GRADE 8 DAILY LESSON LOG

SESSION 1

I. OBJECTIVE Objectives must be met over the week and connected to the curriculum standards. To meet the o
be done for developing content knowledge and competencies. These are assessed using Forma
significance and joy inlearning the lessons. Weekly objectives shall be derived from the curriculum

A. Content Standard The learner demonstrates u

B. Performance Standards The learner is able to formulate real life problems involving

C. Learning Competencies /
At the end of the session, learners
Objectives
are expected to:
(Write the LC code for each )
Define relation and function.
Illustrate a relation and function.
Determine if the given relation is a
function using ordered pairs, graphs
and equations. Differentiate
between independent and
dependent variables. Describe the
domain and range of a function.

1. Describe the domain and the

range of a function.

2. Identify the domain and the range

of a graph of a function.
3. Show interest in the lesson.

II. CONTENT .
Content is what the lesson is all about.
It pertains to the subject matter that
the teacher aims to teachIng the CG, Domain and Range of a Function
the content can be tackled in a week
or two.
III. LEARNING RESOURCES
List the materials to be used
in different days. Varied sources of
materials sustain children’s
interest in the lesson and in
learning. Ensure that there is a mix laptop, chalk, board
of concrete and manipulative
materials as well as paper-based
materials. Hands-on learning
promotes concept development.

A. References
1. Teacher’s Guide pages 175 - 178
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal

B. Other Learning Resources

IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will lear
from formative assessment activities. Sustain learning systematically by providing students with multiple ways
conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the

A. Reviewing previous lesson or

presenting the new lesson
Find the domain and range of the
given ordered pairs, mapping
diagram and table.

B. Establishing a purpose for the

lesson

Does the given ordered pairs,

mapping diagram and table
represents a function?

C. Presenting examples/ instances Different graph will be given and the

of the new lesson students will determine if they are
function.

D. Discussing new concepts and

practicing new skills #1
Find the domain and range of the
given graph.
 Find the domain and range f(x)
E. Discussing new concepts and
= 3x f(x) =
practicing new skills #2
√x - 2

F. Developing mastery (Leads to Determine the domain and range of

Formative Assessment 3) each function.

H. Making generalizations and How would you find the domain and
abstractions about the lesson range of a function?

I. Evaluating learning Answer exercises p. 178

J. Additional activities for

application or remediation

V. REMARKS

VI. REFLECTION
Reflect on your teaching and
assess yourself as a teacher.
Think about your students’
progress this week. What works?
What else needs to be done to
help the students learn? Identify

A. No.of learners who earned 80%

on the formative assessment

B. No.of learners who require

additional activities for
remediation.

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
strategiesworked well?Why did
these work?

F. What difficulties did I 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?
 LEARNING AREA: MATHEMATICS
TEACHER: JENNY B. MAGDAONG
TEACHING DATE AND TIME: WEEK 3 SESSION 1-5

SESSION 2 SESSION 3

he week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lesson
nt knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and c
g the lessons. Weekly objectives shall be derived from the curriculum guides.

The learner demonstrates understanding of the key concepts of linear equations.

The learner is able to formulate real life problems involving linear functions and solve these with utmost accuracy using a variety of s

At the end of the session, learners are At the end of the session, learners are
expected to: expected to:

Define relation and function. Illustrate

a relation and function. Determine if
the given relation is a function using
ordered pairs, graphs and equations.
Differentiate between independent and Define linear function. Describe a
dependent variables. Describe the linear function using its points,
domain and range of a function. equation and graph.

1. Define a linear function.

1. Identify function using an equation in
two variables (rule).

2. Determine if the given equation is

2. Illustrate function using rule.
a linear function.
3. Show interest in the lesson. 3. Find the degree of the functions
and identify the slope and y-intercept.

Representation of Function Using Rule Linear Function

 laptop, chalk, board laptop, chalk, board

169 - 171 187 - 195

ss the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer
ies. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw
ned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

Plot the following set of ordered pairs.

A = {(0, 1) , (1, 2) , (2, 3) , (3, 4)}
B = {(0, 1) , (0, 2) , (0, 3) , (0, 4)}
C = {(1, 0) , (2, 0) , (3, 0) , (4, 0)}
D = {(2, 0) , (3, 1) , (4, 2) , (5, 3)}

Using a vertical line test determine

whether the graph in previous activity
represents a function or not.

Answer Activity 3: Identify Me p. 169

Are there any two ordered pairs whose

abscissas are the same? If yes, which
one? Does the equation y = 2x + 1
define a function? Explain
 Does the equation x = y2 define a
function? Explain

Identify which among the equation

represent a function. 1. y = 5x – 4
2. y = x2 3. y2 = x

When is rule become a function?

Determine whether the equation

represents a function or not.
1. y = 3x + 9
2. y = -2x – 7
3. y = x + 3
4. x2 + y = 2
5. 2x2 + y2 = 8
 G8(KAMAGONG,
GRADE LEVEL/SECTION MOLAVE,NARRA,MAHOGANY)
QUARTER: SECOND
DATE COVERED: SEPTEMBER 5 - 9, 2016

SESSION 4 SESSION 5

ocedures must be followed and if needed, additional lessons, exercises and remedial activities may
gies. Valuing objectives support the learning of content and competencies and enable children to find

key concepts of linear equations.

d solve these with utmost accuracy using a variety of strategies.

At the end of the session, learners are At the end of the session, learners
expected to: are expected to:

Linear Equation
 laptop, chalk, board laptop, chalk, board

by demonstration of learning by the students which you can infer

tice their learning, question their learning processes, and draw
p.