GRADES 1 TO 12 DAILY LESSON LOG

QUEZON NATIONAL HIGH SCHOOL

M.L. Tagarao St., Brgy. Iyam, Lucena City

Teacher: ANABEL S. SOLLANO Grade Level: Grade 9

Learning Area: Mathematics 9 Quarter: Third Quarter
Teaching Date: November 23, 2018

I. OBJECTIVES: A. Content Standards

II. CONTENT
III. LEARNING RESOURCES
The learner demonstrates understanding of key concepts of
variations.
B. Performance Standards
The learner is able to formulate and solve accurately the problems
involving variations.
C. Learning Competencies
The learner solves problems involving direct and inverse variations
(M9AL-IIb-c-1)
Solving Problems Involving Direct and Inverse Variation
A. References
Teacher’s Guide Pages 122- 153
Learner’s Materials Pages 194 – 214
Text book Intermediate Algebra by Dilao, S., et. al., pp. 100 – 119
B. Other Learning Resources: Powerpoint, Movie clips, Activity Sheet,
bells, ball, printed math movie questions photos

IV. PROCEDURES
Gamified Approach (15 minutes)
Grade 9 Q&A: Anthurium Edition
Materials Needed: powerpoint presentation, bell
This game is adapted from It’s Showtime Segment, Miss Q & A.
Each group will choose one male representative to play the game.
Each representative will be given 5 seconds to introduce themselves.
The questions will be posted on the screen and the first one to ring the
A. Reviewing previous
bell will be given the chance to answer in a specified length of time.
lesson or presenting the
Each answer will start with the statement: “I believe…” Every correct
new lesson
answer has a corresponding point: one (1) point for easy round and two
(2) points for average round. If the representative’s answer is incorrect,
he loses the chance to answer the same question again. However, other
representative will have a chance to answer the question after the quiz
master’s signal (It’s Time to Steal). The group with the highest score will
be declared winner.
Materials Needed: powerpoint presentation, bell
B. Establishing a purpose This lesson will help the learners to solve problems involving direct
for a lesson and inverse variations.
C. Presenting PRIMING ACTIVITY through Direct Questioning (2 minutes)
examples/instances of Are you familiar with the Disney movie entitled “Tangled”?
the new lesson Who are the main characters in the movie?
Math Movie Questions (20 minutes)
Keep the Ball Rolling Technique
Upon viewing some scenes in the movie, the following questions will be posted
on the board. Students will identify the variables given in each problem,
analyze the relationship being represented, determine the mathematical
statement, find the constant of variation, and solve the problem. (Student to
D. Discussing new answer the question is the one holding the ball as the teacher pauses the
concepts and practicing movie.)
new skill # 1 1. A droplet of sunlight falls at 24 feet from the sky and lands on earth in
2 seconds. Knowing that the distance it falls varies directly with the
square of the time of the fall, how long does it take the droplet to fall
1800 feet?
2. The intensity of light received from the flower varies inversely as the
square of the distance from the flower. If the light intensity is 4-foot
candles at 12 feet, find the light intensity at 8 feet.
 3. Rafunzel’s father gave her a beautiful but a loose tiara. The
circumference of the tiara varies directly as its diameter. The tiara that
was given to her has diameter of 20 cm and a circumference of 62.8
cm. To fit the tiara, its diameter must be 10 cm. What should be the
circumference of the tiara for Rafunzel?
4. Rafunzel becomes fascinated by an annual event that seems to
happen only on her birthday. She witnessed thousands of floating lights
in the sky, brighter than the stars and beautiful in all their colors. The
number of paper lanterns that king and queen releases every year
varies directly as the number of people living in the castle. If there are
1500 paper lanterns release by 300 people in the castle, how many
lanterns will be released if the population is increased by 5%?
5. Flynn Rider, a young thief, with his two associates, plan to steal
Rafunzel’s tiara which is on a guarded pedestal. Using a rope to lower
Flynn into the throne room, they successfully stole the tiara and flee.
They knew that the distance falls from rest varies directly as the square
of the time it falls (ignoring air resistance). They also knew that Flynn
can fell 144ft in three seconds using the rope. How far is Flynn from
the tiara when he stole it in just 7 seconds?
6. The time it takes for the thieves to make it outside the kingdom varies
inversely as their running speed. Averaging 10 km per hour, it will take
1.5 hours for them to get in the forest to seek refuge. How fast would
their running speed be if they want to reach the forest in 45 minutes?
E. Making generalization
Question to be asked: (3 minutes)
and abstraction about
How can you solve problems involving direct and inverse variation?
the lesson
Problem Posing Activity (20 minutes)
Each group will create their own twist and ending of the story. There
should have at least one (1) direct variation problem and one (1) inverse
variation problem which are related to their finale. Two representatives
from each group will present their output in 2 minutes which will be
graded according to the following criteria:

F. Evaluating learning

V. REMARKS
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 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 sessions work? No. of learners who have caught up
with the lesson

D. No. of learners who continue to required 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 used/discover which I wish

to share with other teachers?

Prepared by:

ANABEL S. SOLLANO
Secondary School Teacher I
Mathematics Department

Checked by: Noted by:

MARINA V. MENDOZA BERNARDITA A. ZOLETA

Master Teacher 1 Secondary School Head Teacher VI
Mathematics Department Mathematics Department