School: KAPATAGAN NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: GEMVIE T. SAYON Learning Area: MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time: November 27-December 1, 2023 (week 5) Quarter: 2nd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates
understanding of key
concepts of variation and
radicals.
B. Performance Standard The learner is able to
formulate and solve
accurately problems
involving radicals.
C. Learning M9AL-IIa-1
Competency/Objectives The learner is able to:
Write the LC code for each. a. Illustrate situations that
involve direct variation
b. Identify examples of
situations that involve
direct variation
c. Appreciate the concept
of direct variation in real-
life situation
II. CONTENT Direct Variation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 139-140
2. Learner’s Materials pp. 206-210, 213
pages Self-Learning Module 1 of
Mathematics 9 2nd quarter
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR)portal
B. Other Learning Resource https://
The learner demonstrates
understanding of key
concepts of variation and
radicals.
The learner is able to
formulate and solve
accurately problems involving
radicals.
M9AL-IIa-1
The learner is able to:
a. Illustrate situations that
involve inverse variation
b. Identify examples of
situations that involve
inverse variation
c. Appreciate the concept
of inverse variation in real-
life situation
Inverse Variation
pp. 139-140
pp. 206-210, 213
Self-Learning Module 1 of
Mathematics 9 2nd quarter
https://depedtambayan.net/
The learner demonstrates
understanding of key
concepts of variation and
radicals.
The learner is able to
formulate and solve
accurately problems
involving radicals.
M9AL-IIa-b-1
The learner is able to:
a. Translate into variation
statement a relationship
involving direct variation
b. Find the constant in an
direct variation equation
c. Appreciate the concept
of direct variation in
real-life situation
Direct Variation
pp. 140-143
pp. 206-210, 213
Self-Learning Module 1 of
Mathematics 9 2nd quarter
https://
The learner demonstrates The learner demonstrates
understanding of key understanding of key
concepts of variation and concepts of variation and
radicals. radicals.
The learner is able to The learner is able to
formulate and solve formulate and solve
accurately problems involving accurately problems involving
radicals. radicals.
M9AL-IIa-b-1
The learner is able to:
a. Translate into variation
statement a relationship SUMMATIVE
involving inverse variation TEST
b. Find the constant in an
inverse variation
equation
c. Appreciate the concept of
inverse variation in
real-life situation
Inverse Variation
pp. 140-143
pp. 206-210, 213
Self-Learning Module 1 of
Mathematics 9 2nd quarter
https://depedtambayan.net/
 depedtambayan.net/wp-
content/uploads/2021/11/
Math-9_Q2_Mod1.pdf
IV. PROCEDURES
A. Reviewing previous lesson Let the students recall what
or presenting the new was the previous topic they
lesson learned.
wp-content/uploads/ depedtambayan.net/wp- wp-content/uploads/
2021/11/Math- content/uploads/2021/11/ 2021/11/Math-
9_Q2_Mod1.pdf Math-9_Q2_Mod2.pdf 9_Q2_Mod2.pdf
Preliminary Activity: Let the students recall what Preliminary Activity:
was the previous topic they
learned about direct
variation.

Jason and Jerson are sitting

Let the learners study the
picture shown on the
monitor.
B. Establishing a purpose for Let the learners translate Questions:
the lesson verbal phrases to 1. What have you noticed
mathematical symbols. in the picture?
2. If the number of trees
decreases, what are the
possible things to happen?
3. How will you complete
the statement:
As the number of trees
decreases, air pollution
___________.
4. How trees reduce air
pollution?
C. Presenting Give the situation in What’s Illustrative example of
examples/Instances of the New in the Learning situations showing inverse
new lesson Module 1.
variation.
on a seesaw. Jason, who is
heavier, tends to raise
Jerson on the other end of
the seesaw. They tried to
position themselves in order
to balance the weight of
each other.
Post the situation in What’s Questions:
New of the module 2 to the 1. What have you noticed
class. when the two boys move
closer to or farther from
the center?
2. Who among the two boys
will have to move closer
to the center in order to
balance the seesaw?
3. How do the weights of the
boys relate to the distance
from the center?
4. Does the change in one
quantity affect a change
in the other? Explain.
Guide the students in Illustrative Example 1:
investigating the situation
and in answering the guide
1. The relationship that
exist between the length l
and the width w of a
rectangle whose area A
is 36 sq. units.
Length 36 18 12
Width 1 2 3 4
Question:
1. How do the length and
the width affect each
other?
2. Is there a constant
number involved?
questions.
9 Jerson and Jason are
figuring out a way to balance
themselves on a seesaw.
Jerson who weighs 15
kilograms sits 2 meters from
the fulcrum. What are the
possible weight of Jason if
he is trying to sit at different
distances from the fulcrum?
Distance 2 1.5 1
Weight 15 20 30
40

weight(w) in kg
30
20
10
0
0 1 2 3 4
distance(d) in me-
ters

1. How do the distance and

the weight affect each
other?
2. What mathematical
equation can represent the
relation?
3. Is there a constant number
involved? Explain
the process that you have
used in finding out.
4. How will you describe the
graph?
D. Discussing new concepts
and practicing new skills # 1
Let the students investigate
the scenario given.
Activity: Gear Down for Give examples on problems Illustrative Example #2
Speed! that involves translating The time t required to clean
variation statements. a classroom varies inversely
to the number of students n
cleaning. The relation can
be transformed into
mathematical equation as:

t = , where k is the
constant of variation.

Juan Paulo is riding on his

bicycle in going to school.
He is traveling 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:
Time in hours 1 2 4
Speed in kph 8 4 1

1. How do the speed and

E. Discussing new concepts
and practicing new skills # 2
the time of travel affect
each other?
2. What kind of relation is
being shown in the
situation?
Discuss to class the 1. What concepts behind Give examples The statement “y varies
concept of direct variation the situations have you
or direct proportion. encountered? inverse as x” is y = .
2.Is there a constant number Express
involved? Explain how you each of the following as
determine the constant. equation.

F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical application
of concepts and skills in daily
living
Give examples for better
learning.
How would you relate the
topic in real-life situations?
Determine whether the
given situations illustrate
inverse variation or 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 distance an airplane
flies to the time travelling.
Let the learners give at least
three situations illustrating
inverse variation
Think-Pair-Share Activity
How would you relate the
constant of variation to real-
life?
1. The number of slices s
that can be made from a
standard Pinoy loaf of bread
is inversely proportional to
the thickness t of a slice.
2. At a constant voltage, the
electric current I varies
inversely as the resistance R.
3. The volume V of a gas at
constant temperature varies
inversely as the pressure P.
4. The altitude h of a
triangle with a constant area
varies inversely as the base
b.
5. The time t required to
travel a given fixed distance
is inversely proportional to
the speed r.
Identify whether each of the
following represents an
inverse variation or not.
1. y =
2. k = xy
3. k =
4.
y 2 4 6 8
x 5 10 15 20
5.
Y 15 10 6 5
X 2 3 5 6
Find the constant (k) of
variation and write the
equation representing the

H. Making generalizations and How will you determine the Things to remember.
abstractions about the situation/equation shows a Inverse variation is a
lesson direct variation? relationship between two
variables in which the
product is a constant. When
one variable increases the
other decreases in proportion
so that the product is
unchanged.
I. Evaluating learning Give a Short quiz. Answer the following:
1. What does it mean for two
items to vary inversely with
each other?
2. Can you think of any
day-to-day relationships
that could be described
as an inverse variation?
relationship between them.
1. y varies directly with x. If
y = -4 when x = 2
2. y varies inversely with x.
If y = 40 when x = 16
3. y varies inversely with x.
If y = 7 when x = -4
4. y varies inversely with x.
If y = 15 when x = -18
5. y varies inversely with x.
If y = 75 when x =25
What are the things to Things to remember:
remember in translating Inverse variation occurs
variation statement and in whenever situations produce
solving for the constant of pairs of numbers whose
variation? product is constant.
For two quantities x and y,
an increase in x causes a
decrease in y or vice versa.
We can say that y varies
inversely as x or y = .
The statement, “y varies
inversely as x,” translate to
y = . where k is the
constant of variation.
Give a short quiz. Find the constant (k) of
variation and write the
equation representing the
relationship between the
quantities in each of the
following.
1.
y 3 6 12 24
x 8 4 2 1
2.
 y 0.5 1 1.5 2
X 6 3 2 1.5
3.
40
30

length (l)
20
10
0
0 1 2 3 4
width(w)

J. Additional activities for
application or remediation
remember about inverse
variation?
V. REMARKS
VI. 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
4. y varies inversely as x,
and y = 30 when x = 9
5. c varies inversely as d,
and c =48 when d = 10
Reflection: Assignment:
What are the concepts to Follow-up
Find the constant (k) of
variation in each of the
Reference: Learners following.
Material, p. 208 a. If y varies inversely as x
and y = 10 when x = -2
b. If w varies inversely as x
and x = 4 when w = 33
c. If a varies inversely as b
and a= 8 when b= 12
2. Study the problems given
in Activity 13: Think
Deeper!
Reference: Grade 9
Learning Module pp.212
 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?