School Grade Level 8

Teacher Learning Area Mathematics

GRADES 1 to 12 Teaching Quarter Seconds Quarter
DAILY LESSON PLAN Dates and
Time

I. OBJECTIVES

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

B. Performance The learner is able to formulate and solve accurately real-life problems involving
Standard linear inequalities in two variables, systems of linear inequalities in two variables, and
linear functions.
C. Learning
The learner finds the domain and range of a function. M8AL-IId-1
Competencies
CONTENT Finds the Domain and Range of a Function
III. LEARNING
RESOURCES
A. References

1. Teacher’s Guide
pages
2. Learners Material
pages
3. Textbook pages

4. Additional
materials
B. Other Learning
Resource

IV. PROCEDURES
A. Reviewing After the preliminary activities, the teacher will give a pre-assessment about the
previous domain and range of a function to the student and to be answer just for 5 minutes
lesson or only before starting the new lesson.
presenting the
new lesson Direction: Define the problems below involved range and domain of a function. Write
only your answer on a ¼ sheet of an intermediate paper.

1. What is the symbol of function notation?

2. What variable is commonly used for domain and range?

3. For the function {(0, 1), (1,-3), (2,-4), (-4, 1)}, write the domain and range.

The teacher will collect the papers and give the partial ideas on domain and range of
a function and find out how the students would answer the question compare their
ideas.
B. Establishing a The teacher will introduce the learning objectives for the new lesson by giving the
purpose for the students opportunity to read it aloud synchronously.
lesson
At the end of 45-minute period, the students will be able to find the domain and range
of a function.

C. Presenting The teacher will present a short video presentation about finding the domain and a
examples/insta range of a function and provide follow up questions.
nces of the
new lesson. 1. How can you define the domain and range?
2. What have you observed on the domain and range of the graph?
3. What are those rules in defining the domain and a range of a function?
D. Discussing The teacher will conduct the following activity:
the new
concepts and Title of the Activity: Find Me!
practicing new Procedure: The teacher will group the students into five (5) groups and will be
skills #1 assigned on the proper area where they can accomplish the activity. In this activity
the teacher will show the presentation for the following questions to be answering it
by group. The answer will be writing down on the ½ sheet of intermediate paper and
at the back of the paper will be the group number and the member. The group will be
given only 5 minutes to answer the different question. After the period the teacher will
collect the answers and call the student randomly to answer on the board with the
following questions.
E. Discussing
the new Direction: Find the Domain and a range of a function.
concepts and
practicing new
skills #2

F. Developing
mastery
(Leads to
formative
assessment
3) 1. 2.

3. 𝑓(𝑥) = 𝑥 2 + 2

After the activity, the teacher will provide feedback by asking the following questions:
1. What have you observed on the given graphs and equation?
2. How do you define the domain and range of a function given in the graph and
equation?
3. What is the difference between the graph and the equation?

The teacher will present the following key concepts and examples:

Definition of Finding the Domain and a Range

Domain and Range. The domain of a function is the set of values that we are
allowed to plug into our function. This set is the x values in a function such as
f(x). The range of a function is the set of values that the function assumes.

The teacher will present the following topics with definition and example:

“Function of Notation”
A function takes an input and produces an output. In function notation, f ( x ) f(x) f(x)f,
left parenthesis, x, right parenthesis, f is the name of the function, x is the input
variable, and f ( x ) f(x) f(x)f, left parenthesis, x, right parenthesis is the output.
Example:

“Domain and Range function given in a graph”

Another way to identify the domain and range of functions is by using graphs.
Because the domain refers to the set of possible input values, the domain of a graph
consists of all the input values shown on the x-axis. The range is the set of possible
output values, which are shown on the y-axis.

Example no. 1.
Find the Domain and the Range on the given graph

We can observe that the horizontal extent of the graph is –3 to 1, so the domain of f
is (−3,1] (−3,1].

The vertical extent of the graph is 0 to –4, so the range is [−4, 0)[−4,0).

Example no. 2.

We can observe that the graph extends horizontally from −5 to the right without
bound, so the domain is [−5, ∞) [−5, ∞). The vertical extent of the graph is all range
values 5 and below, so the range is (−∞, 5] (−∞, 5]. Note that the domain and range
are always written from smaller to larger values or from left to right for domain, and
from the bottom of the graph to the top of the graph for range.

Example no. 3.
 Notice the line is solid; there are no dashes or breaks. This means that it is
continuous. A continuous function has a value for every x, or the domain is all real
numbers. Can you plug in ANY value for x and get a y−value? Yes. There are a few
ways to write this.
The range of this function is also continuous. Therefore, the range is also the set of
all real numbers. We can write the range in the same ways we wrote the domain, but
with y instead of x.

Domain: x∈R, x∈(−∞,∞), x is all real

Range: y∈R or y∈(−∞,∞)

“Domain and a Range of a function in a given equation”

To find the domain and range, we simply solve the equation y = f(x) to determine the
values of the independent variable x and obtain the domain. To calculate the range of
the function, we simply express x as x=g(y) and then find the domain of g(y).

Example:

After the discussion, teacher will give 5 minutes to ask the students where they are
confused.
G. Finding The teacher will conduct the following activity:
practical
application of Title of the activity: MY FAMILY TREE!
concepts and
Procedure: within the same group, the teacher will provide the materials to be
skills in daily
living needed to achieve this activity. This is a group activity that will test their knowledge if
they are listening a while ago while the teacher discussed the lesson. In this activity
every group will be given the same problem and they will be going to put in on their
answer on a family tree that they created if where they belong. They are only giving 5
minutes to answer the following question:

Direction: All the problems will be presented below. Only you have to do is find their
family tree of the Range and Domain

1. For the function {(0,1), (1,-3), (2,-4), (-4,1)}, write the domain and range.
2. What is the domain and range of the following relation (9, -2)(4, 3)( 8, 10)( -4,
8).
3. Consider the function: {(3,11), (4,18),(5,27),(6,38)}. What is the Domain?
 Answer:

MY FAMILY

TREE

DOMAIN:

1. (0,1,2,-4) RANGE:
2. (9,4,8,-4) 1. (1,-3,-4)
3. (3,4,5,6) 2. (-2, 3,8,10)

H. Making The teacher will go back to the objective of the lesson and have a recap to the
generalization students by asking the following questions:
and 1. What was the topic that we discussed today?
abstraction 2. Define what is domain and range.
about the 3. How will you apply this to your daily life?

I. Evaluating The teacher will request the students to keep their notes and get a ½ sheet of paper.
learning
Direction: Read the question carefully. Write True if the statement is right otherwise
write False. Write your answer on the ½ sheet of paper. Strictly no erasure!
1. The domain is the x-value in a problem.
2. The range is the independent variable.
3. The independent variable is the output.Direction:ddddddere34r44r
J. Additional The teacher will give the assignment to the student and it will be submitted thru the
activities for teacher email account at exactly 11:59pm.
application or
remediation Direction: Make a reflection to what have you learn today and give an example. Make
sure that your example is coming from you not from the internet.

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
lesson
worked? 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 this
work?
F. What
difficulties did
I encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
material did I
use/discover
which I wish
to share with
other
teachers?