ADAPTIVE TEACHING GUIDE

MET # 1- Modeling Function

Lesson # 1- Introduction to Functions
Prerequisite Content-knowledge:

Determine the learner’s level of knowledge on the following contents:

• Definition of relation and function (polynomial functions)

• Algebraic expression
• Cartesian Coordinate Plane
• Domain and Range of a Function

Prerequisite Skill:

• Evaluating algebraic expressions

• Illustrating a function
• Writing sets in set notation
• Sketching the graph of a function
• Plotting points on a Cartesian plane.
• Solving equations and inequalities
• Evaluating functions

Prerequisites Assessment: (Prompting prior knowledge)

The students shall answer a test consist of 2 parts. The first part is about plotting set of ordered
pairs in Cartesian Plane, while the second part is evaluating algebraic expression given specified
value of x.

A. Plot the following set of ordered pairs in the Cartesian plane and connect all the dots.

1. (0,0) 5. (0,-3)
2. (3,2) 6. (-2,-2)
3. (4,0) 7. (-4,0)
4. (2,-2) 8. (-3,2)

B. Evaluate each algebraic expression at the specified value of x.

1. 2𝑥 + 10 𝑎𝑡 𝑥 = 18 4. (√𝑥)(4𝑥) 𝑎𝑡 𝑥 = 9
1 3
2. 3𝑥+2𝑎𝑡 𝑥 = −1 5. 2𝑥 2 + √𝑥 𝑎𝑡 𝑥 = 8
3. 𝑥 − 7 𝑎𝑡 𝑥 = 8
2

Pre-lesson Remediation Activity:

1. For Students with an Insufficient Level of Prerequisite Content-knowledge and/or Skill(s):

 • Additional review material on the following topics: Functions, Evaluating Functions
and Domain and Range of a Function
• Learners will take another similar prerequisite assessment to determine his/her level
of readiness. Once the satisfactory level is achieved, learners proceed to the lesson
proper.

2. For Students with a Fairly Sufficient Level of Prerequisite Content-knowledge and/or

Skill(s):

• Learners participate in a quick additional task where they explain how they correctly
understood the ideas that were not covered in the first prerequisite exam. Once
finished, students go on to the lesson itself.

Introduction:

Time Frame: Learners will be expected to learn the lessons in this unit for four hours or two and
half sessions.

Functions are evident in our daily lives. It is an important concept in Mathematics wherein it is
necessary for formulating dynamic relationships in the sciences. Functions are the only way
through which we can estimate output in math based on the relation among one variable to
another. By that knowledge, learners are expected to connect and represent real-life situation
involving function and piece-wise function.

Specifically, this unit will focus on Introduction of Functions and Relation, Evaluating and
Graphing Functions, and solving its Domain and Range.

At the end of this unit, the learners will be expected to:

• define functions and distinguish them from equations;

• distinguish functions from relations;
• evaluate functions;
• represent real-life situations using functions, including piecewise functions; and
• find the domain and range of different types of functions.

Student’s Experiential Learning:

Chunk 1 Lesson- Functions vs Relations

Formative Question:

1. How will you determine whether a given equation is a function?

Discussion
Start the discussion with an inclusion of a motivational activity in which it will introduce the
lesson. You may use a machine to explain the process of functions. (First picture: A machine
explaining the concept of functions).

By that, define the function and its parts, followed by its notation and Piecewise Function. Give
more real-life situation that shows function (input, process, output). After function, differentiate
it to relation.

Next introduce types of relation of each function. Introduce it by an activity 1. Then, differentiate
relation to function.

ACTIVITY 1: Birth Month Trick (Drawing Attention to Meaning)

1. Take the number of your birth month. (e.g., January = 1, February = 2, etc.)
2. Add 32.
3. Add the difference between 12 and the number of your birth month.
4. Divide by 2.
5. Subtract 10.

Guide Questions:
1. When is your birthday?
2. What number represents that month?
3. After following all the rules, what result did you get? How about the others?
4. Why do we always obtain the same result which is 12?
After the activity, the teacher will introduce Function, how to determine if the given is function or
relation, and discuss the type of function. Also, the teacher will give multiple examples that
differ in the difficulty of the problem. (Using Examples and Non-Examples)

ACTIVITY 2: Seatwork (Prompting for Effortful Thinking)

A. Observe your surroundings or your classroom. List 3 things that shows function and write
its input, process, and output. Write your answer in your notebook. (6 pts)

1. ________
Input: ______
Process: ______
Output: _______

B. Identify the type of relation depicted by each set of ordered pairs and if it is relation or
function. (9pts)

1. A = {(3, 4), (4, 3)}

2. C = {(16, −4) , (16, 4) , (9, −3) , (9, 3) , (4, 2) , (4, −2)}

3. (3 pts)

4.

Chunk 2 Lesson- Evaluating and Graphing Functions

Formative Question

1. How can you evaluate a function at specified values of the variable and represent it using
graph?
Discussion

To introduce the topic, start with an activity 1 where it represents table of value and how to
evaluate function. After the activity, discussion how to evaluate function given an equation and
represent it by graphing. Also, the teacher will give multiple examples that differ in the difficulty of
the problem. (Using Examples and Non-Examples)

ACTIVITY 1: Heartbeat, Plot It! (Drawing Attention to Meaning)

1. Ask the students to take their pulse rate or the number of heartbeats in one minute.
Do this by placing the tips of their index and middle fingers over the pulse on the
palm side of their wrists and count the number of beats in one minute.
2. Have them write their rates on the second column of the table beside Student 1.
3. For the succeeding rows, they should survey other students regarding their pulse
rate to complete the table.

Guide Questions:

1. Write all entries as ordered pairs in the form (Student Number, Pulse Rate).
2. Plot the ordered pairs on a graphing paper. Draw a line through all the points.
3. Is the set of ordered pairs you obtained a function? Explain your answer.
ACTIVITY 2: Seatwork (Prompting for Effortful Thinking)

1. Consider the function 𝑓(𝑥) = 3𝑥 + 2 (5 pts)

a) Construct a table of values for the given function.

x y
-2
-1
0
1
2
b) Sketch the graph of the function. (5 pts)
 2𝑥 − 4 𝑖𝑓 𝑥 < 3
2
2. Evaluate 𝑓(𝑥) = { 𝑥 − 3 𝑖𝑓 𝑥 = 3 when (a) x=1, (b)x=3, and (c) x=4.
√𝑥 − 2 𝑖𝑓 𝑥 > 3
(5 pts)

Chunk 3 Lesson- Domain and Range of Functions

Formative Question

1. How can you find the domain and range if a function is linear, quadratic, polynomial,
rational, or radical?

Discussion

ACTIVITY 1: Region IV, Here We Come! (Drawing Attention to Meaning)

Instructions:

1. This activity should be done individually.

2. List all the provinces of Region VI – Western Visayas Region including the capital
a) cities.
3. Use the format below in listing:

(Province, Capital City)

The activity in Warm Up! illustrates two important properties of a function—the domain and range.
Note that we have restricted our activity to provinces in the Southern Tagalog Region. In other
words, the only input we can use in our function are Region IV provinces. Also in range, we are
expected cities under the provinces of Region IV only. It is often useful to determine the set of all
possible values of x and y in a function. These are known as the domain and the range of the
function.

After the activity, discuss the different types of function, give examples on how to find the domain
and range of it. (Using Examples and Non-Examples)
.

ACTIVITY 2: Seatwork (Prompting for Effortful Thinking)

A. Find the domain and range of the following functions.

1. G = {(1, 0), (2, −3), (6, 5), (0, −1)}

2. F = {(−3, 2), (0, 1), (4, 2), (5, 2)}

B. Determine the domain and range from the given graphs.

Synthesis

After engaging with the learning activities earlier, allow the learners to put together the essential
learning and insights that they have gained after this lesson by giving them a synthesizing question
to answer:

• How to identify a function and a relation?

• How to evaluate functions?
• How to solve the domain and range of a function?
RUA of a Student’s Learning:

RUA#1

I. Given the following objects as “function machines,” identify the input, the function.

and the output.

1. Electric Fan
Input: ________________________
Function: ________________________
Output: ________________________
2. Elevator
Input: ________________________
Function: ________________________
Output: ________________________
3. Water Dispenser
Input: _______________________
Process: ______________________
Output: ______________________

II. List all the ordered pairs in the given figure and determine its type of relation.

1. 2. 3.

II.. Consider the function 𝑓(𝑥) = 3𝑥 + 2 (5 pts)

1. Construct a table of values for the given function.

x y
-2
-1
0
1
2
 2. Sketch the graph of the function. (5 pts)

𝑥 + 2 𝑖𝑓 𝑥 < 2
3. Evaluate 𝑓(𝑥) = {2𝑥 2 − 5 𝑖𝑓 𝑥 = 2 when (a) x=0, (b)x=2, and (c) x=4.
√𝑥 + 1 𝑖𝑓 𝑥 > 2

IV. Identify the type of function and find the domain and range of the following
functions.
1. 𝑓(𝑥) = 5𝑥 − 3
2. 𝑓(𝑥) = √𝑥 + 6
1
3. 𝑓(𝑥) = 𝑥+2
4. 𝑓(𝑥) = 4𝑥
5. 𝑓(𝑥) = 𝑥 2 − 3
RUA #2

I. Tell whether each equation is a function or not.

1. 𝑓(𝑥) = 0
2. 𝑥 = 3𝑦 + 2
3. 3𝑚 = 𝑚 + 1
4. 𝑓(𝑥) = 𝑥 2 + 2
5. 𝑦 = 3𝑥 − 1
II. Draw a diagram of each set of ordered pairs and determine if each set represents a

one-to-one, one-to-many, many-to-one, or many-to-many correspondence.

1. (2, 3), (3, 2), (2, 5), (5, 2)

2. (1, 1), (2, 2), (3, 3), (4, 4), (5, 5)
3. (1, 4), (2, 4), (3, 4), (4, 4)
4. (1, a), (1, b), (1, c), (1, d)
5. (3, −2), (3, 2), (4, −2), (5, 2)

III. Given the graph of the function, find the specified values.

1. f (-2)
2. f (0)
3. f (-1)
4. f (1)
5. f (-4

6. f (0)
7. f (-1)
8. f (2)
9. f (-2)
10. f (3)
IV. Identify the type of function and find the domain and range of the following
functions.

1. 𝑓(𝑥) = 4𝑥 − 2
2. 𝑓(𝑥) = 𝑥 2 + 3
3. 𝑓(𝑥) = 𝑥 3 + 2𝑥 2 − 3𝑥 + 1
2
4. 𝑓(𝑥) = 𝑥−1
5. √𝑥 + 4
Post-lesson Remediation Activity:

The students will watch a tutorial video from Quipper and the teacher will recall the topic After
watching the video, the students will answer new set of questions about the topic. The teacher
will also give an assignment for them to recall and master the topic