GRADE 8 Region XI Division Davao City

DAILY School Matina Pangi NHS Grade Level 8

LESSON Teacher Claire Anne F. Tabarno Learning Areas Mathematics
PLAN Time and Date March 30, 2021 Quarter 2nd

I. OBJECTIVES
Content Standard: Performance Standard:
The learner demonstrates key concepts of linear inequalities in The learner is able to formulate and solve accurately real-life
two variables, systems of linear inequalities in two variables and problems involving linear inequalities in two variables, systems
linear functions. of linear inequalities in two variables, and linear functions.
Learning Competency
The learners should be able to illustrate a relation and a function. M8AL-IIc-1
Learning Objectives
At the end of the session, the learner is expected to:
1. Illustrate a relation and a function; and
2. Determine if a given relation is a function given table of values, listing ordered pairs, mapping, and graph; and
3. Show camaraderie in the group activity.
II. CONTENT Illustrating Relations and Functions
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Guide Pages Grade 8 Activity Sheets for 2nd Quarter – Week 3
3. Textbook Pages
4. Additional Materials from
Learning Resources
http://m.youtube.com/watch?v=ZbX2Zq6eHPA&feature=youtu.be
B. Other Learning Resources
Activity sheets, laptop and projector
IV. PROCEDURES Daily Routines- Prayer, Checking of Attendance and Reminders
Activity 1: “SCRAMBLED LETTERS”
Mechanics:
1. Let the students play “Scrambled Letters”
2. For every correct answer, students will be given a SMILEY sticker and paste it in the index
card provided and will be recorded for participation.
3. The teacher will show scrambled letters and students will reveal the word and give its
meaning.
1. ANROOCIDTE LPNEA
A. Reviewing previous lesson 2. REDORDE AIRSP
or presenting the new 3. OINPTS
lesson. Arranging the letters to make a word and giving meaning based from the picture COT
Indicator No. 2 - Uses a range of teaching strategies that enhance learner achievement
in literacy and numeracy skills
1. Give the three ordered pairs found in the coordinate
plane.
2. How did you plot the points (3,3)? (-2,4)? (0,-3)?
3. Suppose you are from your house and you want to go
to the airport, in what direction will you go?
COT Indicator No. 1 – (INTRA) Applies knowledge of content within and across
curriculum teaching areas.
B. Establishing a purpose for Ask:
the lesson 1. Have you ever wondered that learning cartesian plane can help us in finding the exact location of
a certain place?

Activity 2: “Where do I belong?”

In this activity, the students will group the following words based on their common name given to
them.

Mechanics:
1. The class will be divided into four groups.
2. The teacher will give each group a pen and piece of cartolina.
3. Each group will do the following tasks.
G1- Planets G3- Salitang ugat
G2- Adjectives G4- Presidents
4. The teacher will call for a representative per group to share their output.
5. This activity is good for 5 minutes.
 Presenting a situation leading to the lesson (Pictures, Graphs, Charts, etc.) COT Indicator No. 8 – Selects, develops, organizes, and uses appropriate
teaching and learning resources, including ICT, to address teaching goals.

COT Indicator No. 1 – (INTER) Applies knowledge of content within and across curriculum teaching areas.

Think about this. There are so many different groups and relations in real-life.

Ask the students the following questions:

Why is it important to know and classify different relations in real-life?

Introduce the lesson and objectives.

Activity 3: Observe and Share
The teacher will show the following illustration to the students. They will be asked to share what
they observe from the illustration and answer the following questions.

Illustration #1

C. Presenting
examples/instances of the
new lesson

Questions:
1. What can you observe in the illustration?
2. Why is it that the first two relations are function? The third relation is not a function?
3. What are the characteristic of a function?

Comparing and Contrasting ideas. COT Indicator No. 3 – Applies a range of teaching strategies to develop critical and creative thinking, as well as other
higher-order thinking skills.

Activity 4: Let’s try this activity:

The teacher will show this problem on the projector and each question will be answered by
different students. Students will be given enough time to comprehend the problem. The selection
will be done by spinning the wheel.

The situation can be represented in different ways.

D. Discussing new concepts 1. By Table of Values 2. By Listing Ordered Pairs

and practicing new skills

3. By Mapping 4. By Graph

Using of powerpoint presentation during the discussion COT Indicator No. 8 – Selects, develops, organizes, and uses appropriate teaching and learning
resources, including ICT, to address teaching goals.
 Activity 5: Reinforce by doing this activity.

E. Developing Mastery

Interpreting the graphs and illustrations to come up with an idea COT Indicator No. 2 – Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills.
Show this picture to the students.

F. Finding practical When talking about function, one must take into consideration the input and output since it is the
applications of the concepts foundation of every function. Function surrounds us and in most of the things we see around us,
and skills in daily living there is a function that consist of an input and an output.

In Technology and Livelihood Education, we deal with things that needs electricity to function. For
instance, a light bulb needs electricity and for it to function it will need switch.

In Science, we learn of the different energy like Mechanical Energy, Electrical Energy, Wind
Energy and etc. We already learn that for these energy to function, it must need a certain input.

Relating the topic in other disciplines (Technology and Livelihood Education (T.L.E. and Science)
COT Indicator No. 1 – (INTER) Applies knowledge of content within and across curriculum teaching areas.
The students will be asked to raise any clarification and will answer the following questions:
1. What is a relation? Function?
G. Making generalizations and 2. What do you call the first and second coordinates of an ordered pair?
abstractions about the 3. What does it mean if there is a repetition of domains in set of ordered pairs?
lesson 4. How will you determine if a given relation is a function? Which of them you find it easier to use?
Asking Higher Order Thinking Skills Questions COT Indicator No. 3 – Applies a range of teaching strategies to develop critical and creative thinking, as
well as other higher-order thinking skills.

Directions: Answer and illustrate the relation by using any of the representations and answer the
questions that follows.

Situation: Your brother would like to rent a bicycle for amusement. Suppose the bicycle rental at
the People’s Park is worth Php 20 per hour.

H. Evaluating learning Questions:

1. How much will your brother have to pay if he would like to rent a bicyle for 1 hour? __________ 2
hours? __________ 3 hours? __________
2. Based on your answers in no. 1, write ordered pairs in the form (time, amount) _______________
3. Based on your answers in no. 2, what is the domain? What is the range? ___________________
4. How are the rental time and the cost of the rental related to each other? ____________________
5. Is the relation a function? Or a mere relation? Explain your answer. ________________________

I. Additional activities for In a ½ crosswise, illustrate a real-life situation of relation and identify if that representation is a
application or remediation function or not.
IV. REMARKS
V. REFLECTION
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 lessons.
D. No. of learners who continue to
require remediation
 E. Which of my teaching strategies
worked 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?

Prepared by: Checked and Observed by:

CLAIRE ANNE F. TABARNO EDEN E. CABALINAN

Teacher I Assistant Principal II/School Head