School Grade Nine (9)

Level
Teacher Subject MATHEMATICS
Teaching Quarter SECOND QUARTER
Dates and DAY_1
Time
I. Objectives
a. Content The learner demonstrates understanding of key concepts of variation
Standards and radicals.

b. Performance The learner is able to formulate and solve accurately problems

Standards involving variation and radicals.

c. Learning Illustrates situations that involve direct variation. (M9AL-IIa-1)

Competencies/
Objectives a. Illustrate situations that involve direct variation
(Write the LC b. Identify examples of direct variation
Code for each) c. Appreciate the concept of direct variation in real-life situation

II.CONTENT Direct Variation

III.LEARNING List of materials to be used in different days. Varied sources
RESOURCES of materials sustain children's interest in the lesson and in
learning. Ensure that there is a mix of concrete and
manipulative materials as well as paper-based materials.
Hands -on learning promotes concept development.
A. References
1.Teacher’s Guide pp.132-134
pages
2.Learner’s pp.193-195
Materials pages
3.Textbook pages Mathematics III (Concepts, Structures and Methods for High School),
pp. 349-353 Oronce, Orlando A., et.al (1996)
4. Additional
Resources from
Learning
Resources (LR)
Portal
B. Other Learning Activity sheets
Resources
IV.PROCEDURES These steps should be done across the week. Spread out the
activities appropriately so that pupils will learn well. Always
be guided by demonstration of learning by the pupils which
you can infer from formative assessment activities. Sustain
learning systematically by providing pupils with multiple
ways to learn new things, Practice their learning question
their learning process, and draw conclusion about what they
learned in relation to their life experiences and previous
knowledge. Indicate the time allotment for each step.
A. Review previous Preliminary Activity!
lesson or Analyze the given the situation below.
presenting the
new lesson. Pedro and Juan are salespersons. Compare the computations of
(Drill/ Review) Pedro’s and Juan’s total income
B. Establishing the 1. What have you observed with Pedro’s total income? Juan’s total
purpose to the income?
lesson. 2. How do you solve for the total income of the two salesperson?
(Motivation) Among the two, who shows a direct variation salesperson?
C. Presenting Direction: Read and analyze the given situation below then answer the
examples/ questions that follow.
instances of the The SSG of Mambusao National High School launches a recycling
new lesson campaign of waste materials in order to raise students’ awareness of
(Presentation) environmental protection and the effects of climate change. This is in
connection with the celebration of Earth Month. Every kilogram of
waste materials earns points that can be exchange for school supplies.
Paper, which is the number one waste collected, earns 6 points for
every kilo.

The table below shows the points earned by Grade 9 Aguinaldo class
for every number of kilograms of waste paper collected.

Questions:
1. What happens to the number of points when the number of
kilograms of paper doubled?
2. How many kilograms of papers will the Grade 9 Mangga class have
in order to raise 600 points?
3. What mathematical statement will relate the two quantities
involved?
4. In what way are you able to help clean the environment by
collecting these papers? What items can be made out of these
papers?
D. Discussing new Based on the given situation, what have you noticed with the two
concepts and quantities? Is there a direct relationship between them?
practicing new
skills # 1
(Activity)
E. Discussing new Activity: Think-Pair-Share
concepts and Direction: Find a partner. Read and analyze the given situation then
practicing new answer the question that follows.
skills # 2
(Activity) Ronnie walks a distance of 1 km per 20 minutes at a constant rate.
The table shows the distance he has walked at a particular length of
time.
 Questions:
1. What happens to the distance as the length of time increases?
2. If Ronnie walks 1.5 km going to school, how much time did he
spend in walking?
3. What mathematical statement can represent the relation?
4. What mathematical operation did you apply in this case?
5. Is there a constant number involved?
F. Developing Direction: Put a check (√ ) on the blank before the letter if the given
Mastery situation is a direct variation and put a cross( x ) if it is not.
(Leads to
Formative _____ 1. The distance an airplane flies to the time travelling
Assessment 3) _____ 2. The time a teacher spends in checking test papers to the
(Fixing of Skill) number of students
_____ 3. The number of hours to finish a job to the number of
persons working
_____ 4. The age of a used cell phone to its resale value
_____ 5. The number of persons sharing a buko pie to the
size of the slices of the pie
G. Finding practical Answer the following questions:
applications of
concepts and 1. Rudy sold 3 baskets of banana at Php35 per kg. If a basket
skills in daily contains 8 kg, how much did Rudy earn?
living 2. Candies are sold at Php1.50 each. How much will a bag of 420
(Application) candies cost?
3. A photocopy machine can finish 500 pages in 3 minutes. How many
pages can the machine copy in 1 hour?

H. Making 1. There is a direct variation whenever a situation produces pairs of

generalizations numbers in which their ratio is constant.
and abstractions 2. The statements:
about the lesson “y varies directly as x”, “y is directly proportional to x”, and
(Generalization) “y is proportional to x” May be translated mathematically as
y = kx, where k is the constant of variation
For two quantities, x and y, an increase in x causes an increase in y as
well. Similarly, a decrease in x causes a decrease in y.
I. Evaluating Read and analyze the problem to answer the following questions
learning given.
(Evaluation) Every week, Kenneth puts Php15.00 in his piggy bank. In the
following table, n is the number of weeks and s is the savings in peso.

Questions:
1. What happens to Kenneth’s savings as the number of weeks
doubled? Tripled?
2. In how many weeks would he have saved Php360?
3. How much will be his savings after 15 weeks?
4. What mathematical statement can represent the relation?
5. Give the constant number involved in the situation.

J. Additional Assignment:
activities for 1. Follow-up
application or Give at least three examples of situations illustrating direct variation.
remediation 2. Study on how to translate into variation statement a relationship
(Assignment) between two quantities given by (a) table of values; (b) a
mathematical equation; (c) a graph.

Reference:
Grade 9 Learning Module pp.196-197
V.REMARKS ___ Reteach
___ Proceed

VI.REFLECTION
A. Number of pupils
who earned 80%
in the evaluation
B. Number of
learners who
require additional
activities for
remediation who
score below 80%
C. Did the remedial
lesson work?
No. of learners
who got caught up
in the lesson
D. Number of
learners who
continue to require
remediation
E. Which of my
teaching strategy
worked well?
Why did this 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 to discover
which I wish to
share with the
teachers.
Notes