School: Grade Level: 8

DAILY LESSON LOG Teacher: Learning Area: Mathematics

Teaching Dates &
Time: Week 4 Quarter: 2nd Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content The learner The learner The learner demonstrates The learner
Standards demonstrates key demonstrates key key concepts of linear demonstrates key
concepts of linear concepts of linear inequalities in two concepts of linear
inequalities in two inequalities in two variables, systems of inequalities in two
variables, systems of variables, systems of linear inequalities in two variables, systems of
linear inequalities in two linear inequalities in two variables and linear linear inequalities in two
variables and linear variables and linear functions. variables and linear
functions. functions. functions.
B. Performance The learner is able to The learner is able to The learner is able to The learner is able to
Standards formulate and solve formulate and solve formulate and solve formulate and solve
accurately real-life accurately real-life accurately real-life accurately real-life
problems involving linear problems involving problems involving linear problems involving linear
inequalities in two linear inequalities in two inequalities in two inequalities in two
variables, systems of variables, systems of variables, systems of variables, systems of
linear inequalities in two linear inequalities in two linear inequalities in two linear inequalities in two
variables, and linear variables, and linear variables, and linear variables, and linear
functions. functions. functions. functions.
C. Learning finds the domain and ‘’ graphs and illustrates graphs and illustrates a graphs and illustrates a
Competencies/ range of a function. a linear function and its linear function and its (b) linear function and its
Objectives (a) domain; range; (c) table of values;
( Write the code
for each)
II. CONTENT In this lesson, we will In this lesson, we will In this lesson, we will In this lesson, we will
( Subject Matter) cover the following key cover the following key cover the following key cover the following key
content: content: content: content:

Definition of domain and Introduction to linear Review of linear functions Review of linear
range in the context of functions. and their graphing. functions and their
functions. Graphing linear Introduction to the graphing.
Methods to identify the functions. concept of the range of a Creating a table of
domain and range of Determining the domain linear function. values for a linear
Created by: GREG M, Et al
 various types of of a linear function. Methods to determine and function.
functions, including illustrate the range of Using the table of values
linear, quadratic, and linear functions. to graph a linear
trigonometric functions. function.

III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Material
pages
3. Textbook pages
4. Additional Graphing calculators, Graph paper, rulers, Graph paper, rulers, Graph paper, rulers,
Materials from whiteboard, markers, graphing calculators, graphing calculators, graphing calculators,
Learning handouts. markers. markers. markers, worksheets.
Resource LR
portal
B. Other Learning Online function graphing Online graphing tools, Online graphing tools, Online graphing tools,
Resources tools, real-world function real-world linear real-world linear function real-world linear function
examples. function examples. examples. examples.

IV. PROCEDURE
A. Reviewing previous Begin the class by Begin the class by Begin the class by briefly Begin the class by briefly
Lesson or reviewing the concepts reviewing any previous reviewing the previous reviewing the previous
presenting new of functions and their lessons related to basic lesson on graphing linear lesson on graphing
basic properties learned algebraic expressions functions and determining linear functions and
lesson
in the previous lesson. and equations. Ensure their domains. determining their
students understand domains and ranges.
the concept of a linear
equation.
B. Establishing a Explain the importance Explain that today's Explain that today's Explain that today's
purpose for the of finding the domain lesson will focus on lesson will focus on lesson will focus on how
lesson and range of functions in linear functions, how to understanding the range to create a table of
mathematics and real- graph them, and how to of a linear function and values for a linear
life applications. determine their domain. how it relates to the function and how to use
graph. that table to graph the
function.

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 C. Presenting Provide simple Provide a simple linear Provide a linear function Provide a linear function
examples/ instances examples of functions equation (e.g., y = 2x + equation (e.g., y = 2x + 3) equation (e.g., y = 2x +
of the new lesson. and ask students to 3) and guide students and the corresponding 3) and the
identify the domain and in identifying the slope graph. Emphasize the corresponding graph.
range for each. Discuss (m) and y-intercept (b). importance of Point out that the graph
their answers as a class. Emphasize that this understanding the y- represents a set of
equation represents a values on the graph. points.
linear function.

D. Discussing new Introduce the concept of Explain how to graph a Introduce the concept of Introduce the concept of
concepts and domain and range linear function using the the range of a function as a table of values and
practicing new formally. Define domain slope-intercept form (y the set of all possible y- explain that it's a way to
as the set of all possible = mx + b). Use multiple values that the function represent the
skills. #1
input values and range examples, plotting can produce. Discuss how relationship between x
as the set of all possible points on graph paper, the graph can help and y in a linear
output values. Present and connecting them to determine the range. function. Create a simple
examples of linear form a line. Discuss the table of values together
functions and guide concept of the domain as a class.
students in finding their as all possible x-values.
domains and ranges.
E. Discussing new Present examples of Introduce variations of Present variations of Provide more linear
concepts and more complex functions, linear functions (e.g., linear functions and their functions and guide
practicing new skills such as quadratic or horizontal and vertical graphs. Explain how to students in creating
#2. trigonometric functions. lines) and discuss their identify and illustrate the tables of values for
Guide students in unique characteristics range on the graph. each. Emphasize the
determining their and domains. Discuss cases where the importance of choosing
domains and ranges, range is limited or extends appropriate x-values and
emphasizing any infinitely. calculating
restrictions or corresponding y-values
peculiarities. accurately.

F. Developing Mastery Provide a set of practice Provide practice Provide practice problems Give students practice
(Lead to Formative problems for students to problems for students for students to determine problems to create
Assessment 3) work on individually or in to graph linear and illustrate the range of tables of values for
small groups. Circulate functions independently linear functions various linear functions.
the classroom to provide or in pairs. Circulate the independently or in pairs. Encourage them to work
assistance as needed. classroom to provide Encourage students to in pairs or

Created by: GREG M, Et al

 assistance as needed. analyze the graphs independently. Verify
carefully. their tables for
correctness.

G. Finding practical Provide a set of practice Discuss real-world Discuss real-world Discuss real-world
application of problems for students to applications of linear scenarios where scenarios where
concepts and skills work on individually or in functions (e.g., distance understanding the range creating tables of values
in daily living small groups. Circulate vs. time, cost vs. of a linear function is for linear functions is
the classroom to provide quantity) and how important (e.g., income useful (e.g., sales vs.
assistance as needed. determining the domain vs. expenses, time, distance vs. time).
is essential in these temperature vs. time).
contexts.

H. Making Encourage students to Encourage students to Encourage students to Encourage students to

Generalizations and generalize their generalize their generalize their generalize their
Abstraction about understanding of domain understanding of linear understanding of the understanding of linear
the Lesson. and range across functions and domain, range and its significance functions and tables of
different types of including recognizing in interpreting linear values.
functions and situations. patterns in the graphs. functions.

I. Evaluating Learning What is the domain of a What is the domain of a What is the range of a Which of the following
function that is defined linear function in the linear function in the form best represents a table
as f(x) = 2x^2 - 3x + 1? form y = mx + b, where y = mx + b, where m and of values for a linear
m and b are constants? b are constants? function?
a) All real numbers a) All real numbers
a) All real numbers b) y ≥ b a) A table with random
b) x ≥ 0
c) y > b values for x and y
b) x ≥ 0
c) x < 0 d) y ≠ b
Answer: a) All real b) A table with consistent
c) x < 0
d) x ≠ 0 numbers intervals for x and
d) x ≠ 0 corresponding values for
Answer: a) All real y
Given the linear function y
numbers Answer: a) All real
= 3x - 1, what is the range
numbers c) A table with the same
of this function?
a) All real numbers values for x and y
What is the range of a b) y ≥ -1 d) A table with
function that is defined Given the linear c) y > -1 decreasing values for x
as f(x) = √(x + 3)? function y = 2x + 3, d) y ≠ -1 and increasing values
Created by: GREG M, Et al
 a) All real numbers what is the domain of Answer: a) All real for y
this function? numbers
b) y ≥ 0 Answer: b) A table with
a) All real numbers In a linear function y = 2x consistent intervals for x
c) y < 0
+ 3, what does the range and corresponding
b) x ≥ -3
d) y ≠ 0 represent? values for y
c) x > -3 a) The set of all possible
Answer: b) y ≥ 0 outputs (y-values).
d) x ≠ -3 b) The set of all possible In a linear function, if the
Answer: a) All real inputs (x-values). table of values shows a
Which of the following c) The set of integers. constant change in y for
numbers
best represents the d) The set of all real
a given change in x,
domain of a function? numbers.
what does this indicate?
Answer: a) The set of all
a) The set of all possible In a linear function y = - possible outputs (y- a) The function is
outputs (y-values). 3x + 4, what does the values). nonlinear.
domain represent?
b) The set of all possible b) The function is
If a linear function is
inputs (x-values). a) The set of all represented by the undefined.
possible outputs (y- equation y = -4x + 2, what
c) The set of all integers. c) The function is linear.
values). is the domain of this
d) The set of all ordered function? d) The function has no
b) The set of all
pairs. a) All real numbers solution.
possible inputs (x-
b) x ≥ 0
Answer: b) The set of all values). c) x > 0 Answer: c) The function
possible inputs (x- d) x ≠ 0 is linear.
c) The set of integers.
values). Answer: a) All real
d) The set of all real numbers
numbers.
What does the table of
If a function is defined as Which of the following
Answer: b) The set of values represent in the
f(x) = 1/x, what values best represents the range
all possible inputs (x- of a linear function most context of a linear
should be excluded from function?
values). accurately?
the domain to avoid
a) The set of all integers. a) A list of random
division by zero?
b) The set of all positive
numbers.
a) All real numbers If a linear function is integers.
represented by the c) The set of all possible b) A set of inputs (x-
b) x ≠ 0 y-values. values) and
equation y = 2x - 1,
d) The set of all possible
Created by: GREG M, Et al
 c) x > 0 what is the range of this x-values. corresponding outputs
function? Answer: c) The set of all (y-values).
d) x < 0 possible y-values.
a) All real numbers c) A set of outputs (y-
Answer: b) x ≠ 0
If a linear function is given values) only.
b) y ≥ -1
by y = -2x + 4, what is the
d) A set of inputs (x-
c) y > -1 slope of the function?
What is the range of the values) only.
a) 4
function f(x) = -4x - 2? d) y ≠ -1 b) -2 Answer: b) A set of
a) All real numbers Answer: a) All real c) 2 inputs (x-values) and
d) -4 corresponding outputs
numbers
b) y ≤ -2 Answer: b) -2
(y-values).
c) y > -2 What does the range of a
Which of the following linear function typically
d) y = -2 In a linear function, how
represents the domain include?
Answer: a) All real of a linear function most a) All real numbers except are the values in the
numbers accurately? for specific excluded table typically related to
values. one another?
a) The set of all b) All real numbers except
integers. for zero. a) Randomly
In a function, the domain
b) The set of all positive c) All real numbers except b) They have no
represents:
for negative values. relationship.
integers.
a) The set of all possible d) All negative integers.
outputs. c) The set of all Answer: a) All real c) In a constant ratio or
possible x-values. numbers except for difference.
b) The set of all possible specific excluded values.
inputs. d) The set of all d) In a non-constant
possible y-values. If a linear function is ratio or difference.
c) The set of integers. represented by the
Answer: c) The set of Answer: c) In a constant
d) The set of all real equation y = 5x - 3, what
all possible x-values. is the slope of this ratio or difference.
numbers.
function?
Answer: b) The set of all a) 5
possible inputs (x- If a linear function is b) -3 If the table of values for
values). given by y = 3x + 2, c) 3 a linear function is given
what is the slope of the d) -5 as:
function? Answer: a) 5

Created by: GREG M, Et al

 If a function is defined as a) 2 In the context of linear x|y
f(x) = |x|, what is the functions, what is the
b) 3 domain? 1|4
range of the function?
c) -3 a) The set of all possible 2|7
a) All real numbers inputs (x-values).
d) -2 b) The set of all possible 3 | 10
b) y > 0
outputs (y-values).
Answer: b) 3 c) The slope of the line. 4 | 13
c) y ≥ 0
d) The y-intercept of the What is the linear
d) y < 0 graph. function represented by
What does the domain Answer: a) The set of all
Answer: c) y ≥ 0 this table?
of a linear function possible inputs (x-values).
typically include? a) y = 2x
If a linear function is
What is the domain of a) All real numbers defined as y = -3x, what is b) y = 3x + 1
the function f(x) = ln(x)? except for specific the range of this function? c) y = 3x - 1
excluded values. a) All real numbers
a) All real numbers
b) y ≥ 0 d) y = x + 3
b) All real numbers c) y > 0
b) x > 0
except for zero. d) y ≠ 0 Answer: b) y = 3x + 1
c) x < 0 Answer: a) All real
c) All real numbers
except for negative numbers
d) x ≠ 0
values. Which of the following
Answer: b) x > 0 tables represents values
d) All positive integers. for a linear function:
Answer: a) All real a) x | y
If a function is defined as numbers except for
f(x) = 5x + 3, what is the specific excluded 1|2
range of the function? values. 2|4
a) All real numbers
1|6
b) y ≥ 3 If a linear function is b) x | y
c) y < 3 represented by the
equation y = -4x + 5, 3|5
d) y = 3 what is the slope of this 4|9
Answer: a) All real function?
numbers
Created by: GREG M, Et al
 a) 5 2|7
Which of the following b) -4 c) x | y
best represents the
c) 4 1|2
range of a function?
d) -5 2|5
a) The set of all possible
inputs (x-values). Answer: b) -4 3|9
b) The set of all possible d) x | y
outputs (y-values).
In the context of linear 1|2
c) The set of all integers. functions, what is the
3|6
range?
d) The set of all real
numbers. 2|5
a) The set of all
possible inputs (x- Answer: c) x | y
Answer: b) The set of all
values).
possible outputs (y- 1|2
values). b) The set of all
possible outputs (y- 2|5
values). 3|9
c) The slope of the line.
d) The x-intercept of the In a linear function, what
graph. is the significance of the
Answer: b) The set of table of values?
all possible outputs (y- a) It represents the
values). domain of the function.
b) It provides a visual
If a linear function is graph of the function.
defined as y = 2x, what c) It shows how the
is the domain of this function changes over
function? time.
a) All real numbers d) It allows you to find
specific input-output

Created by: GREG M, Et al

 b) x > 0 pairs for the function.
c) x < 0 Answer: d) It allows you
to find specific input-
d) x ≠ 0
output pairs for the
Answer: a) All real function.
numbers

In a linear function, if the

table of values shows a
random and inconsistent
relationship between x
and y, what does this
indicate?
a) The function is
nonlinear.
b) The function is linear.
c) The function is
undefined.
d) The function has no
solution.
Answer: a) The function
is nonlinear.

If the table of values for

a linear function is given
as:
x|y
1|3
2|3

Created by: GREG M, Et al

 3|3
4|3
What is the linear
function represented by
this table?
a) y = 3x
b) y = 1
c) y = x
d) y = 4
Answer: b) y = 1

In a linear function, the

table of values helps in
determining the
relationship between:
a) Inputs (x-values) and
negative values.
b) Outputs (y-values)
only.
c) Inputs (x-values) and
outputs (y-values).
d) Even and odd
numbers.
Answer: c) Inputs (x-
values) and outputs (y-
values).
J. Additional Activities Provide additional Offer additional Offer additional problems Offer additional
for Application or challenging problems for challenging problems that vary in complexity to problems with varying

Created by: GREG M, Et al

 Remediation students who excel and for advanced students challenge advanced degrees of difficulty to
offer remediation for and provide extra students, and provide challenge advanced
those who need extra support or remediation extra support or students and provide
practice. for those who need it. remediation for those who extra support or
need it. remediation for those
who need it.

V. REMARKS
VI. REFLECTION
A. No. of learners
earned 80%in the
evaluation.
B. No. of learners
who required
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 learner 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 used/discover
which I wish to share
with other teachers?

Created by: GREG M, Et al

Prepared by:
Checked by:

Teacher III
School Principal I

Created by: GREG M, Et al