School MARBER NHS Grade Level Grade 8
Learning
Teacher REXANDER S. TECALA Math
Area
Teaching Date Second
December 6, 2022 Quarter
and Time (Algebra)
DAY:
I. OBJECTIVES
The learner demonstrates understanding
of key concepts of factors of polynomials,
A
Content Standards rational algebraic expressions, linear
equations and inequalities in two variables
and linear functions.
The learner is able to formulate real-life
problems involving factors of polynomials,
rational algebraic expressions, linear
B equations and inequalities in two variables,
Performance Standards
systems of linear equations and inequalities
in two variables and linear functions, and
solve these problems accurately using a
variety of strategies.
C The learner illustrates a relation and a function
(M8AL-IIC-1)
a. Define relation and function.
b. Represent a relation in four ways:
1. Table
Learning Competencies / Objectives 2. mapping diagram
Write the LC code for each 3. graph
4. rule method
c. Develop the value of perseverance in
studying.
II. CONTENT Representations of Functions and Relations
III. LEARNING RESOURCES
A
References
1. Teacher’s Guide Pages pp. 155 – 182
2. Learner’s Materials Pages pp. 138 – 144
3. Textbook Pages None
4. [Link]
Additional Materials from Learning
Resource (LR) portal
Grade 8 LCTG by DepEd Davao del Sur
B
Other Learning Resource Mathematics 2016, Graphing paper, ruler, white
board marker, laptop, TV/projector
IV. PROCEDURES
Last meeting, we discussed the topic about
problems involving systems of linear
Reviewing previous lesson or
inequalities in two variables.
presenting the new lesson
A
.
B. Establishing a purpose for the
Presentation of Objectives
lesson
Let’s have another activity entitled “Representing a
Relation.
C. Presenting examples/ instances of
the lesson
Video Presentation differentiating a relation and
D. Discussing new concepts and a function.
practicing new skills #1
E. Discussing new concepts and
practicing new skills #2
A. What can you say about relation?
B. Can you determine whether a relation is
a function or a mere relation? How?
C. What will be your reference that a
relation is a function?
D. Give real-life examples/ situations that
can describe a function.
Determine whether a given mapping diagram is
a function or NOT a function.
F. Developingmastery
(Leads to Formative Assessment 3)
I. Finding practical
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?
A relation is any set of ordered pairs. The set of
all the first coordinates is called the domain of
the relation. The set of all the second
coordinates is called the range.
A function is a relation in which
1. for each first coordinate, there is exactly
one second coordinate, or:
2. for every first element x, there corresponds
a unique element y.
NOTE: Every function is a relation, but some
relations are not functions.
A function can be represented by using a
H. Making generalizations and table, or a set of ordered pairs of numbers, by
abstractions about the lesson mapping, by picture or graph, by equation and
by rule or 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.
State whether the given set of ordered pairs is
a function or NOT. Give the reason for
your answer.
1. (1 ,2), (2, 3), (3, 4), (4, 5)
2. ( -1, 6 ), ( -2, 7 ), ( -3, 8 ), ( -4, 9 )
I. Evaluating learning 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. Additionalactivities for application Give a real life situation that can be an example
or remediation of function. Select any of the
methods to represent it.
V. REMARKS
VI. REFLECTION
A No. of learners who earned 80% in the
. evaluation
B No. of learners who require additional
. activities for remediation who scored below
80%
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 worked
well? Why did these worked?
F
. What difficulties did I encounter which my
principal or supervisor can help me solve?
What innovation or localized materials did I
G
Use or discover which I wish to share with
.
other teachers?
Prepared by:
REXANDER S. TECALA
Subject Teacher, Math 8
