Lesson Plan in Grade 8 Mathematics

I. OBJECTIVES

At the end of the lesson, the students must be able to:

A. determine if the given relation is a function using domain and range;

B. illustrate the ordered pairs through tabular method and mapping diagrams;

C. relate relations and functions to real-life situation; and

D. integrate relations and functions across Science, Araling Panlipunan, TLE, ESP and
ICT.

II. SUBJECT MATTER

a. Specific Title: Relations and Functions

b. Learning Competency: The learner illustrates a relation and a function.

c. Code: M8AL-IIc-1

d. Reference/s: Mathematics Learner`s Module 8; Next Century Mathematics by Zenaida

B. Diaz & et. al; 21st Century Math by Jonathan C. Gloriak & et al; Spiral Math 8 by Jose Ma.
L Escaner & et. al; Math Ideas and Life Applications by Arlene A. Pascasio & et al.

e. Instructional Materials: strips of paper, marker, activity notebooks, white screen, and
projector

III. PROCEDURE (3Ps2As)

Teacher’s Activity Students’ Activity

A. Preparation

-Good afternoon, class! -Good afternoon, Ms. Jen!

-Assigned prayer leader, you may now (Leading the prayer)
begin
-Once again, good afternoon, everyone! -Wer’re feeling good, Ma’am!
How are you feeling today?
-That’s good to hear! I would like to thank
everyone especially to the board director
(Everyone is happily cheered on their
because the board is clean as well as the
floor managers because the room is clean seats for receiving the chips since 1
and the chairs are well-arranged. Because of chip= 5 points.)
that, everyone will receive this smiley face
chip for a job well done!
-Okay, Group Secretaries may I know the
status of your attendance? (Each representative dictates the
-Okay, thank you Secretaries! absences.)
-So, today’s lesson is quite easy for you to
understand if and only if, you will listen to
the discussion and participate to the
activities. Remember, I still have lots of
chips here so be active as much as you. Is it
-Yes it is, Ma’am!
clear?
-So class, if you hear the word Relations, -Family, Ma’am!
what comes into your mind? -My relationship with my siblings.
-and it is also mean as the association -My special someone.
between two parties such as friends, but
class, how will you relate the word relation
to Mathematics? Do you think there is a
function between relations? How will you
relate this concept to ordered pairs? -An ordered pair is a representation of a
- So, let us find out through this activity.
point in the form of (x,y)
-Our first activity will enable you to write
ordered pairs. Who can still remember the
ordered pair? -Domain and Range
-Very good! What are the names of two -Abscissa and Ordinates
ordered pairs?
-The two of them are like husband and wife, (Students are grouping themselves)
they should never be separated!
-Everybody, group yourselves into 3
members!
-Everybody, please look at the screen. -Glass wine-Kitchen Utensils
Instruction: Group the following objects in
such a way that they have common
properties or characteristics.
-Everybody, please read the example.
-Then, right after, you will make an ordered
pair out of the activity you made. For -Yes, Ma’am!
example (Glass wine, Kitchen Utensils)
-Is that clear? (Everyone is cooperatively doing their
-So I’ll give you five minutes to finish the task.)
task.
Act 1
Kitchen Laboratory Computer
Utensils Apparatus Hardware

B. Presentation
-How many objects can be found in each
column?
-How did you classify the object?
-3 objects
-We classified the objects through
pairing according to its characteristics.
-We observed that there are no domains
that are keep on repeating.

-The ranges are keep on repeating.

-Try to look at the examples. What have you
observed to the domains? Are there any
repeating domains?
-That’s good how about the range?
-What have you done are the best -The domains are kept on repeating
presentation of Relations and Functions. while the ranges are not.
Try to observe to this example.
-Opposite of our first examples.
(mortal & pestle, Kitchen Utensils) -No, Ma’am.
(Mortal and Pestle, Cooking)
-I guess we can only say that a relation
-What have you observed? is a function if the domains are not
repeating!
-That’s good! And do you think this relation
is a function? -No ordered pairs have the same
-Why do you think so? domains.
-So, when can you say that a relation is a
function? -Yes, Ma’am!

(The class becomes livelier after hearing

-Very good! In other words, the set of
those lines.)
ordered pairs has different domains. Is that
clear?

-Well class, this concept may also apply to a

relationship. You should only have one
domain in your life. Do not be a two-timer
so that your relation to your pair is a
function. Do you understand?
-Okay, for another examples. I have here a -I made it through writing down first the
mapping diagram about the members of the domain and range.
society. You describe the mapping diagram -No domain has repeated in a set of
below by writing the set of ordered pairs.
The first two coordinates are done for you. ordered pairs.
-How did you make a set of ordered pairs?
-Yes Ma’am, because no domain in the
set of ordered pairs is the same.
-Is there any repetition of the domain? How
about the range?
-Does the set of ordered pairs represent
relation and function? Why?
-Now, based on our previous activities, who
can define Relation? Function?
- Based on the given definitions,
is relation a function? Or a function a
relation? Why do you say so?

C. Practice
(Students are collaboratively doing their
 task.)
-So, students I have another set of activity.
In the same group, you will ask each other
your birth month. Your name will be the
domain and the month will be your range
through connection arrows like this
example. Then write the set of ordered pairs
below. I’ll give you 5 minutes to finish the
task.

III. ASSESSMENT

Determine whether each relation is a function. Write E if it is a FUNCTION and NE if it is

NOT FUNCTION. Then, make a mapping diagram to represent the following set of ordered
pairs.

1. {(Aguinaldo, March), (Quezon, August), (Osmena, September)}

2. {(Humans, Mammals), (Human, Kingdom Animalia), (Turtles, Reptiles)}
3. {(Printer, Computer Hardware), (CPU, Computer Hardware), (Microsoft, Software)}
4. {(5”7’, 60 kg), (6”1’, 60 kg), (4’’9’, 45 kg), (5’’7’, 45kg)}
5. {(pandiwa, verb), (pang-uri, adjective), (Panggasinan, noun), (panghalip, pronoun),
(pang-abay, adverb)}

IV. ASSIGNMENT

Instruction: Interview your family, relatives, friends, and neighbours who are already
working. Ask them their occupation, salary per month and number of hours of work per day.
Make a set of ordered pairs out of the information you gathered. Then, illustrate it through
mapping diagram. Make sure you affix their signature as a proof of evidence. Put this on a 1
whole sheet of paper. (Minimum of 5 persons).

Illustrative Example:

Name: JENICEL T. MANA-IT Occupation: Teacher

Salary/Month: 24,100 No. of hrs/day: 8

JENICEL T. MANA-IT
Teacher 1

Salary/Month Occupation

Php 24,100 Teacher

 pppppp
Php 10,500
Php 15, 500
Php 8, 500
Php 10, 200
Objectives Means of Verification
1. Applied Knowledge of  Classroom Observation
content within and across Tool (COT) rating sheet
curriculum teaching and/or inter-observer
areas. agreement from about
knowledge of content
within and across
curriculum teaching areas
 Detailed Lesson Plan
developed highlighting
integration of content
knowledge within and
across subject areas.
Utility Man
Construction Worker
Vendor
Security Guard
Annotations
A week before the discussion
of this lesson, I asked my
students what subject areas they
found most challenging and what
areas they found most
challenging and what areas they
were easier to comprehend.
Majority of them said that Math
and Science were the two
subjects they found difficult
while TLE, Aral Pan and ESP
were the areas they found lighter.
Thus, I incorporated my Math
lesson to these subject areas.
In my first activity, I
incorporated TLE specifically,
the Table Setting and Computer
Hardware, I knew, some of my
students heard these things for
the first time. To catch my
students’ interest and enthusiasm
to learn, I related the concept of
my topic to a relationship or love
life. I added some “hugot lines”
for I noticed that every time I
crack a joke, my class feels alive
and less lethargic. Hence, the
values integration applied in my
Math lesson.

In addition, I integrated my
lesson to Araling Panlipunan
which involved a community and
a family. Through this, I made
my lesson lighter and easier to to
comprehend.

My students were also engaged

with one another as they asked
their classmates’ birthdays. I
heard lately that some students
were fighting each other over
small things so, to make them
closer and more comfortable to
one another, I put up this activity
for this purpose.

I ended my lesson by giving

them assignment to ask and to
interview the community
member about the nature of their
work, salary per month and
number of hours of their work. I
let them do this activity not only
for the integration of Math
lesson, but also to make them
realize the importance of
education in their life. I want
them to reflect that finishing
their studies make them more
comfortable and more
convenient in living.