GRADE 8 School SAN ISIDRO NATIONAL HIGH SCHOOL Grade Level 8

DAILY LESSON LOG Teacher MARJORIE D. PAL-IWEN Learning Area MATHEMATICS

November 27- Hyacinth 8:40-9:40 SECOND
Teaching Dates and Time Quarter
December 1, 2023 Daffodil 1:00-2:00

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

Content Standards The learner demonstrates key concepts of linear inequalities in two variables, systems of linear inequalities in two variables and linear functions.

Performance The learner is able to formulate and solve accurately real-life problems involving linear inequalities in two variables, systems of linear inequalities in
Standards two variables, and linear functions.

Learning The learner verifies if a given The learner performs
Competencies / relation is a function.
Objectives (M8AL-IIc-2)
a. Determine if a relation is a
function given:
1. ordered pairs,
2. mapping, and
3. rules/equations.
b. Express real-life situations c. Appreciate new
into:
1. ordered pairs,
2. mapping, and
3. rules/equations.
c. Appreciate the concept
of relation and function in
real-life situations.
II. CONTENT Representations of
Relations and Functions
III. LEARNING
RESOURCES
The learner finds the domain The learner finds the domain ICL
determines dependent and and range of a function. and range of a function.
independent variables. (M8AL-IId-1) M8AL-IId-1
(M8AL-IIc-3)
a. Differentiate domain from a. Differentiate domain from
a. Define dependent and range. range.
independent variables. b. Identify the domain and b. Identify the domain and
b. Determine the dependent range of a function given: range of a function given a
and independent variables. 1. the ordered pairs, and graph.
2. mapping. c. Appreciate the concept of
understanding on c. Appreciate the concept of domain and range in real-life
dependent and independent domain and range in real-life situations.
variables of a given function. situations.
Dependent and Independent Domain and Range of
Domain and Range of Function
Variables Function
References

Teacher’s Guide
pages

Learner’s Materials
pages pages148-152 pages 155-156 pages157-160

Textbook pages Unfurling Mathematics A Unfurling Mathematics A Unfurling Mathematics A Unfurling Mathematics A
Worktext in High School Worktext in High School Math Worktext in High School Math Worktext in High School
Math Math
Additional Materials
from Learning
Resource (LR) portal

Other Learning
Resources

IV. PROCEDURES

Reviewing previous “Find your Match!”  Can you live without your Game Ka Na Ba?
lesson or presenting Call on 8 volunteers. Give parents? Cabbage of Knowledge Plot the following points in
the new lesson each student a strip of paper  Who among you lives with Let the students pass around five separate Cartesian
and instruct them to find their parents? the “cabbage of knowledge” Plane.
their match.  Therefore, are you while a music is playing. Once 1. (0,1), (2,3), (4,5), (6,7)
Teacher-students dependent or independent the music stops, the student 2. (-2,4), (-1,2), (0,1), (1,2),
Boyfriend-girlfriend individual? holding the cabbage will (2,4)
Parent-child uncover a leaf and will have to 3. (-4,6), (-3,4), (-1,4), (-1,6),
God-creation define or describe the word (2, 6), (2, 4), (4,4)
1. What did each pair written on each leaf. 4. (-4,2), (-2,1), (0,-1), (-2,-2),
represents? (-4,3)
2. How can you make your Dependent 5. (-7,2), (-5,0), (-2,-1), (2,0),
relationship with others Function (5,2)
work/function? Independent Domain Which of the above
Relation Range examples represent a
function?
Establishing a A function is a relation Variables may be dependent The domain of a function Given the graph of a
purpose for the where there is no repetition or dependent. Dependent refers to the first or x values in function, the domain refers
lesson of the first element. variable depends on the a set of ordered pairs, while to the x-coordinates and the
 independent variable while the range is the set of the range refers to the y-
the independent variable second or y values in a set of coordinates.
controls the dependent ordered pairs.
variable.
Presenting The relation between time - Developmental Activity en the following set of ordered A. Use the graph of the
examples/ instances and pay is an example of a  If you study hard, what will pairs, identify the x values and functions in the Introductory
of the lesson function. happen? y values. Activity to discuss how to
Example:  If you spend much of your 1. (4,5), (5,-4), (8,5), (-3,2), determine the domain and
allowance, what will happen? (6,1) range.
 If you eat much, what will 2. (0,3), (-1,5), (2,-4), (3,6), (4,
happen? 3. (2,0), (0,9), (1,3), (-1,9), (3,7) B. From the graph of the
Notice that there is no  If you travelled long 4. (-8,1), (4,-5), (6,0), (-7,8), (- functions below, let us name
repeated value for the first distance, what will happen? 5,2) 3 points then determine the
element. So, this is a 5. (-2,6), (4,-3), (-5,1), (4,0), domain and range.
function. From the previous questions (5,3) 1.
given to you, we can
This can also be represented determine the dependent and In the previous activity, how
through independent variable. did you determine the domain
A. Ordered pairs In the first question, if you and range?
{(2,200), (4,400), (6,600), (8, study hard, you said you will In mapping diagram, like 2.
800), (10, 1000)} get high scores on tests, so
you will get high grades.
B. Mapping In the second question, if
you spend much of your
allowance, you said you will
lose your money.
In the third question, if you
eat much, you said you will
This is an example of one-to- gain weight. What is the domain? What
one correspondence. In the fourth question, if you is the range?
travelled long distance, there
A correspondence may be is larger amount of gasoline to
classified as one-to-one, be consumed.
many-to-one, or one-to- From those given situations,
many. can you determine the
dependent and independent
One-to-One variables? How did you
Correspondence identify the dependent and
 Student I.D. No. independent variables?

Let’s have other examples.

Classify the variables as
dependent or independent.
Many-to-One 1. cost of chicken and its
Correspondence weight
2. income of a worker and
number of hours of work
3. perimeter of a square and
its side
One-to-Many 4. In mathematical equation,
Correspondence like for example, the linear
function, y =3x-5. If x=1,
what will be the value of y?
If x=0, what is y? If x=1, what
is y? In these cases, which
are the dependent and
independent variables?

C. Rule/Equation
As the number of time (x)
increases, the amount of
pay (y) also increases.
-What will be your pay if you
worked for 1 hour? 15
hours? 20 hours? n hours?
So, the rule for this function
is y= 100x.
Discussing new 1. Among the types of What is dependent How can you describe the How can you describe the
concepts and correspondence, which ones variable? domain and range of a domain and range of a
practicing new skills are functions? Why? What is independent function given the: function given the graph?
#1 2. Does one-to-one variable? a. ordered pairs
correspondence between How can you differentiate b. mapping diagram?
elements always guarantee the dependent and
a function? How about one- independent variable?
 to-one? Justify your answer.
1. 3. Does one-to-many
correspondence
between elements
always guarantee a
function? Justify your
answer.
Discussing new Tell whether the following Fill in the blanks. Determine the domain and By pair, name 5 points and
concepts and relations as function or not. 1. I consider the weight of range given the following. determine the domain and
practicing new skills chicken as a/an ________ 1. (2,0), (3,1), (3,7), (6,-1) range of the given graphs
#2 variable because it ________ 2. (3,0), (4,0), (5,0), (6,0) below.
the cost of chicken. 3. (-1,9), (4,-1), (-4,1), (1,-1)
2. I consider the cost if A.
1. chicken as a/an ________
2. variable because it ________
on the weight of the chicken.
3. I consider the income of a
worker as a/an _______ 1.
variable because it ________
on the number of hours the
3. worker worked.
4. I consider the number of
hours worked as a/an
________ variable because it
________ the income of the
worker.
5. I consider the perimeter of
4. y = 3x+9 a square as a/an ________
5. x2 + y2 =16 variable because it ________
6. (-1,2), (1,3), (1,5), (2,7) on the length of its side.
7. (0,6), (-3,4), (3,5), (4,0), 6. I consider the length of
(6,-3) the side of a square as a/an
________ variable because
it ________ the perimeter
of the square.
Developing mastery Determine whether the
(Leads to Formative following relations as
Assessment 3) functions or not.
1. (-6,-4), (-4,-2), (-1,0) ,
(1,1), (4,2), (3,3)
2. (-4,0), (0,3), (4,0), (0,-3)
3. 3x + y = 4
4. 2x2 + y2 = 8
(Group Activity)
Think of two quantities
related to each other. Identify
the dependent and
independent variables. Give
three examples. (You may
choose real life situations.)
Determine the domain and Determine the domain and
range given the following. range of the following
1. (9,10), (8,10), (-9,10), (6,10) graphs.
2. (3,2), (4,4), (5,6), (6,7)
3. (-7,9), (-6,-1), (-5,1), (-4,-1) 1.

2.

6.
2 -5

0 -1

-2 -9

10

7.
1

0 2

Finding practical If a kilo of mango costs From the three examples Rewrite the following ordered Given the graphs below,
applications of ₱120, how much are 2 kilos? you have made in pairs in mapping form or determine 5 set of domain
concepts and skills in 3 kilos? 4 kilos? 5 kilos? “Independent Practice” (I diagram and vice versa and and range.
Express this relation by Can Do This!) choose one determine the domain and
daily living a.) ordered pairs;
b.) mapping; and
c.) through equation.
Determine if it describes a
function.
and conduct an interview,
then make a table of values
and set of ordered pairs that
will represent/illustrate the
function.
range. 1.
1. (4,5), (6,6), (5,7), (6,8)
2. (-3,-2), (-4,-4), (-5,-6), (-6,-7)
3. (-7,2), (-6,2), (-5,2), (-4,2)

Domain Range 2.
1.
2.
3.
4.
5.

3.

Making Let the students Let the students summarized

generalizations and summarized the lesson. the lesson. Let the students summarized Let the students
abstractions about
the lesson. summarized the lesson.
the lesson
Evaluating learning True or False.
1. All functions relations.
2. Some relations are
functions.
3. A many-to-one
correspondence is a
function.
4. A one-to-one
correspondence is a
relation.
5. A relation is a function if
there is a repeated value in
the first element.
Answer the following:
1. At a grocery store, the
amount of dressed chicken is
Php 110 per kilogram.
a. Find the cost of dressed
chicken for 3 kilograms, and
2.5 kilograms.
b. Which is the dependent
variable?
2. In a Rice Productivity
Program, a hectare of land
in Buenavista, General Trias,
Cavite yields an average of
120 cavans. What is the
dependent and independent
variable?
True or False. A. Give the domain and
range of the following.
1. The range in {(3,5), (2,6),
(1,7), (0,8)} is (5, 6, 7, 8). 1.
2. The domain is the set of all x
values.
3. In {(6,2), (-6,2), (-5,0), (5,0)},
the domain is (-6, 6)
4. The first values in a diagram
below are called as range.
2.
5. The correspondence in
number 4 is many-to-one.
3.
4.
B. The domain of a function
given a graph refers to the y-
coordinates. True or False?
Additional activities 1. Follow Up:
for application or On a piece of an oslo paper
remediation draw a figure illustrating a
relation and label it with
function or not function.
2. Study:
Define the following:
a. Dependent variable
b. Independent variable
V. REMARKS
1. Follow Up: Thumbs Up-Down-Sideways Journal Writing
Give a situation that can help 1. How well can I determine Reflect on the activities you
you determine the dependent the domain and range given a have done in this lesson by
and independent variables. set of ordered pairs? completing the following
2. Study: 2. How well can I determine statements.
Define: the domain and range given a -I learned that I….
a. Domain mapping? -I was surprised that I…
b. Range - I noticed that …..
Remediate on those who - I discovered that…
answered “down”.

VI. REFLECTION

No.of learners who

earned 80% on the
formative
assessment

No.of learners who

require additional
activities for
remediation.

Did the remedial

lessons work? No.of
learners who have
caught up with the
lesson.

No.of learners who

continue to require
remediation

Which of my teaching
strategies worked
well? Why did these
work?
What difficulties did I
encounter which my
principal or
supervisor can help
me solve?

What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?

Prepared by: Checked/Inspected by:

MARJORIE D. PAL-IWEN ELIZABETH C. AGBAY

Teacher II Principal II

Date: January 3, 2024 Date:____________________