Detailed Lesson Plan in Grade 9 Mathematics

I. Objectives:

At the end of the lesson, the students should be able to:

a. define accurately direct variation using the given example,

b. solve correctly problems involving direct variation through a group
activity, and
c. relate wholeheartedly the concept of direct variation to one’s life
through recitation.

II. Subject Matter:

a. Topic: Direct Variation

b. Reference:
Bryant, M., et.al.(2014). Mathematics 9 Learners’ Module. Variation
pages 194-205. Pasig City, Philippines. Rex Book Store.
c. Materials: visual aids, shoe laces , illustration boards, chalk
d. Values: Honesty and Teamwork
e. Skills: Discovery skills, Computational skills, and Cooperative skills

III. Procedure

Teacher’s Activity Students’ Activity

A. Preparatory Activity
1. Routines
a. Prayer
 Let’s all stand.___ kindly lead  Let us put ourselves in the
us the prayer. presence of God…Amen.
b. Greetings
 Good morning Grade 9  Good Morning Sir.
students.
 Thank you Sir
 You may now take your seats.
c. Checking of Attendance
 None Sir.
 Whose absent for today?
(students clapping their hands)
 Very good. Because of that,
kindly give yourselves a round
of applause.  Yes Sir.
 Before we will start our lesson, I
want to remind you of our
 classroom rules. Avoid
unnecessary noise, no gadgets
allowed and participate actively
in class discussion. Am I clear?
2. Review  Variation is a relationship between
 Last meeting, we defined the two variables that can be expressed
term variation, who can recall by an equation.
and tell to the class its
meaning. Yes ---?
 Well said ---. Let’s move on
and proceed to our next
topic.  Yes Sir.
3. Motivation
 I have here shoe laces.
Observe the relationship of
the number of laces to its  The greater the number of shoe
overall length. Understand? lace, the longer its length.
(The teacher ties the laces)  The length is shorter since the
 What happened? Yes -----? number of shoe laces decrease.
 Very Good. How about if I
will untie these shoe laces?  As the number increases, the length
(the teacher unties the laces) also increases and as the number
Yes ----? decreases, the length also
 Correct. Now who can decreases.
conclude on the relationship
of the number of shoe laces  At the end of the lesson, the
to its overall length? Yes students should be able to:
-----? a) define accurately direct variation
 Very good observation -----, through the given example,
and that has something to do b) solve correctly problems involving
with our lesson for today. direct variation through “One
Our topic is all about direct minute challenge” activity, and
variation, but before that, c) relatewholeheartedly the concept
kindly read our objectives. of direct variations to one’s life
through recitation.
B. Developmental Activities
1. Presentation
 The number of shoe lace
and its overall length is one
of the examples of direct
 variation.

 Direct Variation is a kind of variation

2. Discussion which one variable is equal to the
 Based from the example constant times the other.
using the shoe laces. Who
can give the definition of
Direct Variation? Yes ----?
 Well said ----. In direct
variation, as one variable
increases or decreases, the
other does the same.
 The formula for Direct
Variation is y=kx where k is
constant. For example y = 12  The value of y is 12 and the value
when x = 4, find y when x = of x is 4.
12.
 First, we will substitute the
value of y and x to get the
value of k. Now, what are the  The equation would be 12 = 4k
values of x and y? Yes
-------?
 Thank you ----. What would  The value of k is equal to 3.
be our new equation? Yes
----?
 Correct ----. For us to get the
value of k, we will divide both  The equation would be y = 3(12)
sides by 4. Now, who can
give the value of k? Yes
---------?
 Very good ----. Then, we will
substitute the value of k  Yes Sir.
together with the given value  y is equal to 36.
of x to get the value of y in
the formula. What will be our (-------answering on the board)
next equation? Yes ----? y = kx
10= 5k
 Is ------ answer correct?
k=2
 Then, what would be the
value of y? Yes -----?
15 = 2 (x)
 Very good -----. On the x = 15/2 or 7.5
 board, who can solve this
problem and find the value of  Yes Sir.
y? Yes -----?  None Sir.
If y = 10 when x = 5, find x when y = 15.

 Is ----- answer correct?

 Do you have any questions
or clarifications?
3. Analysis
 If you don’t have any
questions or clarifications,
we will have our activity
called “One Minute
Challenge: Finding the Value  Yes Sir.
of Y Edition”.
 The class will be grouped
into four. Thesewill be the
group 1, 2, 3, and 4.
 Attention class. These will be
the mechanics of the game.
Each group will receive
illustration board for you to
write you final answers. You
will answer the questions for
one minute and each item is
(students answering the problem)
worth 5 points. The moment I
will say “Start”, that’s the
y = kx
time you will begin to answer
28 = 7k
and stop and raise your
k=4
answers if I say “Times
Up .Am I clear? y = 4 (10)
 Be ready. For the first y = 40
problem, “Start”.
(students raising their answers)
1. If y = 28 when x = 7, find y when x = 10 (students answering the problem)

y = kx
-18 = 9k
k = -2
y = -2 (7)
  “Times Up”
 All of you got the correct
answer. For the next
problem, “Start”.
2. If y = -18 when x = 9, find y when x = 7.
 “Times Up”
 All of you got the correct
answer. For the next
problem, “Start”.
3. If y = 10 when x = 24, find y when x =16.
 “Times Up”
 All of you got the correct
answer. All groups have 15
points. Give yourselves a
round of applause.
 Please arrange your chairs
and go back to your proper
seats.
4. Generalization
 Who can give me the
definition of a Direct
Variation? Yes ____.
 What is the formula for Direct
Variation? Yes Shane.
 Very good Shane.
5. Application
 Now, who can relate the
concept of direct variation in
your own lives? Yes ___?
 Well said__. Another? Yes
y = - 14
(students raising their answers)
(students answering the problem)
y = kx
10 = 24k
k = 5/12
y = 5/12 (16)
y = 20/3
(students raising their answers)
 Yes!!! (students clapping)
 Direct Variation is a kind of variation
which one variable is equal to the
constant times the other.
 The formula is y = kx where k is
constant.
 I can relate the concept of direct
variation to my studies. The more
time I spend in studying my
lessons, fortunately, the higher
score I would get in my quizzes and
examination.
 The more I can be faithful to God,
the stronger I would be to face
different problems.
 None sir.
 ____?
(Students are answering the problems)
 Nice realization ___. Do you
have any questions and d = kt
clarifications? 20 = 2k
IV. Evaluation k = 20/2
 If you don’t have any k = 10
questions and clarifications. Therefore, the constant variation is 10 and
Kindly get 1 whole and the equation is d = 10k.
answer these.
 Answer this in 10 minutes
 Yes Sir
The table below shows the
distance d varies directly as the time t. find
the constant of variation and the equation
which describe the relation.
Time (hr) 1 2 3 4
Distance (km) 10 20 30 40

V. Assignment
 Are you done?
 Please pass your papers in front.
And get your notebook and copy
 Yes Sir
your assignment.
 In the name of the Father……….
The amount of money
raised at the charity fundraiser is  Goodbye Sir.
directly proportional to the
number of attendees. The
amount of money raised for five
attendees was Php.100. how
much money will be raised for 60
attendees?

 Are you done copying?

 Please stand up and Mark, please
lead us the prayer.
 Goodbye class.