Grade

School Grade 8
Level
Learning
Teacher Mathematics 8
Area
Teaching Dates
Quarter Second
and Time
1. 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 Standards:
The learner is able to formulate and solve accurately real-life problems involving
linear inequalities in two variables, systems of linear inequalities in two variables, and
linear functions.
C. Learning Competencies/ Objectives (Write the LC code for each):
The learner illustrates a relation and a function.
(M8AL-IIc-1)

a. Define relation and function.

b. Represent a relation in four ways:
1. Table
2. mapping diagram
3. graph
4. rule method
Develop the value of perseverance in studying.

2. CONTENT: Representations of Functions and Relations

3. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages: 155-182
2. Learner’s Material Pages: 134-144
3. Textbook Pages: none
4. Additional Materials from Learning Resources (LR) portal:
https://www.youtube.com/watch?v=C5xcpNGeKCQ

B. Other Learning Resources

Laptop, Projector,Speaker
LCTG Grade 8 by DepEd Cavite Mathematics,2016
4. PROCEDURES

Teacher’s Activity
A. Reviewing Where do I belong???
previous lesson
or presenting Description: This activity will enable you to write ordered pairs. Out
the new lesson of this activity, you can describe the relation of the products to its
(7 minutes) respective places.

Directions: Group the following products in such a way that they

are from the same places in Cavite.
 Kesong See Pastill
puti weed as de
s leche
Smoke coco Dried
d fish nut fish
(tinapa) (tuyo)
Coffee Fres Banan
beans h a
milk
shrimp Black Choco
pepp milk
er
Strawb Crab Pinea
erry pple
milk

Gene Rosa Amade

ral rio o
Trias

 How many products are there in each column?

How did you classify the products?
B. Establishing
a purpose for
Presentation of Objectives
the lesson
(7 minutes)
C. Presenting Exploratory Activity
examples/ From the previous activity, form some ordered pairs using the
instances of the format:
new lesson ( product, place )
(5 minutes) a. Column 1: __________
b. Column 2: __________
c. Column 3: __________
Based on the coordinates you have formulated, is there a
repetition of the first coordinates?
How about the second coordinates?
Try to present the ordered pairs formed in table form.
 PRODUC MUNICIPAL
TS ITY

Now, try to make a mapping diagram to show the relation.

 What can you say about the diagram you have formed?
 What elements belong to the first set? To the second set?
 Is there a repetition of the first coordinates? How about the
second coordinates?
The relations you have formed in the previous activities are all
examples of a FUNCTION, as they are many-to-one
correspondence. If the relation shows one-to-one correspondence
it is also a function, but if the relation is one-to-many
correspondence, then it is not a function.

Aside from these three methods, function can also be represented

by picture or graph, by equation and by rule.

Situation: Suppose Tenten is working in Gen. Trias Dairy Raisers

Multi-Purpose Cooperative at Santiago, Gen. Trias, Cavite and he
earns ₱43 per hour.
Questions:
a. How much will Tenten earn if he works for
4 hours a day?
5 hours a day?
6 hours a day?
7 hours a day?
8 hours a day?
b. Is his earnings related to the number of hours of work?
How?
Tenten’s earnings can be represented by some other way like
graph, equation or rule.
 By graph

By equation or by rule, Tenten’s earnings can be represented by

y=43(h)

D. Discussing
new concepts Video Presention diffentiating a relation and a function.
and practice
new skills #1
(13 minutes)
E. Discussing A. What can you say about relation?
new concepts
and practice B. Can you determine whether a relation is a function
new skills #2 or a mere relation? How?
(13 minutes)
C. What will be your reference that a relation is a
function?
D. Give real-life examples/ situations that can describe a
function.
F. Developing Determine whether a given mapping diagram is a function or NOT
Mastery (Leads a function.
to Formative
Assessment 3)
( 8 minutes)
 Situation: Suppose you are working in a fast food company. You
earn ₱48 per hour.
Questions:
a. How much will you earn if you work for
4 hours a day?
5 hours a day?
6 hours a day?
7 hours a day?
8 hours a day?
b. Are your earnings related to the number of hours of work?
How?
G. Finding
( The learners will be instructed to represent their answer in
practical
different ways.)
applications of
Group 1 – by ordered pairs
concepts and
Group 2 – by table
skills in daily
Group 3 – by mapping diagram
living
Group 4 – by graph
Group 5 – by equation/rule
Questions to be used:
 How did you write the set of ordered pairs?
 How did you make a table?
 How did you make a mapping diagram?
 How many elements are there in the set of ordered pairs you
have made?
 What elements belong to the first set? second set?
 Is there a repetition of first coordinates? How about the second
coordinates?
H. Making A relation is any set of ordered pairs. The set of all the first
generalizations coordinates is called the domain of the relation. The set of all the
and abstract second coordinates is called the range.
actions about
the lesson A function is a relation in which
(3 minutes) 1. for each first coordinate, there is exactly one second
coordinate, or:
 2. for every first element x, there corresponds a unique element
y.
NOTE: Every function is a relation, but some relations are not
functions.

A function can be represented by using a table, or a set of

ordered pairs of numbers, by mapping, by picture or graph, by
equation and by rule or correspondence expressed in words.
When pictures and arrows are used in representing a function, the
function may be called mapping.

The kinds of pairing or matching are : one-to-one

correspondence, many-to-one correspondence and one-to-many
correspondence.

Note: A one-to-one correspondence and a many-to-one

correspondence are called
functions while the one-to-many correspondence is not.
I. Evaluating State whether the given set of ordered pairs is a function or NOT. Give
learning the reason for
(4 minutes) your answer.
1. ( 1 ,2 ), ( 2, 3 ), ( 3 , 4 ), ( 4, 5 )
2. ( -1, 6 ), ( -2, 7 ), ( -3, 8 ), ( -4, 9 )
3. ( 1, 2 ), ( 0, 8 ), ( 1, 3 ), ( 2 , 7 )
4. ( -3, 8 ), ( -1, 8 ), ( 3, 8 ), ( 7, 8 )
5. ( 5, 4 ), ( 5, 8 ), ( 7, 2 ), ( 7, 3 )

J. Additional Give a real life situation that can be an

activities for example of function. Select any of the
application or methods to represent it.
remediation
5. REMARKS
6. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional
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 work 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?