Lesson plan-functions and relations

BS Civil Engineering (Occidental Mindoro State College)

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GRADE 8 MNHS
School Grade Level VIII
DAILY Arlene G. Tayao
Student-Teacher Learning Area Mathematics
LESSON
LOG Teaching Dates November 19, 2018
Quarter Second
and Time 7:30- 8:30 AM
A Detailed Lesson Plan in Mathematics 8

I. OBJECTIVES
At the end of the lesson, the grade 8 students are expected to:
A. define relation and function;
B. illustrate a relation and a function;
C. determine if a given relation is a function using ordered pairs, graphs and
equations.

A. Content Standard
The learner demonstrates key concepts of linear functions.
B. Performance Standard
The learner is able to formulate real-life problems involving linear
functions and solve these with utmost accuracy using variety of strategies.
C. Learning Competency
a. Illustrates a relation and a function (M8AL-IIc-1)
b. Verifies if a given relation is a function (M8AL-IIc-2)

II. CONTENT
Topic: Relations and Functions
Subtopic: Representations of Relations and Functions

III. LEARNING RESOURCES

A. References:
1. Learner’s Materials Pages : Mathematics Learner’s Module (p.126-133)

IV. PROCEDURE
Teacher’s Activity Students’ Activity
PRELIMINARY ACTIVITIES
1. Prayer
Florence, kindly lead the prayer please.
(Florence will lead the prayer)
Good morning, class!
Good morning, Ma’am!
Before you take your seat, please pick up the
pieces of papers or any trash around the classroom and
arrange your chair.

2. Checking of Attendance
Secretary of the class, is there any absentees
today? None, Ma’am!

3. Checking of Assignment
Last meeting, I have given you an assignment,
right? Yes, Ma’am!

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 Okay, kindly pass it to the center aisle then
forward. (The students will pass their paper)

A. Reviewing previous lesson or presenting the

new lesson
Last meeting, we discussed the topic about
problems involving systems of linear inequalities in two
variables.
As a form of your review, let us have an activity
entitled “Who Says the Truth?” I will group you into
two. It will be boys versus girls. The girls will be the
group 1 and the boys will be the group 2. In this
activity, I will post questions and there three
mathematicians that will answer the question but only
one of them is saying the truth so your task is to write
the name of the mathematician that says the truth within
15 seconds. One correct answer is equivalent to one
point and there are only 5 questions so you have to
analyse the questions and the each answers. The
members of the group who wins will have 3 strips while (The students will go to their groupmates.)
the rest will have one strip.
Now, go to your respective group mates. Group 1 Yes, Ma’am!
on the left side while group two on the right side.

Are you ready,

class? Ok, let’s start!

Who Says the Truth?

1. How do you differentiate linear inequalities in

two variables from linear equations in two
variables?
2. How many values of the variables would satisfy
a given linear inequality in two variables?
3. Airen says any values of x and y satisfying the
linear equation y = x + 5 also satisfy the
inequality y < x + 5. Do you agree with Airen?
4. Katherine bought some cans of sardines and
corned beef. She gave the store owner Php 200
as payment. However, the owner told her that
the amount is not enough. What could be the
reasons? What mathematical statement would
represent the given situation?
5. Jay is preparing a 24-m2 rectangular garden in a
64-m2 vacant square lot. a. What could be the 1. Aristotle- Linear inequalities in
dimensions of the garden? b. Is it possible for two variables are inequality that
Jay to prepare a 2 m by 12 m garden? Why? c. can be written in one of the
GoWohdajtobm, aethveemryaotincea!l statement following forms: Ax + By < C, Ax
would represent + By ≤ C, Ax + By > C and Ax +
the
pSoisnscibelegpreoruimp et2er goof tthtehgearh
diegnh?er score, our

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winner for this activity is group 2. By ≥ C while linear equations in
Clap your hands for group 2. two variables are mathematical
It seems that you already master our previous statements indicating that two
lesson. expressions are equal and using
the symbol “=”
B. Establishing a purpose for the lesson 2. Pythagoras- Infinite/many
Class, stay on your seats because we will have our 3. Euclid- No
next activity which is entitled “Classify Me”. Each of 4. Aristotle- Maybe the amount of
you will go in the middle one-by-one and will pick a those canned goods she is buying
is higher than what she is
piece of paper and each paper has a name of an object
expecting. (x + y < 200)
written on it. You will group the following objects in
5. Pythagoras- Possible answers: a.
such a way that they have common 6m by 4m; 8m by 3m; 12m by 2m;
property/characteristics then write on the right corner of b. Yes ;c. 2l + 2w = 20; 2l + 2w =
the board the object and its group in the form (object, 22; 2l + 2w = 28.
common name). For example, (pen, school supplies). I
will give chalk to the two groups and during the activity,
the first member will do the task then s/he will give the
chalk to the next member. The group who will finish
first the activity will be the winner. Each member of the
group who wins will earn three strips while the other
will earn one strip.
Is the instruction clear,

class? Then you may start.

Yes, Ma’am!

(The students will do the activity.)

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 (fork, kitchen utensils);
(ladle, kitchen utensils);
(pot, kitchen utensils);
(grater, kitchen utensils);
(knife, kitchen utensils);
(notebook, school supplies);
(liquid eraser, school
Well done, class!
supplies); (paper, school
Since the group 1 has the shorter time, they will be
supplies); (ballpen, school
the winner! supplies); (pencil, school
Clap your hands for their group and for yourselves supplies); (iPod, gadgets);
because all of you participate. (cellphone, gadgets);
(laptop, gadgets);
How many objects can be found in each column? (tablet, gadgets);
(digital camera, gadgets);
Yes, Judy!

Correct, Judy!
How did you classify the objects?

Yes, Leaneth!
Ma’am!
Very good, leaneth!
Based on the coordinates you have formulated, is there a There are 5 objects in each column.
repetition of the first coordinates?

Yes, Charlie! Ma’am!

We classify the objects based on their

What about the second coordinates? characteristics.

Ma’am!
Correct, Charlie!
There is no repetition on the first
C. Presenting examples/instances of the new lesson coordinates.
Let’s have another activity entitled “Representing a
Relation”. In this activity, you will describe the There is a repetition on the first
mapping diagram by writing the set of ordered pairs. coordinates.
The first two coordinates are done for you. I will just
call four volunteers to do the activity while the others
should try to answer it on their own.

Very good, class!

It seems that you are already familiar with ordered pairs.
Set of ordered pairs:

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 (orchid, flower), (mahogany, tree), (rose,
D. Discussing new concepts and practicing new flower), (apricot, tree)
skills # 1
Our lesson for today is about relation and function.
Our lesson for today is about relation and function. Let’s first define what a relation is.
Let’s first define what a relation is. Aside from ordered pairs, a relation may be
Aside from ordered pairs, a relation may be represented represented in four ways:
inRfoeulartiwoanysis: (a1n)tble(f2o)rmdearpepdinpgaidrsia.
a n y s e t o f o r de r e d p ai rs . T h e
( 1 ) ta b l e, ( 2 ) m a p p in g d ia g ra m gTrahme ,se(3t )ogfralplh,
,se(3t )ogfralplh, a nfdi r s( 4t )coruolred. inates is called anfdirs(4t )coruolred.inates is called the domain of
the relation while the second coordinates is called
the domain of the relation while the second coordinates the range of
is called the range of
the relation.
the relation.
E. IllDusist crautsivsienEg xnaemwpcleo:ncepts
and practicing new skills # 2
Suppose you are working in a fast food
compaAnyf.uYnoctuioenarins Pa
hspp4e0ciaplertyhpoeuor.f Yreoluartioenar. nIitngi s a
realarteiornelatiend wtohtihceh domain is
nuemvebreyr oeflehmouenrst oifnwothrke.
mappe1d. Htow emxauccthly wiollneyouelewmoerknt
4 ihnourths ea dr anyg?e. FurthermoHroew,
aabseotuto5f hoorduersre?d6 phaoiursrsi?
sIs7athere
hfouuany
nrcquestion,
s?tion ifclass?no two or2d. erEedxppraeisrs
ehaacvhe ienqaunaloarbdsecriesdsapsa. ir.
3. Based on your answer in item 2, what is the domain?
What is the range?

F. Developing mastery (leads to Formative

Assessment

3)
Let’s see if you really understand our lesson today.
Answer this on your notebook.

Well done, class!

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G. Finding practical application of concepts
and skills in daily living
Without noticing we are already using the

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concept of relation in real-life situation like in
computing your salary based on the number of hours
you work, in computing the amount of your bill
depending on the number of things you buy in the
grocery store, or in computing the amount of your
allowance daily or weekly. From those data we can
make ordered pairs and describe the relationship
between their quantities like the more things you buy
the higher the bill or the longer time you work the
higher your salary.
Who wants to have another example for the
application of relation to our daily living?

Yes, Krisha!

Very good, Krisha!

H. Making generalizations and abstractions about

the lesson
Again, what is a relation?

Yes, Mae!

Correct!
Given the ordered pair (3, 5) which is the
domain and which is the range?

Correct!
Aside from ordered pairs, a relation may be
represented in four ways, what are those ways?

Yes, Marlo!

That’s right!
Who can define a function?

Yes, Jessa!

Correct!
If there is a table of values, how can we say that it is a
function?

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Correct!
In mapping diagram, which classifications of
correspondence are function?

Yes, Ivy!

How can we say that a graph is a function?

Yes, Rodel!

None, Ma’am!

Very good!
If a relation is represented by an equation, how can we
say that it is a function?

Yes, Charlie!

Correct!
Very good, class!
It seems that you already understand our lesson today.

I. Evaluating learning
Get one whole sheet of paper and answer the following.
This will serve as your quiz.

Ma’am!

The greater time we spent in studying, the

higher the grades.

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Pass your papers on the center aisle the forward.

J. Assignment
For your assignment, copy these equations and write
your answer in a one whole sheet of paper. Ma’am!

Relation is any set of ordered pairs.

Determine whether each rule below represents a
function or not.

The domain of the ordered pair (3, 5) is 3

while the range is 5.

Ma’am!
That’s all for today, class. Goodbye!
A relation may be represented in four
ways; (1) table, (2) mapping diagram, (3)
graph, and (4) rule.

Ma’am!

A function is a special type of relation. It

is a relation in which every element in the
domain is mapped to exactly one element
in the range. Furthermore, a set of ordered
pairs is a function if no two ordered pairs
have equal abscissas.

If there is no repetition in the values of x

and there is an exactly one value of y.

Ma’am!

One-to-one correspondence and many-to-

one correspondence.

Ma’am!

Using the Vertical Line Test, it states that

if every vertical line intersects the graph
no more than once, the graph represents a
function.

Ma’am!

A rule or an equation is a function if it can

be written in the form y=f(x).

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 Goodbye, Ma’am!

Prepared by:
Arlene G.
Tayao BSEd
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 4C

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