DAILY LESSON LOG School Grade Level 9

Teacher Learning Area MATHEMATICS

Quarter SECOND
Teaching Date and
Teaching Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

06 – Nov – 2023 07 – Nov – 2023 08 – Nov – 2023 09 – Nov – 2023 10 – Nov – 2023

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 Competency/ The learner illustrates situations that involve the following variations: (a) direct; (b) inverse; (c) joint; (d) combined. (M9AL-IIa-1)
Objectives The learner translates into variation statement a relationship between two quantities given by: (a) a table of values; (b) a
mathematical equation; (c) a graph, and vice versa. (M9AL-IIa-b-1)
II. CONTENT Illustrating Variations:
Illustrating Variations: Illustrating Variations: Translating Variations:
Inverse Variation or ICL
Joint Variation Combined Variation Direct Variation
Inverse Proportion
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials ADM Pages 1 – 15 ADM Pages 3 – 14
pages LAS Pages 1 – 6 LAS Pages 7 – 13
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) Portal
B. Other Learning
Resource
IV. PROCEDURES
A. Revising previous Try this! Translate the variation. Translate the variation. Translate the variation.
lesson or presenting Translate the verbal a) y varies jointly as x  m varies jointly as the  As the value of x
the new lesson phrase into and the square of z. p and square root q of increases, the value of
mathematical symbol. and inversely as 𝑟2. y also increases.
(1) The cost (C) of fish is
90 times the weight (w)
in kilograms.
(2) The number of
minutes (m) spent in
reading is 2 times the
no. of pages (p) read.

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 B. Establishing a The teacher asks the The teacher asks the The teacher asks the The teacher asks the Setting of standards.
purpose for the following questions: (1) following questions: (1) following questions: (1) following questions: (1)
lesson How did you translate How did you translate How did you translate the How did you translate
the verbal phrase into a the verbal phrase into a verbal phrase into a the verbal phrase into a
mathematical symbol? mathematical symbol? mathematical symbol? (2) mathematical symbol?
(2) What steps did you (2) What steps did you What steps did you use to (2) What steps did you
use to arrive at your use to arrive at your arrive at your final use to arrive at your
final answer? final answer? answer? final answer?
C. Presenting Example: At constant Example: Determine if Example: Determine if Example: The table
examples/ instances temperature, the the given illustrates joint the relationship is below shows that y
of the new lesson Volume (V) of a gas variation or not. combined variation or varies directly with x.
varies inversely to the a) Amount of interest; not. Write an equation to
Pressure (P). What I = Prt. The distance (d) traveled represent the direct
happens to the volume b) Volume of a box; by a car to its speed (r) variation and draw its
when the pressure V = lwh. and time of travel (t). graph.
increases? c) Acceleration of a car; The speed (r) of the car to
s the distance (d) traveled
Answer: Since the A= . and time of travel (t).
t
Volume varies inversely The time of travel (t) of a
with the pressure, then car to the distance (d)
the Volume decreases as traveled and its speed
the pressure increases. (r).

D. Discussing new The teacher discusses The teacher discusses The teacher discusses The teacher discusses The teacher will ask
concepts and about inverse variation about joint variation. about combined about translating into the students to be
practicing new skills or inverse proportion. variation. variation statement a ready.
#1 relationship between
two quantities given by a
table of values,
mathematical equation,
and graph. (Direct
Variation)
E. Discussing concepts Group Activity: Group Activity: Group Activity: ACTIVITY 1 –
and practicing new The number of hours (t) The volume (V) of a If x is directly Transportation
skills #2 required to do a certain circular cylinder varies proportional to y and Given: You wanted to
job varies inversely to jointly to the square of inversely proportional to know the relationship
the number of men (n) the radius (r) of the base z, what happens to x if z between the distance
working. If additional and its height (h) with 𝜋 is tripled? travelled by your car (x)
workers were hired, how 𝑎𝑠 𝑡ℎ𝑒 𝑐𝑜𝑛𝑠𝑡𝑎𝑛𝑡 𝑜𝑓 and its fuel
will the number of hours 𝑣𝑎𝑟𝑖𝑎𝑡𝑖𝑜𝑛. If the radius is consumption (y). You
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 to finish the job fixed and h is doubled, have decided to take a
changed? how is V affected daily note for one week
to compare the two
quantities.

F. Developing mastery Write IV if it is an Write JV if it is a joint Write CV if it is a What’s my equation? Let the students
(Leads to Formative inverse variation and N variation and N if it is combined variation and N Directions: Find the answer and solve the
Assessment 3) if it is not. not. if it is not. constant of variation questions/problems
1) The circumference of 1) The diameter of a 1) The electrical and write the equation honestly.
a coin to its radius. circle to its resistance R of a wire to express the
2) The cost per person circumference. varies directly as its relationship using that
renting a private 2) The area of a length (l) and constant.
resort to the number rectangle to its inversely as the
1. a varies directly as b
of persons sharing length and width square of its
and a = 15 when b = 5.
the rent. 3) The height of a cone diameter(d).
Constant: ___________
3) The volume of a to its volume and 2) The diameter of a
Equation: ___________
rectangular prism to square of the radius. circle to its
the area of the base 4) The perimeter of a circumference. 2. h is directly
and the height. square to its side. 3) The number of days proportional to j and
4) The number of days 5) The volume of a to repair a road to the h=12 when j=8.
to repair a road to rectangular prism to number of workers.
Constant: __________
the number of the area of the base 4) The surface area of a
Equation: ___________
workers. and the height. cube ice to its side.
G. Finding practical The length (l) of a violin The volume V of a cone The number of minutes
applications of string varies inversely to varies jointly as the needed to solve an
concepts and skills the frequency (f) of its height h of the cone and exercise set of variation
in daily living vibrations. A violin the area of the problems varies directly
string 14 inches long as the number of
vibrates at a frequency problems and inversely as
of 450 cycles per the number of students
second. If the length of working on the solutions.
the string is reduced, It takes 36 minutes for 4
what will happen to the students to solve 18
frequency of its problems.
vibrations?
H. Generalizing and Inverse variation is a Joint variation is a Combined Variation is a Check the trend of the
abstractions about relation between two type of variation in combination of direct and values (x and y). If the
the lesson quantities in which an which one variable inverse variations. That is values of x and y have
increase in one quantity varies directly to the if y varies directly to x the same trend (e.g., “as
produces a decrease in product of two or more and inversely to z then in the values of x increase,

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 another quantity and
that their product
remains constant.
If y varies inversely as x,
k y
then y= or k =xy ,
x xz
where k is the constant
of variation. This
proportion can be
applied to inverse
variation: x 1 y 1=x 2 y 2 or
y1 y2
=
x 2 x1
I. Evaluating Learning Determine if it is Inverse
Variation or not.
1. The number of hours
to finish a job to the
number of men working.
2. The cost of operating
appliance varies as the
number of watts drawn,
hours of operation and
the cost per kilowatt-
hour.
3. The number of
persons sharing a pie to
the size of slices of the
pie.
4. The temperature of
the room with the time
when air conditioning is
running.
5. 48 men can do a
piece of work in 24 days,
while 36 men complete
the same work in 32
days. The fewer the
worker, the longer to
finish the job.
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variables. That is, if y mathematical symbols, the values of y also
varies jointly as x and z kx yz increase” and “as the
then in mathematical y= or =k values of x decrease, the
z x
symbols: y=kxz or values of y also
decrease), then the table
=k represents a direct
variation. Determine if
there is a constant of
variation (k). A direct
variation follows the
formula, 𝑘 = 𝑦 𝑥 to solve
for the constant of
variation.
Determine if it is Joint Determine if it is A. Let’s Fill It In!
Variation or not. Combined Variation or Directions: Fill in the
1. The volume V of a not. table below.
cone varies jointly as the 1. The area of the circle to
height h of the cone and its radius.
the area of the base B. A 2. The Kinetic energy of a
cone has a volume of moving object to the mass B. Determine the
140 with height 15 and of the object and equation that defines
base 2. inversely the square of the table and graphs
2. The cost of operating the velocity. below.
appliance varies as the 3. The number of minutes 1.
number of watts drawn, needed to solve an
hours of operation and exercise set of variation
the cost per kilowatt- problems varies directly 2.
hour. as the number of
3. The frequency of an problems and inversely as
electromagnetic wave as the number of students
to the wavelength. working on the solutions. 3.
4. The surface area of a It takes 36 minutes for 4
cube to the square of its students to solve 18
side. problems.
5. The volume of a 4. The number of persons 4.
sphere to its radius and sharing a pie to the size
height. of slices of the pie.
5.
 J. Additional activities
for application or
remediation
V. REMARKS
VI. REFLECTION 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 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% 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 with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked
well? Why did it
work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I used/discover
which I wish to share
with other learners?

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