School CCNHS – ANNEX (DATU SEMA Grade Level 8

GRADE 1 to 12 KALANTUNGAN SITE)

DAILY LESSON LOG Teacher MAY ANGELIE U. DEQUITO Learning Area MATHEMATICS
Teaching Dates and October 23, 2019 Quarter 2nd
Time

I. OBJECTIVES

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

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

At the end of the lesson, the students is expected to:

C. Learning Competency/ 1. illustrates a relation and a function;
Objectives 2. verifies if a given relation is a function.

LC CODE M8AL-IIc-1 & 2

II. CONTENT PATTERNS AND ALGEBRA
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 155-163
2. Learner’s Materials 138-148
pages
3. Textbook pages 138-148
4. Additional Materials http://lrmds.deped.gov.ph/
from Learning
Resource (LR)portal
B. Other Learning Resource 1. Moving Ahead With
Mathematics II. 1999.
pp. 13-18*
2. Advanced Algebra,
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 Trigonometry and
Statistics IV. 2003.
1. Moving Ahead With
Mathematics II. 1999.
pp. 15-16*
2. Advanced Algebra,
Trigonometry and
Statistics IV. 2003. p. 6,
9*
3. NFE Accreditation and
Equivalency Learning
Material. Relations and
Functions. 2002. pp. 19-
23

IV. PROCEDURES
Have students do ACTIVITY 1 : “ I CAN RELATE”
A. Reviewing previous lesson Instructions:
or presenting the new Determine the connection/ relationship between the picture on the left to the picture on the right.
lesson If you already know the answer, immediately stand and say, “nakakarelate ako!”

Activity 2 Classify!
B. Establishing a purpose for Description: This activity will enable you to write ordered pairs. Out of this activity, you can describe the relation of an object to its
the lesson common name.
Directions: Group the following objects in such a way that they have common properties/ characteristics.

1. How did you make a set of ordered pairs?

C. Presenting 2. How many elements are there in the set of ordered pairs you have made?
examples/Instances of the 3. What elements belong to the first set? Second set?
new lesson 4. Is there a repetition of the first coordinates? How about the second coordinates?
5. Does the set of ordered pairs represent a relation?
6. How is a relation represented?
RELATION- a rule that associates the elements of one set with the elements of another set.
D. Discussing new concepts - is the set of all ordered pairs (x,y).
and practicing new skills FUNCTION - A relation f from a set A to a set B is said to be a function if every element of set A has one and only one image in set B. In
#1 other words, a function f is a relation such that no two pairs in the relation has the same first element.

E. Discussing new concepts Relations can be represented in a number of ways:

and practicing new skills 1. Table of Values
#2 2. Graphs
3. Mapping Diagram
4. Equations

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 5. In words (description)

TYPES OF RELATION

Relations can be represented in a number of ways:

1. Table of Values
2. Graphs
F. Developing mastery
3. Mapping Diagram
(leads to Formative
4. Equations
Assessment 3)
5. In words (description)

A relation is function if there is no repeated element in the first element of the ordered pairs.

Real Life Example

G. Finding practical Suppose you are working in a fast food company. You earn Php 40 per hour. Your earnings are related to the number of hours of work.
application of concepts Questions:
and skills in daily living 1. How much will you earn if you work 4 hours a day? How about 5 hours? 6 hours? 7 hours? Or 8 hours?
2. Express each as an ordered pair.
H. Making generalizations Note that all functions are relations but some relations are not functions.
and abstractions about
the lesson
I. Evaluating learning Determine whether each set of ordered pairs, mapping diagram, graphs, and descriptions represents a function or not.

1. {(0, 0), (1, -1), (1, 1), (4, -2), (4, 2)}
2. {(0, 2), (1, 3), (2, 4), (3, 5), (4, 6)}
3. {(0, 2), (0, 4), (0, 6), (0, 8), (0, 10)}
4. {(-5, -2), (-2, -2), (1, 0), (4, 2), (7, 2)}
5. {(0, 2), (-1, 3), (-2, 4), (-3, 5), (-4, 6)}
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 6. {(0, -2), (1, -3), (1, -4), (3, -5), (4, -6)}

The correspondence that assigns to each person the date of his/her birth.
The relation of a month to the length of daylight.
The relation of a person's age to his/her height.
The relation of the length of daylight to a month.

J. Additional activities for

application or
remediation
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 work?
F. What difficulties did I
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 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?

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