Republic of the Philippines

DEPARTMENT OF EDUCATION
Region III
SCHOOLS DIVISION OF AURORA
District of Maria Aurora West
DIANAWAN NATIONAL HIGH SCHOOL
Dianawan, Maria Aurora, Aurora
_____________________________________________________________________________________
QUARTER II

Subject: MATH Grade Level: 8

Date: November 20, 2023
The learner demonstrates understanding of key
concepts of factors of linear inequalities in two
Content Standard
variables, systems of linear inequalities in two
variables and linear functions.
The learner is able to formulate and solve
Performance Standard accurately real-life problems involving linear
inequalities in two variables, and linear functions.
Illustrates a relation and a function.
Competency
(M8AL-IIc-1)
I. OBJECTIVES
Knowledge Define relation and function.
Skill Represent a relation in four ways:
1. Table
2. mapping diagram
3. graph
4. rule method
Attitude Develop the value of perseverance in studying.
II. CONTENT Representations of Functions and Relations

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages 155-182
2. Learner’s Materials Pages 138-144
IV. PROCEDURES

Teacher’s Activity Students’ Activity

A. Reviewing or presenting the new lesson
Where do I belong??? Kesong See Pastillas
Description: This activity will enable you to write puti weeds de leche
ordered pairs. Out of this activity, Smoked coconut Dried fish
you can describe the relation of the products to its fish (tuyo)
respective places. (tinapa)
Directions: Group the following products in such a Coffee Fresh Banana
way that they are from the same places in Cavite. beans milk
 How many products are there in each shrimp Black Choco
column? pepper milk
  How did you classify the products? Strawberr crab pineapple
y milk

General Rosario Amadeo

Trias

B. Establishing a purpose for the lesson Define relation and function.

Presentation of Objectives Represent a relation in four ways:
1. Table
2. mapping diagram
3. graph
4. rule method
Develop the value of perseverance in studying.
C. Presenting examples of the new lesson The relations you have formed in the previous
Exploratory Activity activities are all examples of a
From the previous activity, form some ordered FUNCTION, as they are many-to-one
pairs using the format: correspondence. If the relation shows one-to-one
(product, place ) correspondence it is also a function, but if the
a. Column 1: __________ relation is one-to-many correspondence, then it is
b. Column 2: __________ not a function.
c. Column 3: __________ Aside from these three methods, function can also
Based on the coordinates you have formulated, is be represented by picture
there a repetition of the first coordinates? or graph, by equation and by rule.
How about the second coordinates?
Try to present the ordered pairs formed in table form.

PRODUCTS MUNICIPALITY

Now, try to make a mapping diagram to show the

relation.

 What can you say about the diagram you

have formed?
 What elements belong to the first set? To the
second set?
 Is there a repetition of the first coordinates?
How about the second coordinates?

Situation: Suppose Tenten is working 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?
b. Is his earnings related to the number of hours
of work? How?
Tenten’s earnings can be represented by some other
way like graph, equation or rule.

By graph

By equation or by rule, Tenten’s earnings can be

represented by y=43(h)
D. Discussing new concepts and
practicing new skills #1
Video Presention diffentiating a relation and a
function.
E. Discussing new concepts and
practicing new skills #2
1. What can you say about relation?
2. Can you determine whether a relation is a function
or a mere relation? How?
3. What will be your reference that a relation is a
function?
4. Give real-life examples/ situations that can
describe a function.
F. Developing Mastery 1. Not Function
Determine whether a given mapping diagram is a 2. Function
function or NOT a function. 3. Function
G. Finding practical applications of concepts and
skills in daily living
Situation: Suppose you are working in a fast food
company. You earn ₱48 per hour.
Questions:
a. How much will you earn if you work for
4 hours a day?
5 hours a day?
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 Generalizations and abstractions A relation is any set of ordered pairs. The set of all
about the lesson the first coordinates is called the domain of the
What is a relation? relation. The set of all the second coordinates is
When can you say that a relation is a function? called the range.
NOTE: Every function is a relation, but some A function is a relation in which
relations are not functions. 1. for each first coordinate, there is exactly one
A function can be represented by using a table, second coordinate, or:
or a set of ordered pairs of numbers, by mapping, by 2. for every first element x, there corresponds a
picture or graph, by equation and by rule or unique element y.
correspondence expressed in words. When pictures
and arrows are used in representing a function, the
function may be called mapping.
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.

I. Evaluating learning 1. Function

State whether the given set of ordered pairs is a 2. Function
function or NOT. Give the reason for 3. Not
your answer. 4. Function
1. ( 1 ,2 ), ( 2, 3 ), ( 3 , 4 ), ( 4, 5 ) 5. Not
2. ( -1, 6 ), ( -2, 7 ), ( -3, 8 ), ( -4, 9 )
3. ( 1, 2 ), ( 0, 8 ), ( 1, 3 ), ( 2 , 7 )
4. ( -3, 8 ), ( -1, 8 ), ( 3, 8 ), ( 7, 8 )
5. ( 5, 4 ), ( 5, 8 ), ( 7, 2 ), ( 7, 3 )
J. Additional Activities for application or
remediation
Give a real life situation that can be an example of
function. Select any of the
methods to represent it.

Prepared by:

JESSA C. BALMORES
Teacher I
Checked and Reviewed by:

VILMA L. EUGENIO
School Principal II