School: CASISANG NHS Grade Level: 9

GRADES 1 to 12 Teacher: MARY LYD B. TIU Learning Area: MATHEMATICS

DAILY LESSON LOG November 7-11, 2022 (M-F)
Teaching Dates and Time: 9:40-10:40, 1:00-2:00 Semester/Quarter: SECOND

MONDAY (11/7/2022) TUESDAY(11/8/2022) WEDNESDAY(11/9/202 THURSDAY FRIDAY(11/11/2022)

I. OBJECTIVES 2) (11/10/2022)
.
A. Content Standards: The learner demonstrates understanding of key concepts of variation and radicals.

B. Performance Standards:
C. Learning
Competencies/Objectives:
Write the LC Code for each
The learner is is able to formulate and solve accurately problems involving radicals.
Illustrates situations
that involve direct
variation. (M9AL-IIa-
1)
a. Illustrate
situations that
involve direct
variation
b. Identify examples
of direct variation
c. Appreciate the
concept of direct
variation in
real-life situation
Translates into variation Translates into Solves problems  QUIZ
statement a relationship variation statement a involving direct
 INDEPENDENT/
between two quantities relationship between variation. COOPERATIVE
given by: (a) a table of two quantities given (M9AL-IIb-c-1) LEARNING
values; (b) a mathematical by: (a) a table of
equation; (c) a graph, and values; (b) a a. Solve problems
vice versa. mathematical involving direct
(M9AL-IIa-b-1) equation; (c) a graph, variation
and vice versa.
a. Translate into variation b. Apply the
(M9AL-IIa-b-1)
statement a relationship concepts learned
involving direct variation a. Translate into about direct
between two quantities variation variation in solving
given by a table of values statement a verbal
and vice versa relationship problems
b. Find the unknown in a involving direct c. Appreciate the
direct variation equation variation between
Appreciate the concept of concept of direct
two quantities
direct variation in real-life given by a table of variation in
situation values and vice real-life situation
versa
b. Find the unknown
in a direct
variation equation
Appreciate the
concept of direct
variation in real-life
 situation
II. CONTENTS Direct Variation Direct Variation Direct Variation Direct Variation Direct Variation

III. LEARNING
RESOURCES
A. References N/A N/A N/A N/A
1. Teacher’s Guide Pages 194-204 206-214 194-204 206-214

2. Learner’s Materials Pages

3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Internet links Internet links Internet links Internet links

IV. PROCEDURES
A. Reviewing Previous Lesson Checking of assignment Checking of assignment and brief Review previous lesson Review previous lesson
or Presenting the New recall of the lesson and checking of
Lesson assignment

B. Establishing a Purpose for Let students know the Let students know the objectives Let students know the Let students know the
the Lesson objectives of the lesson of the lesson objectives of the lesson objectives of the lesson

C. Presenting Flash a picture that Flash a picture that illustrates Do group activity 1 as Show pictures that
Examples/Instances of the illustrates direct variation direct variation and let students motivation by pasting involves inverse variation
Lesson and let students describe describe the picture pictures and giving
the picture interpretation of it.

D. Discussing New Concepts Discuss the picture and Discuss the picture and define Discuss the examples Let students define
and Practicing New Skills define direct variation inverse variation inverse variation
#1

E. Discussing New Concepts Let students watch a Let students watch a video Board work activity Discuss the given
and Practicing New Skills video lesson lesson examples
#2
F. Developing Mastery Have a follow-up Think pair share activity (sharing Gallery walk activity Group activity
(Leads to Formative discussion about the of ideas about the video lesson)
 Assessment 3) examples on the video.

G. Making Generalizations and Board work and Group activity Sharing of insights Group presentation
Abstractions about the rationalization “what I have learned”
Lesson

H. Evaluating Learning Pencil-paper formative Group presentation Pencil-paper formative Pencil-paper formative
assessment. assessment. assessment.

I. Additional Activities for assignment Assignment Assignment

Application or Remediation

IV. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
V. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned
80% in the evaluation

B. No. of learners who require

additional activities for
remediation

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 work well? Why did
 these work?

F. What difficulties did I

encounter which my principal
or supervisor can help me
solve?

G. What innovations or localized

materials did I used/discover
which I wish to share with
other teachers?

Prepared By: Noted By:

MARY LYD B. TIU ROSABELLA B. ONIPA

SST-I Principal 1