1st Grading - Elementary Functions

La Consolacion University Philippines
City of Malolos, Bulacan
BASIC EDUCATION DEPARTMENT

Scholastic Year 2013 2014
Understanding by Design Unit Plan

Unit Title
Curriculum Area
Developed by
Elementary Functions
Quarter
Mathematics IV
Year Level
Mr. Marco Rhonel M.
Time Frame
Eusebio
STAGE 1: Desired Results / Outcomes
LEARNING STANDARDS:
Content Standard:
The learner demonstrates understanding of the key
concepts of the elementary functions and its
applications
Enduring Understandings (EUs)
Some real-life situations can be quantified,
represented, and solved using mathematical
models such as functions.
Functions can be combined and can be
represented in different ways
The characteristics and behavior of the graph of
a function can be predicted through its equation.
1|Page
Unit Plan 1 / First

Fourth Year
37 Days
Performance Standards:
The learner in the long term and on his/her own, will
be able to devise and use mathematical functions to
model and solve some real-life situations
Essential Questions (EQs)
How can various representations of situations
such as equations, tables, graphs, and others,
help us understand those situations?
How can we represent and combine functions?
How can we describe the behavior and
characteristics of the graph of a function?
Transfer Goal
I want my students to learn the concepts of elementary functions and its
Knowledge
Skills
The students will know the
The students will do the
following:
following:
1. Relations and functions
1. Define a function
2. How to evaluate functions
2. Differentiate function from a
3. Operations on functions
mere relation
4. Composite Functions
3. Illustrate the meaning of the
5. Polynomial Functions
functional notation f(x)
6. How to find for quotient of
4. Add, subtract, multiply, and
polynomials
divide functions
7. Remainder Theorem
5. Find the composite of a
8. Factor Theorem
function
9. Zeros of Polynomial Functions
6. Define a polynomial function
10.
Graph of Polynomial
7. Differentiate polynomial
Functions
function from a mere
polynomial
8. Find the quotient of a
polynomial using the long and
synthetic division method
9. Find the remainder of a
polynomial using the
remainder theorem
10.
Determine of a function
is a factor of another function
using the factor theorem
11.
Find for the zeros of
polynomial functions
12.
Graph a polynomial
function
2|Page
application for real-life situations.

Value Integration
The students will manifest the
following:
1. Sense of responsibility
2. Camaraderie
3. Discipline
4. Family Unity
5. Relating positively with others
6. Distinguishing right from
wrong
7. Expressing feelings with
others positively
8. Composing yourself
9. Boosting self-confidence
10.
First things first, giving
of priority to things in our
lives
11.
Factors affecting
success of an individual
12.
Everything has its
rightful place
STAGE 2: Assessment Evidence

Performance Task: The students task is to identify the different functions that each household is performing
and the persons performing each function. They have to present the data in different kinds of expressing
functions and be ready for defense.
Performance Task Description:
The class will be divided into three to four groups. A presentation will be made to analyze the different functions
performed in each household using the different kinds of expressing functions. They must be ready to answer
and defend the questions and ideas presented.
Evidence at the Level of Understanding:
Learners should be able to demonstrate understanding by covering six (6) facets of understanding:
Discuss the definition and characteristics of a function.
EXPLANATION
Criteria: Clear, Coherent
Describe and interpret properties of a function.
INTERPRETATION
Criteria: Illustrative, Clear, Creative
Performs the different operations and procedures intended for function related
APPLICATION
PERSPECTIVE
EMPATHY
problems.
Criteria: Relevant, Accurate, Appropriate
Develop insights on performing functions within a household
Criteria: Open-minded, Sensitive, Meaningful
Manifest the importance of accuracy and analytical thinking in solving function
related problems.
Criteria: Unprejudiced, Relevant, Evident
Shows understanding on following the steps in solving different function related
SELF-KNOWLEDGE
problems.
Criteria: Reflective, Relevant, Evident
3|Page
4|Page
Rubric for Performance Task:

Outstanding
Categories
(4)
All of the
questions asked
by the teacher
Mastery (25%)
were answered
by the members
correctly.
The functions
are presented
Presentation
and explained
(20%)
properly.
Mathematical
Accuracy
(30%)
Participation
(25%)
The
computations
are accurate.
All of the
members
actively
participate in
doing the task.
Other Evidences:
Formative Assessments:
1. Recitations
2. Seatworks
3. Groupworks
4. Boardworks
5. Exercises
5|Page
Satisfactory
(3)
There were at
least three
questions
answered
incorrectly.
Developing
(2)
Most of the
questions were
answered
incorrectly.
Beginning
(1)
Only two or three
questions were
answered
correctly.
The functions are

explained
properly but
presented
inappropriately.
Some details of
the computation
are inaccurate.
The functions
are presented
properly but not
explained well.
The functions are

presented and
explained
improperly.
Most of the
details of the
computation are
inaccurate.
Only some of the
members
participated.
The
computations on
functions are
incorrect.
Maximum of only
three members
participated.
All of the
members
participate but
the work is
unevenly
distributed.
Summative Assessments:
1. Performance Task
2. Periodical Test
3. Monthly Test
4. Long Test
5. Quizzes
Rating
STAGE 3: Teaching and Learning Experience (Learning Plan)
Day 1
_______
Subject
Matter
Presentation of Performance
Task
Refere
nce
Value
Integration
Open-mindedness, Cooperation
Materi
als
_______
_______
_______
Activities
Day 2
_______
_______
Transparency, OHP
Daily Routine
Objective/s: To present the performance task to the students and manifest the
values of open-mindedness and cooperation among the group members.
Interaction: The teacher will present the nature of the performance task and will
give examples if there is an available material. Rules, procedures and contents
will be discussed. The class will be divided into two to three groups. Allow them to
ask questions for them to be guided accordingly.
Subject
Matter
Definition of Functions and

Relations
Refere
nce
Basic Calculus by G.
Marcelo
Value
Integration
Relating positively with others
Materi
als
Laptop, LCD
_______
_______
Activities
6|Page
Remarks
Remarks
Daily Routine
Objective/s: differentiate function from relation
Interaction: Ask the students about their concept of relationships. Solicit

answers from them and arrive at different kinds of relationships. Let the students
give various examples of the different kinds of relationships and let them tell
stories about the relationships they have in life.
Day 3
_______
Subject
Matter
Definition of Functions and

Relations
Refere
nce
Marcelo
Value
Integration
Distinguishing right from wrong
Materi
als
Laptop, LCD, Chalkboard
Remarks
_______
Daily Routine
_______
Objective/s: differentiate function from relation
_______
Interaction: Lead the class in the process of defining functions. Ask the students
to identify attributes that are essential and disregard those that are not.
Assessment: Formative (Individual, give 5 positive examples, and 5 negative

examples of functions)
Assignment: What is domain and range? Differentiate both.
Activities
Day 4
Subject
Matter
Domain and Range
Refere
nce
Marcelo
_______
Value
Integration
Cooperation, Teamwork
Materi
als
LCD, Laptop, Cartolina,

Pentel Pen, Chalkboard
_______
Activities
_______
_______
7|Page
Remarks
Daily Routine
Objective/s: recognize the set of domain and range from the given set of
ordered pairs
Interaction: The students will form small groups consisting of 8-9 members per
group. From the assignment that they have, they will brainstorm and formulate a
report on the difference between domain and range, and how to express domain
and range. After which, they will be asked to present it to the whole class.
Day 5
_______
Assessment: Summative (Individual, identify the domain and range from the
given set of ordered pairs)
Assignment: What are the different ways of expressing functions? Give

examples for each.
Subject
Matter
Ways of Expressing Functions
Refere
nce
Marcelo
Value
Integration
Expressing feelings with others

positively
Materi
als
Transparency, OHP
Remarks
_______
Daily Routine
_______
Objective/s: determine the different ways of expressing functions and relations
Interaction: Let the students enumerate and discuss the different ways of
expressing functions based on the assignment that they have. Give examples
denoting the ways of expressing functions.
Assessment: Formative (By pair, given a set of functions, express it in as many

ways possible.)
_______
Activities
Day 6
Subject
Matter
Functions and Relations
Refere
nce
Marcelo
_______
Value
Integration
Honesty
Materi
als
LCD, Laptop, Chalkboard
_______
Activities
_______
_______
8|Page
Remarks
Daily Routine
Objective/s: to gauge students understanding of the concepts governing
functions and relations and the different ways on expressing functions through a
summative assessment.
9|Page
Assessment: Summative (Individual quiz on Functions and Relations and the

different ways on expressing functions.)
Day 7
_______
Subject
Matter
Function Notation
Refere
nce
Marcelo
Value
Integration
Critical Thinking
Materi
als
Remarks
_______
Daily Routine
_______
Objective/s: transform each statement into function notation
_______
Interaction: Ask the students about their concept of notation. Let them share
experiences on notation just like what they are experiencing in school. After
which, contextualize their concept using functions and present the different ways
of notating functions.
Assessment: Summative (Individual, given a function, notate it in different

ways.)
Activities
Day 8
Subject
Matter
Function Notation
Refere
nce
Marcelo
_______
Value
Integration
Team work, Cooperation
Materi
als
_______
Activities
_______
_______
10 | P a g e
Remarks
Daily Routine
Objective/s: transform each statement into function notation
Interaction: Let the students move around the campus, and look into different
activities happening within the vicinity. Let them translate the activities they
witness into a function notation.
Assessment: Formative (By group, the scores will be based on the way they
translated the activities into function notation.)
11 | P a g e
Day 9
_______
Subject
Matter
Evaluating Functions
Refere
nce
Marcelo
Value
Integration
Critical Thinking, Selfevaluation
Materi
als
Remarks
_______
Daily Routine
_______
Objective/s: determine the process on how to evaluate functions
Interaction: Let the students recall how they evaluate polynomials in their
elementary algebra. After getting considerate amount of answers, contextualize
the concept in functions.
Assignment: What is the difference in the process of evaluating functions from

evaluating polynomials? Support your answers using examples.
_______
Activities
Day 10
Subject
Matter
Evaluating Functions
Refere
nce
Marcelo
_______
Value
Integration
Critical Thinking, Selfevaluation
Materi
als
_______
Activities
_______
_______
12 | P a g e
Remarks
Daily Routine
Objective/s: evaluate the given functions by applying the concept of

substitution
Interaction: Ask the students to sing Bahay-Kubo by replacing all the vowel
letters using letter O. Let them share the experience in singing of the song.
Relate it to the topic evaluating functions by applying the concept of substitution.
Give examples of evaluating functions by using the substitution method.
13 | P a g e
Assessment: Summative (individual, ask the students to evaluate functions)
Day 11
_______
_______
Subject
Matter
Function Notation & Evaluating

Functions
Refere
nce
Value
Integration
Honesty
Materi
als
Marcelo
Remarks
_______
Daily Routine
_______
Objective/s: To measure students competencies on function notation and

evaluating functions through summative assessment.
Assessment: Summative (Individual Quiz, Function Notation and Evaluating

Functions)
Activities
Day 12
Subject
Matter
Operations on Functions
(Addition)
Refere
nce
Marcelo
Value
Integration
Critical Thinking
Materi
als
_______
_______
Daily Routine
Objective/s: identify the different operations of functions; determine the

process on how to perform each operations on functions; perform the indicated
operations on functions
Interaction: Ask the students to recall the basic concept in addition using
variables. Cite examples and ask the students to answer the given examples on
the board. Using the process done for the addition of variables, apply it in
addition of functions. Give examples on adding functions.
Assessment: Formative (Board work, let the students answer the given
problems on the board)
_______
_______
Activities
14 | P a g e
Remarks
15 | P a g e
Day 13
Subject
Matter
(Subtraction)
Refere
nce
Marcelo
Value
Integration
Critical Thinking
Materi
als
_______
_______
Daily Routine

Interaction: Ask the students to recall the basic concept in subtraction using
the board. Using the process done for the subtraction of variables, apply it in
subtraction of functions. Give examples on subtracting functions.
Assessment: Formative (Seat work, let the students answer the given problems
on their own)
_______
_______
Activities
Day 14
Subject
Matter
(Multiplication)
Refere
nce
Marcelo
_______
Value
Integration
Critical Thinking
Materi
als
_______
Activities
_______
_______
16 | P a g e
Remarks
Remarks
Daily Routine

operations on functions.
Interaction: Ask the students to recall the basic concept in multiplication using
the board. Using the process done for the multiplication of variables, apply it in
multiplication of functions. Give examples on multiplying functions.
Day 15
Subject
Matter
(Division)
Refere
nce
Marcelo
Value
Integration
Critical Thinking
Materi
als
_______
_______
_______
Activities
_______
_______
17 | P a g e
Subject
Matter
Value
Integration
Remarks
Daily Routine

Interaction: Ask the students to recall the basic concept in division using
the board. Using the process done for the division of variables, apply it in division
of functions. Give examples on dividing functions.
on their own)
_______
Day 16
on their own)
Critical Thinking
Refere
nce
Marcelo
Materi
als
Remarks
_______
Daily Routine
_______

operations on functions;
Interaction: Recall basic properties of real numbers and observe the properties
of functions. Let the students prepare a journal summarizing their observations
and conjectures made on whether properties of real numbers hold true for
functions
Activities
Day 17
_______
_______
Subject
Matter
Refere
nce
Marcelo
Value
Integration
Honesty
Materi
als
_______
_______
Activities
Day 18
_______
_______
18 | P a g e
Remarks
Daily Routine
Objective/s: To gauge students understanding of the concept Operations on

functions through summative assessment
Assessment: Summative (Individual Quiz, Operation on Functions)
Subject
Matter
Composition of Functions
Refere
nce
Marcelo
Value
Integration
Composing yourself, Boosting

self-confidence
Materi
als
Remarks
_______
Daily Routine
_______
Objective/s: identify the different processes involved in composition of

functions; apply the processes of composition of functions in problem-solving
Interaction: Ask the students, In the previous activity, weve learned that
functions can be combined. Can we find the composition of functions with other
given functions? How? Ask the students to record their answers in the
Anticipation-Reaction Guide sheet.
Activities
19 | P a g e
Day 19
_______
Subject
Matter
Refere
nce
Marcelo
Value
Integration

self-confidence
Materi
als
_______
_______
_______
Activities
Day 20
_______
Daily Routine

Interaction: Using silent demonstration, show the students how to find a

composition of a function f with g.
Assessment: Formative (By pair, find the composition of the given functions)
Refere
nce
Marcelo
Value
Integration

self-confidence
Materi
als
_______
_______
Activities
20 | P a g e
Subject
Matter
_______
Remarks
Remarks
Daily Routine

Interaction: For reinforcement, ask the students to perform the function

composition activity - have the students work in groups, cut out the sections of
the activity sheet, each group randomly combines at least three cards into a
function, then ask the students to identify the resulting function.
Day 21
_______
Subject
Matter
Definition of Polynomial
Functions
Refere
nce
Marcelo
Value
Integration
Critical Thinking, Distinguishing

right from wrong
Materi
als
Laptop, LCD
_______
_______
_______
Activities
Day 22
Daily Routine
Objective/s: define polynomial functions; distinguish from among given

functions are polynomial functions
Interaction: Ask the students to recall their concept of polynomials. Let them
enumerate and explain the different characteristics of polynomials. Then,
contextualize the characteristics into functions. Give examples of examples of
functions and those that are not. Let them figure out the reasons behind.
Subject
Matter
Degrees of Polynomial
Functions
Refere
nce
Marcelo
_______
Value
Integration
First things first, giving of

priority to things in our lives
Materi
als
Laptop, LCD, Chalkboard
_______
Activities
_______
_______
21 | P a g e
Remarks
Remarks
Daily Routine
Objective/s: determine the degree of a polynomial function
Interaction: Ask the students to read from their books the topic on degree of
polynomial functions. After which, let them share the new information they were
able to acquire. The teacher will just correct some misconceptions but the
students will be the source of information. Let them cite some examples to
support their claims.
Assessment: Formative (Individual, give 5 positive examples, and 5 negative
examples of polynomial function, for positive examples, determine the degree,

for negative, give the reason behind.)
Day 23
Subject
Matter
Quotient of Polynomials
Refere
nce
Marcelo
Value
Integration
Cooperation, Learning to share

your blessings
Materi
als
_______
_______
Daily Routine
Objective/s: evaluate Polynomial functions using long and synthetic division

methods
Interaction: The students will recall the concept in the long division method of
numbers. After which, the teacher will present a video to strengthen students
understanding. Then, the teacher will demonstrate and contextualize the long
division method for polynomials. The teacher will present considerable amount of
examples for student understanding.
Assessment: Formative (By pair, solve for the quotient of the polynomial
functions given.)
_______
_______
Activities
Day 24
Subject
Matter
Refere
nce
Marcelo
_______
Value
Integration
Learning to share your

blessings
Materi
als
_______
Activities
_______
_______
22 | P a g e
Remarks
Remarks
Daily Routine

methods
Day 25
Interaction: The students will recall the concept of Long Division method on
polynomials. The teacher will give additional examples to reinforce learning and
understanding of the topic.
Assessment: Summative (Individual, solve for the quotient of the functions

given)
Assignment: What do you mean when you say synthetic? How can you relate
it with the quotient of polynomials?
Subject
Matter
Refere
nce
Marcelo
Value
Integration
Cooperation, Learning to share

your blessings
Materi
als
_______
_______
Daily Routine

methods
Interaction: Let the students recall the process involved in the long division for
the quotient of polynomials. Then, ask the students about their concept of the
word synthetic. Gather considerable amount of answers, then connect it to the
topic. Then the teacher will reveal the process of finding the quotient using
synthetic method. Give considerable number of examples.
Assessment: Formative (By group, Quiz Bee on Quotient of Polynomials for both
Long and Synthetic Division methods)
_______
_______
Activities
Day 26
23 | P a g e
Subject
Matter
Remarks
Refere
nce
Marcelo
Remarks
_______
Value
Integration
_______
_______
_______
Day 27
Activities
Learning to share your

blessings, appreciation
Materi
als
Daily Routine

methods
Interaction: Let the students recall the process of solving using the synthetic
division method. Give additional examples to strengthen understanding of the
concept.
Assessment: Formative (By pair, find the Quotient of Polynomials for both Long
and Synthetic Division methods)
Subject
Matter
Remainder Theorem
Refere
nce
Marcelo
_______
Value
Integration
Contentment, Appreciation
Materi
als
_______
Activities
_______
_______
24 | P a g e
Remarks
Daily Routine
Objective/s: define remainder theorem; utilize the remainder theorem in order

to determine if the given polynomial is a factor of another polynomial
Interaction: Let the students share their insights regarding the term
remainder. Solicit numerous ideas from students and lead them towards the
proper meaning that would help them relate it with the lesson. Demonstrate the
steps in using the remainder theorem. Give considerable number of examples for
deeper understanding of the concept.
Assessment: Formative (Individual, find the remainder of the given functions
using the remainder theorem)
Day 28
_______
Subject
Matter
Remainder Theorem
Refere
nce
Marcelo
Value
Integration
Contentment, Appreciation
Materi
als
Remarks
_______
Daily Routine
_______
Objective/s: define remainder theorem; utilize the remainder theorem in order

to determine if the given polynomial is a factor of another polynomial
Interaction: Let the students recall the steps on finding for the remainder using
the remainder theorem. Give additional examples to reinforce students
understanding.
Assessment: Summative (Individual, answer the exercise on your book page

115)
_______
Activities
Day 29
Subject
Matter
Quotient of Polynomials and

Remainder Theorem
Refere
nce
Marcelo
_______
Value
Integration
Honesty
Materi
als
Chalkboard
_______
Activities
_______
_______
25 | P a g e
Remarks
Daily Routine
Objective/s: to solve for the quotient of polynomials using the long division and
synthetic division methods; check if the remainder is correct using the remainder
theorem.
Day 30
Subject
Matter
Factor Theorem
Refere
nce
Marcelo
Value
Integration
Factors affecting success of an

individual
Materi
als
_______
_______
_______
Activities
Remarks
Daily Routine
Objective/s: define factor theorem; utilize the factor theorem in order to

determine if the given polynomial is a factor of another polynomial
Interaction: Let the students discover on their own why the topic is entitled
factor theorem. Let them share their insights and ideas about the matter. Let
them compare and contrast the factor theorem with remainder theorem using a
Venn diagram. Process students responses to arrive at the technical definition of
the factor theorem.
Assessment: Formative (Individual, recitation-reasoning out their Venn

diagrams)
_______
26 | P a g e
Assessment: Summative (individual quiz, Quotient of Polynomials and

Remainder Theorem)
Day 31
Subject
Matter
Factor Theorem
Refere
nce
Marcelo
Value
Integration
Factors affecting success of an

individual
Materi
als
Remarks
_______
Daily Routine
_______
Objective/s: define factor theorem; utilize the factor theorem in order to

determine if the given polynomial is a factor of another polynomial
Interaction: Let the students recall the steps in solving for the remainder of a
polynomial function using the remainder theorem. Let them apply the same
concept with factor theorem. Give examples to reinforce student understanding
of the topic.
Assessment: Formative (Board work, let the students answer the given
problems on the board)
Assignment: What do we mean when we say Zeros of Polynomials? How can

we relate it with Zeros of Polynomial Functions?
_______
_______
Activities
Day 32
Subject
Matter
Zeros of Polynomial Functions
Refere
nce
Marcelo
_______
Value
Integration
Giving importance to our

roots / Critical Thinking
Materi
als
_______
Activities
_______
_______
27 | P a g e
Remarks
Daily Routine
Objective/s: find the Zeros of the given polynomial functions
Interaction: Ask the students to share their concept on the Zeros of Polynomials
based from their assignment. Process responses coming from students and relate
it with the lesson Zeros of Polynomial functions. Demonstrate the steps in solving
for the zeros of polynomial functions.
Day 33
_______
Subject
Matter
Refere
nce
Marcelo
Value
Integration
Giving importance to our

roots / Critical Thinking
Materi
als
_______
_______
_______
Daily Routine
Objective/s find the Zeros of the given polynomial functions
Interaction: Let the students recall the definition of the zeros of polynomial
functions. Give additional examples to support students better understanding of
the concept.
Assessment: Formative (Group work, let the students answer the given
problems on their own)
Assignment: Review the concepts involved in Zeros of Polynomial functions
Subject
Matter
Refere
nce
Marcelo
_______
Value
Integration
Honesty
Materi
als
Chalkboard
_______
Activities
_______
28 | P a g e
Remarks
Activities
Day 34
Assessment: Formative (Group work, Quiz Bee)
Daily Routine
Remarks
_______
29 | P a g e
Objective/s: find the Zeros of the given polynomial functions
Assessment: Summative (individual quiz, Zeros of Polynomial functions)
Day 35
_______
Subject
Matter
Graph of Polynomial Functions
Refere
nce
Marcelo
Value
Integration
Everything has its rightful

place
Materi
als
Remarks
_______
Daily Routine
_______
Objective/s: to be able to graph a polynomial function
Interaction: Let the students recall the basic steps in graphing values in a
Cartesian Coordinate Plane. Let them discuss one-by-one the steps involved.
Contextualize the concept in Polynomial functions. Demonstrate the different
ways on graphing polynomial functions. Give examples to support your claim.
Assessment: Formative (By pair, graph the given polynomial function)
_______
Activities
Day 36
_______
_______
Subject
Matter
Refere
nce
Marcelo
Value
Integration
Everything has its rightful

place
Materi
als
_______
_______
Activities
30 | P a g e
Remarks
Daily Routine
Interaction: Let the students recall the steps in graphing a polynomial function.
Give additional examples to strengthen students understanding of the concept.
Assessment: Summative (Seatwork, graphing Polynomial functions)
Day 37
_______
_______
Subject
Matter
Refere
nce
Marcelo
Value
Integration
Honesty
Materi
als
Chalkboard
_______
_______
Activities
Daily Routine
Assessment: Summative (Individual Quiz, Graph of Polynomial functions)
Prepared by:
Mr. MARCO RHONEL MAGNO EUSEBIO
Teacher of Mathematics
Computer
31 | P a g e
Remarks
Noted by:
Mr. VIRGILIO NUGUID BANTIGUE
Subject Area Coordinator, Mathematics, Science, and

1st Grading - Elementary Functions

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1st Grading - Elementary Functions

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La Consolacion University Philippines

City of Malolos, Bulacan

BASIC EDUCATION DEPARTMENT

Understanding by Design Unit Plan

Unit Plan 1 / First

application for real-life situations.

STAGE 2: Assessment Evidence

Rubric for Performance Task:

The functions are

The functions are

STAGE 3: Teaching and Learning Experience (Learning Plan)

Definition of Functions and

Relating positively with others

Objective/s: differentiate function from relation

Interaction: Ask the students about their concept of relationships. Solicit

Definition of Functions and

Distinguishing right from wrong

Laptop, LCD, Chalkboard

Objective/s: differentiate function from relation

Assessment: Formative (Individual, give 5 positive examples, and 5 negative

Assignment: What is domain and range? Differentiate both.

Domain and Range

LCD, Laptop, Cartolina,

Assignment: What are the different ways of expressing functions? Give

Ways of Expressing Functions

Expressing feelings with others

Objective/s: determine the different ways of expressing functions and relations

Assessment: Formative (By pair, given a set of functions, express it in as many

Functions and Relations

LCD, Laptop, Chalkboard

Objective/s: to gauge students understanding of the concepts governing

Assessment: Summative (Individual quiz on Functions and Relations and the

LCD, Laptop, Chalkboard

Objective/s: transform each statement into function notation

Assessment: Summative (Individual, given a function, notate it in different

Team work, Cooperation

LCD, Laptop, Chalkboard

Objective/s: transform each statement into function notation

translated the activities into function notation.)

Critical Thinking, Selfevaluation

LCD, Laptop, Chalkboard

Objective/s: determine the process on how to evaluate functions

Assignment: What is the difference in the process of evaluating functions from

Critical Thinking, Selfevaluation

LCD, Laptop, Chalkboard

Objective/s: evaluate the given functions by applying the concept of

Assessment: Summative (individual, ask the students to evaluate functions)

Function Notation & Evaluating

Objective/s: To measure students competencies on function notation and

Assessment: Summative (Individual Quiz, Function Notation and Evaluating

LCD, Laptop, Chalkboard

Objective/s: identify the different operations of functions; determine the

LCD, Laptop, Chalkboard

Objective/s: identify the different operations of functions; determine the

LCD, Laptop, Chalkboard

Objective/s: identify the different operations of functions; determine the

LCD, Laptop, Chalkboard

Objective/s: identify the different operations of functions; determine the

LCD, Laptop, Chalkboard

Objective/s: identify the different operations of functions; determine the

LCD, Laptop, Chalkboard

Objective/s: To gauge students understanding of the concept Operations on

Assessment: Summative (Individual Quiz, Operation on Functions)

Composing yourself, Boosting