School Grade Level 8

Teacher Learning Area MATHEMATICS

8:45-9:45 MASAYAHIN
Teaching Dates 10:00-11:00 MATATAG
Quarter SECOND
and Time 11:00-12:00 MAUNAWAIN
DAILY LESSON PLAN

I. OBJECTIVE
3. Differentiate a mere relation from a function.
KBI: Works out on a relation for it to function.
II. SUBJECT MATTER: Relations and Functions
CSE: Be aware on the important terms on sexual education in terms of relations and functions.
GAD: Promote fair humane relations regardless of gender.
DRRM: Showing concern to nature in providing examples of relation and functions.
Contextualization: Use local resources that we have in differentiating relation from a function.
III. LEARNING RESOURCES
A. References: Code: M8AL-II-C-2., 1. Math 8 LM, p. 143, Math 8 TG, p. 160, Math CG, p. 226
B. Other Learning Resources: Math 8 Budget of Lesson, laptop, LCD
IV. PROCEDURE
A. Preparation
1. Drill
FLASH CARDS: BASIC OPERATION ON INTEGERS
Through flashcards, the students will answer the basic operation on integers.
2. Review
The students will be asked about their previous topic which talks about SYSTEM OF LINEAR INEQUALITIES
IN VARIABLES.
B. Motivation
Story Reading
Literacy Integration:
The students will be given a reading material which is a story. They are tasked to have a silent reading followed
by a group/whole class reading.
C. Presentation
The students are expected to: Differentiate a mere relation from a function.

D. ACTIVITY
CATEGORIZING WHAT`S IN THE BASKET
Based on the story, the students will categorize the given harvested fruits per day. Using the provided materials,
the students will use the board to organize their idea. After, the students will report their answers in varied
performances.

Group 1 – Role Play Group 2 – Jingle Group 3 – Verse Choir Group 4 – Reporting
Across Learning Discipline: Let the students apply their knowledge in MAPEH class of presenting different
group performances
(e.g Role Play Jingle, Verse Choir, Reporting)

FRUIT MARKET TIME

Pauline is a girl who loves to go to the fruit market. She always carries her basket with her. In the fruit
market, stocks are on by two. On Monday, she bought a pair of Banana & Apple, Orange & Grapes, and
Banana & Watermelon. Tuesday, she bought a pair Orange & Grapes, Banana & Apple, and Watermelon &
Caimeto. And Wednesday, she bought Orange & Banana, Apple & Grapes, and Orange & Watermelon.
On Thursday, she planned to buy another set of fruits for her to become a healthier person.
E. ANALYSIS
STORY ANALYSIS
The students will analyze the story and will be asked on the following questions:
 Why do you think the story is entitled FRUIT MARKET TIME?
 What are the fruits presented in the story? Can you name it?
 How many days do Pauline buy assorted fruits? What days?
 Based on the categorized fruits per day, what have you noticed? Was there a repetition of fruit bought
each day?
 How about the other days, was there a repetition of fruit bought or not?

F. ABSTRACTION
The students will be will be guided in achieving the lesson objective through these questions
 How to determine a RELATIONS?
o A relation is any set of ordered pairs. The set of all first coordinates is called the domain of the
relation. The set of all second coordinates is called the range of the relation.

 How to determine a FUNCTIONS?

o A function is a special type of relation. It is a relation in which every element in the domain is
mapped to exactly one element in the range. Thus, a set of ordered pairs is a function if no two
distinct ordered pairs have equal abscissas.
 Among the types of correspondence, which ones are functions? Why?
 Does one-to-one correspondence between elements always guarantee a function? How about many-
to-one? Justify your answer.
 Does one-to-many correspondence between elements always guarantee a function? Justify your
answer.

G. APPLICATION
LET`S PRACTICE!
Let the students use the reading material and let them apply their knowledge about the RELATIONS AND
FUNCTIONS. The students will identify if the set of ordered pairs per day is RELATION or FUNCTIONS.
___________ 1) (Banana, Apple) (Orange, Grapes) (Banana, Watermelon)
___________ 2) (Orange, Grapes) (Banana, Apple) (Watermelon, Caimeto)
___________ 3) (Orange, Banana) (Apple, Grapes) (Orange, Watermelon)

LET`S PRACTICE MORE!

Let the students analyze the set of ordered pairs and identify if the item is RELATIONS OR FUNCTIONS.
___________1) (3, 4) (5,9) (7,6)
___________2) (2,1) (2,3) (4, 6)
___________3) (9,8) (6,7) (6,5)
 H. Generalization
The students will be guided on the statement…
I learned that…

I. Evaluation
Directions: Differentiate a mere relation from a function. Write R it it is a Relation and F if it’s a function.
(Refer attached assessment copy)

V. REMARKS

VI. REFLECTION Masayahin Matatag

Maunawain

1. No. of learners who earned 80% on the formative assessment:

2. No. of learners who require additional activities for remediation:

3. Did the remedial lessons work? No. of learners who have caught up with the
lesson:
4. No. of learners who continue to require remediation:

Observed by:
____________________________________
 FORMATIVE EVALUATION

Name:______________________________________ Grade & Section:____________________ Date:__________

Directions: Differentiate a mere relation from a function. Write R it is a Relation and F if it is a

function on the space provided before each number.
A. Ordered Pairs
_______________1. {(0, 2), (1, 3), (2, 4), (3, 5), (4, 6)}
_______________2. {(0, 2), (0, 4), (0, 6), (0, 8), (0, 10)}
_______________3. {(-5, -2), (-2, -2), (1, 0), (4, 2), (7, 2)}
_______________4. {(0, 2), (-1, 3), (-2, 4), (-3, 5), (-4, 6)}
_______________5. {(0, -2), (1, -3), (2, -4), (3, -5), (4, -6)}
B. Diagram

C. Table

D. Graph