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GRADE/SECTION Grade 8 (Del Pilar, Malvar,Rizal, Mabini,Agoncillo ) LEARNING AREA  MATHEMATICS

DAILY LESSON
LOG
TEACHING DATES/TIME Quarter Two
January 4 – 6 and Jan.9, 2022.

TIME MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

6:00 – 7:00 Agoncillo Rizal Rizal
7:00 – 8:00 Del Pilar Del Pilar Agoncillo Mabini
8:00 – 9:00 Malvar Malvar Mabini
9:00 – 9:40 Malvar Mabini Malvar Malvar
10:00 – 10:40 Agoncillo Mabini Agoncillo
10:40 – 11:20 Rizal Rizal Del Pilar Del Pilar

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations and inequalities in two
Content Standards
variables, systems of linear equations and inequalities in two variables and linear functions.
Performance The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations and inequalities in two
Standards variables, systems of linear equations and inequalities in two variables and linear functions, and solve these problems accurately using a variety of strategies.
Learning Illustrates a relation and a function.. Verifies if a given relation is a The learner verifies if a given relation
Competencies (M8AL-IIc-1) function. is a function.
(M8AL-IIc-2) (M8AL-IIc-2)
a. Define relation and function.
b. Represent a relation in four a. Differentiate a relation from a a. Determine if a relation is a function
ways: function. given:
1. Table b. Determine if a relation is a 1. ordered pairs,
2. mapping diagram function or not. 2. mapping, and
3. graph c. Appreciate the concept of 3. rules/equations.
4. rule method relation and function in real- b. Express real-life situations into:
c.Develop the value of life situation. 1. ordered pairs,
perseverance in studying. 2. mapping, and
3. rules/equations.
c. Appreciate the concept of relation
and function in real-life situations.
Representations of Relations and Representations of Relations and
II. CONTENT Relations and Functions
Functions Functions
III. LEARNING
RESOURCES
A. References
1. Teacher’s 155-182 168- 169
Guide Pages
2. Learner’s 151-152
138-144 pages148-152
Materials pages
3. Text book None None Lapinid and Buzon, Advanced
pages Algebra, Trigonometry and Statistics:
Patterns and Practicalities, pp. 22-23;
 Valtoribio, Advanced Algebra,
Trigonometry and Statistics, pp. 4-5.
4. Additional https://www.youtube.com/watch?
v=C5xcpNGeKCQ https://www.youtube.com/watch?
Materials from
v=l4265qSL914
Learning Resources
Laptop, Projector,Speaker Laptop, Projector,Speaker Grade 8 LCTG by DepEd Cavite
B. Other Learning
LCTG Grade 8 by DepEd Cavite LCTG Grade 8 by DepEd Cavite Mathematics 2016, projector, laptop,
Resources
Mathematics,2016 Mathematics,2016 power point presentation
IV. PROCEDURES
Where do I belong??? “Find your Match!”
Description: This activity will enable Call on 8 volunteers. Give each
you to write ordered pairs. Out of this student a strip of paper and instruct
activity, them to find their match.
you can describe the relation of the Teacher-students
products to its respective places. SPOTTING ERRONEOUS Boyfriend-girlfriend
Directions: Group the following COORDINATES Parent-child
products in such a way that they are Do the task as directed God-creation
from the same places in Cavite. A. Lea indicated that A has
coordinates (-3,2) 1. What did each pair represents?
Kesong See Pastill 1. Do you agree with Lea? 2. How can you make your
puti weeds as de 2. What makes Lea wrong? relationship with others
leche 3. How will you explain to her work/function?
Smoked cocon Dried that she is wrong in a subtle
fish ut fish way?
(tinapa) (tuyo) B. Cris insisted that B has
Coffee Fresh Banan coordinates (-2,-4) while C has
A. Reviewing coordinates (-2,2). If yes, why? If no,
previous lesson or beans milk a
shrimp Black Choco state the correct coordinates of points
presenting the new of B and C
lesson peppe milk
r
Strawbe crab pineap
rry milk ple

Gener Rosar Amade

al io o
Trias

 How many products are there

in each column?
How did you classify the products?
 A function is a relation where there is
B. Establishing a no repetition of the first element.
purpose for the Presentation of Objectives Presentation of Objectives
lesson

C. Presenting Exploratory Activity Plot the following points in five The relation between time and pay is
Examples/instances From the previous activity, form separate Cartesian Plane. an example of a function.
of new lesson some ordered pairs using the format: Example:
( product, place )
a. Column 1: __________
b. Column 2: __________
c. Column 3: __________
Based on the coordinates you have Notice that there is no repeated value
formulated, is there a repetition of the for the first element. So, this is a
first coordinates? function.
How about the second
coordinates? This can also be represented through
Try to present the ordered pairs A. Ordered pairs
formed in table form. {(2,200), (4,400), (6,600), (8, 800), (10,
1000)}
PRODUCT MUNICIPALI
S TY
B. Mapping

Now, try to make a mapping diagram

to show the relation.

This is an example of one-to-one

correspondence.

A correspondence may be classified

 What can you say about the as one-to-one, many-to-one, or one-
diagram you have formed? to-many.
 What elements belong to the
One-to-One Correspondence
first set? To the second set?
Student I.D. No.
 Is there a repetition of the first
coordinates? How about the
second coordinates?
The relations you have formed in the
previous activities are all examples of
a
FUNCTION, as they are many-to-one
correspondence. If the relation shows Many-to-One Correspondence
one-to-one correspondence it is also a
function, but if the relation is one-to-
many correspondence, then it is not a
function.
Aside from these three methods,
function can also be represented by
picture
or graph, by equation and by rule.
Situation: Suppose Tenten is working
One-to-Many Correspondence
in Gen. Trias Dairy Raisers Multi-
Purpose
Cooperative at Santiago, Gen. Trias,
Cavite and he earns ₱43 per hour.
Questions:
a. How much will Tenten earn if
he works for
4 hours a day?
5 hours a day?
6 hours a day?
7 hours a day?
8 hours a day? C. Rule/Equation
b. Is his earnings related to the As the number of time (x) increases,
number of hours of work? How? the amount of pay (y) also increases.
Tenten’s earnings can be represented -What will be your pay if you worked
by some other way like graph, for 1 hour? 15 hours? 20 hours? n
equation or rule. hours?
So, the rule for this function is y=
100x.

By graph
 By equation or by rule, Tenten’s
earnings can be represented by
y=43(h)
Video Presention diffentiating a
relation and a function.

From the previous activity, Is there a

repetition of the first coordinates? The 1. Among the types of
second coordinates? correspondence, which ones are
 Connect the given points from the functions? Why?
D. Discussing new first given point up to the last. 2. Does one-to-one correspondence
concepts and  How can you describe each graph? between elements always guarantee a
practicing new  Draw vertical lines through the function? How about one-to-one?
skills #1 graph. Justify your answer.
 Does the vertical lines touch the 3. Does one-to-many correspondence
graph? between elements always guarantee a
 How many times does the vertical function? Justify your answer.
line touch the graph?

E. Discussing a. What can you say about A. Does each graph represent a Tell whether the following relations as
new concepts and relation? function? Why or why not? function or not.
practicing new b. Can you determine whether B. If you are only given the
skills #2 a relation is a function or a graph, how can you determine
 1.

if the graph represents a

mere relation? How?
function?
c. What will be your reference
C. What do you call this method?
that a relation is a function?
d. Give real-life examples/
situations that can describe
a function.
2.

3.
4. y = 3x+9
5. x2 + y2 =16
6. (-1,2), (1,3), (1,5), (2,7)
7. (0,6), (-3,4), (3,5), (4,0), (6,-3)
F. Developing Determine whether a given mapping Given the following graphs of relation, Determine whether the following
mastery (Leads to diagram is a function or NOT a determine whether each describes a relations as functions or not.
Formative function. function or not a function. 1. (-6,-4), (-4,-2), (-1,0) , (1,1), (4,2),
Assessment) (3,3)
2. (-4,0), (0,3), (4,0), (0,-3)
3. 3x + y = 4
4. 2x2 + y2 = 8
 6.
2 -5

0 -1

-2 -9

10

7.
1
0 2

G. Finding Situation: Suppose you are working in Plot the following points in five If a kilo of mango costs ₱120, how
Practical a fast food company. You earn ₱48 per separate Cartesian Plane and use much are 2 kilos? 3 kilos? 4 kilos? 5
applications of hour. vertical line test to determine if is a kilos?
concepts and skills Questions: function or not. Express this relation by
a. How much will you earn if you a.) ordered pairs;
work for b.) mapping; and
4 hours a day? c.) through equation.
5 hours a day? Determine if it describes a function.
6 hours a day?
7 hours a day?
8 hours a day?
b. Are your earnings related to
the number of hours of work? How?
( The learners will be instructed to
represent their answer in different
ways.)
Group 1 – by ordered pairs
Group 2 – by table
 Group 3 – by mapping diagram
Group 4 – by graph
Group 5 – by equation/rule
Questions to be used:
 How did you write the set of ordered
pairs?
 How did you make a table?
 How did you make a mapping
diagram?
 How many elements are there in the
set of ordered pairs you have made?
 What elements belong to the first
set? second set?
 Is there a repetition of first
coordinates? How about the second
coordinates?

H. Making A relation is any set of ordered
generalizations and pairs. The set of all the first
abstractions about coordinates is called the domain of the
the lesson relation. The set of all the second
coordinates is called the range.
A function is a relation in which
1. for each first coordinate, there is
exactly one second coordinate, or:
2. for every first element x, there
corresponds a unique element y.
NOTE: Every function is a relation,
but some relations are not functions.
A function can be represented by
using a table, or a set of ordered pairs
of numbers, by mapping, by picture or
graph, by equation and by rule or
correspondence expressed in words.
When pictures and arrows are used in
representing a function, the function
may be called mapping.
A function is a relation where there
is no repetition of the first element.
The vertical line test is used to
determine whether the graph is a
function or not. If
any vertical line drawn through the
graph intersects the graph in exactly
one point, then the graph represents
a function.
A function is a relation where there is
no repetition of the first element.
-A correspondence may be classified
as one-to-one, many-to-one, or one-
to-many. It is one-to-one if every
element in the domain is mapped to a
unique element in the range; or
many-to-one if any two or more
elements of the domain are mapped
to the same element in the range; or
one-to-many if each element in the
domain is mapped to any two or more
elements in the range.
 The kinds of pairing or matching
are : one-to-one correspondence,
many-to-one correspondence and one-
to-many correspondence.
Note: A one-to-one correspondence
and a many-to-one correspondence
are called
functions while the one-to-many
correspondence is not.
State whether the given set of True or False.
ordered pairs is a function or NOT. If a kilo of mango costs ₱120, how 1. All functions relations.
Give the reason for much are 2 kilos? 3 kilos? 4 kilos? 5 2. Some relations are functions.
your answer. kilos? 6 kilos? 3. A many-to-one correspondence is a
1. ( 1 ,2 ), ( 2, 3 ), ( 3 , 4 ), ( 4, 5 ) Express this relation by graphing and function.
2. ( -1, 6 ), ( -2, 7 ), ( -3, 8 ), ( -4, 9 ) through vertical line test determine if 4. A one-to-one correspondence is a
I. Evaluating
3. ( 1, 2 ), ( 0, 8 ), ( 1, 3 ), ( 2 , 7 ) it describes a function. relation.
Learning
4. ( -3, 8 ), ( -1, 8 ), ( 3, 8 ), ( 7, 8 ) 5. A relation is a function if there is a
5. ( 5, 4 ), ( 5, 8 ), ( 7, 2 ), ( 7, 3 ) repeated value in the first element.

Give a real life situation that can be 1. Follow Up:

an example of function. Select any of On a piece of an oslo paper draw a
the methods to represent it. On a piece of an oslo paper draw a figure illustrating a relation and label
J. Additional figure illustrating a relation and label it with function or not function.
activities for it with 2. Study:
application or function or not function. Define the following:
remediation a. Dependent variable
b. Independent variable

___Lesson carried. Move on to the next ___Lesson carried. Move on to the next ___Lesson carried. Move on to the next
V. REMARKS objective. objective. objective.
___Lesson not carried. ___Lesson not carried. ___Lesson not carried.
VI. REFLECTION
Del Pilar Del Pilar Del Pilar
A. No. of learners Malvar Malvar Malvar
who earned 80% on Agoncillo Agoncillo Agoncillo
the formative Rizal Rizal Rizal
assessment Mabini Mabini Mabini

B. No. of Learners Del Pilar Del Pilar Del Pilar

who require Malvar Malvar Malvar
additional Agoncillo Agoncillo Agoncillo
activities for
Rizal Rizal Rizal
remediation
Mabini Mabini Mabini
 C. Did the Del Pilar Del Pilar Del Pilar
remedial lessons Malvar Malvar Malvar
work? No. of Agoncillo Agoncillo Agoncillo
learners who have Rizal Rizal Rizal
caught up with the Mabini Mabini Mabini
lesson.
Del Pilar
Del Pilar Del Pilar
Malvar
D. No. of learners Malvar Malvar
Agoncillo
who continue to Agoncillo Agoncillo
require remediation Rizal
Rizal Rizal
Mabini
Mabini Mabini
Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
E. Which of my
___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/ ___ Rereading of Paragraphs/
teaching strategies
Poems/Stories Poems/Stories Poems/Stories
worked well? Why
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
did these work?
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s cooperation in ___ Group member’s cooperation in ___ Group member’s cooperation in
doing their tasks doing their tasks doing their tasks
__ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
F. What __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
difficulties did I __ Colorful IMs __ Colorful IMs __ Colorful IMs
encounter which my __ Unavailable Technology __ Unavailable Technology __ Unavailable Technology
principal or Equipment (AVR/LCD) Equipment (AVR/LCD) Equipment (AVR/LCD)
supervisor can help __ Science/ Computer/ __ Science/ Computer/ __ Science/ Computer/
me solve? Internet Lab Internet Lab Internet Lab
__ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
G. What Planned Innovations: Planned Innovations: Planned Innovations:
innovation or __ Localized Videos __ Localized Videos __ Localized Videos
localized materials __ Making big books from __ Making big books from __ Making big books from
did I use/discover views of the locality views of the locality views of the locality
which I wish to __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
 Instructional Materials Instructional Materials Instructional Materials
share with other
__ local poetical composition __ local poetical composition __ local poetical composition
teachers?
__ ppt presentation __ ppt presentation __ ppt presentation

Prepared by:

IRISH RHEA F. FAMODULAN

Teacher I
Noted:

NORA M. VILLAVICENCIO, PhD

Principal IV