School: RIZAL NATIONAL HIGH SCHOOL Grade Level: 8

GRADES 1 to 12 Teacher: MARISSEL A. LIM Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and Time: FEBRUARY 27 - MARCH 3, 2023 Quarter: 3rd

I. OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards: The learner demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and linear functions.
B. Performance Standards: The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables, systems of linear inequalities in two
variables, and linear functions.
C. Learning The learner:
Competencies/Objectives: finds the domain and range of a function. M8AL-IId-1
graphs and illustrates a linear function and its (a) domain; (b) range; (c) table of values; (d) intercepts; and (e) slope.
DOMAIN AND RANGE OF A LINEAR FUNCTION LINEAR FUNCTION AND ITS LINEAR FUNCTION AND ITS ICL – Let the
FUNCTION GRAPH GRAPH students give 1
II. CONTENT example per
operation and let
them solve them.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 175-180 187 – 192 pp 187 – 192 187 – 192
2. Learner’s Materials 158-161 172 - 179 Pp 172 - 177 172 – 177
Pages
3. Textbook Pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd Cavite Grade 8 LCTG by DepEd Cavite
Mathematics, 2016 Mathematics, 2016 Mathematics, 2016 Mathematics, 2016
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Preliminaries Preliminaries Preliminaries Preliminaries
Identify the domain Function or Not????? Using the graph, identify A. Using the table of
A. Reviewing Previous and Analyze the following and the domain and range of values, identify the domain
Lesson or Presenting the range of the following: determine if they are each equation and range then sketch the
New Lesson 1. {(-1,3), (0,1), (1,-1), functions or not. graph of the linear function.
(2,-3), (3,-5)}
2. {(0,2),(1,3),(2,4),

B. Establishing a Purpose for
the Lesson
find
a by just observing the
C. Presenting Examples/
Instances of the Lesson
(3,5),(4,6)}
3.
4.
1. How do you identify
domain and range?
2. How will you identify
domain and range of an
equation?
Given the rule, we can
the domain and range of
function algebraically.
Examples:
1. Consider the function
f (x) = x +1.
We can substitute x with
any real number that
does not make the
function undefined.
Therefore, the domain is
the set of real numbers.
To find range, we let y = f
(x) = x +1 and solve for x
in terms of y.
From the previous activity,
1. How can you identify a
function?
2. In numbers 1 to 3, how
did you identify as they are
function or not?
3. How about in numbers 4
and 5?
If you are given the
ordered pairs, it is quite
easy to determine a function
domain (abscissa), the first
element of the coordinates.
If there is no repetition of the
first element, therefore it is a
function.
Example:
{(0,7),(1,3)(2,7),(3,5)} -
function
{(1,0), (1,1),(1,2),(1,3)} – not
function
If you are given an
equation, check first its
1. How do you able to
identify the domain and
range using the graph?
2. Which of the given
graph is a linear function?
3. Is it possible to graph
given an equation with
restricted domain and
range?
A function defined by f
(x) = mx + b is called a
linear function, where 𝑚 is
the slope of the line and 𝑏
is the 𝑦-intercept. This can
also be written in the form
y = mx + b. A linear
function can be described
using its graph.
Example 1: 3
Graph f ( x) = x − 5 with
2 Complete the table of
the domain x>4
Substitute the value
of x with 4
B. Identify the x- intercepts
of x + 2y = 4 if y=0.
1. How can you identify x
and y- intercept of a given
equation?
2.How can you identify if
the given function is a
linear or not?
3. What are the different
ways of identifying the
domain and range of a
linear function?
A function defined by f
(x) = mx + b is called a
linear function, where 𝑚 is
the slope of the line and 𝑏 is
the 𝑦-intercept. This can
also be written in the form y
= mx + b. A linear function
can be described using its
graph.
Example 1:
values for the linear function
.
y = −6 x + 3
x -1 0 1
y
Thus, − x = −y +1 or x = y degree to determine if it is a
−1; which can be defined linear function or not. If the 3 Solutions:
equation is in the first f ( 4) = x−5
for any real number y. 2
Therefore, the range of degree, then it is a linear 3 Substitute each value
f (x) is the set of real function. f (4) = (4) − 5
2 of x to solve for the
numbers. Examples: f ( x) = 2 x + 5 -
respective value of y.
2. If the function is in the linear function because it is Simplify
form of a quotient like in the first degree (the
4 , highest exponent is 1).
f ( x) = 12
x−4 -not f ( 4) = −5
2
We have to take note function because it is in the
f ( 4) = 6 − 5
that rational expression f ( x) = xdegree
second 2
+ 3x +(the
2 highest y = −6(−1) + 3
should not have the exponent is 2.) Use -1
denominator zero, If the given is a table of f ( 4) = 1
therefore, 𝑥 here should values, it is linear because Ordered Pair: (4,1)
y=6+3 as value
of x,
not be equal to 4, but the rate of change is
then
other real numbers can constant. There is a Range: { 1, ∞} y=9
common difference. simplify
be possible value of 𝑥.
To find the range, let 3 To graph
f ( x) =
4
and then solve m=
x−4 2 the linear
for 𝑥 in terms of 𝑦. Solving
function,
for
x=
4 y + 4 , which is use the y = −6(0) + 3
y slope Use 0 as
undefined for 𝑦 = 0. y =0+3 value of x,
❖ The graph of the
Therefore, the range
consists of nonzero real
linear function y=3 then
simplify
3
numbers. f ( x) = x − 5 is a ray
3. If the function is in the 2
form of radical with an since the domain lies
even number index as in
only in one number, x > y = −6(1) + 3
f (x) = x + 3 ,
4.
Since the radicand must y = −6 + 3 Use 1 as
not be negative, we set value of x,
x + 3  0. This will give y = −3
then
x  −3. simplify
Therefore,
D = x / x  −3 x -1 0 1
y 9 3 -3
=− 3,+) .
For the range, we solve
the equation, y = x + 3
for 𝑥 in terms of y
= 0,+)
(y)2= (x+3)2
y2= x + 3
Therefore, x= y2-3.The Example 2:
resulting equation tells
Graph f ( x) = −1 + 2 x with
that y2 - 3 will always be the range − 7  y  3
defined for any
real number 𝑦, but the Substitute both -7 and 3 Example 2:
original equation as the values of y, f(x).
y = x + 3 means that 𝑦 Identify the intercepts of
is the principal square a linear function
root of 𝑥 + 3, so 𝑦 is f ( x) = 2 x +. 7
never negative.
Therefore, the range is R f ( x ) = −1 + 2 x
= y / y  0 , − 7 = −1 + 2x
0, +). − 7 + 1 = 2x To find the y-
intercept, always
− 6 = 2x substitute the value of
− 6 2x
= x to 0.
2 2
−3 = x
Ordered Pair: (-3,-7) f (0) = 2(0) + 7

f ( x) = −1 + 2 x f (0) = 0 + 7
3 = −1 + 2x
3 + 1 = 2x f (0) = 7

4 = 2x y=7
4 2x
=
2 2
2= x
 Order Pair: (0, 7)
Ordered Pair: (2,3)

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

f ( x) = 2 x + 7
0 = 2x + 7
− 2x = 7
❖ The graph of the linear
function f ( x ) = −1 + 2 x
− 2x 7
=
is a line segment −2 −2
since
the range specifies
that x lies between 7 1
x = − or − 3
two 2 2
numbers.

Order Pair: ( − 3 1 , 0)
2

D. Discussing New Concepts 1. What is a linear function? 1. How can you graph linear
1. How can you describe
and Practicing New Skills 2. How can you determine if 1. What is a linear function? function by table of values?
#1 the domain and range of
a function is linear?
 a function given the 2. How can you graph 2. How can you graph linear
equation? linear function by its function by its intercept?
2. Is it necessary that you domain and range? 3. Which method in
have knowledge in algebraic graphing linear function is
solution of equations to find easy for you?
the domain and range
given the function in the form
of equation?
Determine the Given the function Given the function f (x) = 6x
domain and the range of − 2  x  2 , find 𝑓(−2), - 7, find 𝑓(2), 𝑓(1), 𝑓(0), 𝑓(-
the following function. 𝑓(−1), 𝑓(0), 𝑓(1) 𝑎𝑛𝑑 𝑓(2). 1. Graph f ( x) = 6 with 1)𝑎𝑛𝑑 𝑓(-2). Then, complete
E. Discussing New Concepts 1. f(x)= x + 4 Then, complete the table domain f ( x) = 2x + 7 the table below and draw
and Practicing New Skills 2. f ( x ) = x + 2 below and illustrate the 2. Graph x  −2 with the graph on a graphing
#2 function by mapping. paper
3. f ( x) =
3 domain f ( x) = 3 x A.
x−2
x -2 -1 0 1 2 x -2 -1 0 1 2
f(x) f(x)
Determine the domain Express each linear function Using domain, sketch Using intercepts, sketch the
and the range of the in slope and y-intercept the graph of each linear graph of each linear
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
F. Developing Mastery 2
3. f(x)= x -2 1. y = − x + 1 with the
(Leads to Formative 5
Assessment 3)
domain x  .5
2. f ( x) = 2 x + 1with domain
−3 x  2
 Identify the domain and
range of f(x) = x -5, then
sketch the graph of a
function.
G. Finding Practical
Applications of Concepts
and Skills in Daily Living
Generalization:
The domain of a
function is the set of all
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
H. Making Generalizations ordered pairs, from
and Abstractions about mapping diagram, from the
the Lesson graph or from a rule or
equation.
Create your own linear
function. Select one of the
different methods of
determining a linear
function.
Generalization:
A linear function is
defined by f(x) =mx + b,
where 𝑚 is the slope and 𝑏
is the y-intercept of the line.
These 𝑚 and 𝑏 are real
numbers.
In a given function, we
have to take note that as x
increases, the value of the
function may either increase
or decrease. The value of 𝑚
affects the trend of the
function. If the value of 𝑚 is
positive, it is an increasing
function because as x
increases y also increases.
If the value of 𝑚 is negative,
it is a decreasing function
because as x increases, y
decreases.
The function is linear if its
differences on 𝑥-
coordinates are equal and
What is the domain of
y = 3 x − 4 when
−1 y  3 ?
Then in a graphing paper
sketch the linear function.
Generalization:
The graph of a linear
function is a straight line.
If the domain or range
lies in one number,
the graph of a linear
function is a ray.
If the range or domain
of linear function specifies
that x lies between two
numbers, the graph is a
line segment.
“Think-Pair-Share Activity”
Work with your seatmate,
you will use different
technique in 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
Generalization:
In a given function, we
have to take note that as x
increases, the value of the
function may either increase
or decrease. The value of 𝑚
affects the trend of the
function. If the value of 𝑚 is
positive, it is an increasing
function because as x
increases y also increases.
If the value of 𝑚 is negative,
it is a decreasing function
because as x increases, y
decreases .The graph of a
linear function is a
straight line.
Using the intercepts is
also an aid to sketch the
graph of a function. Let x=
0, to find 𝑦-intercept, and
let y = 0, to find the 𝑥-
intercept. The 𝒙-intercept is
the abscissa of the point
where the graph crosses
 the first differences on
coordinates are equal.
However, the function is not
linear if the first differences
on 𝑥-coordinates are equal
and the first differences on 𝑦
coordinates are not equal.
Give 5 relations that are Hakot Pa More!
function. You may express Students will collect linear
them as ordered pairs, function as many as they
mapping, graph, or rule or can by writing the Filipino
equation. Determine the food that contains linear
domain and range of the function.
functions you have made.
f ( x) = 5 x + 1
f ( x) = 3
I. Evaluating Learning
f ( x) = −6 x − 7
𝑦-
Create your own
linear function, You can
use either domain or
range, and graph it on your
graphing paper.
the 𝑥 − 𝑎𝑥𝑖𝑠. This point is
represented by ( x, 0 ). The
𝒚-intercept is the ordinate
of the point where the
graph crosses the 𝑦 − 𝑎𝑥𝑖𝑠.
This point is represented by
( 0, y ).
“Let’s Trace it”
(Group Activity)
Match your answer with
the value of x and y in
the box accompanied with
word/s for you to complete
the decoder.
1. Determine the intercepts
of the linear function
3x + 8 y = 24.
2. Complete the table of
value of the linear function
1
f ( x) = x−2
2
x -1 0 1
y
3. Graph the linear function
in items 1 and 2 in the map
of Cavite.
DECODER
______ _______
1.) x 1.) y
_______ ______
 2.) 1st 2.) 2nd
y y

_____
2.) 3rd 2.) 3rd
y y

person’s health
-2
f ( x) = −4 x + 1
2
8
than
-1 ½

greater
3

There is no
8

wealth
-2 ½

Graph:
 1
f ( x) = x
2

1. Follow Up: 1. Follow Up:

Find the domain and Choose the linear function, Study:
Follow up:
range of each function. and then prove why it is a By completing the table of
By completing the table of
1. f(x)= x- 7 linear function. values, sketch the graph of
values, sketch the graph of
J. Additional Activities for f (x) = 2x − 7.
3x a. f(x) = x+5 f x = x2 − 
Application or 2. f ( x) = b. f(x)= x2 - 4
Remediation 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 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation
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 work well? Why
did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by: Checked by:

MARISSEL A. LIM JOCELYN G. DIMAFILIS
Teacher III Head Teacher III