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Math1 q1 Week1 Day3
Math1 q1 Week1 Day3
Math1 q1 Week1 Day3
QUARTER II
Week 1 – Day 3
Competency
I. OBJECTIVES
A. References
3. Textbook Pages
4. Additional
Materials
5. Learning Resources
(LR) portal
IV. PROCEDURES
Tell the pupils to show that there are 2 tens and 1 ones
in 21 (show to them 2 bundles of 20 straws and 1 loose
straw)
D. Discussing new Show pictures. Let pupils count the pictures and write
concepts and the correct number symbol.
practicing new skills
#1
F. Developing Mastery Write on the lines how many tens and ones there are in
each set.Write how many in all?
G. Finding practical Distribute number cards and have pupils arrange the
applications of numbers from 1 to 30.
concepts and skills in
daily living
the lesson
I. Evaluating learning Write on the box how many tens and ones there are in
each set.Then write how many in all?
V. REMARKS
VI. REFLECTION
B. No. of learners who ___ of Learners who require additional activities for remediation
require additional
activities for remediation
continue to require
remediation
G. What innovation or
localized I used/discover
The lesson have successfully delivered due to:
which I wish to share ___ pupils’ eagerness to learn
with other teacher? ___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
ATTACHMENT
Session: 1 (1 day)
DISCUSSIONS:
A variable y varies directly as variable x if and only if . The
constant is called the variation constant or the constant of
proportionality. If we know one pair of values that varies directly, then
we can find k. Once k is known, we can write the equation of variation
and use it to determine other values.
In the same manner, that a variable y varies directly as the square
of x is expressed as .
Direct variation is also related to proportion. Let (x1,y1) and (x2,
y2) be any two solutions for , then or . Similarly you have or . Since we
can equate and to , it follows that .
SUPPLEMENTARY ACTIVITIES
Note: The activities included here will be used only when needed.
1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.
1. varies directly as .
2. varies directly as the fourth root of
3. The surface area of a sphere varies directly as the square of the radius .
DIRECTION: Read the phrases below. Tell whether each of the phrases
below represents a direct variation. If they do, write the equation to
describe the situation:
1. The time spent in walking to the rate at which a person walks.
2. The cost of life insurance to the age of the insured person.
3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.
DIRECTION: Read the following situation then answer the question that
follow:
1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.
REFERENCES
Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS
C. INTERNET SOURCES:
www.google.ph.com