DAILY LESSON School BENIGNO “NINOY” S.

AQUINO HIGH Grade Level GRADE 9

PLAN SCHOOL
Teacher Easter Florenda T. Buenaflor, PhD. Learning Area MATHEMATICS
Teaching Date/Time January 15, 2024 3:00-4:00PM Quarter SECOND QUARTER

A. Content
The learner demonstrates understanding of key concepts of variation and radicals.
Standards
B. Performance The learner is able to formulate and solve accurately problems involving variation and radicals.
Standards
C. Learning
illustrates situations that involve the following variations: (a) direct; (b) inverse; (c) joint; (d) combined. (M9AL-IIa-1)
Competencies
D. Objective/s The learners are expected to:
1. illustrate situations that involves direct variations;
2. translate into variation statement a relationship between two quantities given by a table of values and vice
versa;
3. solves problems involving direct variation.
I. CONTENT DIRECT VARIATION
1. Within – Translating verbal phrase/sentence to mathematical phrase; Multiplying integers.
II. INTEGRATION
2. Across – Araling Panlipunan – Batas ng Supply (ArPan9, Q2, W3-4, MELCS, 2020.)
III. LEARNING RESOURCES
A. Teacher’s Guide Teacher’s Guide (TG) in B. Learner’s Module Learner’s Module (LM) in Math 9,
Pages Mathematics 9, pp. 132 -134 Pages Week 1 Q2
Learning Activity Sheet (LAS): Direct
C. Textbook Pages D. Other Resources Variation
Power Point Presentation
E. LR Portal
IV. PROCEDURES
 Prayer / Greetings.
 Checking the classroom environment.
Introductory Activity
 Checking of Attendance

Activity / Strategy A. Review

1. Identify the relationship of the given pictures as shown and answered on the game “ Say my
Name”

2. Identify the relationship of the real life situations being presented.

B. Lesson Proper

Let the students observe the relationship between the statements being presented in the
activity.

Processing Questions:

 How are the situations or quantities being related to each other?

Expected Answer: As one situation or quantity increases, the other also increases, meaning they are of
the same direction.
 Can you have your own example that you experience in your daily life?

daily lesson plan in mathematics 9

 In your ARALING PANLIPUNAN 9 class, you have already discussed “Batas ng Supply” in this quarter, on your
week 3 lesson, can somebody define or state Batas ng Supply?

Ano ang masasabi ninyo sa supply curve para sa

Pastillas ni Mr. Kim?

Saang probinsya ka nabibilang? Saang pulo sa Pilipinas ang

iyong probinsya? Luzon?Visayas? o Mindanao?

Anong produkto meron sa inyong probinsya?

Now let us discuss direct variation. Direct variation exists between any two variables when one quantity
is directly dependent on the other. Thus, an increase in one quantity leads to an increase in the other while a
decrease in one quantity leads to a decrease in the other. In other words, If the ratio of first quantity to the second
quantity is a constant term, then the quantities are said to be directly proportional to each other. This constant value
is known as the coefficient or constant of proportionality.
The statements:
y varies directly as x ”
“ y is directly proportional to x ” and
“ y is proportional to x ”
may be translated mathematically as y=kx , where k is the constant of variation.
Direct variation can be expressed in equations, tables, and graphs.

Analysis
C. How to find the constant of variation and its equation?

daily lesson plan in mathematics 9

 D. Generalization

Abstraction

Application

Assessment

1. What is inverse variation?

Assignment 2. Give at least two real life situation that show inverse variation.

Number of students who got at least 75%__________

Number of students who need remediation_________
E. REMARKS
Decision:______Proceed _______Re-teach
F. REFLECTIONS

Prepared by:

EASTER FLORENDA T. BUENAFLOR, PhD.

Master Teacher I

Noted by:

NOEL C. URETA, EdD.

daily lesson plan in mathematics 9

Department Head IV

daily lesson plan in mathematics 9