September 21, 2018

SEMI-DETAILED LESSON PLAN IN MATHEMATICS 9

I. Objectives: SSBAT
1. illustrate situation that involve combined variation,
2. translate into variation statement a relationship involving combined variation between
two quantities given by a mathematical equation,
3. solve problems involving combined variation.

II. Subject Matter

Topic: Combined Variations
Reference: LM pp.220-221
TG pp. 149
Value Focus: Successful teamwork are the results of the combined effort of every
individual.

III. Procedure
A. Review
Tell whether the following equations represents direct variation, inverse variation or joint
variation.
1. m=kn
k
2. y=
x
3. V =klwh
k
4. p= 2
q
5. y=kx

B. Lesson Proper
1. Presentation
Game Time! (2 Pics 1 Word)
Direction: Identify each picture and combined them to create a new word.

2. Development of the Lesson

kx zy
The statement “z varies directly as x and inversely as y” means z= , or k = ,
y x
where k is the constant of variation.
Examples of situations that involve combined variation.
Direction: Using k as the constant of variation, write the equation of variation for
each of the following.
1. The electrical resistance R of a wire varies directly as its length l and inversely as the
square of its diameter d.
2. The acceleration A of a moving object varies directly as the distance d it travels and
inversely as the square of the time t it travels.
3. P varies directly as its temperature t and inversely as its volume v.
Let us translate into variation statement a relationship involving combined variation
between two quantities given a mathematical equation.

How do we solve for the constant (k) and missing variables?

Example:
If z varies directly as x and inversely as y, and z=9 when x=6 and y=2, find z when
x=8 and y=12.
Solution for k and the Equation Solution for the Missing Variable
kx Solution:
z=
y 3x
z=
k (6) y
9=
2 3(8)
z=
12
6 k =18
18 24
k= z=
6 12
k=3 z=2
3x
Equation: z= Therefore, z=2 when x=8 and y=12.
y

3. Practice Exercises
Group Activity: What is the key for Success?
Mechanics: Each group will have 2 problems to answer and they will write their
answers or solutions on the manila paper. The first letter in every answer will decode the
missing word.
Problem 1: T varies directly as u and inversely as v.
Problem 2: E varies directly as r and inversely as s.
Problem 3: The acceleration A of a moving object varies directly as the distance d it
travels and inversely as the square of the time t.
Problem 4: m varies directly as n and inversely as o, if m=6 when n=9 and o=12, find m
when n=12 and o=4 ?
Problem 5: w varies directly as c and inversely as b.
3n
Problem 6: If the equation is m= , find o when m=2 when n=8 ?
o
4r
Problem 7: Find r when E=4 and s=5, if the equation is ¿ ?
s
2u
Problem 8: In the equation T = , what is the value of k?
v

Problem 1 Problem 2 Problem 3 Problem 4 Problem 5 Problem 6 Problem 7 Problem 8

C. Generalization
 What is the mathematical equation for combined variation?
How do we solve for constant (k) and missing variables in a combined variation?

IV. Evaluation
Group Activity: Who is this Filipino Inventor?
Direction: To find out, match the letter that corresponds to the answer to the numbered
item on your left. The letters will spell out the last name of this Filipino Mathematician.
E 14
“z varies directly as x and inversely as y”
1. Translate into variation statement. B 15
2. If z=9 when x=3 and y=7, find k.
3. What is z when x=2 and y=3. D 100
U 21
The pressure P of a gas varies directly as its temperature t
and inversely as its volume v. kt
N P=
4. Translate into variation statement. v
5. If p=20 when t=10 and v=50, find k.
A 10
6. What is p when t=3 and v=30.
kx
H z=
y

1 2 3 4 5 6
V. Assignment
Solve: P varies directly as q and inversely as r. if P=15 when q=5 and r=4, find P when
q=8 and r=2.

___________________________
Name and Signature of Observer
Date:__________________________
 December 4, 2018

SEMI-DETAILED LESSON PLAN IN MATHEMATICS 9

I. Objective: SSBAT
1. solve problems involving kite.

II. Subject Matter

Topic: Solving Problems Involving Kites
Reference: LM p.337-338
TG p. 220
Value Focus: “The kite gives us a wonderful message. Fly high but stay connected to the
ground, to your roots or else you will be lost.”

III. Procedure
A. Review
Match column A to the correct answer on column B.
A B
1. a quadrilateral with two pairs of a. Area of Kite
congruent and adjacent sides.
2. ____ is half the product of the lengths b. Kite
of its diagonal.
3. in a kite, the perpendicular bisector of at c. A=¿ ¿ ¿
least one diagonal is the other diagonal.
4. formula of the Area of the Kite d. Theorem 10

B. Lesson Proper
1. Presentation
Consider the figure that follows and answer the given questions.

Given: Quadrilateral PLAY is a kite

Problem 1: Given: PA=12 cm, LY=6cm

Question: Find the Area

Problem 2: Given: Area=135cm2,

LY=9cm
Question: How long is PA?

2. Development of the Lesson/Discussion

(PA)(LY )
Solution 1: A K=
2
 (12 cm)(6 cm)
A=
2

72 cm2
A=
2
2
A=36 cm

Solution 2: A=¿ ¿ ¿
( PA)( LY )
A=
2
( PA)(9 cm)
135 cm 2=
2
(9cm)(PA) = (2)(135cm2)
(9 cm)(PA) 270 cm 2
=
9 cm 9 cm
PA = 30 cm
3. Practice Exercises
Group Activity: What is the wonderful message of the KITE? (15mins)
“Fly high but stay connected to the ground, to your roots or else you will be lost.”
DIRECTION: Each group will answer 4 problems. Answer correctly the given problem
to reveal the wonderful message of a kite. Present your solution in the activity sheet and every correct
answer shall correspond to the missing word.

IV. Evaluation
“Hanapin ang Kasalungat”
Direction: Answer the given problem together with your “kasalungat” partner. (10mins)

Problem 1: If LN=7cm and KM=13cm, what is the area?

Problem 2: If the area is 96cm2 and LN=8cm, what is KM?

V. Assignment
What is a proportion? Similarity?

VI. Remarks
Present Absent
9-Da Vinci
 VII. Reflection
NSML NSNR
9-Da Vinci

___________________________
Name and Signature of Observer
Date:__________________________
KASALUNGAT PARTNER

1. HIGH 1. HIGH
1. HIGH 1. HIGH
2. STAY CONNECTED 2. STAY CONNECTED
2. STAY CONNECTED 2. STAY CONNECTED
3. ROOTS 3. ROOTS
3. ROOTS 3. ROOTS
4. LOST 4. LOST
4. LOST 4. LOST
 February 13, 2019

SEMI-DETAILED LESSON PLAN IN MATHEMATICS 9

I. Objective: SSBAT
1. find the leg/s of a special right triangle.
II. Subject Matter
Topic: Trigonometric Ratios of Special Angles
Reference: LM pp. 447-450
TG pp. 284-285
Value Focus: Accuracy and cooperation in doing one’s work.
III. Procedure
A. Review
Identify the following in the figure.
1. right angle
2. two acute angle a
3. legs
c
4. hypotenuse

B. Lesson Proper b
1. Presentation
Watch this short video about triangle. (Video Presentation)

2. Development of the lesson

Illustrative Examples of Special Trianlges
45-45-90 Right Triangle Theorem

Leg times √ 2

In a 45-45-90 triangle
 the legs are congruent
 the length of the hypotenuse is √ 2 times the length of a leg

hypotenuse=(leg)( √ 2)
Example:
 8

Solution:

m=( √ 2 ) ( 8 ) =8 √2

30°-60°-90° Right Triangle Theorem

(2 times the shorter leg)

(opposite the 30° angle)

(opposite the 60° angle and its

length is shorter leg times √ 3)

In a 30°-60°-90° triangle
 the length of the hypotenuse is twice the length of the shorter leg
 the length of the longer leg is √ 3 times the length of the shorter leg
hypotenuse=(2)( shorter leg)

longer leg=( √ 3)(shorter leg)

Example:

60° a
8

Solution:
b
 a is the hypotenuse
 a=( 2 ) (shorter leg)
a=( 2 ) (8)
a=16
 b is the longer leg
b=( √ 3 ) (shorter leg)
b=( √ 3 ) (8)
b=8 √ 3
3. Practice Exercises
Direction: Using your knowledge of special right triangles, decode the following.
Group Activity
LOVE TRIANGLE
An English verb word that means “to change direction suddenly especially to avoid
hitting someone or something”. What was this word? To find out, find the value of each
question mark. If your answer is not an integer, express it in simplest radical form.
1.
?
G. 14

E. 3
2.
?

3. S. 6 √ 2
?

4. V. 2
?

5. W. 5
45
?

6. R. 6 √ 3
?

7. N. 5 √ 2
?
 8. I. 4

ANSWER:

1 2 3 4 5 6 7 8

C. Generalization
How do we find the value of the legs of 45-45-90 triangle? 30-60-90 triangle?
IV. Evaluation
Use the 30-60-90 and 45-45-90 triangle relationships to solve for the missing sides. Use
the answers to reveal the name of the team that Abraham M. Saperstein established and
sent on the road in 1927. (Group Activity)

1 2 3

4 5 6

7 8 9

128

8 3 6 4 7 12 10

A B E G H L M O R S T

____ ____ ____ ____ ____ ____ ____ ____ ____

8b 1b 4a 1b 2a 9b 5b 4b 6a
 ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____ ____
3a 5b 8a 5a 4a 7a 2b 8a 7b 3b 4b 9a 1a

V. Assignment
How do we determine trigonometric ratios involving special angles?
VI. Remarks
Present Absent
Shakespeare
Da Vinci
Quartz
Pearl
Amethyst

VII. Reflection
NSML NSNR
Shakespeare
Da Vinci
Quartz
Pearl
Amethyst

Observed by:

FE P. EMBOLTORIO
Head Teacher VI, Mathematics
Date:_______________________

SALVADOR N. RABUT JR
Asst. Principal II, Operations & Learners Support
Date:_________________________
 March 22, 2019

SEMI-DETAILED LESSON PLAN IN MATHEMATICS 9

I. Objective: SSBAT
1. solve problems involving angles of elevation
II. Subject Matter
Topic: Angle of Elevation and Angle of Depression
Reference: LM pp. 457-466
TG pp. 292
Value Focus: Accuracy and cooperation in doing one’s work.
III. Procedure
A. Review
Direction: In each of the following figures, identify whether the figure represents an
angle of elevation or angle of depression.

1.

2.

3.

4.

B. Lesson Proper
1. Presentation
Song/video presentation about SOH-CAH-TOA
 2. Development of the lesson
Example 1: A tree cast a shadow of 76 ft. long. The angle of elevation of the sun is 49°.
Find the height of the tree.

opposite
Solution: tan ∅=
adjacent
x
tan 49=
76
x=(76)¿
x=87.43 ft .
Example 2: Find the shadow cast by a 10 foot lamp post when the angle of elevation of the sun is
58°.

opposite
Solution: tan ∅=
adjacent
10
tan58=
x
( x )( tan 58 )=10
10
x=
tan 58
x=6.25 ft .
3. Practice Exercises
GROUP ACTIVITY: The Banker’s Game
MECHANICS:
1. Question will be flash on the monitor for you to answer.
2. Each question has a corresponding points.
3. Only 60 seconds will be given for each problem.
4. Write your neat and final answer on the answer board.
5. The group with the highest points will be rewarded!
Question 1 (3pts.): A hiker is 400 meters away from the base of the radio tower. The
angle of elevation to the top of the tower is 46°. How high is the tower?
Question 2 (5pts.): A building is 50 feet high. At a distance away from the building, an
observer notices that the angle of elevation to the top of the building is 44°. How far is
the observer from the base of the building?
Question 3 (10pts): A 10-meter high post casts a 17-meter shadow. Find the angle of
elevation to the sun.
C. Generalization
How do we solve problems involving angle of elevation?
IV. Evaluation
Group Activity: Let a representative from each group pick one problem. Members of
each group should work together to solve the problem they have picked. Write your
complete solution on the manila paper. Present and explain it.

V. Assignment
Research 1 word problem about angle of depression.

VI. Remarks
Present Absent
Shakespeare
Da Vinci
Quartz
Pearl
Amethyst

VII. Reflection
NSML NSNR
Shakespeare
Da Vinci
Quartz
Pearl
Amethyst

Observed by:

WINNIE A. HORA
Master Teacher I

FE P. EMBOLTORIO
Head Teacher VI, Mathematics