Step-by-Step Lesson Process
1. Introduction (5–10 minutes)
a. Prayer, Greetings, and Classroom Management
Begin the class with a prayer.
Check attendance.
Ensure learners are prepared for the lesson.
b. Review of Previous Lesson
Ask learners to recall the concepts of ordered pairs and sets.
Present examples of ordered pairs and ask learners to identify the first
and second coordinates.
Review the meaning of a set and its elements.
Guide Questions:
What is an ordered pair?
How do we write a set?
Where have you encountered ordered pairs in real life?
2. Presentation of Learning Objectives (2–3 minutes)
Present the lesson objectives:
At the end of the lesson, learners should be able to: 1. Define relation and
function. 2. Illustrate relations using tables, mapping diagrams, and graphs.
3. Determine whether a relation is a function. 4. Appreciate the application of
functions in everyday life.
3. Motivation/Engagement Activity (5 minutes)
Present a real-life situation:
Student ID Number Student Name
2026001 Ana
2026002 Ben
2026003 Carla
Ask:
What does each ID number correspond to?
Can one ID number belong to two students?
Lead learners to recognize that each input corresponds to only one output.
4. Lesson Proper: Building the Concept (15 minutes)
Step 1: Introduce Relations
Explain that a relation is a pairing between elements of two sets.
Example: A = {1, 2, 3} B = {a, b, c}
Relation: {(1,a), (2,b), (3,c)}
Show the relation using:
Ordered pairs
Table of values
Mapping diagram
Step 2: Introduce Functions
Explain that a function is a special type of relation.
Rule: Each input must have exactly one output.
Examples:
Function: {(1,a), (2,b), (3,c)}
Not a Function: {(1,a), (1,b), (2,c)}
Discuss why the second example is not a function.
5. Teacher Modeling (10 minutes)
Demonstrate how to determine if a relation is a function.
Example 1: {(1,2), (2,4), (3,6)}
Check:
Input 1 → one output
Input 2 → one output
Input 3 → one output
Conclusion: ✓ Function
Example 2: {(1,2), (1,3), (2,4)}
Check:
Input 1 → two outputs
Conclusion: ✗ Not a Function
6. Guided Practice (10 minutes)
Present the following relations.
Relation A: {(2,5), (3,6), (4,7)}
Relation B: {(1,4), (1,5), (2,6)}
Ask learners to: 1. Identify the inputs and outputs. 2. Determine if the
relation is a function. 3. Explain their answer.
Discuss the solutions as a class.
7. Collaborative Activity (15 minutes)
Group Task: “Function or Not?”
Each group receives cards containing:
Tables
Mapping diagrams
Graphs
Sets of ordered pairs
Instructions: 1. Examine each representation. 2. Classify it as Function or Not
a Function. 3. Write the reason for your answer. 4. Present findings to the
class.
Teacher circulates and provides support.
8. Processing and Abstraction (5 minutes)
Ask:
What is a relation?
What is a function?
How can you determine whether a relation is a function?
Expected Generalization: “A function is a relation in which every input is
paired with exactly one output.”
9. Check for Understanding (5 minutes)
Determine whether the following are functions:
1. {(1,2), (2,3), (3,4)}
2. {(1,2), (1,3), (2,4)}
3. {(5,7), (6,8), (7,9)}
Learners answer individually.
10. Application/Reflection (5 minutes)
Ask learners:
How are functions used in school records?
Why is it important that one ID number belongs to only one student?
How are functions used in online registration systems?
Allow learners to share their ideas.
11. Assessment (Exit Slip)
Answer the following:
1. Define a relation.
2. Define a function.
3. Determine whether {(2,5), (2,6), (3,7)} is a function.
4. Give one real-life example of a function.
12. Assignment
Find one example of a relation and one example of a function from your
home or community. Explain why each example is a relation or a function.