Lesson Plan in Mathematics

Quarter III
Week 6 – Day 1

School: Pasacao National High School Grade level: 8

Teacher: Resa Mae Dacian Learning Area: Mathematics
Time & Date: Quarter:

Content Standard The teacher demonstrates understanding of key concepts of

ratio and proportion.
Performance Standard The students are able to define and solve problems
involving ratio and proportion through appropriate and
accurate representation.
Competency (M9GE-IIIf-1) Describes a proportion
(M9GE-IIIf-2) Applies the fundamental theorems of
proportionality to solve problems involving proportions
I. OBJECTIVES
Knowledge Define ratio and proportion
Applies the fundamental theorems of proportionality to
solve problems involving proportions
Skills: Solve the missing term of the given proportion
Attitude: Value the importance and usefulness of ratio and
proportion in solving real life problems.
II. CONTENT Ratio and Proportion
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Teacher’s Guide (TG) in Mathematics 9, pp. 233- 291

2. Learner’s Materials Pages Learner’s Module (LM) in Math 9,

3. Textbook Pages Geometry textbook for Third year (NPSBE), pp. 145-
149. Soledad Jose-Dilao Ed. D & Julieta G. Bernabe
Distance Learning Module, Mathematics 2. pp. 9 – 18.

4. Additional Materials
5. Learning Resources (LR) portal
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing or presenting the new lesson ACTIVITY: Exploration

Teachers Activity Students Activity

The teacher will give 5 to The students will answer

10 minutes in this activity
for the students to
explore and answer the
survey
the following survey
- Number of Girl in
the class compared to boys
- Number of books in
your bag compared to your
notebooks
- Number of Chairs
compared to tables in your
room.
- Number of Siblings
in your family compared to
the siblings of your seatmate
- Number of girls with short
hair compared to girls with

B. Establishing a purpose for the lesson
C. Presenting examples of the new lesson
D. Discussing new concepts and practicing
new skills no. 1
Long hair
- Your teacher compared to
the number of students in
your class.
1. Define ratio and proportion
Applies the fundamental theorems of proportionality to
solve problems involving proportions
2. Solve the missing term of the given proportion
3. Value the importance and usefulness of ratio
and proportion in solving real life problems.
ACTIVITY: Let’s be fair—proportion please!
Teachers Activity Students Activity
The teacher will give The students will listen and
first examples showing will follow the given
the equality of two examples and later on will
proportions. After the study and verify the
discussion the Teacher accuracy of determined
will then direct students proportions by checking
to verify the accuracy of the equality of the ratios or
determined proportions rates.
by checking the equality
of the ratios or rates.
The teacher will let them
study the example given.
Remind them that the
objective is to show that
the ratios or rates are
equivalent. Hence,
solutions need not be in
the simplest form.
There are several possible answers. One possible
answer for each item is shown on the table below:
Proportional Quantities Checking the equality of
ratios or rates in the cited
proportions
a. 𝟏𝒇𝒕:𝟏𝟐𝒊𝒏 =
𝟐𝒇𝒕:𝟐𝟒𝒊𝒏
b.𝑺𝒉𝒐𝒓𝒕𝒆𝒓 𝒔𝒆𝒈𝒎𝒆𝒏𝒕 ∶
𝑻𝒉𝒊𝒄𝒌𝒆𝒓 𝒔𝒆𝒈𝒎𝒆𝒕
d. 𝟑: 𝟐𝟒𝟎 𝒑𝒆𝒔𝒐𝒔 =
𝟓: 𝟒𝟎𝟎 𝒑𝒆𝒔𝒐𝑠
ACTIVITY: Certainly, the ratios are equal
Teachers Activity Students Activity
The teacher will briefly Students will listen to the
but clearly discuss the brief discussion.
Fundamental rule of
proportion and its
properties. As well as the
proportional
Theorem.

E. Discussing new concepts and practicing
new skills no. 2
F. Developing Mastery
G. Finding practical applications of concepts
and skills in daily living
The teacher will also give Rewrite the given
technical assistance to proportions and find out
groups of students as they whether rewritten
rewrite the given proportions are still the
proportions and as they same.
find out whether rewritten
proportions are still equal.
(Refer to Attachment –
Properties and
Discussions)
The teacher will introduce to the class the
proportionality theorem and will give Illustrative
Examples
Theorem: In a proportion, the product of the extremes
is equal to the product of the means.
Find the value of x in each proportion
1. 2:4 =8:x
2.
(Refer to Attachment – Solution)
ACTIVITY: The unknown
The teacher will introduce the geometric mean to the
class.
Remember:
If a,b, and c are positive numbers and
, then b is called the geometric mean of a
and
The proportion , implies that
𝑏2=ac by the theorem above, and hence b= .
The teacher will then give Illustrative examples
Find the geometric mean of:
1. 4 and 9
2. 7 and 14
(Refer to Worksheet – Solution)
ACTIVITY: Refer to attachment letter A, B, and
C.
It is sometimes difficult to imagine how you will use
mathematical principles in real life. Ratios, which are
actually mathematical relationships, are perfect
examples of math in the real world. Grocery shopping,
cooking and getting from place to place are three
common, real-life situations in which ratios are not
only prevalent but essential to correct, cost-effective
performance.
 H. Making Generalizations and abstractions The equality of two ratios is called a proportion. The
about the lesson principle of proportion states that the product of the
means is equal to the product of the extremes.

I. Evaluating learning A. Find the unknown term of each proportion

1. 4:x = x:25
2. 3:4=9:x
3. 1:x+3 = x-3:7
B. Find the Geometric mean
1. 10 and 15
2. 6 and 4
J. Additional Activities for application or Let’s Check Your Understanding:
remediation
A school had 180 boys and 240 girls attending.

(a) What is the ratio of boys to girls?

(b) What is the ratio of girls to boys?

(c) What is the ratio of students to boys?

(d) What is the ratio of girls to students?

(e) Which type of ratio was used for each of the

above?

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of learners
who have caught up the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did this work?
F. What difficulties did I encounter which my
principal and supervisor help me solve?
G. What innovation or localized I
used/discover which I wish to share with
another teacher?