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

Jason and Jerson are sitting

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

the time of travel affect
each other?
2. What kind of relation is
being shown in the
situation?
E. Discussing new concepts Discuss to class the 1. What concepts behind Give examples The statement “y varies
and practicing new skills # 2 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.
 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.
F. Developing mastery Give examples for better Determine whether the Think-Pair-Share Activity Identify whether each of the
(leads to Formative learning. given situations illustrate following represents an
Assessment 3) inverse variation or not. inverse variation or not.
1. The number of hours to
finish a job to the 1. y =
number of men working. 2. k = xy
2. The area of the wall to
3. k =
the amount of paint
4.
used to cover it.
3. The number of persons y 2 4 6 8
sharing a pie to the x 5 10 15 20
numbers of slices of the 5.
pie.
4. The age of a used car to Y 15 10 6 5
its resale value. X 2 3 5 6
5. The distance an airplane
flies to the time travelling.
G. Finding practical application How would you relate the Let the learners give at least How would you relate the Find the constant (k) of
of concepts and skills in daily topic in real-life situations? three situations illustrating constant of variation to real- variation and write the
living inverse variation life? equation representing the
 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
H. Making generalizations and How will you determine the Things to remember. What are the things to Things to remember:
abstractions about the situation/equation shows a Inverse variation is a remember in translating Inverse variation occurs
lesson direct variation? relationship between two variation statement and in whenever situations produce
variables in which the solving for the constant of pairs of numbers whose
product is a constant. When variation? product is constant.
one variable increases the For two quantities x and y,
other decreases in proportion an increase in x causes a
so that the product is decrease in y or vice versa.
unchanged. 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.
I. Evaluating learning Give a Short quiz. Answer the following: Give a short quiz. Find the constant (k) of
1. What does it mean for two variation and write the
items to vary inversely with equation representing the
each other? relationship between the
2. Can you think of any quantities in each of the
day-to-day relationships following.
that could be described 1.
as an inverse variation? 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)

4. y varies inversely as x,
and y = 30 when x = 9
5. c varies inversely as d,
and c =48 when d = 10
J. Additional activities for Reflection: Assignment:
application or remediation What are the concepts to Follow-up
remember about inverse Find the constant (k) of
variation? 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
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
 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?