Grades 1-12 School OPOL NATIONAL SECONDARY TECHNICAL SCHOOL Grade Level GRADE 9

Daily Lesson Plan Teacher JOHN ROSEVIL B. SALAAN Learning Area MATHEMATICS
Teaching Dates and Time NOVEMBER 7-11 Quarter SECOND

Session 1 Session 2 Session 3 Session 4

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons,
exercises, and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing
I. OBJECTIVES objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.

A. Content Standards The learner demonstrates understanding of key concepts of variation and radicals.

B. Performance Standards
The learner is able to formulate and solve accurately problems involving radicals.

Illustrates situations that involve the Translates into variation statement a

following variations: (a) direct; (b) relationship between two quantities
C. Learning Competencies/Objectives
Write the LC code for each inverse; (c) joint; (d) combined. M9AL-IIa-1 given by: (a) a table of values; (b) a
mathematical equation; (c) a graph,
and vice versa. M9AL-IIa-b-1

Illustrating Situations that involves Translating into Variations Statement

II. CONTENT
Variations a Relationship Between Two Given
Quantities
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages pp. 122-153 pp. 11-17

2. Learner’s Materials pages pp. 187-214 pp. 194-203

3. Textbook pages

 BEAM Second Year,  BEAM Second Year,

4. Additional Materials from Learning Resource
Module 8 (TG)  EASE Module Second Year  Variations  Modules 1-3 Module 8 (TG)  EASE Module Second Year  Variations, Modules 1-3
(LR) portal  Chapter 4 Variation pp.102-121 (LM)  Chapter 4 Variation pp.102-121 (LM)
 https://www.slideshare.net/janicecudiamat52/directvariation-final
B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by the 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
IV. PROCEDURES
learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for
each step.
A. Reviewing previous lesson or presenting the The teacher asks the students the following questions: Review the previous lesson by letting the students’ play the “agree
new lesson
or disagree” game. Let students answer the following questions.
1.Where do you think paper comes from? What is paper
made of? a. Does a change in one quantity affect the change in the other?
2.What is the adverse effect of the increasing demand of b. What variation is involved in the relationships given?
paper to the number of trees being cut?
1. If I increase a recipe for more people, the more of
Answers: 
ingredients I need.
2. (In a computer shop) The more hours you play online
1. Trees
2. Increasing demand of paper results to a greater games, the more money you pay.
number of trees being cut. 3. If I buy more notebooks, the more money I spend.
4. The less Sun prepaid load I choose, the less money I pay.
5. The less water I take, the less trips to the comfort room I
make.

Answer Key:
a. Yes, the change in the first quantity, causes a change in the other
quantity
b. Direct Variation
1-5 Agree
Review the previous lesson by letting the students’ play the “agree
or disagree” game. Let students answer the following questions.
a. Does a change in one quantity affect the change in the other?
b. What variation is involved in the relationships given?

1. If the number of trees decreases, air pollution increases.

2. As the speed of the car increases, the length of travel decreases.
3. If more students will help in planting the trees, the faster they

B. Establishing a purpose for the lesson
C. Presenting examples / instances of the new
lesson
The teacher lets the students realize that there are a lot of
real-life situations that can be related to variations.
The teacher presents a situation to the students and let
them answer the questions that follow.
1. The Supreme Student Government (SSG) launches
a recycling campaign of waste materials in order to
raise student’s awareness environmental protection.
Every kilogram of waste material earns 5 points that
can be exchanged for school supplies.
The table below shows the points earned by a Grade 8
class for every number of kilograms of wastepaper
collected.
                         
Number of kilograms 1 2 3 4 5 6
(n)
Points (P) 5 10 15 20 25 30
finish the job.
4. The faster Annie will walk towards school, the earlier she arrives.
5. As the number of friends to share the cake increases, the size of
the cake decreases.
Answer Key:
a. Yes, the change in the first quantity, causes a change in the other
quantity
b. Inverse Variation
1-5 Agree
The teacher lets the students realize that translating into variation
statement a relationship between two quantities is an important
skill needed to understand the concept of variations.
The teacher lets the students realize that translating into variation
statement a relationship between two quantities is an important
skill needed to understand concepts of variations.
The teacher lets the students, in groups of three, do Activity 4:
How Steep is Enough? on page 196 of the Learner’s Module.
Answer Key:
1. The distance covered by the cyclist gets larger as the time in
travelling gets larger
2. 85 kilometers
3. A mathematical equation is required. The equation is d =
10t, where d is the distance in kilometers(km) and t is the time in
hours (hr).
4. To get the constant number which is very evident in the
values of the distance, the distance is divided by the time.
The teacher lets the students, in groups of three, do Activity 10 on
page 206 of the Learner’s Module.

Questions:
a. What happen to the number of kilograms of waste
materials is doubled? Tripled?
b. How many kilograms of waste materials will the
students have to gather in order to raise 500 points?
c. Write a mathematical statement that will relate the
quantities involved.
2. Rea lives 40 km away from Banilad NHS where she
works. Driving a car, the time it takes her to reach
work depends on her average speed. Some
possible speeds and the length of time it takes her
are as follows
Answer Key:
1.
As the speed of the car increases, the time in travelling
decreases.
s = k/t, where s is the speed in kph and t is the time in
hours.
Yes, in multiplying the values of the speed and time gives us
the constant.
2.
a. The seesaw tends to balance as one of the kids moves closer or
farther from the fulcrum.
b. The heavier kid should move closer to the fulcrum in order to
balance the lighter kid on the other side of the seesaw.
c. The weight is inversely proportional to the distance from the
fulcrum.
d. Yes, as one quantity increases, the other quantity decreases.

Time of travel 1 4/5 2/3 4/7 1/2

Speed in kph 40 50 60 70 80

  

Questions: 

a. How do the speed and time of travel affect each other? 

b. Write a mathematical statement to represent the

relation.

 c. Is there a constant number involved? Explain the

process that you have used in finding out.

Answer Key:

1. a. The number of points doubled or tripled as the

number of kilos of papers doubled or tripled.

b.100 kilograms
  
c. P=5n

3. a. As the speed of the car increases, the time in

travelling decreases.

b. s= k/t, where, s, is the speed in kph and t is time

gives us the constant.

The teacher lets the students do the following in pairs.

1.State when a certain situation shows a joint and

combined variation.

2.Give examples of joint and combined variation.

Answer Keys:

1.Joint Variation shows some physical relationship, as in

area or volume, may involve three or more variables
simultaneously and Combined Variation shows physical
relationship among variables that involves both direct and
inverse.
 2.Examples given to the students may vary.

D. Discussing new concepts and practicing new
skills #1
The teacher discusses with the students the process of
arriving at the answer of the given activity. Furthermore,
he/she asks the students about the mathematical skills or
principle that they used to get the correct answers.
Think-Pair-Share
Direction: Let the students look for a partner and answer
the activity below.
The teacher discusses with the students the process of arriving at
the answer of each exercise in Activity 4. He/she tells them the
activity is another situation to reinforce the background knowledge
that has been established about the concept on direct variations.
The teacher discusses with the students the process of arriving at
the answer of each exercise in Activity 10. He/She tells them the
activity is another situation to reinforce the background knowledge
that has been established about the concept on inverse variations.

Instruction: Identify whether the following relation shown by

the situation as either joint and combined and give the
equation.

i.e., The speed of the car to the distance travelled and time
elapsed.

Answer: Combined; s= 14kd/t

1. The area of the rectangle to the length and width of the

rectangle.

2. The force applied to the mass and acceleration of the

object.

3. The density of an object to its mass and volume.

Answer Key:
 1.Joint; A = klw 2. Joint; F = kma 3. Combined; D = km/v

The teacher discusses and illustrates thoroughly the

definition of direct and inverse variation given example on The teacher discusses the concept of direct variation and teaches
direct and inverse variation. them how to transform a statement into a mathematical sentence,
how to determine the constant of variation and let them
For example, when you travel to a particular location, as determine the relationship of quantities from tables (as presented
your speed increases, the time it takes to arrive at that in Activity 4) and graphs (as presented in Activity 5: Watch This!) on
location decreases. When you decrease your speed, the pages 196-197 of the Learner’s Module.
time it takes to arrive at that location increases. So, the
quantities are inversely proportional.
The teacher discusses the concept of inverse variation and teaches
E. Discussing new concepts and practicing new skills #2 them how to transform a statement into a mathematical sentence,
For example, the quantity of water fills in tank is directly to
time for which the motor is switch on. So, the quantities how to determine the constant of variation and let them
are directly proportional. determine the relationship of quantities from tables and graphs as
presented on page 206-207 of the Learner’s Module.
The teacher discusses and illustrates thoroughly the
definition of joint and combined variation given example on
variation.

F. Developing Mastery The teacher lets the students, in groups of three; do Activity 12: It’s
(Leads to Formative Assessment)
Group the students into five working teams. Let them Your Turn! Test A numbers 1-3 only, Test B numbers 1, 2, 5 and 6
perform an example of direct and inverse variation in real- only on page 209-210 of the Learner’s Module.
life scenario. And let the students explain why such
situation is considered as such variation. Explanations Answer Key:
must contain evidence such as equations or A. B.
solution/graphs to prove that the event is an example of a 1. p = k/n 1. k = 2, y = 2/x
variation.
2. n = k/s 2. k = 72, y = 72/x
3. n = k/d 5. k = 12, y = 12/x
Let the students formulate examples of Joint and
Combined variations, let them show their work on the
board and answer the situation and let them explain why
 such scene is a joint or a combined variation.

G. Finding practical application of concepts and

skills in daily living
Identify the type of variation involved in each situation and Identify the type of variation involved in each situation and
give the possible equation. give the possible equation.

The fare of person and the distance of his /her destination.
The age of the person and the payment on the insurance.
The height of the rectangular box and the volume of the
box.
Answer Key:
1.Direct 2. Inverse 3. Direct
The teacher lets the student determine the possible outcome
given the type of variation.
1.The speed of the car is 60m/s and travelled 120m in two
seconds. Determine the speed of the car which travelled 300m
in just three seconds.
Answer Key:
1. The demand for a product is directly related to its price and
inversely proportional to its supply.
2. With an increase in the age of a person, height increases as
well as body mass.
3. The sales of a product may be directly proportional to the
amount of money spent on advertising the product, but
inversely proportional to the price of the product.
4. The number of hours you work and the amount of your
paycheck.
5. The cost of busing students for each school trip varies with
number of students attending and the distance from the
school.
Answer Key:

S= 1. Combine variation
60 = 2. Combined variation
60(2) = k120 3. Joint variation
4. Joint variation
= 5. Joint variation
1=k

S=
S = 1(300)/3
S = 100 m
H. Making generalizations and abstractions about
the lesson
The teacher summarizes the mathematical skills used in The teacher summarizes the mathematical concepts in translating
variation that involves the relationships of quantities and its into variation statement a relationship involving direct variation
type of variation the Direct Variation where pair of between two quantities given by: (a) a table of values; (b) a
quantities whose ratio is constant may be translated mathematical equation; (c) a graph, and vice versa.
mathematically as “y=kx,where k is the constant of
There is direct variation whenever a situation produces pairs of
variation” and Inverse Variation where pair of quantities numbers in which their ratio is constant.
whose product is constant may be translated
mathematically as “y=k/x,where k is the constant of
variations. a. Given table of values
 Find y/x for each ordered pair
The teacher summarizes the mathematical skills used in  If the ratio y/x is constant for all ordered pairs, then it is a
variation that involves the relationships of quantities and its type direct variation
of variation the Joint Variation where three quantities whose 
ratio is that one quantity directly proportional to the other b. Given a mathematical equation
quantities where translated mathematically as “y=kxz or k=x/yz,  Solve for y
where k is the constant of variation” and Combined Variation
where three quantities whose one of the quantity directly to the  If you can write the equation in the form y
second quantity and inversely proportional to the third quantity
= kx, or where k ≠ 0, then it is a
where translated mathematically as ”z=kx/y or k=zy/x, where k is
the constant of variation”. direct variation

c. Given a graph
 The graph is a line and passes through the origin (0,0),
then it is a direct variation.
The slope of the line is constant.

The teacher summarizes the mathematical concepts in translating

into variation statement a relationship involving inverse variation
between two quantities given by: (a) a table of values; (b) a
mathematical equation; (c) a graph, and vice versa.

Inverse Variation occurs whenever a situation produces pairs of

numbers whose product is constant.
 Given table of values
Find yx for each ordered pair
If the ratio yx is constant for all ordered pairs, then it is a
inverse variation

Given a mathematical equation

Solve for y
If you can write the equation in the form y = k/x, or k = xy,
where k ≠ 0, then it is an inverse variation

Given a graph
The graph will not cross X-axis and Y-axis.
The graph never passes the origin.

The teacher lets the students answer individually for the

formative assessment. The teacher lets the students answer individually the formative
assessment.
Transform following statement into its mathematical
sentence. A. Write an equation for the following statement.
1. The distance D travelled by a car varies directly as its speed s.
1.y varies directly as x 2. The length L of a person’s shadow at a given time varies directly
2.m varies inversely n as the height h of the person.
3.p is directly proportional to d 3. The cost of electricity C varies directly as the number of
4.b is inversely proportional to d kilowatt-hour consumption l.
I. Evaluating learning
Answer Keys: B. Tell whether the relationship is a direct variation. Explain.
1. x 2 4 6
1.y=kx 2.m=k/n 3.p=kt 4.b=k/d y 6 12 18

2. x 2 3 4 5

The teacher lets the students individually answer the formative y 1 2 3 4

assessment.
Direction: Determine the equation and solve the problem being
asked.

1. If y varies jointly as x and z when y=12 and x=3 and z=2, then C. Tell whether the graph express a direct variation.
determine the value of y when x=4 and z=3. Explain

2. If m varies directly as r and inversely as the square of n when Answer Key:

m=2, r=2 and n=3, then determine the value of m when n=6 and A. 1. D = ks
2. L =kh
r=2.
3. C = kl
B.
Answer Key: 1. A direct variation because the k = 3 is constant to all ordered pairs.
2. Not a direct variation because the constant of variation varies.
1. y = kxz C. A direct variation because the slope of the line is constant.
12 = k(3)(2)
12/6 = 6k/6 The teacher lets the students answer individually the formative
2=k assessment.
y = (2)(3)(4) Express each of the following statements as a mathematical
y = 24 equation.
2. m = kr/n2 2 = 2k/32 2 = 2k/9 The rate r which a person types a certain manuscript varies
18 = 2k 18/2 = 2k/2 9=k inversely as the time t spent in typing.
m = (9)(2)/62 m = 18/36 m = 1/2 The length l of a rectangular field varies inversely as its width w.
The acceleration a of the car is inversely proportional to its mass
m.

Tell whether the relationship is an inverse variation. Find k and

write the equation of variation.

x 10 15 6 5
y 3 2 5 6

x 1 2 3 4
y 1 2 2/3 1/2

C. Tell whether the graph expresses an inverse variation. Find k and

 write the equation of variation.

Answer key:
1. r = k/t
2. l = k/w
3. a = k/m
B.
1. An inverse variation, k = 30, y = 30/k
2. Not an inverse variation because the constant of variation varies.
C. An inverse variation, k = 10, y = 10/k

J. Additional activities for application or remediation

The teacher lets the students answer the assignment: Direction: Translate the following variation statement into
mathematical equation.
Write an equation where y varies directly as x.
1.) y=28 when x=7 2.) y=30 when x=8 3.) Y=0.7 when x=0.5 1. An employee’s salary (S) varies directly as the number of
days (d) he has
Find the values as indicated:
worked.
4.) If y=12 when x=4, find y when x=12.
5.) If y=-18 when x=9, find x when y=14 2. The area (A) of a square varies directly as the square of its
side (s).
Answer Keys: 3. The distance (D) travelled by a car varies directly as its
speed (s).
1.28=7k 2.30=8k 3.0.7=0.5k
4.12=4k 5. -18=9k 4. The rate (r) at which a person types a certain manuscript
124=4k4 189=9k9 varies inversely as
3=k 2=k the time (t) spent in typing.
y=kx y=kx
y= (3)12 142 =2x2
5. The cost (c) per person of renting a private resort varies
y=36 7=x
inversely as the
number (n) of persons sharing the rent.
Research problems involving joint and combined variations and
give example problem for each variation with answer and
solution. Write the problem and solution in a one whole sheet of
paper.
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the
VI. REFLECTION students learn? 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% on this _____ students _____ students
formative assessment
B. No. of learners who require additional activities _____ students _____ students
for remediation
C. Did the remedial lessons work? _____ students _____ students
No. of learners who have caught up the lesson
D. No. of learners who continue to require _____ students _____ students
remediation
E. Which of my teaching strategies worked well?
Why did these work?

F. What difficulties did I encounter which my

principal or supervisor help me solve?

G. What innovation or localized materials did I

used/discover which I wish to share with other
teacher?

Checked by:

CARMELYN L. DANGCAL
Head Teacher I-Math Dept.

ANTHONY Y. PACAMALAN
SECONDARY SCHOOL PRINCIPAL II