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2. functions vs relation

The document is a lesson plan for a General Mathematics course at Notre Dame of Mlang, focusing on the introduction to functions and relations. It outlines learning competencies, daily activities, and methodologies for teaching students how to differentiate functions from relations, evaluate functions, and understand domain and range. The plan includes various interactive activities and assessments to enhance student understanding throughout the week.

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JOHN BAYLON
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Download as DOCX, PDF, TXT or read online on Scribd
3 views

2. functions vs relation

The document is a lesson plan for a General Mathematics course at Notre Dame of Mlang, focusing on the introduction to functions and relations. It outlines learning competencies, daily activities, and methodologies for teaching students how to differentiate functions from relations, evaluate functions, and understand domain and range. The plan includes various interactive activities and assessments to enhance student understanding throughout the week.

Uploaded by

JOHN BAYLON
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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NOTRE DAME OF MLANG, INC.

Garcia St., M’lang, Cotabato


SENIOR HIGH SCHOOL DEPARTMENT
S.Y.: 2024-2025

LESSON PLAN IN GENERAL MATHEMATICS

Date: August 12-16, 2022 Discussion:


Lesson: Introduction to Functions - What is relation?
Sub. Topic: Functions vs Relations, Evaluating and - How will you know if it is a one-to-one
Graphing Functions, Domain and Range of correspondence?
Finctions - How will you know if it is a many-to-one
Time Allotment: 225 minutes correspondence?
- How will you know if it is a one-to-many
LEARNING COMPETENCIES correspondence?
At the end of the period the students - How will you know if it is a many-to-many
will be able to: correspondence?
 differentiate a function from a relation; - What is function?
 determine whether a given scenario is a - What is Vertical line test and its purpose?
function or not; - What is the difference between relation and
 find the value of a function at a given value function?
of x; - Practice/Drills
 construct a table of values for a function;
 plot points in a coordinate plane to graph Day 2
functions; INTRODUCTION
 identify a function as being a linear, PRELIMINARIES
quadratic, polynomial, rational, or radical; A. Prayer
and B. Greetings
 find the domain and range of different types C. Checking of Attendance
of function.
Activity 2:
LEARNING PROCEDURE For individual practice
A. INTRODUCTION 1. Ask the students to answer the following
PRELIMINARIES problem items individually using pen and
A. Prayer paper.
B. Greetings 2. Give students enough time to answer the
C. Checking of Attendance problem items.
D. Setting of Standards 3. Call a random student to show his or her
work on the board afterward.
Day 1 4. Let the student share how he or she comes
B. INTERACTION up with his or her solution.
Functions vs. Relations 5. Inform the student the accuracy of his
Activity 1: PAIR Up! answer and solution, and in the case when
Methodology: there is some sort of misconception, lead the
1. Ask the students to make pairings based on the student to the right direction to find the correct
scenarios below then write these pairings as ordered answer.
pairs in a set. You can give an example as shown in
the Expected Results. Day 3
A = {pair yourself with your siblings} INTRODUCTION
B = {pair yourself with your parents} PRELIMINARIES
C = {pair yourself with your favorite TV show/s} A. Prayer
D = {pair yourself with favourite artist/celebrity} B. Greetings
2. Ask one to three students to write their answers C. Checking of Attendance
on the board.
3. Ask the guide questions provided below. Evaluating and Graphing Functions
Guide Questions: Activity 1: Sketch It!
1. Which among the sets are considered as Methodology:
functions? 1. Group the class with five members each.
2. What do we call those sets that are not functions? 2. Ask each group to complete the following
3. How do we define a relation? tables of values, and then sketch their graphs.
It is expected that each member of the group
solves the y-coordinate from the x-coordinate - What is the range of a function?
given to them. - What is linear function?
- What is Quadratic function?
- What is Polynomial function?
- What is Rational function?
- What is Radical function?
- Practice/Drills

A. INTEGRATION
Guide Questions: - Why are functions important in our life?
1. Which of the two equations represents a - What are our functions in life?
function? - Why is it important to know that there are a
2. What do you call the equation that is not a lot of ways to represent a function?
function? - Why are relationships important?
3. What do you notice about the tables of - Whom do we need to have the tight
values of a function and a relation? How about relationship with?
their graphs? - What are the difficulties you encountered
while finding the domain and range of
Discussion functions? How did you overcome them?
- What is table of values? - How about in real life, how did you
- How to use the table of values? overcome some difficulties that come your
- Practice/Drills way?
- Values Integration: Cooperation, Teamwork,
Day 4 and Prayer
INTRODUCTION
PRELIMINARIES B. CLOSING ACTIVITY
A. Prayer Activity 2:
B. Greetings For group practice
C. Checking of Attendance 1. Ask the students to form a minimum of 2
Activity 2: Individual groups to a maximum of 5 groups.
For individual practice 2. Each group will answer problem items 4 and
1. Ask the students to answer the following 5. These questions are meant to test students’
problem items individually using pen and paper. higher-order thinking skills by working
2. Give students enough time to answer the collaboratively with their peers.
problem items. 3. Give students enough time to analyze the
3. Call a random student to show his or her work problem and work on their solution.
on the board afterward. 4. Ask each group to assign a representative to
4. Let the student share how he or she comes up show their solution on the board and discuss as a
with his or her solution. group how they come up with their solution.
5. Inform the student the accuracy of his answer 5. Inform the student the accuracy of his answer
and solution, and in the case when there is some and solution, and in the case when there is some
sort of misconception, lead the student to the sort of misconception, give the student
right direction to find the correct answer. opportunity to work with his/her peers to re-
analyze the problem, and then lead them to the
Day 5 right direction to find the correct answer.
INTRODUCTION
PRELIMINARIES EVALUATION
A. Prayer Worksheet from Quipper
B. Greetings
C. Checking of Attendance ASSIGNMENT
Research the basic operations on function.
Domain and Range of Functions Reference: General Mathematics pg. 7-22
Activity 1: Plot in the graph! Quipper
Methodology: Materials: worksheets
1. The teacher will give 5 coordinates.
2. Ask the students to plot the coordinates in the Prepared by:
graph. JOCEL O. BADANA
3. Ask the students, which is the domain and Teacher
range in the coordinates.
Checked by:
Discussion MELINDA E. JORNADAL
- What is the domain of a function? Math Coordinator

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