DAILY LESSON LOG OF M10AL-Ia-1 Q-4 (Week 3-Day One and Two)

School Bulan National high Grade Level Grade 8

School
Teacher Geraldine Balana Learning Area Mathematics
Teaching Date and Time Quarter Second
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
I. OBJECTIVES assessed using Formative Assessment Strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards 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.
Learning Competency:
Finds the domain and range of a function. (M8AL-IId-1)
C. Learning Competencies/ Learning Objectives:
Objectives 1. Define the domain and range of a function;
2. Finds the domain and range of a function; and
3. Demonstrate appreciation through active participation.
II.CONTENT Domain and Range of a function (table of values, mapping diagram, and graph)
III.
LEARNING RESOURCES teacher’s guide, learner’s module
A. References
1. Teacher’s Guide Pages 162-164, 176
2. Learner’s Materials Pages 145-147, 149
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Worksheet on domain and range:
Resources 1. https://www.dublin.k12.ca.us/cms/lib/CA01001424/Centricity/Domain/172/
Function%20worksheet.pdf
2. https://www.sausd.us/cms/lib5/CA01000471/Centricity/Domain/2313/domain
%20and%20range%20of%20graphs%20practice%20worksheet%20ANSWERS.pdf
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
IV. PROCEDURES pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
The teacher lets the students review on the previous lesson using the following
questions:
A. Review previous lesson 1. What is the difference of the relation and function?
or presenting the new
lesson Possible response:
1. Relation is a set of ordered pairs, while function is a special relation in which
the the value of x is not repeated.

B. Establishing a purpose The teacher lets the students realize the importance of determining the domain
for the lesson and range in a function.
 Working by pairs, the teacher let the students do the following:
I. Represent the following ordered pairs into a table, mapping diagram, and graph,
then determine the domain and range of the graph.

C. Presenting examples/
instances of the new
lesson QUESTIONS:

1. What are the values of the x? ___________________________

2. What are the values of the y? ___________________________
Answer:

1. -2,-1,0,1,2,3
2. -2,-1,0,1,2,3

Note: An activity sheet is provided after the DLL.

D. Discussing new
The teacher discusses with the students the process of arriving the answer. She/he
concepts and practicing
introduces the definition of domain and range.
new skills #1
E. Discussing new
The teacher discusses and illustrates thoroughly how to determine the domain and
concepts and practicing
range given a table, mapping diagram and a graph.
new skills #2
F. Developing mastery The teacher lets the students answer the Exercise 14 on page 146 of their
(leads to formative Learner’s Module.
assessment 3) Answer key: Teacher’s guide page 176.
G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations The teacher lets the students summarize the lesson using the questions:
and abstractions about 1. What is the domain and range?
the lesson 2. How to determine the domain and range of the table?
3. How to determine the domain and range of the mapping diagram?
4. How to determine the domain and range of the graph?
Possible Response:
 1. The domain is the set of all the values in x, while the range is the set of all the
values in y.
2. To determine the domain of the table, just write the set of all the values in x.
To determine the range, just write the se of all the values of y.
3. To determine the domain of the mapping diagram, just write the set of all the
values of the first correspondence. To determine the range, just write the set
of all the values of the second correspondence.
4. To determine the domain of the graph; determine the values in the x-axis
where the graph passes through. To determine the range of the graph;
determine the values in the y-axis where the graph passes through.
The teacher lets the students answer individually the formative assessment
provided below.
Answer:
# DOMAIN RANGE
1 {-5,-2,1,4,7} {-2,0,2}
2 {0,1,2,3,4} {-2,-3,-4,-5,-6}
3 {-1,0,1,2,3} {3,6,9,12,15}
4 {-2,-1,0,1,2} {2,1,0,1,2}
I. Evaluating Learning
5 {-2,0,1,2} {-5,-1,0,6}
6 {0,1,2,3,4} {1,2,3}
7 {x|x > -5} {y|-4 < y < -2}
8 {x|x < 2} {y|y > 2}
9 {x|x є R} {y|y > 2}
10 {x|x > 2} {y|y є R except 2 } / {y|y ≠ 2 }
Note: An evaluation sheet is provided after the DLL.
The teacher may edit the evaluation according to the capabilities of the set of the students.
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial lesson
work? No. of learners
who have caught up
with the lesson.
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

Activity Sheet 8.2.___

Domain and Range.

I. Represent the following ordered pairs into a table, mapping diagram, and graph, then
determine the domain and range of the graph. Answer the questions that follow.
 QUESTIONS:

3. What are the values of the x? ________________________________

4. What are the values of the y? ________________________________

Evaluation Sheet 8.2.___

What’s my domain and range?

Objectives: The learner is able to determine the domain and the range of functions
represented as: table, mapping diagram, and a graph.
Directions: Write the domain and range of the following on the blank provided.

1. Domain: ______________________ 2. Domain: ______________________

 Range: ______________________ Range: ______________________

3. Domain: ______________________ 4. Domain: ______________________

Range: ______________________ Range: ______________________

5. Domain: ______________________ 6. Domain: ______________________

Range: ______________________ Range: ______________________

7. Domain: ______________________ 8. Domain: ______________________

Range: ______________________ Range: ______________________

9. Domain: ______________________ 10. Domain: ______________________

Range: ______________________ Range: ______________________
 DAILY LESSON LOG OF M8AL-IId-1 Q-4 (Week 3-Day 3-4)
School Bulan National High School Grade Level Grade 8
Teacher Geraldine Balana Learning Area Mathematics
Teaching Date and Time Quarter Second
VII. OBJECTIVES
D. Content Standards The learner demonstrates understanding of key concepts of linear functions.
E. Performance Standards The learner is able to formulate and solve problems involving linear functions.
Competency: Find the domain and range of a function. (M8AL-IId-1)

1. Identify domain and range of the function given the rule.

F. Learning Competencies/ 2. Write the domain/range in set-builder or interval notation.
Objectives 3. Apply mathematical concepts and carry out mathematical procedures with
precision and fluency.
4. Display appreciation of knowledge gained by actively answering the exercises
given.
VIII. CONTENT Domain and range of a function
IX. LEARNING RESOURCES teacher’s guide, learner’s module, reference books
C. References
5. Teacher’s Guide pages Pages 162-164
6. Learner’s Materials pages Pages 145-147
7. Textbook pages
8. Additional Materials from
Learning Resource (LR)
portal
D. Other Learning Resources
X. PROCEDURES
The teacher lets the students identify the domain and range of the following:

1. 2. {(-1,2), (0, 5), (2,7)} 4.

K. Review previous lesson or
presenting the new
lesson

3.

The teacher lets the students realize that being able to visualize the graph of a
L. Establishing a purpose for
the lesson
function is an important skill needed to understand the concepts of finding the
domain and range of the function given the rule.
M. Presenting examples/ The teacher lets the students do activity 10 on p.160 of the Learners Module
instances of the new
lesson
 1. Does each graph represent a function? Why?
All three graphs are functions because it passed the vertical line test
2. What is the domain and range of the first graph? Second graph? Third graph?

D = {x ǀ x ϵ ℜ}
Explain each.
By examining the graph, D = {x ǀ x ≠ 0}; D = {x ≥ 0};
R = {y ǀ y ≠ 0}; R = {y ≥ 0}; R = {y ǀ y ≥ 0}
3. Does the first graph touch the y-axis? Why or why not?
No because x cannot be equal to 0
1
4. In f(x) = , what happens to the value of the function if x = 0? Does this value
x
affect the domain of the function? The value becomes undefined
5. In f(x) = √ x , what happens to the value of the function if x < 0, or negative?
Does this value help in determining the domain of the function?
If x < 0 the value is not a real number because it is imaginary
6. In f(x) = x2, is there a value of x that will make the function undefined? If yes,
specify: none
7. Make a reflection about the activity.
N. Discussing new concepts The teacher will process the activity guided by the questions in the Learner’s
and practicing new skills
Module.
#1
The teacher discusses how to identify the domain and range given the different
functions:

1. What type of function is represented by each graph?

Rational function; square root function; quadratic function
O. Discussing new concepts

D = {x ǀ x ϵ ℜ}
and practicing new skills
2. How do you identify the domain and range of functions without its graph?
#2 Constant function → f(x) = b R: {y ǀ y = b};
Square root function → f(x) = √ g(x) D = {x ǀ g(x) ≥ 0} R: {y ǀ y ≥ 0};

D = {x ǀ x ϵ ℜ, except values that

g (x)
Rational function → f(x) =
h(x )
makes the denominator zero}
R: Solve for x in terms of y
P. Developing mastery The teacher lets the students do Exercise 15 on p. 161 of the Learners Module
(leads to formative
(odd numbers only)
assessment 3)
Find the domain and range of the following functions.
 1. g(x) = 5x + 1 D = {x ǀ x ϵ ℜ}; R = {y ǀ y ϵ ℜ}
3. g(x) = √ x D = {x ǀ x ≥ 0}; R: {y ǀ y ≥ 0}
x+4
5. g(x) = D = {x ǀ x ≠ 2}; R = {y ǀ y ≠ 1}
x−2
7. g(x) = √ x−8 D = {x ǀ x ≥ 8}; R: {y ǀ y ≥ 0}
9. g(x) = √ 2 x −4 D = {x ǀ x ≥ 2}; R: {y ǀ y ≥ 0}

Q. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical skills or principles used to determine
the domain and range of linear functions given the rule through questions like:

1. What did you do to arrive at the answer?

2. Where there mathematical skills or principles used to recognize the type of
function and its corresponding domain and range?
R. Making generalizations
3. What are not allowed to happen and why?
and abstractions about
the lesson NOT ALLOWED TO HAPPEN: WHY?
getting a denominator of zero ---- division of zero is undefined
having to get the square root of negative numbers --- square root of negatives
are
imaginary

Answers shall be drawn from the students.

S. Evaluating Learning The teacher lets the students do Activity 12 on p.164 (A & B) of the Learners
Module

A. State the domain of the relation.

1. h(x) = √ 1−x {x ǀ x ≤ 1} 4. t(x) = 2√ x−4 {x ǀ x ≥ 4}

{x ǀ x ϵ ℜ}
2
2. x + y = 4 5. r(x) =
2 x +3 x – 2 {x ǀ x ≠ -2}
x+ 2
3. x2 + y2 = 16 {x ǀ -4 ≤ x ≤ 4}

B. Answer the following questions.

( x +4 )(x – 4)
1. Is the domain of f(x) = equal to the domain of g(x) = x + 4?
x−4

The domain of the function f is {x ǀ x ≠ 4} while that of g is {x ǀ x ϵ ℜ}. At x = 4,

Justify your answer.

function f is undefined while function g is not.

2. (Biology) The weight of the muscles of a man is a function of his body weight x
and can be expressed as W(x) = 0.4x. Determine the domain of this function.

The domain of the function W is {x ǀ x ϵ ℜ}.

Explain your answer.

a. {x|x ∈ ℜ}
3. Give a function whose domain is described below: Answers may vary

b. {x|x ∈ ℜ, x ≠ 1}
c. {x|x ≥ 4}
d. {x|x ≤ -1}
4. Accept or reject the following statement and justify your response: “The
x+5
domain of the function f(x) = is {x|x > 1}.”
√ x−1
The statement is true. The domain of the function f is {x ǀ x > 1} because
 √ x−1≠ 0 and x – 1 ≥ 0 which gives x ≠ 1 and x ≥ 1, respectively.
5. What set of numbers make up the range of the linear function y = x + 2 if the
domain is {0, 1, 2, 4}?
A. {0, 2, 3, 4} B. {2, 3, 4, 6} C. {2, 3, 6} D. {2, 4, 6}

T. Additional activities or
remediation
XI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
XII. REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
H. No. of learners who
earned 80% of the
evaluation
I. No. of learners who
require additional
activities for remediation
who scored below 80%
J. Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
K. No. of learners who
continue to require
remediation
L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
N. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers
 DAILY LESSON LOG OF M8AL-IId-1 Q-4 (Week 3-Day 5)

Assessment

A. Write True if the statement is correct and False if the statement is incorrect.
1. The domain of a function is the set of all possible output values.
2. The set of all possible input values of a function is called range.
3. The range of a linear function is always all real numbers.
4. The equation x=5 represents a linear function.
5. A function is linear if its graph forms a straight line.
6. The slope-intercept form is ax+by=c
7. The equation y=2x²+2x is linear function
8. A function is linear if the highest degree is 1.
9. The slope tells the rate of the changes in y-values.
10. The equation y=-2x is a linear function.
B. Determine the domain and range of the following function.
11. h(x) = √ 1−x
12. t(x) = 2√ x−4
13. x + y = 4
2
14. r(x) =
2 x +3 x – 2
x+ 2
15. x2 + y2 = 16
C. How do you define a Linear Function? Explain your answer. 5 points