Republic of the Philippines

Department of Education
Cordillera Administrative Region
Schools Division of Benguet
ALEJO M. PACALSO MEMORIAL NATIONAL HIGH SCHOOL
Bua, Tuding, Itogon, Benguet
CLASSROOM OBSERVATION IN MATHEMATICS 9
Teacher: Shirley D. Totanes Subject: Mathematics
Quarter: 2 Grade Level: 9 Date: November 28, 2022
Content Standard The learner demonstrates understanding of key concepts of
variations and radicals.
Performance Standard The learner is able to formulate and solve accurately problems
involving variations.
Competency: Competency 17:Illustrates situations that involve the following variations: (a)
direct; (b) inverse; (c) joint;(d) combined.M9AL-IIa-1
I. Objectives a. Knowledge: * Defines and identifies the two kinds of variations.
b. Skills: * Illustrates situations that are direct and inverse variations.
c. Affective: * Shows perseverance in performing tasks.
II. Content PATTERNS AND ALGEBRA:
“DIRECT and INVERSE VARIATIONS”
III. Learning Resources 1. Teacher’s Guide Pages
Teacher’s Guide (TG) in Mathematics 9, pp. 122 - 139.
2. Learner’s Materials Pages
Learner’s Module (LM) in Math 9, pp. 187 – 205.
3. Textbook Pages * BEAM Second Year, Module 8 (TG)
*DLM 2 – Unit 6 Lesson 6.1: Direct Variation
*Integrated Mathematics III. 2001. pp. 126-128,
IV. Procedures
A. Review Teacher poses this situation:
Using his bicycle, Jake travels a distance of 10 kilometers per hour from
Ucab to Tourist destinations in Baguio. How many kilometers would he have
travelled in 3 ½ hours?
35 kilometers
What happens to the distance as the length of time increases?
Distance also increases.
What is the relationship between the distance travelled by Jake and the time
he consumes?
“As the distance increases the time also increases.”
Does this means that “distance varies directly as time” as they both
increases? Yes
How about the relationship of “the number of kilograms of fish to the cost of
fish”?
“As the number of kilograms of fish increases the cost of the
fish also increases”.
What will happen to the salary of the worker if he works less than the
required days of his job?
“As the number of days decreases the cost of his salary also
decreases.
B. Establishing a Teacher Discussion:
purpose for the A. Direct Variation
lesson What we have discussed are examples of Direct Variation.
Direct Variation is a relationship between two variables x and y that can be
written as y = kx, where k ≠ 0.
Direct variations are describes as:
" y varies directly as x ",
" y varies proportionally as x ", or
" y is directly proportional to x ."
When y = kx, we say that y varies directly with x.
This means that :
“as x increases, y increases” and
“ as x decreases, y decreases” and
“ that the ratio between them always stays the same”.
B. Inverse Variation
Show to the class a picture that shows antonyms.
 While direct variation describes a linear relationship between two variables,
inverse variation describes another kind of relationship.
For two quantities with inverse variation, as one quantity increases, the
other quantity decreases.
So, the quantities are inversely proportional.
k
An inverse variation can be represented by the equation 𝑦 = where k is the
x
constant.
C. Presenting Example of Direct Variation:
Examples of the The amount of paint needed to paint the walls of a room varies directly as
new Lesson the area of the wall. The bigger the area of the wall, the more paint needed.
Example of Direct Variation:
“when you travel to a particular location, as your speed increases, the time
it takes to arrive at that location decreases.”
“When you decrease your speed, the time it takes to arrive at that location
increases.”
D. Discussing new Activity 1.
concepts and Identify the following situations if it shows a direct variation or not:
practicing new 1. The amount of contribution depends on the number of people who
skills #1 will contribute.
2. The number of men needed to build a house varies as the number of
days to finish it.
3. The slower she walks the more time she spends.
4. The amount of salary receives.
5. The number of slices of cakes depends on the number of people who
will eat the cake.
E. Discussing ne Activity 2.
concepts and Identify the following situations if it shows an inverse variation or not:
practicing new 1.) The number of pizza slices varies inversely as the number of persons
skills # 2 sharing a whole pizza.
2.) The number of pechay plants in a row varies inversely as the space
between them.
3.) The distance an airplane flies to the time travelling.
4.) The time a teacher spends checking papers to the number of students.
5.) The cost per person of renting a private resort varies inversely as the
number of persons sharing the rent.
F. Developing Group Activity:
Mastery Let each group create their own examples that shows direct and inverse
variations through the following activities:
Group 1: Talk Show
Group 2: News Casting
Group 3: Role Play
Group 4: Pageant
10 8 6
Choreography Very Satisfactorily Poor
Satisfactorily Performed
Performed
Mastery 100% Some parts Shows no
mastered. mastered, mastery

G. Finding practical
applications of
concepts and
skills in daily
living
H. Making
Generalizations
and abstractions
about the lesson
I. Evaluating
learning
J. Additional
Activities
for application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
some are not.
Time-bounded Finished Exceeded 1 Exceeded
before the minute from more than 1
allotted time. the allotted minute from
time. the allotted
time.
Use the following terms in creating phrases that shows a direct
variation or/an inverse variation:
1.) Speed, Distance
2.) Time , Speed
3.) Cost , Weight
4.) Amount, Days
What is a direct variation?
Direct Variation is a relationship between two variables x and y that can be
written as y = kx , where k ≠ 0.
What is an inverse variation?
For two quantities with inverse variation, as one quantity increases, the
other quantity decreases.
How do we determine a Direct Variation?
Answers may vary.
Identify each of the following phrases if it is Direct Variation
(D), Inverse Variation (I) or Neither (N) of the two variations.
1.) The number of hours to finish a job to the number of men working
2.) The amount of water to the space that water did not occupy in a
particular container
3.) The number of persons sharing a pie to the number of slices of the pie.
4.) The area of the wall to the amount of paint used to cover it
5.) The time spent in walking to the rate at which a person walks
6.) The time a teacher spends checking papers to the number of students
7.) The cost of life insurance to the age of the insured person
8.) The age of a used car to its resale value
9.) The amount of money raised in a concert to the number of tickets sold
10.) The distance an airplane flies to the time travelling.
Draw something that shows a direct variation or an inverse
variation.
Strategies used that work well:
_____ Group Collaboration
_____ Games
_____ Power Point Presentation
_____ Answering preliminary activities/exercises
_____ Discussion
_____ Case Method
_____ Think-Pair-Share(TPS)
_____ Rereading of Paragraphs/Poems/Stories
_____ Differentiated Instruction
_____ Role Playing/Drama
_____ Discovery Method
 _____ Lecture Method
Why did these work? _____ Complete Ims
_____ Availability of Materials
_____ Pupils’ Eagerness to learn
_____ Group Members’ Cooperation in doing their tasks
F. What difficulties did I _____ Bullying among pupils
encounter which my _____ Pupil’s behavior/attitude
principal and supervisor _____ Colorful IMs
help me solve? _____ Unavailable Technology Equipment(AVR/LCD)
_____ Science/Computer/Internet Lab
_____ Additional Clerical Works
_____ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

Prepared by:

SHIRLEY D. TOTANES
Teacher III
Observed by:

GILBERT A. CHERWEG, EdD

Master Teacher I