School DR. VIVENCIO B.

VILLAMAYOR Grade Level Grade 9

INTEGRATED SCHOOL
Teacher MR. JOY A. GERONIMO Learning Area Mathematics
Date NOV 10, 2022 Quarter Second
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises
I. OBJECTIVES and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment Strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standards The learner demonstrates understanding of key concepts of variation and radicals.
B. Performance Standards The learner is able to formulate and solve accurately problems involving radicals.
Learning Competency:
Solves problems involving variation (M9AL-IIb-c-1)
Learning Objectives:
C. Learning Competencies/
1. Write a direct variation statement into equation form
Objectives
2. Solve problems involving direct variation; and
3. Demonstrate appreciation of recognizing and translating direct relationships between two
variables
II. CONTENT Solving Problems Involving Direct Variation
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Page 212
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Resources
These steps should be done across the week. Spread out the activities appropriately so that pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
IV. PROCEDURES students which you can infer from formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to learn new things, practice the learning,
question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.

The teacher gives a recap of the lesson on direct variation by letting the students, in pairs,
answer the exercise attached herewith.
Answer:
Representation of
Variables Involved Equation
Variables
A. Review previous lesson or
1. fare of a passenger and distance of F = fare, F = kD
presenting the new lesson D = distance
his destination
2. salary of an employee and the S = salary, S = kN
number of days he worked N = number of days
W =weight, W = kM
3. weight of an object and mass. M = mass
The teacher lets the students realize that recognizing the variables in a direct variation
B. Establishing a purpose for
statement and translating their relationship into equation form are important skills needed in
the lesson
solving problems involving direct variations.
The teacher lets the students, in groups of three, answer item numbers 5 – 7 of Activity 7
(Cans Anyone?) found in page 203 of the LM. Each member of the group must answer only of
the problems and make sure that no two members of the group are answering the same
problem. Before the students start answering, the teacher reminds the students to:
C. Presenting examples/
a. represent the variables involved in the problem, and
instances of the new lesson
b. write an equation to represent the variation, before they
c. find the value of unknown quantity asked in the problem.
After the students have answered, the teacher calls a representative for each item to present
their answer to the class.
D. Discussing new concepts The teacher facilitates the presentation of answers by asking other students to react to the
and practicing new skills answer given by the chosen representative student.
#1 Answer:
Problem 5:
a.Let C = service charge,
t = no. of hours
b.C = 500t
c.Php 50, 000
Problem 6:
a.Let L = no. of letters sorted,
t = time spent sorting letters
b. L = 123t
c. 1,107 letters
 Problem 7:
a.L = liters of gasoline,
d = distance traveled
b.L = d
c. 70 liters of gasoline
E. Discussing new concepts &
practicing new skills #2
Using the situation below, the teacher lets the students answer the do the exercises that follow.
The number of copies produced by a copier varies directly as the amount of time the copier is
operating. The photocopier in the library can produces 120 copies in 4 minutes.
1. Write a representation for the variables involved in the situation.
2. Find the constant of the variation.
F. Developing mastery (leads 3. Write the equation to represent the variation.
to formative assessment 3) 4. Find the number of copies that the copier can produce in one hour.
Answer:
1. Let c = number of copies the copier can produce and t = time the copier is operating
2. k = 30
3. c = 30t
4. 1, 200 copies
(Optional) The teacher cites an application of inverse variation.
Lightning & Thunder: The distance a person has from lighting and the time it takes for the
G. Finding practical
same person to hear thunder is a direct variation. For every 5 seconds from the time a person
applications of concepts
sees the flash of lightning to the time he hears the thunder, lightning is approximately 1, 609
and skills in daily living
meters away. Thus, we can roughly estimate the distance of a lightning from a person through
the formula D = 322t.
H. Making generalizations The teacher reiterates the importance of recognizing the variables with direct relationship
and abstractions about the from a given statement, representing these variables, and writing an equation to represent their
lesson relationship in solving problems involving direct variation.
Using the situation below, the teacher lets the students do the exercise and answer the
questions that follow.
A junk shop pays Php 15 for every kilo of tin cans bought from collectors.
a. Write a mathematical representation for the variables involved in the situation.
b. What is the constant of the variation?
c. Write a mathematical equation to represent the variation.
d. How much will the junkshop owner pay if a collector gives 2 kilos of tin cans?
I. Evaluating Learning e. How much would 20 kilos of tin cans cost if, at the end of the month, the cost for
every kilo of tin cans increase by Php 5?
Answer Key:
a. c = cost of every kilo of tin cans , N = number of kilos of tin cans
b. k = 15
c. c = 15N
d. Php 30
e. k = 15 + 5 = 20  C = 20N  Php 400
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What else needs to be done to help the pupils/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% of
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson 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?
PREPARED BY: CHECKED BY: NOTED BY:

JOY A. GERONIMO CLAUDETH A. CRUZ JAYSON O. ANTAZO

MATH 9 TEACHER DEPARTMENT CHAIR TIC/HTIII

MATHEMATICS – GRADE 9

ACTIVITY SHEET IN TRANSLATING VARIATION STATEMENTS

Name:__________________________________________Date: ___________________ Score:________________

I. Determine whether the following statements express a direct, inverse, joint or combined variation. Then write the equation
of variation.

Statement Variation Mathematical Equation

1. The weight of an object on the moon m varies

directly as its weight on earth e.

2. The area of a triangle a varies jointly with the base b

and height h of the triangle.

3 . The time t required to empty a tank varies inversely

as the rate r of pumping.

4. The perimeter P of a square varies directly as the

length of the side s.
5. The volume of wood V in a tree varies jointly as the
height h of and square of the girth g.

6. The number of plants n that a vendor sells varies

inversely with the price p that charges.

7. The amount of paint p needed to paint the walls of a

room varies directly as the Area A of the wall.

8.The pressure P varies directly as the weight w of the

car and inversely as the area of the ground a.

9. The time required to drive a fixed distance d varies

inversely as the speed s.

10. The acceleration a of an object varies directly as

the force f exerted and inversely as its mass m.

II. Determine whether the given table of values are direct or inverse variation. If it’s direct, shade the circle, if
inverse, shade the rectangle. Then solve for the constant of variation.

1. 2. 3. 3.
x 3 5 7 9 x 2 4 6 8 x 2 3 4 5

y 6 10 14 18 y 12 6 4 3 y 4 6 8 10

k = _________ k = _________ k = _________

equation : _________ equation : _________ equation : _________

III. State whether the graph represents direct variation or inverse variation. Write your answer in the box.

ANSWER KEY:

I.
1. Direct Variation -
2. Joint Variation -

3. Inverse Variation -
4. Direct Variation -
5. Joint Variation -

6. Inverse Variation -
7. Direct Variation -

8. Combined Variation -

9. Inverse Variation -

10. Combined Variation -

II.
1. k = 2 , y = 2x

2. k = 24 ,
3. k = 2 , y = 2x

III.
1. Direct Variation
2. Inverse Variation
3. Inverse Variation