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Dlp-Domain and Range

The document provides a detailed lesson plan on teaching domain and range in mathematics. The objectives are for students to define, illustrate, and actively participate in discussions about domain and range. The lesson plan outlines preparatory activities like reviewing dependent and independent variables. It then presents the definitions and concepts of domain and range through examples and activities for students to identify domains and ranges from ordered pairs and graph functions. The lesson concludes by evaluating students' understanding and assigning further practice with graphing functions and identifying functions versus non-functions.

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510 views5 pages

Dlp-Domain and Range

The document provides a detailed lesson plan on teaching domain and range in mathematics. The objectives are for students to define, illustrate, and actively participate in discussions about domain and range. The lesson plan outlines preparatory activities like reviewing dependent and independent variables. It then presents the definitions and concepts of domain and range through examples and activities for students to identify domains and ranges from ordered pairs and graph functions. The lesson concludes by evaluating students' understanding and assigning further practice with graphing functions and identifying functions versus non-functions.

Uploaded by

jryl ortga
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Detailed Lesson Plan in Mathematics 8

I. Objectives :

At the end of the lesson the students are expected to the following with 90% accuracy:

A. Define Domain and Range;


B. Illustrate domain and range; and
C. Participate actively during class discussion.

II. Subject Matter: Mathematics - Patterns and Algebra


Topic: Domain and Range
Reference: Moving Ahead With Mathematics II. 1999. p. 20*. NFE Accreditation and
Equivalency Learning Material. Relations and Functions. 2002. pp. 23-32
Materials:
Strategies/ Method used:
Values Integration:

III. Procedure:

A. Preparatory Activity

Introduction:

Teacher: Good morning class! I’m Rex E. Obida Students: Good morning Sir Rex!
your Math teacher today.

Teacher: Before we begin with our discussion Students: (One student will lead the prayer)
today, may I ask (one student) to lead the prayer.

Teacher: How are you today? Students: We’re doing good Sir Rex!

Teacher: You may now take your seats and check Students: “Thank you Sir Rex”
your alignment.

Teacher: Classroom beadle please check the Student: ( Classroom beadle is checking the
attendance attendance)

Teacher: Are you ready for our lesson today? Students: Yes Sir

Setting of Standards
Teacher: Before we will start to our new lesson,
we should follow the following rules:
1. Please behave during class discussion.
2. Listen to the teacher’s instruction and be Students: (Yes Sir…)
attentive all the time.
3. If there are questions, raise your hand
when the teacher is done presenting.
4. Be honest during quiz time.

Teacher: Is that clear? Students: Yes sir …..

Teacher: Now, here's a condition, all of you are in


1 group and you already have additional 5 point
each after the class if and only you will follow all
our classroom rules. Do you get it?

B. Motivation

Review:

Teacher: What was our topic last meeting? Students: It’s all about dependent and
independent variable sir

Teacher: What is dependent and independent Students: Dependent variable is often designated
varia6? by y and independent variable is often
designated by x.

Teacher: Who else? Students: Independent variable represent


function inputs, the dependent variable
represent function outputs.

Teacher: I am going to present to you my


incentive char. During class discussion and class
activity, any kind of participation has a
corresponding points, and any kind of
misbehavior has a corresponding minus points.

Teacher: I am going to group you into 5. Okay


class, I have here jumbled letter and you’re going ( Students are doing the activity)
to arrange it and make an example out of the
word you form.

Group 1. A N G E R (RANGE)
Group 2. M A N D I O (DOMAIN)
Group 3. N O T I N C U F (FUNCTION)
Group 4. T E N D E N D E P (DEPENDENT)
Group 5. P E N I D D E N E N T (INDEPENDENT)

Teacher: What do you think is our lesson for Students: it’s all about Range and Domain sir
today class?
Teacher: Our topic for today is all about domain
and range

Teacher: At the end of the lesson the students


are expected to the following with 90% accuracy :

A. Define Domain and Range;


B. Illustrate domain and range;
C. Participate actively during class
discussion.

C. Presentation;

Teacher: The domain of a function f(x) is the set


of all values for which the function is defined, and
the range of the function is the set of all values
that f takes.

Example 1:
Consider the function shown in the diagram.
(Students are listening and interacting during
class discussion)

Here, the domain is the set {A,B,C,E} . D is not in


the domain, since the function is not defined for
D.

The range is the set {1,3,4} . 2 is not in the range,


since there is no letter in the domain that gets
mapped to 2 .

Consider the relation


{(0,7),(0,8),(1,7),(1,8),(1,9),(2,10)} .

Here, the relation is given as a set of ordered


pairs. The domain is the set of x -coordinates,
{0,1,2} , and the range is the set of y -coordinates,
{7,8,9,10} . Note that the domain elements 1 and
2 are associated with more than one range
elements, so this is not a function.

D. Unlocking Difficulties

Teacher: Identify the domain and range of the


following ordered pairs
(3,4), (1,8), (8,0), (4,4), (2,6) ( Students are doing the activity)
Answer: Domain (3,1,8,4,2), Range (4,8,0,6)

E. Applications:

Teacher: In your group, in a 1 whole sheet of


paper mapped and graph the following ordered
pairs (Students are doing the task)
(4,8), (3,2), (1,0), (7,2), (5,4). You’ll only have 5
minutes to finish the activity.

Teacher: Your output will be graded according to


the following criteria;

CRITERIA NUMBER CRITERIA NUMBER


OF POINTS OF POINTS
CORRECTNESS 5 CORRECTNESS 5
COOPERATION 4 COOPERATION 4
NEATNESS 3 NEATNESS 3
TIMELINESS 3 TIMELINESS 3
TOTAL 15 PTS. TOTAL 15 PTS.

F. Generalization

Teacher: What is domain and range? Students: The domain is the input data while the
range is the output data.

Teacher: How do you find domain and range? Students: The domain is designated in the x-axis
while the range is designated to the y-axis.

IV. Evaluation:

Instruction: Prepare a ½ sheet of paper and list down the ordered pairs in the graph then identify
the domain and range. (25 pts.)
Answers: Ordered pairs: (0,5), (1,4), (2,3), (3,2), (4,1), (5,0), Domain: (0,1,2,3,4,5), Range:
(5,4,3,2,1,0)

V. Assignment:

1. Create 3 Function graph and 2 Not Function graph.

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