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QUARTER I
Week 4– Day 4

Subject: MATH Grade Level: 9

Date: __________________ Session: 1
Demonstrates understanding of the key concepts of
Content Standard quadratic equations, inequalities and functions, and
rational algebraic equations.
Is able to investigate thoroughly mathematical
relationships in various situations, formulate real- life
Performance Standard problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them
using a variety of strategies.
Competency 5: Solves equations transformable to
quadratic equations (including rational algebraic
Competency
expressions).
M9AL-Ic-d-1
I. OBJECTIVES
Knowledge:  identify equation that are transformable to
quadratic equations
Skills:  solve rational algebraic equations that are not
written in standard form.
Affective:  Accuracy in transforming quadratic equations
(including rational algebraic expressions)
Solving Quadratic Equations That Are Not Written In
II. CONTENT Standard Form

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 9, pp. 50 – 53
Pages
2. Learner’s Learner’s Module (LM) in Math 9, pp. 77 – 87
Materials Pages
3. Textbook Pages Integrated Mathematics III
4. Additional  EASE Module 1 on Variation, pp. 1-20
Materials  Metric Dot Paper
 Attachment
5. Learning Resources
(LR) portal
B. Other Learning Quadratic Equation. Retrieved from www.google.ph.com
Resources

A. Reviewing or Recall the different mathematics concepts and principles

previously studied and skills in performing mathematical

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presenting the new operations.

lesson Find the solution/s of the following quadratic equations.
Answer the questions that follow.
1. x 2−4 x+ 4=0
(expected answer: (x-2)(x-2))
2. s2 -3s-10 = 0
(expected answer: (s-5)(s+2))
3.r 2 + 5r – 14 = 0
(expected answer: (r-2)(r+7))
B. Establishing a
purpose for the lesson Motive Questions:
1. What are you observations from the activity? (expected
answer: when the length of the sides increases, the
perimeter also increases)
2. What have you observed with the rate of increase?
(Constant)
Note: Lead the students to the concept of “direct
variation”
3. Can you give other situations where the concept of
direct variation be used? (answers may vary)

C. Presenting examples ACTIVITY: Performing operation on quadratic equation

of the new lesson
Let the students do activity 2 on pages 77-78 of the LM.
Perform the indicated operation then express your answer in
simpliest form. Answer the questions that follow.
1 2x
1. +
x 5
4 2 x−1
2. -
x 5
2 x x+1
3. +
3 x

D. Discussing new The teacher discusses the definition and other concepts
concepts and of direct variation. (Refer to Worksheet –Discusssion)
practicing new skills
#1
E. Discussing new ACTIVITY: Translating Direct variation
concepts and
practicing new skills Write an equation for the following statements: (Activity
#2 6-A, p. 200 of the LM).
1. The fare F of a passenger varies directly as the
distance d of his destination (Expected answer: F =
kd)
2. The cost C of fish varies directly as its weight w in
kilograms. (C = kw)

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3. An employee’s salary S varies directly as the

number of days d he has worked. (S= kd)
4. The area A of a square varies directly as the square
of its sides S (A=kS)
5. The distance D travelled by a car varies directly as
its speed S. (D= kS)

F. Developing Mastery ACTIVITY: Group Activity

Identify one problem in real-life that demonstrates direct
variation.
Support your answer.
(Answers may vary)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making Guide Questions for Generalization:
Generalizations and
abstractions about  What is direct variation?
the lesson (Expected answer: Direct variation is a relationship
between two quantities which produces pairs of numbers
in which their ratio is constant)
 How do you describe quantities that are related
directly to each other?
(Quantities are directly related to each other if:
one variable increases, the other increases
one variable decreases, the other also decreases)
 How do you translate statement of relationship with
constant ratio between two quantities into direct
variation? (answer may vary)
I. Evaluating learning Oral Examination: (Expected answers are highlighted)
I. Which of the following situations show direct
variation? Write Y if it is and N if not.
1. The number of bottles produced by a machine to
the amount of time the machine is working.
(answer: Y)
2. The area of a square to the square of the length of
its diagonal. (Y)
3. The number of people sharing a cake is related to
the size of the slices of the cake. (N)

II. Choose the letter of the best answer

4. Which equation shows that p varies directly as q?
k
a. p=kq c. q=
p
b. pq=k d. q = pk

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5. Which equation is not an example of a direct

variation?
−7
a. y= x+1 c. y = 4x
3
5
b.¿ x d. y = -9x
16

J. Additional BEHAVIOR IN VARIABLES:

Activities for Use the pattern blocks below to extend each pattern:
application or
remediation What happens to the perimeter as you add a new polygon?

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?
Why did these work?
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

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ATTACHMENT
Session: 1 (1 day)

Content: Solves equations transformable to quadratic equations (including

rational algebraic expressions).

DISCUSSIONS:
A variable y varies directly as variable x if and only if ¿ kx . 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.

DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.

2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.

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DIRECTION: Which of the equations is of the form y=kx and shows

direct relationship?

1. 3 x−2
2. y = 5x
3. y=x
4. y= x2 + 1
5. y = 3x2

DIRECTION: Write an equation for the following statements:

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.

DIRECTION: Write an equation to describe these situations.

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.

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4. The amount of money raised in a concert to the number of tickets sold.

5. The distance an airplane flies to the time travelling.

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.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Variation

Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.ph.com

Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books

Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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