RELATIONS

AND FUNCTIONS
for Mathematics Grade 8
Quarter 2 / Week 3

1 1
 FOREWORD

This self-learning kit will serve as a guide in illustrating relations and

functions. It will be your aid as you learn new ideas and enrich your
existing knowledge about mathematical concepts.

In this learning kit you will gain knowledge in illustrating

relations and functions.

This self-learning kit is divided into three parts:

I. What Happened (Pre-test): This part will check

the students’ prior knowledge on the new topic.

II. What You Need to Know (Discussion): This part

contains the process on how to illustrate a
relation and a function and verify if a given
relation is a function or not.

III. What Have I Learned (Post-test/Evaluation): This part

contains activities that assess the mastery of the
learners understanding the key concepts of
relations and functions.

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 LESSON RELATIONS AND FUNCTIONS
1

OBJECTIVES:
K: Illustrates a relation and a function.
S: Determines if a relation is a function.
A: Develops accuracy in identifying relations and
functions.

I. WHAT HAPPENED

Hi! Today, we will learn

about relations and
functions. But before that,
answer the pre-activities
on the next page. Have
fun!

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 Pre-activity/Pre-test

ACTIVITY 1: SHOW ME!

Directions: Identify the set of ordered pairs given by the letters of your
answer. The hint is given below. Copy in your notebook.

HINT:
1. Water reservoir. _D_ A _ M
Ordered pair: {_2, -4 , _(2, 3) , (-2, -4)_}

2. The place where you deposit your money.

Ordered pair: { , , , }

3. It is what you call your residence.

Ordered pair: { , , , }

4. What you input in a password.

Ordered pair: { , , , }

5. The result of caramelizing a fruit.

Ordered pair: { , , }

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 II. WHAT YOU NEED TO KNOW

The activity guided you to

recall the concept of
locating ordered pairs in a
coordinate plane.

An ordered pair is a set of inputs and outputs and represents a relationship

between the two values.

A relation is a set of inputs and outputs. It can be represented through

different ways. The following are the ways where a relation can be
represented with the corresponding examples.

{(−𝟐, −𝟒), (−𝟏, −𝟐), (𝟎, 𝟎), (𝟏, 𝟐), (𝟐, 𝟒)}

A. TABLE

𝑥 -2 -1 0 1 2
𝑦 -4 -2 0 2 4

B. MAPPING DIAGRAM

C. GRAPH

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D. RULE
Notice that the value of 𝑦 is twice the value of 𝑥. In other words, this can
be described by the equation 𝑦 = 2𝑥, where 𝑥 is an integer from −2 to 2.

IDENTIFYING FUNCTIONS

All functions are relations, but not all relations are functions.

RELATION FUNCTION

A relation is a function if for each input, there is only one output.

Meaning, if the values in the domain or x correspond only to one value in the
range or 𝑦.

The domain is the input or the 𝒙-values, and the range is the output, or the
𝒚-values.

ILLUSTRATIVE EXAMPLES

1. Determine if the relation{(1,2), (3,5), (4,6), (0,1)} is a function.

SOLUTION: The relation is a function because every element in the

domain corresponds to one element in the range.

2. Determine if the relation {(1,2), (−3,5), (−5,7), (−3,1)} is a function.

SOLUTION: The relation is NOT a function because there are elements in

the domain which corresponds to more than one element in the
range. For example −3 corresponds to 5 and 1.

A set of ordered pairs is a function if no two ordered pairs

have equal abscissas.

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III. WHAT HAVE I LEARNED

ACTIVITY 2: SHOW ME!

DIRECTION: Illustrate the given relation in a

a) table of values;
b) mapping diagram;
c) graph
d) rule
{(−2, −5), (−1, −2), (0,1), (1,4), (2,7)}

a. TABLE OF VALUES

x
y

b. MAPPING DIAGRAM c. GRAPH

DOMAIN RANGE

d. Rule

ACTIVITY 3. IDENTIFY ME

Directions: Determine whether the given set of ordered pairs

represents a function or not. If it is a function, draw a happy face
Otherwise draw a sad face.

1. {(1,5), (2,10), (3,15), (4,20), (5,25)

2. {(5,1), (4,0), (3, −1), (2, −2), (1, −3)}
3. {(−5,1), (−4,3), (−5,5), (−2,7), (−1,9)}

4. {(𝑥, 0), (𝑥, 2), (𝑥, 4), (𝑥, 6), (𝑥, 8)}

5. {(1,2), (2,3), (4,5), (3,9), (10,4)

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 ANSWER KEY
SYNOPSIS Pre-test: Activity 1
After going through this self-learning kit,

you should be able to

demonstrate understanding Activity 2.

of key concepts of linear functions.

Activity 3.

ABOUT THE AUTHOR

NONEDE B. OBENITA is a Grade 8 Math teacher of

Benedicto P. Titambulo Memorial National High
School. Finished his Bachelor of Secondary Education
major in Mathematics at Negros Oriental State
University Dumaguete in 2014 and awarded as
presidential academic award.

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LESSON DETERMINING DEPENDENT AND INDEPENDENT VARIABLES
2

OBJECTIVES:
• Differentiates independent and dependent variable.
• Classifies variables as dependent or independent.
• Shows patience in identifying independent and dependent
variables.

I. WHAT HAPPENED

Good day, dear students! I’m

teacher Marj. Today I will help you
differentiate the two typesof
variables, the independent and
dependent. So, sit back, relax,
and have fun learning
mathematics at home.

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PRE-ACTIVITY /PRE-TEST:
Direction: Classify the variables as independent or dependent.

1. time and salary

Independent variable:
Dependent variable:

2. the number of hours boiling and the number of ounces of water in

pot
Independent variable:
Dependent variable:

3. the distance covered and the volume of the gasoline

Independent variable:
Dependent variable:

II. WHAT YOU NEED TO KNOW

DISCUSSION
What is a Variable?

• It is something that varies

• It represent persons or objects that can be manipulated,
controlled, or merely measured for the sake of research.

Two types of variables:

• independent variable – the cause

• dependent variable – the effect

DEPENDENT INDEPENDENT
Intentionally left alone Intentionally manipulated
Measured Controlled
Vary at unknown rate Vary at known rate
Effect Cause

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 Examples of variables:

time, salary, distance, volume, speed, etc.

• the number of hours of work and salary in a private company ofa

certain employee
the independent variable - the number of hours of work
the dependent variable - the salary

*We consider time as an independent variable because it

controls the salary of the employee.

• the number of hours boiling and the number of ounces of water

left in pot
independent variable - the number of hours boiling
dependent variable - the number of ounces of water left in pot.

*We consider the number of ounces of water in pot as a

dependent variable because it depends on the number of hours
boiling.

• the distance covered and the volume of the gasoline

independent variable - the volume of the gasoline
dependent variable - the distance covered

*We consider the distance covered as a dependent variable

because it depends on the volume of the gasoline.

III. WHAT HAVE I LEARNED

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 Variables may be dependent and independent.
Dependent variable depends on the independent variable
while the independent variable controls the dependent
variable.

ACTIVITY 1

A. Given the following statements, identify the independent and the

dependent variables.

1. The amount of pollutants entering the atmosphere and the populationof

the area.
Independent variable:
Dependent variable:

2. The number of bottles produced in a bottling plant to the time of the

machine working.
Independent variable:
Dependent variable:

3. My grade in Math class is a function of the number of hours I spend in

studying.
Independent variable:
Dependent variable:

4. The number of cakes sold in a bakery determines the amount of money

made.
Independent variable:
Dependent variable:

5. Height of a plant to the number of the months grown

Independent variable:
Dependent Variable:

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B. Fill in the blanks. Write independent, controls, dependent, or depends to
make the statement correct.

1. I consider salary as a/an variable because it

on the number of hours worked.
2. I consider the number of hours studied as a/an variable
because it the grade on my test.
3. I consider the number of months grown as a/an variable
because it the height of the plant.

And we’re done.

Thank you!

Facebook Avatar, 2020

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SYNOPSIS
After going through this self- ANSWER KEY
Pre-activity/Pre-test
learning kit, the learners 1. Independent variable: time
Dependent variable: salary
should be able to
2. Ind.: the number of hours boiling
demonstrate understanding Dep.: the number of ounces of water left in pot
3. Ind.: the volume of the gasoline
of the key concepts on Dep.: the distance covered
WHAT HAVE I LEARNED
determining dependent A.
1. Ind.: the population of the area
and independent variables.
Dep.: The amount of pollutants entering the
atmosphere
2. Ind.: the time of the machine working
Dep.: the number of bottles produced
3. Ind.: A function of the number of hours I spend in
studying.
Dep.: My grade in Math class
4. Ind.: The number of cakes sold in a bakery
Dep.: the amount of money made
5. Ind.: the number of months grown
Dep.: height of a plant
B.
1. dependent, depends
2. independent, controls
3. independent, controls

ABOUT THE AUTHOR

Marjorie D. Manilag is a Grade 9

Mathematics teacher of Cansal-ing PCHS. She
obtained her Bachelor of Secondary Education
major in Mathematics at Negros Oriental State
University – Bais City Campuses, year 2016.

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 REFERENCES

Books

• K to 12 Mathematics 8 Learner’s Module. Department of

Education, Republic of Philippines

• K to 12 Mathematics 8 Teachers Guide. Department of

Education, Republic of Philippines

Website

• [Link]
Int005csep10-independent-and-dependent-
variables?from_m_app=android

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 DEPARTMENT OF EDUCATION
SCHOOLS DIVISION OF NEGROS ORIENTAL

SENEN PRISCILLO P. PAULIN, CESO V

Schools Division Superintendent
JOELYZA M. ARCILLA, EdD
Assistant Schools Division Superintendent
MARCELO K. PALISPIS, EdD
Assistant Schools Division Superintendent
NILITA L. RAGAY, EdD
OIC - Assistant Schools Division Superintendent
CID Chief
ROSELA R. ABIERA
Education Program Supervisor – (LRMS)
ELISA L. BAGUIO, EdD
Division Education Program Supervisor – MATHEMATICS
MARICEL S. RASID
Librarian II (LRMDS)
ELMAR L. CABRERA
PDO II (LRMDS)

NONEDE B. OBENITA
MARJORIE D. MANILAG
Writers
GERALD T. UBAG
Illustrator/Lay-out Artist
_____________________________

ALPHA QA TEAM
NORALYN A. DUMOGHO
NONEDE B. OBENITA
JUNRY Y. VILLAHERMOSA

BETA QA TEAM
ELIZABETH A. ALAP-AP
EPIFANIA Q. CUEVAS
NIDA BARBARA I. SUASIN
VRENDIE P. SYGACO
MELBA S. TUMARONG
HANNAHLY L. UMALI

ENHANCEMENT TEAM
NIDA BARBARA I. SUASIN
QUEENIE V. MORIONES
NORALYN A. DUMOGHO

DISCLAIMER

The information, activities and assessments used in this material are designed to provide accessible
learning modality to the teachers and learners of the Division of Negros Oriental. The contents of this module are
carefully researched, chosen, and evaluated to comply with the set learning competencies. The writers and
evaluator were clearly instructed to give credits to information and illustrations used to substantiate this material.
All content is subject to copyright and may not be reproduced in any form without expressed written consent from
the division.