GRADE 8 School SAN ISIDRO NATIONAL HIGH SCHOOL Grade Level 8

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

December 4-8, Hyacinth 8:40-9:40 SECOND
Teaching Dates and Time Quarter
2023 Daffodil 1:00-2:00

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

Content Standards The learner demonstrates understanding of key concepts of factors of polynomials, rational algebraic expressions, linear equations
and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions.

Performance The learner is able to formulate real-life problems involving factors of polynomials, rational algebraic expressions, linear equations
Standards and inequalities in two variables, systems of linear equations and inequalities in two variables and linear functions, and solve these
problems accurately using
a variety of strategies.

Learning Finds the domain and Illustrates a linear function. Graphs a linear function’s Graphs a linear function’s ICL
Competencies / range of a function. (M8AL-IId-2 ) (a) domain; (b) range; (c) (a) domain; (b) range; (c)
Objectives (M8AL-IId-1 ) table of values; (d) table of values; (d)
a. Define a linear function. intercepts; and (e) slope. intercepts; and (e) slope.
a. Identify the domain b. Identify a linear function. (M8AL-IId-e-1 ) (M8AL-IId-e-1 )
and range of a function c. Appreciate new
given equation understanding about linear a. Define a linear function. a. Define a linear function.
b. Describe the domain function. b. Graph a linear function’s b. Graph a linear
and range of a function (a) domain; (b) range; function’s (c) table of
given the equation. c. Appreciate new values; (d) intercepts
c. Appreciate the concept understanding about linear c. Appreciate new
of domain and range in function. understanding about linear
real-life situation. function.

II. CONTENT DOMAIN AND RANGE LINEAR FUNCTION AND LINEAR FUNCTION AND
LINEAR FUNCTION
OF A FUNCTION ITS GRAPH ITS GRAPH
III. LEARNING
RESOURCES
References

Teacher’s Guide 175-180 187 – 192

pages pp 187 – 192 187 – 192

Learner’s Materials
pages 158-161 172 - 179 Pp 172 - 177 172 – 177
Textbook pages Unfurling Mathematics A Unfurling Mathematics A Unfurling Mathematics A Unfurling Mathematics A
Worktext in High School Math Worktext in High School Math Worktext in High School Math Worktext in High School Math
Additional Materials
from Learning
Resource (LR) portal

Other Learning
Resources

IV. PROCEDURES

Reviewing previous Preliminaries Preliminaries Preliminaries

lesson or presenting Identify the domain Function or Not????? Preliminaries A. Using the table of
the new lesson and Analyze the following and Using the graph, identify values, identify the
range of the following: determine if they are the domain and range of domain and range then
1. {(-1,3), (0,1), (1,-1), functions or not. each equation sketch the graph of the
(2,-3), (3,-5)} linear function.
2. {(0,2),(1,3),(2,4),
(3,5),(4,6)}
3.

B. Identify the x- intercepts

of x + 2y = 4 if y=0.

4.

Establishing a 1. How do you identify From the previous activity, 1. How do you able to 1. How can you identify x
purpose for the domain and range? 1. How can you identify a identify the domain and and y- intercept of a given
lesson 2. How will you identify function? range using the graph? equation?
domain and range of an 2. In numbers 1 to 3, how 2. Which of the given graph 2.How can you identify
equation? did you identify as they are is a linear function? if the given function is a
function or not? 3. Is it possible to graph linear or not?
3. How about in numbers given an3equation with 3. What are the different
f ( x)  x  5
4 and 5? f ( x )  2 x  5 restricted2 domain and  6 x  3 the
ways ofyidentifying
 domain and range of a
range?
linear function?
Presenting Given the rule, we can If you are given the A function defined by f A function defined by f
examples/ instances find ordered pairs, it is quite (x) = mx + b is called a (x) = mx + b is called a
of the lesson the domain and range of easy to determine a linear function, where 𝑚 is linear function, where 𝑚 is
a function by just observing the slope of the line and 𝑏 the slope of the line and 𝑏
function algebraically. the domain (abscissa), the is the 𝑦-intcept. This can is the 𝑦-intercept. This can
Examples: first element of the also be writtener imx + b. A also be written in the form
1. Consider the function coordinates. If there is no linear function can be y = mx + b. A linear
f (x) x 1. repetition of the first descrits graph function can be described
We can substitute x with element, therefore it is a the d using its graph.
any real number that function.
does not make the 3 Example 1:
f (4)  x  5
function undefined. 2 Complete the table of
Example: {(0,7),(1,3)(2,7),
Therefore, the domain (3,5)} -function 3
f ( 4)  (4)  5 values for the linear
is the set of real {(1,0), (1,1),(1,2),(1,3)} – 2 function .
numbers. To find range, not function y  6(1)  3
we let y f (x) x 1 and If you are given an Simplify x -1 0 1
solve for x in terms of y. equation, check first its y y6  3 Use -1
Thus, x y 1 or x y degree to determine if it is 12 as value
1; which can be a linear function or not. If f (4)  5
2 Solutions:
y 9 of x,
defined for any real the equation is in the first
f ( 4)  6  5 then
number y. degree, then it is a linear
Therefore, the range of function. simplify
f (x) is the set of real f (4)  1
Examples:
numbers. - linear function because it Ordered Pair: (4,1)
2. If the function is in is in the first degree (the
the form of a quotient highest exponent is 1). Range: { 1, ∞}
like
f ( x) 
4 -not
x4 , function because it is in the 3
m To graph
second degree (the 2
We have to take note highest exponent is 2.) the linear
that rational expression If the given is a table of function,
should not have the values, it is linear because use the
denominator zero, the rate of change is slope
therefore, 𝑥 here constant. There is a 3
should not be equal to common difference. f( xThe
)  graph
x  5 of the

f (7x)fy(2  721 function
)3
xxlinear 2x
4, but other real f ( x)  x 2  3x  2 is a ray
numbers can be
possible value of 𝑥. since the domain lies
To find the range, let only in one number, x >
f ( x) 
4
x  4 and then solve 4. y  6(0)  3
for 𝑥 in terms of 𝑦. Use 0 as
Solving for y 03 value of x,
4 y  4 , which is Example 2:
x
y3 then
y Graph with
undefined for 𝑦 = 0. the range simplify
Therefore, the range
consists of nonzero real
numbers.
3. If the function is in y  6(1)  3
the form of radical with y  6  3 Use 1 as
an even number index
as in y  3 value of x,
f ( x)  1  2 x
f (x) x 3 , then
Since the radicand must  7  1  2 x
not be negative, we set  7 1  2x
x 3 0. This will give x -1 0 1
x 3.  6  2x
y 9 3 -3
Therefore,  6 2x

D x / x 3 2 2
3  x
=3,.
Ordered Pair: (-3,-7)

Example 2:

Identify the intercepts

of a linear function
.
 x1)2
f4(34
3 x212x
x1 2x2 x

2 2 x 2

To find the y-
intercept, always
substitute the value of
x to 0.
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
resulting equation tells
that y2 - 3 will always be f ( x )  1  2 x
defined for any
real number 𝑦, but the
original equation
y = x + 3 means that 𝑦
is the principal square f (0)  2(0)  7
root of 𝑥 + 3, so 𝑦 is
never negative. f (0)  0  7
Therefore, the range is
R y / y 0 , f (0)  7
0, . y7

Order Pair: (0, 7)

Ordered Pair: (2,3)

 The graph of the linear To find the x-

function intercept, always
is a line segment
substitute the value
since
the range specifies of y to 0.
Discussing new 1. How can you 1. What is a linear 1. How can you graph
concepts and describe the domain function? linear function by table of
practicing new skills and range of a function 2. How can you graph values?
#1 given the equation? 1. What is a linear linear function by its 2. How can you graph
2. Is it necessary that you function? domain and range? linear function by its
have knowledge in algebraic 2. How can you determine intercept?
solution of equations to find if a function is linear? 3. Which method in
the domain and range given graphing linear function is
the function in the form of easy for you?
equation?
Discussing new Determine the Given the function 1. Graph f ( x)  6 with Given the function f (x) =
concepts and domain and the range f ( x )  2 x  7 domain x  2 6x - 7, find 𝑓(2), 𝑓(1), 𝑓(0),
practicing new skills
of the following , find 2. Graph f ( x)  3x with 𝑓(-1)𝑎𝑛𝑑 𝑓(-2). Then,
#2 𝑓(−2), 𝑓(−1), 𝑓(0), 𝑓(1) 𝑎𝑛𝑑 domain  2  x  2 complete the table below
function.
𝑓(2). Then, complete the and draw the graph on a
1. f(x)= x + 4 table below and illustrate graphing paper
the function by mapping. x -2 -1 0 1 2
2. f ( x )  x2
f(x)
3 x -2 -1 0 1 2
3. f ( x ) 
x2
f(x)
Developing mastery Determine the Express each linear Using domain, sketch the Using intercepts, sketch
(Leads to Formative domain and the range function in slope and y- graph of each linear the graph of each linear
Assessment 3) of the following intercept form. function. function.
function. 1. x-3y =6 1. x - 3y = 6
1.f(x)=x + 10 2. 4x +5y =40 2. 4x +5y = 40
2
2. f(x)=√3−s 1. y   x  1 with the
3. f(x)= x -2 5
domain x  .5

2. f ( x)  2 x  1 with
domain
3 x  2

Finding practical Identify the domain and Create your own linear What is the domain of “Think-Pair-Share Activity”
applications of range of f(x) = x -5, function. Select one of y  3 x  4 when Work with your
concepts and skills in then sketch the graph the different methods of 1 y  3 ? seatmate, you will use
daily living of a function. determining a linear Then in a graphing paper different technique in
function. sketch the linear function. 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
Making Let the students summarized Let the students summarized Let the students summarized the Let the students summarized
generalizations and the . the lesson. lesson the lesson
abstractions about
the lesson
Evaluating learning Give 5 relations that are Hakot Pa More! Create your own linear “Let’s Trace it”
function. You may Students will collect linear function, You can use (Group Activity)
express them as ordered function as many as they either domain or range, and Match your answer with
pairs, mapping, graph, or can by writing the Filipino graph it on your graphing the value of x and y in
rule or equation. food that contains linear paper. the box accompanied with
Determine the domain function. word/s for you to
and range of the complete the decoder.
functions you have made. f ( x)  5 x  1 1. Determine the
intercepts of the linear
function
.

f ( x)  3 2. Complete the table of

value
3 x  8of
y the
24linear function

f ( x )  6 x  7

1
f ( x)  x  2
2
f ( x)  4 x 2  1
 x -1 0 1
y

3. Graph the linear

functioODE
2.) 3rd
______n in items 1y and
2 in the map of Cavite.

DEC _______
person’s health
1.) x 1.) y
-2
than
_______-1______
½
1
2.) 2nd
f ( x)  x
2 y
greater
_____
3
There is no

wealth

-2 ½
 Graph:

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
Give a situation that can help 1. How well can I determine the
you determine the dependent domain and range given a set of
and independent variables. ordered pairs?
2. Study: 2. How well can I determine the
Define: domain and range given a
a. Domain mapping?
b. Range
Remediate on those who
answered “down”.
Journal Writing
Reflect on the activities you
have done in this lesson by
completing the following
statements.
-I learned that I….
-I was surprised that I…
- I noticed that …..
- I discovered that…

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:____________________