DAILY LESSON School CALAPI NATIONAL HIGH

Grade Level 9
PLAN SCHOOL
MARGIEWEN V. ORGUINO
Teacher Learning Area MATHEMATICS
Teaching
Dates and SEPTEMBER 12, 2018 Quarter SECOND
Time
I. OBJECTIVES
A. Content Standard
The learners demonstrate an understanding of key concepts of variation and radicals.
B. Performance Standard The learners is able to formulate and solve accurately problems involving radicals.
C. Learning The learners should be able to illustrates situations that involve inverse variations;
Competency/Objectives (M9AL – IIa - 1).
Write the LC code for each. Subtask:
 Illustrates situations that involve inverse variation;
 Identify examples of situations that involve inverse variation; and
 Appreciate the concept of inverse variation in real – life situation.
II. CONTENT
INVERSE VARIATION

III. LEARNING RESOURCES

List the materials to be used in different days. Varied sources of materials sustain children’s interest in
the lesson and 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 pages Math 9 TG pages 139 – 140
2. Learner’s Materials
pages Math 9 LM’s pages 206 – 210
3. Textbook pages

4. Additional Materials
from Learning
Resource (LR)portal
B. Other Learning
Resource
IV. PROCEDURES
A. Reviewing previous
lesson or presenting the
new cclesson
Bernabe, Julieta G. and Soledad Jose – Dilao. Ed.D. Intermediate Algebra II (Textbook
for Second Year). pp.108 - 109
These steps should be across the week. Spread out the activities appropriately so that students will
learn well. Always be guided by demonstration of learning by the students which you can infer from
formative assessment activities. Sustain learning systematically by providing students with multiple
ways to learn new things, practice their learning, question their learning processes, and draw
conclusion about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
ELICIT (The activities in this section will evoke or draw out prior concepts of or
experiences from the students)
Teacher: Before we start our new lesson for this morning, let us first recall what you
have learned about direct variation. But we will do this in a form of game called “PASS
ME”. You will pass this ball while singing the song “leron leron sinta”, when the music
stop you will unwrap the ball and answer the questions that is written on it. After
answering, the song will continue until all the questions that are written on the ball are
answered. Okay, are you ready?
Students: Yes, Maam!
Teacher: Let us start then.
Students: (singing the song leron leron sinta… the song stops)
Teacher: What is direct variation?
Students: It is a situation that produces pairs of numbers in which their ratio is
constant.
Teacher: Very Good.
(Students continue singing the leron leron sinta…the song stops)
Teacher: Give one example of a situation that illustrates direct variation.
 Students: Students answer may vary.
(Students continue singing the leron leron sinta…the song stops)
Teacher: Translate the statement “The fare F of a passenger varies directly as the
distance d of his destination.
Students: F = dk
B. Establishing a purpose
for the lesson ENGAGE (The activities in this section will stimulate their thinking and help them
access and connect prior knowledge as a jumpstart to the present lesson)
(Using a projector the teacher will show a picture to the students then let them
analyze it.)

Teacher: What have you seen in the picture?

Students: Students answer may vary.
Teacher: What can you say about the picture?
Students: Students answer may vary.
Teacher: If the number of trees decreases, what are the possible things to happen?
Students: Students answer may vary.
Teacher: How will you complete the statement: “as the number of trees decreases, the
air pollution .
Students: increases
Teacher: Okay, very good.so, how do trees reduce pollution?
Students: Students answer may vary.
C. Presenting EXPLORE (In this section, students will be given time to think, plan, investigate, and organize
examples/instances of collected information or the performance of the planned/prepared activities from the
the new lesson student’s manual with data gathering and Guide questions)
Teacher: The Statement “as the number of trees decreases, air pollution increases” is
an example of inverse variation. We have here another example of situations that
shows inverse variation.
Example. The relationship that exist between the length (I) and the width (w) of a
rectangle whose area (A) is 36 sq. units.
Length (I) 36 18 12 9
Width (w) 1 2 3 4
Teacher: How do the length and width affect each other?
Students: As the width increases the length decreases.
Teacher: Very good. Is there a constant involved? Explain the process that you have
used in finding out?
Students: Students answer may vary.
D. Discussing the new
EXPLAIN (In this section, students will be involved in an analysis of their exploration.
concepts and practicing
new skills #1 Their understanding is clarified and modified because of reflective
activities/analysis of the gathered data and results and be able to answer the
Guide Questions leading to the focus concept or topic of the day.
Teacher: You will now do the activity entitled “Gear Down Speed!”. You will do this by
pair. I will give you the situation then you will answer the questions that follows. You
will be given 8 minutes to do the activity.
Situation: Juan is riding on his bicycle in going to school. He is travelling at 8 kph and
cover 8 km in 1 hour. If his speed decreases to 4 kph, it will take him 2 hours to cover
the same distance. Complete the table if he is travelling at a constant speed and answer
the questions that follow:
Speed in kph 8 4
Time in hours 1 2

E. Discussing the new
concepts and practicing
new skills # 2
F. Developing mastery
(Leads to formative
assessment 3)
G. Finding practical
application of concepts
and skills in daily living
H. Making generalization
and abstraction about the
lesson
Questions:
1. How do the speed and time of travel affect each other?
2. What kind of relation is being shown in the situation?
(After the allotted time, the teacher will call a pair to show and discuss their answers to
the class.)
(PowerPoint presentation is used in the discussion)
Teacher: From the previous activity that we had, what concepts behind the situations
have you encountered?
Students: The concept that we had encountered is that, as one variable increases the
other variable decreases.
Teacher: Very good. So, what is inverse variation?
Students: Students answer may vary.
Teacher: Very good.
(The teacher will discuss inverse variation and its example)
Inverse Variation
- Occurs when occurs whenever a situation produces pairs of numbers whose
product is constant.
- for two quantities x and y, an increase in x causes a decrease in y or vice
𝑘
versa. We can say that y varies inversely as x or y= .
𝑥
example:
1. The number of persons (n) needed to do a job varies inversely as the number of days
(d) to finish the job.
𝑘
Mathematical equation: 𝑛 =
𝑑
2. The number of pechay plants (n) in a row varies inversely as the space (s) between
them.
𝑘
Mathematical equation: 𝑛 =
𝑠
(The teacher will give a set of situation to the students and let them identify if it is
inverse variation or not. The students will be given 3 minutes to answer.)
Determine whether the given situations illustrate inverse variation or not. Write IV if it
is inverse variation then translate it to mathematical equation, and NI if it not.
1. The number of hours to finish a job to the number of men working.
2. The area of the wall to the amount of paint used to cover it.
3. The number of persons sharing a pie to the numbers of slices of the pie.
4. The age of a used car to its resale value.
5. The price of banana turon to the number of buyers.
(Checking and explaining their answers)
ELABORATE (This section will give students the opportunity to expand and solidify/
concretize their understanding of the concept and/or apply it to real-world situation)
Teacher: So, now give me an example of a situation that illustrates inverse variation.
Students: Students answer may vary.
Teacher: Very good. Let us now connect this topic with what you have discuss in your SCIENCE
subject, give me situation that illustrates inverse variation.
Students: As the mass of a car increases, the acceleration of the car decreases.
Teacher: Very good. Can you cite another example or instances where in this topic is connected
with another subject? (Call someone)
Students: Ma’am, in our TLE subject. When the price of the banana turon increases the buyer
decreases.
Teacher: Very good example.
(re-discuss the concept)
Teacher: So from the discussion and activities that we had, what have you remembered
about inverse variation?
Students: Inverse variation is a situation that produces pairs of numbers whose
product is constant.
Teacher: Very Good. How can you differentiate inverse variation and direct variation?
 Students: In direct variation, as one variable increases the other variable also increases.
while in inverse variation, they are opposite. As one variable increases the other
variable decreases.
Teacher: Excellent. What are the concepts to remember about inverse variation?
Students: The concepts to remember in inverse variation are; first it is a situation that
produces a pair of numbers whose product is constant; and lastly, an increase in x
𝑘
causes a decrease in y or vice versa. We can say that y varies inversely as x or y= .
𝑥
Teacher: Excellent.
I. Evaluating learning
EVALUATION (This Section will provide for concept check test items and answer key
which are aligned to the learning objectives – content and performance standards
and address misconceptions – if any)
Direction: Express each of the following statements as a mathematical equation.
1. The number of pizza slices (p) varies inversely as the number of persons (n) sharing a
whole pizza.
2. The rate (r) at which a person types a certain manuscript varies inversely as the time
(t) spent in typing.
3. The length (l) of a rectangular field varies inversely as its width (w).
4. The density (d) od air varies inversely as the volume (v) of water in the atmosphere.
5. The acceleration (a) of a car is inversely proportional to its mass (m).
J. Additional activities for EXTEND (This sections give situation that explains the topic in a new context, or integrate it
application or to another discipline/ societal concern)
remediation
The students will do activity 11: Observe and Compare on page 207 of the Learner’s
Materials
REMARKS

REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
who scored below 80%
C. Did the remedial lessons
work? No. of learners
who have caught up with
the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?