School DR. VIVENCIO B.
VILLAMAYOR
INTEGRATED SCHOOL
Teacher
Date
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
2. Learner’s Materials
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson
6. Discussing new concepts
and practicing new skills
#1
7. Discussing new concepts
and practicing new skills
#2
Grade Level Grade 9
MR. JOY A. GERONIMO Learning Area Mathematics
NOV 8, 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 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.
The learner demonstrates understanding of key concepts of variations.
The learner is able to formulate and solve accurately problems involving variations..
Learning Competency: Translates into variation statement a relationship between two
quantities given by: (a) a table of values; (b) a mathematical equation; (c) a graph, and vice
versa. (M9AL-Ih-i-1)
Learning Objectives:
1. Solve for constant of variation (k) involving combined variation.
2. Translates into variation statement a relationship involving combined variation between
two quantities given by: (a) a table of values; (b) a mathematical equation; (c) a graph,
and vice versa.
3. Demonstrate appreciation of translating into variation statement a relationship between
two quantities as important skills needed to understand concepts of variations.
Translating Variation Statement - Combined Variation
Teacher’s Guide, Learner’s Module
Pages 28-31
Pages 220-222
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/ 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.
Review previous lesson by letting the students differentiate the direct, inverse and joint
variation.
Answer Key:
Direct Variation occurs whenever a situation produces pair of numbers in which their
ratio is constant.
Inverse Variation occurs whenever a situation produces pairs of numbers whose product
is constant
Joint Variation is the statement “a varies jointly as b and c” means a = kbc where k is the
constant of variation.
The teacher lets the students realize that direct, inverse and joint variations may occur in a
relationship between variables in the form of combined variation.
The teacher lets the students, in groups of three; do Activity 21: DV and IV Combined!, Test
A numbers 1 and 2 only, Test B number 1, letter a only on page 221 of the Learner’s Module.
Answer Key:
A. B.
1. W = 1. r =
2. P = a. r =
The teacher discusses with the students the process of arriving at the answer of each exercise
in Activity 21. He/She tells them statements will be translated into mathematical statement
and the constant of variation will be determined.
The teacher discusses thoroughly the example on page 220 of the Learner’s Module.
 The teacher lets the students, in groups of three; do Activity 21 DV and IV Combined!, Test
A numbers 3-4 only, Test B number 1, letter b and c only on page 221 of the Learner’s
Module.
Answer key:
8. Developing mastery (leads A. B.
to formative assessment 3)
3. R = b. s =36
4. A = c. u = 4

9. Finding practical
applications of concepts
and skills in daily living
The teacher summarizes the mathematical concepts in translating into variation statement a
relationship involving combined.
10. Making generalizations
and abstractions about the
lesson The statement “z varies directly as x and inversely as y” means , or where is
the constant of variation, then it is a combined variation.
The teacher lets the students answer individually the formative assessment.

A. Translate the statement into a mathematical sentence. Use k as the constant of variation.
The pressure P of a gas varies directly as its temperature t and inversely as its volume V.

11. Evaluating Learning B. Solve for the value of the constant of variation k, then find the missing value.
1. If x varies directly as the square of y and inversely as z and x = 12 when y = 3 and z = 6,
find x when y = 9 and z = 6.

Answer key:
x = 108
12. Additional activities or
remediation

V. REMARKS

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
VI. REFLECTION 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