GRADE 8 Region XI Division Davao City

DAILY School Matina Pangi NHS Grade Level 8

LESSON Teacher Claire Anne F. Tabarno Learning Areas Mathematics
PLAN Time and Date December 12, 2022 Quarter 2nd

I. OBJECTIVES
Content Standard: Performance Standard:
The learner demonstrates key concepts of linear inequalities in
The learner is able to formulate and solve accurately real-life
two
problems involving linear inequalities in two variables, systems
variables, systems of linear inequalities in two variables and linear
of linear inequalities in two variables, and linear functions.
functions.
Learning Competency
Illustrates a relation and a function. (M8AL-IIc-1)
Learning Objectives
At the end of the session, the learner is expected to:
1. Determine if a given relation is a function given a graph, using vertical line test;
2. Appreciate the use of graph in verifying relation as function or not; and
3. Show camaraderie in doing every activity.
II. CONTENT Relations and Functions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Guide Pages Mathematics SLM Quarter 2 – Module 2 (pp. 7-9)
3. Textbook Pages
4. Additional Materials from
Learning Resources
Laptop, projector, activity materials and activity sheets
B. Other Learning Resources
Illustrating Relations and Functions - https://www.youtube.com/watch?v=ZbX2Zq6eHPA
Daily Routines- Prayer, Checking of Attendance and Reminders
IV. PROCEDURES
COT Indicator #4: Establish safe and secure learning environments to enhance learning through
the consistent implementation of policies, guidelines, and procedures
A. Reviewing previous lesson ELICIT
or presenting the new Activity 1: “Complete Me”’
lesson. Mechanics:
1. The students will play an activity called “Complete Me”.
2. This activity will serve as a review of their previous lesson.
3. The teacher will flash a statement and students will be tasked to complete the sentence by
choosing the correct word that will make the statement correct.
4. Every correct answer corresponds to 5 points that will be recorded as their participation.

Questions:
 ENGAGE
Activity 2: “Plot me on the Cartesian Plane”
Mechanics:
1. This activity will be done by group. The class will be divided into 4 groups. Every member of
the group has task to do to show teamwork.
2. Each group will be given different illustrations of graph and they will be tasked to list the
ordered pairs found on the graph.
3. Afterwards, they will determine if the set of ordered pairs represents a function or not a
function.
4. Then, they will make an observation based on their graph.

COT Indicator #5: Maintain learning environments that promote fairness, respect and care to
encourage learning

Illustration:
Group 1 Group 2

B. Establishing a purpose for

the lesson

Group 3 Group 4

GROUP 1, 2, 3 & 4
Learner 1: Will act as the leader of the group, gives instruction, and divides the tasks to each
member.
Learner 2: Will act as an assistant to the leader, helps disseminate the instruction.
Learner 3: Will act as a secretary, he or she makes the output.
Learner 4: Willa act as a reporter, he or she presents the output to the class.
All Learners: Shares idea to each other.

COT Indicator #7: Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own learning**

C. Presenting EXPLORE
examples/instances of the Activity 3: “Draw Red Lines on Me”
new lesson Mechanics:
1. In this activity, the groups will interchange the graphs given to them in Activity 2.
 2. Each group will be tasked to draw vertical lines across “y-axis” and observe the points of
intersection.
3. Afterwards, representatives of each group will share their output and ideas in front of the class.
4. The group that will show full cooperation and teamwork will receive additional points in this
activity.

COT Indicator #6: Maintain learning environments that nurture and inspire learners to participate,
cooperate and collaborate in continued learning**

Group 1 Group 2 Group 3 Group 4

GROUP 1, 2, 3 & 4
Learner 1: Will act as the leader of the group, gives instruction, and divides the tasks to each
member.
Learner 2: Will act as an assistant to the leader, helps disseminate the instruction.
Learner 3: Will act as a secretary, he or she makes the output.
Learner 4: Willa act as a reporter, he or she presents the output to the class.
All Learners: Shares idea to each other.

COT Indicator #7: Apply a range of successful strategies that maintain learning environments that
motivate learners to work productively by assuming responsibility for their own learning**

D. Discussing new concepts EXPLAIN

and practicing new skills
DETERMINE IF A GIVEN RELATION IS A FUNCTION GIVEN A GRAPH
USING VERTICAL LINE TEST

 Graphical representation of a relation illustrates the relationship of the values of x and y.

 In Graphical representation, we can easily verify whether it is a function or not by using a
Vertical Line Test.
 The vertical line test is a method that is used to determine whether a given relation is a
function or not. The approach is rather simple. Draw a vertical line cutting through the graph of
the relation, and then observe the points of intersection.
 ELABORATE
Activity 4: Yes, No, Stand Up
This activity will serve as a way to measure the students’ mastery and understanding of the topic.
Mechanics:
1. This activity will be done as a class.
2. The teacher will show pictures of graph and students will identify if the following graph is a
function or not.
3. The teacher will instruct students that answering “YES” means stand up and answering “NO”
means sit down.
4. Call for students to explain or share their idea regarding their answer.

COT Indicator #3: Use effective verbal and non-verbal classroom communication strategies to
support learner understanding, participation, engagement, and achievement

Illustration #1 Illustration #2 Illustration #3

E. Developing Mastery

Illustration #4 Illustration #5

F. Finding practical The use of graph in determining sets of ordered pairs as function or not is very useful. Just like in
applications of the concepts other subject such as Araling Panlipunan, Technology and Livelihood Education and Science,
and skills in daily living graph is being widely used to make representations of lessons and allows students to visualize
and comprehend more the lessons.

In Araling Panlipunan, you will learn the use of graph in understanding the relationship of supply
and demand. It's a fundamental economic principle of demand that as supply increase, demand
will decrease and as supply decrease, demand increases. Also, in principle of Law of Supply that
when supply increases, demand increases and as supply decrease, demand decreases as well.
This lesson will be best understood with the use of graph.
 In Technology and Livelihood Education, the use of graph is necessary as well in tracking the
profits gained in a business you wanted to put up especially in your TLE class, you were tasked to
make a business plan.

In Science, you learned in your Grade 7 lesson that graph is very useful when it comes to
representing and describing the motion of an object in terms of acceleration. That there is a
positive acceleration, zero acceleration and negative acceleration.

COT Indicator #1 (INTER) Apply knowledge of content within and across curriculum teaching
areas

In Mathematics, you will encounter in Grade 9 the use of graph in representing Basic
Trigonometric Functions to understand it better. Every trigonometric function has different behavior
in graph. With the use of graph, the students will comprehend more the behaviors of such
trigonometric function.

COT Indicator #1 (INTRA) Apply knowledge of content within and across curriculum teaching
areas

G. Making generalizations and RELATION AND FUNCTION SONG

abstractions about the As a way that student will have meaningful learning and appreciate more the lesson, the teacher
lesson will share to the class a song entitled “Relation and Function Song” which contains a brief
summary of the lesson about Function.

Let us Remember:
 1. A relation between two variables X and Y is what we called a set of ordered pairs.
2. A relation may be viewed as ordered pairs, mapping design, table, equation, or in sentences.
3. Variables X and Y, input output that is what we used to solve. Variables X and Y, domain and
range is a part of relation
4. A relation is a function only if a set of ordered pairs have different in range.
5. A function is a special kind of relation which every input has exactly one output.

COT Indicator #8: Design, adapt and implement teaching strategies that are responsive to
learners with disabilities, giftedness, and talents***

COT Indicator #9: Adapt and use culturally appropriate teaching strategies to address the needs of
learners from indigenous groups***

EVALUATE
Direction: Plot the following points on the Cartesian Plane and use vertical line test to verify if it is
a function or not. Explain your answer on the space provided below the graph.

1. { (−2 , 4 ) , (−1 , 1 ) , ( 0 ,−1 ) , (1 , 1 ) ,(2 , 4)}

Answer: _________________________
H. Evaluating learning

Use the app “Geogebra” in checking.

EXTEND
I. Additional activities for
In a ½ crosswise, give at least 5 set of ordered pairs and graph it on a cartesian plane using
application or remediation
graphing paper. Then, determine if it is a function or not and explain.

IV. REMARKS
V. REFLECTION
A. No. of learners who earned
80% on the formative
assessment
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 lessons.
D. No. of learners who continue
to require remediation
E. Which of my teaching
strategies worked well. Why did
these work?
F. What difficulties did I
encounter which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?
Prepared by:

CLAIRE ANNE F. TABARNO

Teacher I