Department of Education

Region XII
Division of Cotabato
MAKILALA NATIONAL HIGH SCHOOL
Makilala, Cotabato

A LESSON PLAN ON FUNCTIONS AND RELATION

Name: Dario A. Salili, Jr. Date: March 17, 2021

Subject: Mathematics Time Frame: 1 – hour
Year Level: Grade 8 Quarter: 2nd Quarter

I. OBJECTIVE
A. Content Standards The learner demonstrates understanding of key concepts of functions.
B. Performance The learner is able to accurately construct mathematical models to
Standards represent real – life situations using functions.
C. Learning To illustrate a relation and a Function. (M8AL-IIb-2)
Competences/
Specific Objectives At the end of 1-hour period, the student should be able to:

a. Define function and relation.

b. Illustrate functions through mapping diagrams, sets, and graph.
c. Represent real life situations using functions.

II. CONTENT FUNCTION AND THEIR GRAPH

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Moving Ahead with Mathematics II.1999. pp. 13-18; NFE Accreditation
pages and Equivalency Learning Material. Relations and Function. 2002. pp 6-
13
3. Textbook pages
B. Other Learning Visual Aids, PowerPoint Presentation, worksheets, markers
Resources
IV. PROCEDURES
A. Reviewing previous  Prayer
lesson or presenting  Greetings
the new lesson  Energizer
 Checking of Attendance
 Orientation of Classroom Rules
 Review the concept of Cartesian Coordinate System

Cartesian Coordinate System – a system used for graphing number of

pairs. It is also called Rectangular Coordinate System.

B. Establishing a Present objectives to be achieved at the end of the lesson:

purpose for the a. Define function and relation.
lesson b. Illustrate functions through mapping diagrams, sets, and graph.
c. Represent real life situations using functions.
C. Presenting examples/ Activity: “CROSS-WORDS PUZZLE”
instances of the new Identify the five descriptions of different terms that are related to your
lesson previous topics in Junior High School. These words are the necessary
- clues for us to proceed with our new lesson.

ACROSS
2.) the set of all x or input values.
4.) collection of well-defined and distinct objects called elements that share
a common characteristics.
5) the set of all y or output values.

DOWN
1.) is a rule that relates values from a set of values (domain) to a second set
of values (range).
3.) _____ PAIR: pair of objects taken in a specific order.

¹R
¹
E
L
A
T
D O M A I N
² ³
R O
D N
4 S E T
R
5 R A N G E
D

D. Discussing the new Group Activity: You will be group into 3 groups. There will be an
concepts and envelope given to each group which contains the puzzle meaning of
practicing new skills Functions. The first group that can form the puzzle will get the highest
#1 score of 5, followed by 4 points, and the lowest is 3 points. After each
group has formed the puzzle, they must transfer the words that they have
formed from the puzzle to the manila paper.

RELATION – is a set of ordered pairs.

Example: If you want to show that the points (-3,1);(0,2);(3,3);&(6,4), are
a relation, it would be written like this:

{(3,1),(0,2),(3,3),(6,4)}

FUNCTIONS – is a relation where each element in the domain is

related to only one value in the range by some rule.

3 METHODS TO ILLUSTRATE A FUNCTION

1.) Mapping Diagram – shows how the elements are paired.

Example:
x y x y

a 15 -3 0
b 25 -1
4
c 35 2
d 45 4 7

“One – to – one” “Many – to – one”

2.) Sets – “no x-value is repeated”

Example: {(2,3),(4,5),(5,6),(6,7)}

x 2 4 5 6
y 3 5 6 7
 3.) Graphing

Vertical Line Test (VLT) – an imaginary vertical line that touches the graph
only once.

Example:

Function Not Function

E. Discussing new Example 1: Identify the following if it is a function or not a function.

concepts and
practicing new skills 1. {(-7,4),(-8,3),(-7,7),(5,9),(3,1),(2,6)} “Not a Function”
#2 2. {(10,9),(-2,16),(-6,7),(5,8),(8,16),(11,9)} “Function”
3. x y 5.

10 I
20 II
30 III “Not A Function”
40 IV

“Function”
4. x y 6.

A W
B X
C Y “Function”
D Z

“Not a Function”
F. Developing Mastery Example 2: Which of the following relations are functions?
(Leads to Formative
Assessment 3) 1. a. f={(1,2),(2,2),(3,5),(4,5)} b. g={(1,3),(1,4),(2,5),(2,6),(3,7)}

2.
a. b.

3.
x y x y

0 X 3
2 Y
3 5
4 Z 7
6 W 9
a. b.
G. Finding practical Present examples of real life situation where the application of functions
applications of is manifested. Ask the students how functions applied in dealing real life
concepts and skills in situation.
daily living
Example:
1.) A shadow: “function of one’s height”
2.) Driving a Car: “Location is a function of time.”

H. Making Let the students give a recap for today’s discussion.

generalizations and
abstractions about FUNCTIONS – is a relation where each element in the domain is related to
the lesson only one value in the range by some rule.
 3 METHODS TO ILLUSTRATE A FUNCTION

1.) Mapping – shows how the elements are paired.

2.) Sets – “no x-value is repeated”
3.) Graphing
Vertical Line Test (VLT) – an imaginary vertical line that touches the
graph only once.

GROUP ACTIVITY: (the same grouping from our last activity)

Direction: In a 1pc Manila paper, make a mapping Diagram and a graph

to the following relations, and identify if it is a function or not.

1. a= {(5,6),(7,8),(9,0),(1,4)}

2. b= {(7,6),(7,8),(9,4),(1,4)}

3. c= {(11,6),(12,8),(9,7),(7,4)}

4. d= {(13,4),(12,6),(10,1),(15,5)}

Rubrics in grading their output:

Rubrics Percentage
Accuracy 10
Application 10
Neatness 5
Participation 5
Total Points 30

I. Evaluating Learning Bring out ½ crosswise of paper then answer the following:

Direction: Make a mapping Diagram and a graph to the following

relations, and identify if it is a function or not.

1. f= {(5,1),(3,6),(3,5),(4,5)}
2. g={(4,3),(1,5),(8,5),(1,6),(6,7)}

J. Additional Activity for Assignment:

Application or
Remediation Research on advance the operation on functions and its examples.

V. REMARKS

VI. REFLECTION

Prepared by: DARIO ANDOY SALILI, JR.

Applicant