FUNCTIONS

for Mathematics Grade 8

Quarter 2 / Week 4

1
 FOREWORD

This self-learning kit will serve as a guide in finding the domain and
range of a function. It will be your aid as you learn new ideas and
enrich your existing knowledge about mathematical concepts.

In this learning kit you will gain knowledge in finding the

domain and range of a function.

This self-learning kit is divided into three parts:

I. What Happened (Pretest): This part will

check the students’ prior knowledge on the
new topic.

II. What You Need to Know (Discussion): This

part contains the process on how to find
the domain, range of a function. To draw
the graphs of linear functions and illustrateit.

III. What I Have Learned (Post-test/Evaluation): This

part contains activities that will determine
the mastery of the learner in finding the
domain and range of a functions,
graphing and illustrating linearfunctions.

2
 LESSON DOMAIN AND RANGE OF A FUNCTION
1

OBJECTIVES:
• K: Defines the domain and range of a function
• S: Identifies the domain and range of a function.
• A: Correctly illustrates the domain and range of a function.

I. WHAT HAPPENED

Hi! Today, I will help you

how to find the domain
and range of a function.
But before that, answer
the pre-activities on the
next page. Have fun!

3
 Pre-activities/Pre-test
ACTIVITY 1: SHOW ME!

Description: This activity will enable you to recall how to identify a

function.
Directions: Put a check mark (√) in the box if the set shows a function
otherwise, put an X mark. Write your answer in your notebook.

1. {(1,1),(2,1),(3,1),(1,4)}
2. {(-1,7),(5,1),(-1,1),(1,4)}
3. {(3,4),(2,-1),(3,12),(11,4)}
4. {(4,1),(2,5),(3,7),(1,-6)}
5. {(5,6),(-2,-7),(3,5),(2,-4)}

Activity 2: Identify me

Description: This activity will enable you to recall how to identify a

function given a graph. (hint: use the vertical line test)
Directions: Identify whether the graph shows a function or not.
Write your answers in activity notebook.

1. 2. 3.

4. 5.

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 II. WHAT I NEED TO KNOW

The activities guided you to

identify a function. This time, you
will be able to learn aboutthe
domain and range of a
function.

When a function is defined by a rule or an equation using 𝑥 and 𝑦,then 𝑦

is a function of 𝑥.
The domain of the function is the set of all permissible values of 𝒙 thatgive
real values for 𝒚. Similarly, the range of the function is the set of permissible
values for 𝒚 or (𝒙) that give the values of 𝒙 real numbers.
When the domain of a function is infinite, we cannot list each element
assignments. We use set-builder notation to describe such function.

DOMAIN AND RANGE OF A FUNCTION

The domain and range of a function is usually expressed in notation or as

a solution set. The following table will guide you in writing the domain and range
in set builder notation.

SET INDICATED SET-BUILDER

NOTATION
All real numbers between 𝒂 and 𝒃 but not {𝑥ꟾ𝑎 < 𝑥 < 𝑏}
including 𝒂 or 𝒃
All real numbers greater than 𝒂, but not {𝑥ꟾ 𝑥 > 𝑎}
including 𝒂
All real numbers less than 𝒃, but not {𝑥ꟾ𝑥 < 𝑏}
including 𝒃
All real numbers greater than 𝒂 , including {𝑥ꟾ𝑥 ≥ 𝑎}
𝒂

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 All real numbers less than 𝒃,including 𝒃 {𝑥 ꟾ𝑥 ≤ 𝑏}

All real numbers between 𝒂 and 𝒃,including {𝑥 ꟾ𝑎 ≤ 𝑥 < 𝑏}

𝒂
All real numbers between 𝒂 and 𝒃,including {𝑥 ꟾ 𝑎<x≤ 𝑏}
𝒃
All real numbers between 𝒂 and 𝒃,including {𝑥 ꟾx≤𝑎 and x≤ 𝑏}
𝒂 and 𝒃
All numbers less than 𝒂 or greater than 𝒃 {𝑥 ꟾ𝑥 < 𝑎 or 𝑥 >
𝑏}
All real numbers {𝑥 ꟾ 𝑥 𝜖ℝ}

TABLE OF DOMAIN AND RANGE OF COMMON FUNCTIONS

FUNCTION DOMAIN RANGE

𝒇(𝒙) = 𝒙 +𝒌 { 𝑥ꟾ 𝑥 𝜖ℝ } { 𝑦ꟾ 𝑦 𝜖 ℝ }
𝒇(𝒙) = 𝒙𝟐 + 𝒌 { 𝑥ꟾ 𝑥 𝜖ℝ } {𝑦ꟾ 𝑦 ≥ 𝑘}
𝒇(𝒙) = −𝒙𝟐 + 𝒌 { 𝑥ꟾ 𝑥 𝜖ℝ } {𝑦ꟾ 𝑦 ≤ 𝑘}
𝒇(𝒙) = 𝒙𝟑 { 𝑥ꟾ 𝑥 𝜖ℝ } { 𝑦ꟾ 𝑦 𝜖 ℝ }
𝒇(𝒙) = 𝒙𝒏 + 𝒌, n is even { 𝑥ꟾ 𝑥 𝜖ℝ } {𝑦ꟾ 𝑦 ≥ 𝑘}
𝒇(𝒙) = 𝒙𝒏 , n is odd { 𝑥ꟾ 𝑥 𝜖ℝ } {𝑦ꟾ 𝑦 𝜖 ℝ }
𝒇(𝒙) = ⌈𝒙⌉+𝒌 { 𝑥ꟾ 𝑥 𝜖ℝ } {𝑦ꟾ 𝑦 ≥ 𝑘}
𝒇(𝒙) = √𝒙 + 𝒌 {𝑥ꟾ 𝑥 ≥ 0} {𝑦ꟾ𝑦 ≥ 𝑘}
*Where 𝒌 is any real number https://tinyurl.com/y3z5hp6e

Illustrative Examples
Observe the domain and range of the different functions:

𝒇(𝒙) = 3𝑥 − 5 Domain: { 𝑥ꟾ𝑥 𝜖 ℝ }

Range : { 𝑦ꟾ𝑦 𝜖 ℝ }

There is no value that makes the (𝑥) = 3𝑥 − 5 undefined. Thus, the domain and
range of the function of the function is the set of real numbers.

𝒇(𝒙) = 𝑥 2 Domain: {{ 𝑥ꟾ 𝑥 is the set of real numbers} or { ꟾ 𝑥 𝜖 ℝ

} Range: {𝑦ꟾ 𝑦 ≥ 0}

𝒇(𝒙) = 𝑥2 − 7 Domain:{ 𝑥ꟾ 𝑥 𝜖 ℝ }
Range: {𝑦ꟾ𝑦 ≥ −7}

𝒇(𝒙) = − 𝑥 2 − 2 Domain: { 𝑥ꟾ𝑥 𝜖 ℝ }

Range: {𝑦ꟾ𝑦 ≤ −2}
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 𝑓(𝑥) = 𝑥 2 + 4 Domain: { 𝑥ꟾ 𝑥 𝜖 ℝ }
Range: {𝑦ꟾ 𝑦 ≥ 4k}

𝑓(𝑥) = (𝑥 − 3)2 − 5 Domain: {𝑥 ꟾ 𝑥 𝜖 ℝ }

Range: {𝑦ꟾ 𝑦 ≤ −5}

There is no value that make the function undefined. Thus, the domain of the
function is the set of real numbers. The range will depend on the highest or lowest
point of the graph of the function.

𝑓(𝑥) = 𝑥 3 Domain: { 𝑥ꟾ 𝑥 𝜖 ℝ }
Range : { 𝑦ꟾ 𝑦 𝜖 ℝ }

𝑓(𝑥) = 𝑥 3 − 𝑥 2 − 1 Domain: { 𝑥ꟾ 𝑥 𝜖 ℝ }
Range : { 𝑦ꟾ 𝑦 𝜖 ℝ }

There is no value that make the functions undefined. Thus, the domain and
range of the function is the set of real numbers.

1
𝑓(𝑥) =
𝑥−5 Domain: { 𝑥ꟾ 𝑥 𝜖ℝ, 𝑥 ≠ 5}
Range : {𝑦ꟾ 𝑦 ≥ 0}

1
To easily find the domain of 𝑓(𝑥) = 𝑥−5 , the denominator must not be

equal to zero. The domain of the function is the set of values that will not make the
1 1
expression, 𝑥−5 undefined. The value 𝑥 = 5 will make the expression 𝑥−5 undefined.

Thus, 𝑥 = 5 is not part of the domain.

𝑓 (𝑥 ) = √𝑥 Domain: {{ 𝑥ꟾ 𝑥 ≥ 0}
Range : {𝑦ꟾ 𝑦 ≥ 0}

𝑓(𝑥 ) = √𝑥 − 3 Domain: {{ 𝑥ꟾ 𝑥 ≥ 3}
Range : {𝑦ꟾ 𝑦 ≥ 0}

𝑓 (𝑥 ) = √−2𝑥 + 8 Domain: {{ 𝑥ꟾ 𝑥 ≤ 4}
Range : {𝑦ꟾ 𝑦 ≥ 0}

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 The domain of the function is the set of values of x that will make the
expressions√𝑥, √𝑥 − 3 𝑎nd √−2𝑥 + 8 an imaginary number. For √𝑥, x cannot
be a negative number, thus, the domain is the set of numbers greater
than or equal to 0. For √𝑥 − 3, 𝑥 cannot be less than 3 thus, the domain is the set
of numbers greater than or equal to 3.For √−2𝑥 + 8 ≥ 0, solve for 𝑥,
−𝟐𝒙
−𝟐𝒙 + 𝟖 ≥ 0 → −𝟐𝒙 ≥ −𝟖 → ≥ −𝟖 → 𝒙 ≤ 𝟒
−𝟐 −𝟐
Thus, the domain is the set of numbers less than or equal to 4.

FINDING THE DOMAIN AND RANGE FROM THE GRAPH OF A FUNCTION

Illustrative Examples

Notice that the highest and lowest points of the

graph are found at the ends of the graph. One
end is a hollow circle and the other end is an
arrow head. This means that the point
(−3, −2) where the hollow circle is, is not part of the
solution set. The arrow head indicates that the line
extends to infinity.

The domain is {𝑥ꟾ𝑥 > −3} and

the range is {𝑦ꟾ 𝑦 > −2} .

Notice that the highest and lowest points of the

graph are found at the ends of the graph.One
end is a solid circle, and the other end is an
arrowhead. This means that the point
(2, −3) where the solid circle is, is part of the
solution set. The arrowhead indicates that the
line extends to infinity.

The domain is {𝑥ꟾ𝑥 ≥ 2}and the range is

{ 𝑦ꟾ 𝑦 ≥ −3}.

Notice that the highest and lowest points of the

graph are found at the ends of the graph. One
end is a hollow circle, and the other end is a solid
circle. This means that the point (−4,2) where the
hollow circle is, is not part of the solution set. The
point (3, −1) where the solid circle is ,is part of the
solution set.
The domain is {xꟾ −4 < 𝒙 ≤ 3} and the range is
{yꟾ − 1 ≤ 𝑦 < 2}.
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 Notice the highest and lowest point of the graph.
The point (0,5) is the highest point. Both
endpoints (−3,0) and (2,2) are represented by a
solid circle.

The domain is{xꟾ − 3 ≤ x ≤ 2}and the range is

{yꟾ 0≤y ≤ 5}

Tips: Use < or > for hollow circle, ≤ or ≥ for solid circle.

III. WHAT I HAVE LEARNED

ACTIVITY 3: DOMAIN AND RANGE

Description: This activity will enable you to apply the concept of

finding the domain and range of a function.

Directions: Copy in your notebook. Complete the table by finding the

domain and range of the function expressed in set builder notation.
A.
FUNCTION DOMAIN RANGE
1. 𝑓(𝑥) = 5𝑥 + 1

2. 𝒈(𝒙) = √𝟑𝒙 + 𝟔

𝟑
3. 𝒇(𝒙) =
𝒙+𝟔

4. 𝒇(𝒙) = 𝒙𝟐 + 𝟓

5. 𝒇(𝒙) = 𝒙𝟑 − 𝟒

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B. Give the domain and range of the function in interval notation shown by
each graph.

1. 2.

Domain Domain:
Range:
Range∶

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SYNOPSIS KEY ANSWERS
After going through this self-learning kit, Pretest:

the learner should be able to demonstrate

understanding of the key concepts about
the domain and range of a function.

Activity 2.

WHAT HAVE I LEARNED:

A.

B.

2. 1.

ABOUT THE AUTHOR

NORALYN A. DUMOGHO is currently teaching

Grade 8 and 10 Mathematics at Sibulan
Science High School, Sibulan 2 District, Division of
Negros Oriental. She earned her professional
education units at Negros Oriental University
Dumaguete in 2007.

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 LESSON
2
LINEAR FUNCTIONS

OBJECTIVES:
• K: Identifies a linear function using its graph and tableof
values
• S: Determines the slope and intercepts of linear
functions
• A: Develops accuracy in identifying linear functions

page. Have fun!

12
Pre-activities/Pre-test

ACTIVITY 1: SHOW ME!

Description: This activity will enable you to recall how to identify alinear
equation.
Directions: Put a check mark (√) in the box if the set shows a linear
equation otherwise, put an X mark. Write your answer in your activity notebook.

1. 𝑥 + 𝑦 − 3 = 0
2. (9𝑦 − 5) = 𝑥

3. 𝑥 − 2𝑦 = 3𝑥 + 1
4. 𝑦 − 1 = 𝑥
5. 𝑦 – 𝑥2 = 3

Activity 2: Evaluate me!

Description: This activity will enable you to evaluate algebraic expressions.

Directions: Evaluate the following expressions. Write your answer inyour
notebook.

1. 2𝑥𝑦 when 𝑥 = 2 and 𝑦 = 1

2. 𝑥 − 4𝑦 when 𝑥 = −1 and 𝑦 = 0
3. 𝑥2 + 𝑦 when 𝑥 = −5 and 𝑦 = 7
4. √ 2𝑥 − 5 + 7𝑦 when x= 4 and y= 2
𝑥2+4𝑥−5
5.
𝑦2−𝑦−2 when x = 5 and y=3

when 𝑥 = 5 and 𝑦 = 3

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II. WHAT I NEED TO KNOW

recall linear equation and

A linear function is defined by (𝑥) = 𝑚𝑥 + b . where 𝑚 and 𝑏 are real

numbers. Its graph is a line with slope 𝑚 and 𝑦-intercept 𝑏. If 𝑚 ≠ 0, then the
degree of the function is 1. If 𝑚 = 0 and 𝑏 ≠ 0, then the degree of the function is 0.
If 𝑚 = 0 and 𝑏 = 0, then the degree of the function is not defined.

IDENTIFYING LINEAR FUNCTIONS AND THEIR SLOPES

ILLUSTRATIVE EXAMPLES

1. Is the function f defined by (𝑥) = 2𝑥 + 3 a linear function? If yes,

determine the slope and the 𝑦-intercept.

SOLUTION:
Yes, the function 𝒇 defined by (𝒙) = 𝟐𝒙 + 𝟑 is a linear function since
the highest degree(exponent) of 𝒙 is one and it is written in the form 𝒇(𝒙)
= 𝒎𝒙 + 𝒃. The slope 𝒎 is 𝟐 and the 𝒚-intercept 𝒃 is 𝟑.

2. Is the function 𝑔 defined (𝑥) = −𝑥 a linear function? If yes, determinethe

slope and the 𝑦-intercept.

SOLUTION:
Yes, the function𝒈 defined by(𝒙) = −𝒙 is a linear function since the
highest degree(exponent) of 𝒙 is one Since by𝒈(𝒙) = −𝒙 can be
written in the form 𝒈(𝒙) = −𝒙 + 𝟎. The slope 𝒎 is −𝟏 and the
𝒚- intercept 𝒃 is 𝟎.
3. Is the function 𝒉 defined by (𝒙) = 𝒙𝟐 + 𝟓𝒙 + 𝟒 a linear function?

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 SOLUTION:
No, the function 𝒉 defined by (𝒙) = 𝒙𝟐 + 𝟓𝒙 + 𝟒 is not a linear function
since the highest degree(exponent) of 𝒙 is 𝟐.

DESCRIBING A LINEAR FUNCTION USING ITS GRAPH

A linear function can be described using its graph.

With the use of table of values of 𝑥 and 𝑦, the function can be graphed.

ILLUSTRATIVE EXAMPLES

1. Sketch the graph of the function (𝑥) = 2𝑥 − 1 at 𝑥 = −3, 0 and 2.

SOLUTION:
If 𝑥 = −3 , then 𝑓(𝑥) = 2𝑥 − 1 becomes
(−3) = 2(−3) − 1
(−3) = −6 − 1
(−3) = −7, which means the value of 𝑓 at
𝑥 = −3 is −7
This gives the ordered pair (−3, −7)
If 𝑥 = 0 , then 𝑓(𝑥) = 2𝑥 − 1 becomes
(0) = 2(0) − 1
(0) = −1, which means the value of 𝑓 at
𝑥 = 0 is −1
This gives the ordered pair (0, −1)
If 𝑥 = 2 , then 𝑓(𝑥) = 2𝑥 − 1 becomes
(2) = 2(2) − 1
(2) = 4 − 1
(2) = 3, which means the value of 𝑓 at
𝑥 = 2 is 3
This gives the ordered pair (2,3)

This implies that the graph of the function 𝑓 will pass through the
points (−3, −7), (0, −1) 𝑎𝑛𝑑 (2,3).
Out of these values, we can have the table below and graph.

𝒙 −3 0 2
𝒇(𝒙) −7 −1 3
𝒇(𝒙)

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 (2,3)

𝒙
(0, −1

(−3, −7)

in
(𝑥) notation.

LINEAR FUNCTION TABLE OF VALUES

Using the table, we can verify the linear function, by examining the
values of x and y. For the linear function represented by the table below, the
differences in the x-coordinates is constant which is 1 and the differences in the
y-coordinates is also constant which is 2.
From the table, it is observed that, the rate of change or the slope is 2. The y-intercept is

(0,4). Thus, this can be written using the linear function (𝑥) = 2𝑥 + 4.

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 DOMAIN AND RANGE OF A LINEAR FUNCTION
If a function is defined by (𝑥) = 𝑚𝑥 + 𝑏, where 𝑚 ≠ 0, then the domain
of the function 𝐷𝑓 and the range of the function 𝑅𝑓 is ℜ . In symbols,

𝐷𝑓={𝑥 |𝑥 𝜖 ℜ} ,read as ‘the domain of the function 𝑓 is the set of all 𝑥

such that 𝑥 is an element of the set of real numbers”
𝑅𝑓={𝑦 |𝑦 𝜖 ℜ} ,read as ‘the range of the function 𝑓 is the set of all 𝑦 such
that 𝑦 is an element of the set of real numbers”

ILLUSTRATIVE EXAMPLES

1. What is the domain and range of the linear function (𝑥) = 2𝑥 + 4?

SOLUTION: Since the function is in the form (𝑥) = 𝑚𝑥 + 𝑏, (𝑥) = 2𝑥 + 4 is a linear

function. Hence the domain and range of (𝑥) = 2𝑥 + 4 is the set of real numbers, .

Domain={x |x ϵ ℜ} and the Range={y |y ϵ ℜ}

FINDING THE INTERCEPTS OF LINEAR FUNCTIONS

The 𝑥-intercept of a linear function is the 𝑥 −coordinate of a point wherethe

graph intersects the 𝑥-axis.
To find the 𝑥 −intercept (𝑥, 0), let 𝑦 𝑜𝑟 (𝑥) = 0 and solve for 𝑥.

Example: Find the x-intercept of the function (𝑥) = 𝑥 − 2

SOLUTION: (𝑥) = 𝑥 − 2, (𝑥) = 0
0=𝑥−2 substitute
−𝑥 = −2
𝑥=2 simplify
𝑇ℎ𝑒 𝑥 − 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡𝑜𝑓 𝑡ℎ𝑒 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑖𝑠 𝑡ℎ𝑒 𝑝𝑜𝑖𝑛𝑡 (2,0)
𝑜𝑟 𝑡ℎ𝑒 𝑔𝑟𝑎𝑝ℎ 𝑜𝑓 𝑡ℎ𝑒 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛 𝑖𝑛𝑡𝑒𝑟𝑠𝑒𝑐𝑡𝑠 𝑡ℎ𝑒 𝑥 − 𝑎𝑥𝑖𝑠 𝑎𝑡 (2,0).

On the other hand, the 𝑦-intercept is the 𝑦-coordinate of the point wherethe graph
intersects the 𝑦 −axis.

To find the 𝑦-intercept (0, 𝑦), let 𝑥 = 0 and solve for 𝑦.

Example: Find the 𝑦 -intercept of the function (𝑥) = 𝑥 − 2

SOLUTION: (𝑥) = 𝑥 − 2, 𝑥=0
(0) = 0 − 2, substitute
(0) = −2 simplify
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 𝑇ℎ𝑒 𝑖𝑛𝑡𝑒𝑟𝑐𝑒𝑝𝑡 𝑜𝑓 𝑡ℎ𝑒 𝑓𝑢𝑛𝑐𝑡𝑖𝑜𝑛, (0, −2) 𝑖𝑠 𝑡ℎ𝑒 𝑝𝑜𝑖𝑛𝑡
𝑤ℎ𝑒𝑟𝑒 𝑡ℎ𝑒 𝑔𝑟𝑎𝑝ℎ 𝑖𝑛𝑡𝑒𝑟𝑠𝑒𝑐𝑡𝑠 𝑡ℎ𝑒 𝑦 − 𝑎𝑥𝑖𝑠.

III. WHAT HAVE I LEARNED

EVALUATION/POST TEST:
Direction: Choose the capital letter of the correct answer. Write youranswer
and show your solution/explanation on a separate sheet of paper.

1. Which of the following shows the domain of the function (𝑥) = 2𝑥 − 7 ?

𝐴. {𝑥 |𝑥 𝜖 ℜ, 𝑥 ≠ 7} C. {𝑥 |𝑥 𝜖 ℜ}
𝐵. {𝑥 |𝑥 > −7} D. {𝑥 |𝑥 < −7}

2. At what point will the graph of (𝑥) = 2𝑥 − 10 intersects the 𝑦-axis?

A. (0, −5) B. (5,0) C. (0, −10) D. (0,10)

3. Which of the following functions shows a slope of 1?

A. (𝑥) = −3𝑥 + 1 C. (𝑥) = −𝑥 + 2
B. (𝑥) = −3𝑥 D. (𝑥) = 𝑥 + 9

4. Which ordered pair is represented by 𝑓(−2) = 5?

A. (−2,5) B. ( 2, −5) C. (−2,0) D. (5,0)

5. The ordered pair (4,-1) is represented by which of the functions below?

A. 𝑓(−4) = 1 B. 𝑓 (4) = −1 C. 𝑓(−1) = 3 D. 𝑓(−1) = −5

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SYNOPSIS
After going through this self- Pretest:
learning kit, you should be able
to demonstrate understanding
of key concepts of linear
functions.

ABOUT THE AUTHOR

NORALYN A. DUMOGHO is currently teaching

Grade 8 and 10 Mathematics at Sibulan
Science High School, Sibulan 2 District, Division of
Negros Oriental. She obtained her professional
education units at Negros Oriental State
University Dumaguete in 2007.

19
 References

TEXTBOOKS

Elementary Algebra I. 2000. P.169

E-Math II.2008 pp.226

Learner’s Module (LM)in Math 8, pp. 168-180

WEBSITE

https://courses.lumenlearning.com/ivytech-collegealgebra/chapter/linear
functions(accessed October 20,2020)

https://www.analyzemath.com/linear-functions.htmlaccessed/(accessed
October 20,2020)
 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent
JOELYZA M. ARCILLA, EdD
Assistant Schools Division Superintendent
MARCELO K. PALISPIS, EdD
Assistant Schools Division Superintendent
NILITA L. RAGAY, EdD
OIC - Assistant Schools Division Superintendent
CID Chief
ROSELA R. ABIERA
Education Program Supervisor – (LRMS)
ELISA L. BAGUIO, EdD
Division Education Program Supervisor – MATHEMATICS
MARICEL S. RASID
Librarian II (LRMDS)
ELMAR L. CABRERA
PDO II (LRMDS)

NORALYN A. DUMOGHO
Writer
NORALYN A. DUMOGHO
Illustrator/Lay-out Artist
_____________________________

ALPHA QA TEAM
NORALYN A. DUMOGHO
NONEDE B. OBENITA
JUNRY Y. VILLAHERMOSA

BETA QA TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA I. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY L. UMALI

ENHANCEMENT TEAM
NIDA BARBARA I. SUASIN
QUEENIE V. MORIONES
NORALYN A. DUMOGHO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible
learning modality to the teachers and learners of the Division of Negros Oriental. The contents of this module are
carefully researched, chosen, and evaluated to comply with the set learning competencies. The writers and evaluator
were clearly instructed to give credits to information and illustrations used to substantiate this material. All content
is subject to copyright and may not be reproduced in any form without expressed written consent from the division.