x +7
is a line segment since
the range specifies −2 x =7
that x lies between two −2 x 7
=
−2 −2
 7 1
x=− or−3
2 2

numbers.

Order Pair: ( −3 1 , 0)
2

D. Discussing new 1. How can you describe 1. What is a linear function? 1. What is a linear function? 1. How can you graph linear
concepts and the domain and range of 2. How can you determine if 2. How can you graph linear function by table of values?
practicing new skills a function given the a function is linear? function by its domain and 2. How can you graph linear
#1 equation? range? function by its intercept?
2. Is it necessary that you 3. Which method in
have knowledge in graphing linear function is
algebraic solution of easy for you?
equations to find the
domain and range given
the function in the form of
equation?
E. Discussing new Determine the domain Given the function 1. Graph f (x )=6 with Given the function f (x) = 6x
concepts and and the range of the f (x )=2 x+7 , find 𝑓(−2), domain x≤−2 - 7, find 𝑓(2), 𝑓(1), 𝑓(0), 𝑓(-
practicing new skills following function. 𝑓(−1), 𝑓(0), 𝑓(1) 𝑎𝑛𝑑 𝑓(2). 2. Graph f (x )=3 x with 1)𝑎𝑛𝑑 𝑓(-2). Then, complete
−2< x≤2
 #2 1. f(x)= x + 4 Then, complete the table the table below and draw
2. f ( x)=√ x+2 below and illustrate the the graph on a graphing
3 function by mapping. paper
3 . f ( x )=
x−2
x -2 - 0 1 2 domain x -2 - 0 1 2
1 1
f(x f(x
) )

F. Developing mastery Determine the domain Express each linear function Using domain, sketch the Using intercepts, sketch the
(Leads to Formative and the range of the in slope and y-intercept graph of each linear graph of each linear
Assessment 3) following function. form. function. function.
1.f(x)=x + 10 1. x-3y =6 1. x - 3y = 6
2. f(x)=√3−s 2. 4x +5y =40 2. 4x +5y = 40
2
3. f(x)= x -2 1. y=− x +1 with the
5
domain x≤5.
2. f (x )=2 x+1 with domain
−3≤x ≤2
F. Finding practical Identify the domain and Create your own linear What is the domain of “Think-Pair-Share Activity”
applications of range of f(x) = x -5, then function. Select one of the y=3 x−4 when Work with your
concepts and skills in sketch the graph of a different methods of −1≤ y≤3 ? seatmate, you will use
daily living function. determining a linear Then in a graphing paper different technique in
function. sketch the linear function. graphing linear function
(one will use table of
value, and the other one
will use intercepts). After
you done with your work,
compare it with your
partner and identify both
similarities and differences
of your graph.
f (x )=2 x+6
G. Making Generalization:
generalizations and The domain of a
abstractions about function is the set of all
the lesson possible values of its first
coordinates and the
range is the set of all
possible values of its
second coordinates.
The domain and range of
a function or relation
maybe identified from the
set of ordered pairs, from
mapping diagram, from
the graph or from a rule
or equation.
H. Evaluating learning Give 5 relations that are
function. You may
Generalization: Generalization: Generalization:
A linear function is The graph of a linear In a given function, we
defined by f(x) =mx + b, function is a straight line. have to take note that as x
where 𝑚 is the slope and 𝑏 If the domain or range increases, the value of the
is the y-intercept of the line. lies in one number, function may either increase
These 𝑚 and 𝑏 are real the graph of a linear or decrease. The value of 𝑚
numbers. function is a ray. affects the trend of the
In a given function, we If the range or domain of function. If the value of 𝑚 is
have to take note that as x linear function specifies positive, it is an increasing
increases, the value of the that x lies between two function because as x
function may either increase numbers, the graph is a increases y also increases.
or decrease. The value of 𝑚 line segment. If the value of 𝑚 is negative,
affects the trend of the it is a decreasing function
function. If the value of 𝑚 is because as x increases, y
positive, it is an increasing decreases .The graph of a
function because as x linear function is a
increases y also increases. straight line.
If the value of 𝑚 is negative, Using the intercepts is
it is a decreasing function also an aid to sketch the
because as x increases, y graph of a function. Let x=
decreases. 0, to find 𝑦-intercept, and
The function is linear if let y = 0, to find the 𝑥-
its differences on intercept. The 𝒙-intercept is
𝑥-coordinates are equal and the abscissa of the point
the first differences on where the graph crosses
𝑦-coordinates are equal. the 𝑥 − 𝑎𝑥𝑖𝑠. This point is
However, the function is not represented by ( x, 0 ). The
linear if the first differences 𝒚-intercept is the ordinate
on 𝑥-coordinates are equal of the point where the
and the first differences on graph crosses the 𝑦 − 𝑎𝑥𝑖𝑠.
𝑦 coordinates are not equal. This point is represented by
( 0, y ).
Hakot Pa More! Create your own linear “Let’s Trace it”
Students will collect linear function, You can use either (Group Activity)
express them as ordered function as many as they domain or range, and graph Match your answer with
pairs, mapping, graph, or can by writing the Filipino it on your graphing paper. the value of x and y in
rule or equation. food that contains linear the box accompanied with
Determine the domain function. word/s for you to complete
and range of the functions the decoder.
you have made. f ( x)  5 x  1 1. Determine the intercepts
of the linear function
3 x+8 y=24 .
2. Complete the table of
value of the linear function
1
f (x )= x−2
f ( x)  3 2
x -1 0 1
y

3. Graph the linear function

in items 1 and 2 in the map
of Cavite.
f ( x)  6 x  7 DECODER

______ _______
1.) x 1.) y

_______ ______
2.) 1st 2.) 2nd
y y

_____
 2.) 3rd
y

person’s health

f ( x )  4 x 2  1 -2

than
-1 ½

greater
3

There is no
8

wealth
-2 ½
1
f ( x)  x
2 Graph:
 I. Additional activities 1. Follow Up: 1. Follow Up: Study: Follow up:
for application or Find the domain and Choose the linear function, By completing the table of By completing the table of
remediation range of each function. and then prove why it is a values, sketch the graph of values, sketch the graph of
1. f(x)= x- 7 linear function. f (x) 2x 7. f x x2 
3x a. f(x) = x+5
2. f (x )= b. f(x)= x2 - 4
x −1
2. Study: How to graph a
2. Study: linear function’s (a) domain;
Define a linear function. (b) range; (c) table of
Reference: Learner’s values; (d) intercepts; and
Module pages 172 – 177 (e) slope.
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?