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Daily lesson plan about direct variation

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)

Level

Teacher Subject MATHEMATICS

Teaching Quarter SECOND QUARTER

Dates and DAY_2

Time

I. Objectives

a. Content The learner demonstrates understanding of key concepts of variation

Standards and radicals.

**b. Performance The learner is able to formulate and solve accurately problems
**

Standards involving variation and radicals.

**c. Learning Translates into variation statement a relationship between two
**

Competencies/ quantities given by: (a) a table of values; (b) a mathematical

Objectives equation; (c) a graph, and vice versa.

(Write the LC (M9AL-IIa-b-1)

Code for each) a. Translate into variation statement a relationship involving direct

variation between two quantities given by a table of values and

vice versa

b. Find the unknown in a direct variation equation

II.CONTENT Direct Variation

III.LEARNING List of materials to be used in different days. Varied sources

RESOURCES of materials sustain children's interest in the lesson and in

learning. Ensure that there is a mix of concrete and

manipulative materials as well as paper-based materials.

Hands -on learning promotes concept development.

A. References

1.Teacher’s Guide pp.135-137

pages

2.Learner’s pp.197-202

Materials pages

3.Textbook pages Mathematics III (Concepts, Structures and Methods for High School),

pages 354-356 Oronce, Orlando A., et.al (1996)

4. Additional

Resources from

Learning

Resources (LR)

Portal

B. Other Learning Activity sheets

Resources

IV.PROCEDURES These steps should be done across the week. Spread out the

activities appropriately so that pupils will learn well. Always

be guided by demonstration of learning by the pupils which

you can infer from formative assessment activities. Sustain

learning systematically by providing pupils with multiple

ways to learn new things, practice their learning question

their learning process, and draw conclusion about what they

learned in relation to their life experiences and previous

knowledge. Indicate the time allotment for each step.

A. Review previous Preliminary Activity!

lesson or Determine if the table below expresses a direct variation between two

presenting the quantities or not.

new lesson.

(Drill/ Review) 1.

2.

3.

4.

B. Establishing the Based on the activity that you have done how will you justify that an

purpose to the item expresses direct variation or not?

lesson.

(Motivation)

**C. Presenting Show to the class an example for the learners to understand the
**

examples/ lesson.

instances of the

new lesson The table below shows that the distance travelled by the motorist

(Presentation) varies directly as the time spent. Find the constant of variation and

the equation which describe the relation.

Solution:

Since the distance d varies directly as the time t, then

d = kt.

**Using one of the pairs of values, (2, 20), from the table, substitute
**

the values of d and t in d = kt and solve for k. So,

d = kt

20 = 2k

k=

k = 10

Therefore, the constant of variation is 10. We can see that the

constant of variation can be solved if one pair of values x and y is

known. From the resulting equation, other pairs having the same

relationship can be obtained.

D. Discussing new Direction: Analyze the problem then answer the following questions.

concepts and Kaong Junk shops pay Php12.00 for every kilo of tin cans

practicing new bought from collectors. The table shows c as the cost in peso and h as

skills # 1

the number of kilos of tin cans:

(Activity)

Question:

1. Write a mathematical statement that relates the two quantities n

and c, formulate the equation.

2. What is the constant of variation?

**E. Discussing new Based on the situation given, observe the values of c and n in the
**

concepts and table. What happens to the cost when the number of kilos of tin cans

practicing new was doubled? Tripled? Is there a pattern in translating into variation

skills # 2 statement the relations of two quantities given by the table of values?

(Activity)

F. Developing Direction: In each of the following table of values, find the constant of

Mastery variation (k) and an equation that defines the relation.

(Leads to

Formative 1.

Assessment 3)

(Fixing of Skill)

2.

3.

**F. Finding practical Direction: Form 5 groups and perform the problem given.
**

applications of

The circumference of a circle inside the basketball court of

concepts and

Mambusao National High School varies directly as its diameter. If the

skills in daily

circumference of a circle having a diameter of 7 cm is 7 cm, what is

living

the circumference of it whose diameter is 10 cm? 15 cm? 18 cm? 20

(Application)

cm?

Task:

1. Write a mathematical statement that relates the two quantities

involved in the problem.

2. What is the constant of variation? Formulate the mathematical

equation.

3. Solve for the constant of variation given the following relation to

complete the data needed.

4. Construct a table of values from the relation.

G. Making 1. There is a direct variation whenever a situation produces pairs of

generalizations numbers in which their ratio is constant.

and abstractions 2. The statements:

about the lesson “y varies directly as x”, “y is directly proportional to x”, and

(Generalization) “y is proportional to x”

May be translated mathematically as y = kx, where k is the

constant of variation

For two quantities, x and y, an increase in x causes an increase in y as

well. Similarly, a decrease in x causes a decrease in y.

I. Evaluating Direction: Determine if the tables of values express a direct variation

learning between two variables. If they do, find the constant of variation and

(Evaluation) an equation that defines the relation.

1.

2.

3.

4.

5.

J. Additional Assignment:

activities for 1. Follow-up

application or Find the constant of variation and write the equation representing

remediation the relationship between the quantities of the table of values given.

(Assignment)

**V.REMARKS ___ Reteach
**

___ Proceed

VI.REFLECTION

A. Number of pupils

who earned 80%

in the evaluation

B. Number of

learners who

require additional

activities for

remediation who

score below 80%

C. Did the remedial

lesson work?

No. of learners

who got caught up

in the lesson

D. Number of

learners who

continue to require

remediation

E. Which of my

teaching strategy

worked well?

Why did this work?

F. What difficulties

did I encounter

which my principal

or supervisor can

help me solve?

G. What innovation

or localized

materials did I

used to discover

which I wish to

share with the

teachers.

Notes

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