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Math Lesson Plan For Teaching Demo

The document is a lesson plan for teaching direct variation in math to 9th grade students. It outlines objectives, content, learning resources, procedures including group activities, analysis, application problems, evaluation, and reflection. The goal is for students to understand and solve problems involving direct variation through examples, group work, problem-solving, and a quiz.

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Ernie Estrera
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2K views3 pages

Math Lesson Plan For Teaching Demo

The document is a lesson plan for teaching direct variation in math to 9th grade students. It outlines objectives, content, learning resources, procedures including group activities, analysis, application problems, evaluation, and reflection. The goal is for students to understand and solve problems involving direct variation through examples, group work, problem-solving, and a quiz.

Uploaded by

Ernie Estrera
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School SAN JOSE NATIONAL HIGH SCHOOL Date September 6, 2018

Teacher Mr. Ernie P. Estrera Area MATH 9


Teaching Time AURORA (12:30-1:30) Quarter SECOND QUARTER

I. OBJECTIVES
A. Learning Competencies: demonstrate understanding of key concepts of variation and radicals.
B. Learning Outcome: is able to formulate and solve accurately problems involving radicals.
C. Learning Objectives: 1. Illustrate situations that involve direct variation (M9AL-IIa-1)
2. Solve problems involving direct variation
3. Show appreciation of the use of direct variation in daily activity.

II. CONTENT: Direct Variation

III. LEARNING RESOURCES


A. References: Mathematics Learner’s Material pages 194-205
B. Other Learning Resources: www.mesacc.edu/~scotz47781/mat120/notes/variation/direct/direct.html
https://youtube.be/UlsPtJXxYF4

IV. PROCEDURES
A. Reviewing previous lesson or presenting the new lesson
Recall: Dependent and Independent Variables, determine the dependent and independent variable.
1. Time and salary
2. The volume of the gasoline and the distance covered by the car
3. Height of a plant to the number of months grown

B. Motivation
“Agree or disagree, that is the question!”
1. The more time I drive, the more distance I cover.
2. (In a computer shop) the more hours you play online games, the more money you pay.
3. The less you study, the lower scores you will get in the exam.
4. If you increase a recipe for more people, the more of ingredients you need.
5. The more time you play Mobile Legend, the longer your cell phone battery stays.

To reveal the title of the lesson, let the students answer the “4 pic 1 word”

D. Activity
Group Activity: Divide the class into 4 groups
Group 1 Bicycle
Directions: Given the situation answer the questions below
Using his bicycle, Jericho travels a distance of 10 km per hour on a steep road. The table shows the
distance he has travelled at a particular length of time. Complete the table.
Time (hr) 1 2 3 4 5
Distance (km) 10 20 30 50
Questions:
1. What happens to the distance as the length of time increases?
2. Using this pattern, how many kilometers would he have travelled in 8 hours?
3. How will you be able to find the distance (without the aid of the table)? Write a mathematical statement
to represent the relation?

Group 2 Share mo lang


Directions: Using the Share it Mobile app record the file size and time send by your teacher.
File size(mb) 5 10 15 20 25
Time(min)
Questions:
1. What happens to the time as the file size increases?
2. Using this pattern, how much time (min) in a 40mb file?
3. How will you be able to find the number of minutes (without the aid of the table)? Write a mathematical
statement to represent the relation?

Group 3 bacteria
Directions: Using the table of Tetanus bacteria progression to the human body. Answer the questions
below.
Time(min) 1 2 3 4 5
Number of Bacteria 25 50 75 125
Questions:
1. What happens to the number of bacteria as the time increases?
2. Using this pattern, how many tetanus bacteria within 7 minutes?
3. How will you be able to find the number of bacteria (without the aid of the table)? Write a mathematical
statement to represent the relation?

Group 4 Number of words


Directions: Given the situation answer the questions below
Princess can read 8 minutes per page of a Twilight book. The table shows the number of minutes at a
particular page. Complete the table.
Number of Page 1 2 3 4 5
Time(min) 8 16 24 32
Questions:
1. What happens to the number of minutes (time) as the number of pages increases?
2. Using this pattern, how many pages she can read within 80 minutes?
3. How will you be able to find the number of minutes (without the aid of the table)? Write a mathematical
statement to represent the relation?

E. Analysis
1. How do you find the activity?
2. How you able to find or create equation based from the problem? And what operation you use to find the
missing value on the table?
3. How do you describe direct variation?

G. Application
Problem solving
The area of the wall varies directly as the amount of paint p needed to paint the walls of a room. If 2
gallons of paint is needed to paint a 40 sq meter wall, how many gallons of paint are needed to paint a wall
with an area of 100 sq meters?

H. Abstraction
Questions to be asked:
1. How do you describe direct variation?
2. How do you formulate direct variation?
3. How to solve problem involving direct variation?
I. Evaluation
Directions: Choose the letter of the correct answer
1. The cost c varies directly as the number n of a pencil is written as
𝑘 𝑘
a. c = kn b. k= cn c. n=𝑐 d. c= 𝑛
2. Which is an example of direct variation?
2 2
a. xy = 10 b. y= 5x c. y=𝑥 d. x= 𝑦
3. y varies directly as x and y= 32 when x=4. Find the constant of variation.
a. 8 b. 36 c. 28 d. 128
4. If y varies directly as x and y=12 when x=4, find y when x=12.
a. 3 b. 4 c. 36 d. 48
5. Carlo’s income varies directly as the number of days that she works. If she earns Php 4,000 in 10 days,
how much will he earn if he worked in 15 days?
a. Php 5,000 b. Php 6,000 c. Php 7,000 d. Php 8,000
J. Assignment /Additional activities for application or remediation
Make your own 5 direct variation statement and transform it to equation.

V. REMARKS VI. REFLECTION


a. Index of Mastery
9-AURORA A. No. of Learners who earned 80% in evaluation
SCORES
S P B. No of Learners who required additional activities for
5 remediation
4 C. Did the remedial lesson work? No of learners who
3 caught up with the lesson
2 D. No. of learners who continue to require remediation
1 E. Which of the teaching strategies work well? Why
0 did this work?
TOTAL 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?

Prepared by:

MR. ERNIE P. ESTRERA


Math teacher

Checked by:

MR. JAMES O. PACIFICAR


Chairman

Observed by:

____________________
Observer

Observed by:

____________________
Observer

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