TONDO HIGH SCHOOL Grade

School GRADE 9
GRADE 9 Level
DAILY AIMEE ROSE A. Learning
Teacher Mathematics
LESSON GALICIA Area
PLAN Teaching NOVEMBER 15, 2023
Date and WEDNESDAY Quarter SECOND
DLP #: 005 Time 6:15 AM – 12:15 PM

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of variations.

B. Performance Standards
C. Learning Competencies/
Objectives
The learner is able to formulate and solve problems accurately involving
variations.
At the end of the lesson at least 80% of the students at least with 80%
proficiency, are expected to:
1. Define inverse variation.
2. State whether two quantities are directly or inversely related
3. Illustrates situations that involve inverse variation.
4. Translate into variation statement a relationship between two
quantities, given the table of values, and mathematical equation.
5. Interpret real-life scenarios that involve inverse variation.

II. CONTENT Inverse Variation

III. LEARNING
RESOURCES
References o E-math II pages by: Oronce; Mendoza
o Exploring Mathematics by: Oronce; Mendoza
o Teacher’s Guide
o Learning Material
o Mathematics Module 1 Quarter 2
IV. PROCEDURES
A. Reviewing previous A. Preliminaries
lesson or presenting the 1. Mathematics Prayer
new lesson 2. Greetings
3. Checking of Attendance
4. Drill: Project MDAS

B. Activity 1: Am I Direct Variation?

DIRECTION: Identify if the given scenario is a direct variation or not.
1. The time it takes to read a book is related to the number of pages it has.
2. The distance driven is related to the amount of gas left in the tank.
3. The time a candle is used is related to the remaining length of the candle.
4. The measure of a side of square is related to the perimeter of it.
5. The number of people sharing a box of pizza is related to the size of slice.
C. Establishing a purpose Activity 2: Let’s Analyze
and Presentation of the
lesson Direction: Using the 12 congruent square, we are going to form a rectangle and
complete the table below.

Rectangle A Rectangle B

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 Rectangle C

Complete the table below based on the figure above.

Rectangle Length Width Area
A
B
C

Guide Questions
1. As the length of the rectangle increases, what happens to its width?
2. As the width of the rectangle increases, what happens to its length?
3. What is happening to the area?

The relationship between the length and width of the rectangle is the
activity is an example of inverse variation. As quantity 1 increases in value,
quantity 2 decreases in value.
D. Discussing new concepts Particularly,
and practicing new INVERSE VARIATION!
skills What is INVERSE VARIATION?
Based on the previous activity, let x and y denoted two quantities.

“y varies inversely as x”
k
y=
x
"y is inversely proportional to x”

k
If there is a nonzero constant k such that y=
x
The number k is called the constant of variation.

(Back on the Activity 1 to explain inverse variation)

E. Developing mastery Let’s Try This!

(Leads to Formative A. Direction: Identify if the given table or scenario is Direct Variation or
Assessment 3) Inverse Variation and translate into variation sentences.

1. A car travelling a distance of 120 kilometers.

Rate (x) 20 40 60 80
Time (y) 6 3 2 1.5
2. The time it takes to read a book is related to the number of pages it has.

Number of pages 100 200 300 400

Time to read a book 2 4 6 8
3. The age of a car is related to the price.
Age of car 1 year 2 years 3 years 4 years
Price 2 Million 1.5 Million 1 Million 500,000

B. Direction: Write an equation of inverse variation for each situation.

1. The number of pechay plants n in a row varies inversely as the space s
between them.
2. The number of person n needed to do a job varies inversely as the number
of days d to finish the job.

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 F. Finding practical Activity 3: Give me!
applications of concepts Direction: Name at least two quantities that affect the amount of time you spend
and skills in daily living studying your lessons. Decide if each is directly or inversely related to the
amount of time you study.

G. Making generalizations
and abstractions about
the lesson

H. Evaluating learning Activity 4: Direct or Inverse?

A. Direction: Underline the two quantities in each situation. Tell whether they
are directly or inversely related.
1. The number of days a tank of water lasts is related to the number of
people in the household.
2. The water bill is related to the number of cubic meters of water
consumed.
3. The number of steps you need to take to walk 20 meters depends on the
length of your steps.
4. The amount of money raised in a concert to the number of ticket sold.
5. The time a teacher spends checking papers to the number of students.
B. Direction: Express each of the following statements as a mathematical
equation
6. The volume (V) of a gas varies inversely as the pressure (P) upon it.
7. The time t required to empty a tank varies inversely as the rate (r) of
pumping.
8. The length L of a rectangular field is inversely proportional as its width
W.
9. The mass m of an object varies inversely as the acceleration due to
gravity g.
10. The base b of a triangle is inversely proportional to its altitude h.
I. Additional activities for
application or Give your own real-life scenarios when you can relate INVERSE VARIATION.
remediation
V. REMARKS

VI. REFLECTION
SECTION

BAKAWAN NIPA ACACIA PAPUWA

(6:30 - 7:15) (8:00-8:45) (8:45-9:30) (10:30-11:15)
S

A. No. of learners who

earned at least 80% in
the evaluation
B. No of learners who
require additional
activities for
remediation

Prepared by:

AIMEE ROSE A. GALICIA

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Master Teacher I

Checked by: Noted by:

EDWIN M. YAP MARIA EVA S. NACION

Head Teacher VI, Mathematics Department Principal IV

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