5. use function in their own meaning. Process/ Activities<br />Encounter 1: <br />Introduction<br />Solicit the ideas of students from their readings on example pages in the book. <br />Write their ideas on the board. <br />Interaction<br />Sort out students’ ideas one by one. Let them explain their idea. <br />Note the important points in determining the domain and range in fractional equation. <br />Give exercises on pages of the book.<br />Call on volunteers to show and explain their answer on the board. <br />Integration<br />Give a short quiz. <br />Encounter 2: <br />Introduction<br />Pair the students. Let them answer page exercises on the book. <br />Interaction<br />Choose a few numbers to discuss to the class. Encourage students to explain the solution. <br />Integration<br />Domain and range are parts of the relation. Ask them to mention their existing relationship and let them identify the parts of that relationship. How do these parts give the identity of such relationship? <br /> <br />Remarks: __________________________________________________________________________________________________________________________________________<br />
![LESSON PLAN IN MATHEMATICS I<br />Third Quarter<br />Content: Domain and Range of Relation in Equation<br /> <br />Value Focus: Recognizing the Identity of One’s Relationship<br />Resources: <br />References: <br /> New Integrated Approach in Math: Algebra. <br />Materials:<br />Flash cards; cartolina; chalk; tag boards; used papers; graphing board<br />Objectives: <br />The students are expected to:<br />,[object Object]](https://image.slidesharecdn.com/lessonplaninmath-111010220938-phpapp01/85/lesson-plan-in-math-1-320.jpg)
