School: SAN PEDRO INTEGRATED SCHOOL Grade Level: XIII

TA Teacher: MR. REY ABDON L. IBAÑEZ Learning Area: MATHEMATICS

OBSERVATION 2 Teaching Dates
NOVEMBER 20, 2024 Quarter: SECOND
and Time:
I. OBJECTIVES
A. Content Standard 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 The learner illustrates a relation and a function.
(M8AL-IIc-1)
OBJECTIVES:
a. Define relation and function.
b. Represent a relation in four ways:
1. Table
2. mapping diagram
3. graph
4. rule method
c. Develop the value of perseverance in studying.
II. CONTENT Representations of Functions and Relations
III. LEARNING RESOURCES
A. References Learners material, teachers guide
1.Teacher’s Guide pages pp. 155-182
2. Learners’ Materials pages pp. 138-144
3.Textbook pages
4. Additional materials from learning https://www.youtube.com/watch?v=C5xcpNGeKCQ
resource (LR) portal
B. Other Learning Resource Tv, chalkboard, laptop, graphing white board, instructional videos
IV. PROCEDURES
A. Reviewing previous lesson or Activity: 1
presenting the new lesson Teacher: The teacher will present the activity entitled
(Drill/Review/Unlocking of “Where do I belong???”
difficulties) Description: This activity will enable the students to write ordered pairs. Out of
this activity, they can describe the relation of the products to its respective
places.

Directions: Group the following tourist spots in such a way that they are from
the same places in Davao Oriental (Baganga, Mati City, Caraga).

Kapuka Falls Bango Beach San Victor Island

Blue Bless Resort Tagduan Dahican Beach
Curtain Falls Balite Hot Spring Lik-Sim Beach
Cartagena/Carolina Lake Sleeping Dinasaur Gregorio Beach resort
Mango fruit

Caraga Mati City Baganga

Kapuka Falls Blue Bless Resort Curtain falls
Bango beach Sleeping Dinasaur Cartagena/Carolina lake
Tagduan Dahican beach Balite hot spring
Lik-sim beach Gregorio beach San Victor Island
Mango fruit Mango fruit Mango fruit

 How many products/tourists spots are there in each column?

How did you classify the products?
B. Establishing a purpose for the Presentation of Objectives
lesson
(Motivation)
C. Presenting Examples/ instances of Exploratory Activity
the new lesson From the previous activity, form some ordered pairs using the format:
(tourist spots/products, place)
a. Column 1: (Kapuka falls, Caraga), (Bango beach, Caraga), (Tagduan,
Caraga), (Lik-sim,Caraga), (Mangga,Caraga).
b. Column 2: (Mati City, BlueBless), (Mati City,Sleeping Dinasaur), (Mati City,
Dahican), (Mati City,Gregorio), (Mati City, Mango).

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 c. Column 3: (Baganga,Curtain falls), (Baganga,Cartegena), (Baganga, Hot
Spring), (Baganga,San Victor), (Baganga, Mango fruit).

Caraga Mati City Baganga

Kapuka Falls Blue Bless Resort Curtain falls
Bango beach Sleeping Dinasaur Cartagena/Carolina lake
Tagduan Dahican beach Balite hot spring
Lik-sim beach Gregorio beach San Victor Island
Mango fruit Mango fruit Mango fruit

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.

TOURISTS SPOTS / MUNICIPALITIES

PRODUCT
Kapuka Falls
Bango Beach
Tagduan Falls Caraga
Lik-Sim Beach
Mango fruit
Curtain falls
Cartagena/Carolina lake
Balite hot spring Baganga
San Victor Island
Mango fruit
Blue Bless Resort
Sleeping Dinasaur
Dahican beach Mati City
Gregorio beach
Mango fruit

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.

D. Discussing new concepts and Situation: Suppose Miko is working in Bonna’s Bakeshoppe at Poblacion
practicing new skills #1 Caraga and he earns ₱43 per hour.
Questions:
a. How much will Miko earn if he works for
4 hours a day?
5 hours a day?
6 hours a day?

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 7 hours a day?
8 hours a day?
b. Is his earnings related to the number of hours of work? How?
Miko’s earnings can be represented by some other way like graph, equation
or table.

By graph

By equation or by rule, Tenten’s earnings can be represented by y=43(ℎ) .

E. Discussing new concepts and Video Presentation differentiating a relation and a function.
practicing new skills #2 https://www.youtube.com/watch?v=C5xcpNGeKCQ
F. Developing Mastery Determine whether a given mapping diagram is a function or NOT a function.

FUNCTION

FUNCTION

NOT A FUNCTION

G. Finding Practical application of Situation: Suppose you are working in a fast food company. You earn ₱50

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 concepts and skills in daily living per hour.
(Application/Valuing) 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?
( The learners will be instructed to represent their answer in different ways.)
Group 1 – by ordered pairs
Group 2 – by table
Group 3 – by mapping diagram
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 generalization and A relation is any set of ordered pairs. The set of all the first coordinates is
abstraction about the lesson called the domain of the relation. The set of all the second coordinates is
called the range.
A function is a relation in which
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 learning The teacher lets the students answer individually in ONE-FOURTH sheet of
paper the formative assessment.

State whether the given set of ordered pairs is a function or NOT. Give the
reason for 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 activities for application *Teacher: Give a real life situation that can be an example of function. Select
or remediation any of the methods to represent it.
(Assignment)
*Student Response: Teacher/Students decide if they want to engage in additional
activities or seek remediation.
V. REMARKS
VI.REFLECTION
A. No. of learners who earned 80% in ___ of Learners who earned 80% above
the evaluation
B. No. of learners who require ___ of Learners who require additional activities for remediation
additional activities for remediation
C. Did the remedial work? No. of ___Yes ___No

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 learners who have caught up with ____ of Learners who caught up the lesson
the lesson
D. No. of learners who continue to ___ of Learners who continue to require remediation
require remediation
E. Which of my teaching strategies Strategies used that work well:
worked well? Why did these work? ___ Group collaboration
___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s
Cooperation in doing their tasks
F. What difficulties did I encounter __ Bullying among pupils
which my principal or supervisor __ Pupils’ behavior/attitude
can help me solve? __ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils

Prepared by:

REY ABDON L. IBAÑEZ

Teacher I

Observed by:

FEDELYN A. GAYO
Master Teacher I
Date: ________________

JAME BOY B. BANGKE

Principal I
Date: ________________