DAILY LESSON LOG OF M9AL-IIa-b-1 (Day Two)

School Grade Level Grade 9

Teacher Learning Area Mathematics
Teaching Date and Time 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
I. OBJECTIVES 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.

A. Content Standards
The learner demonstrates understanding of key concepts of variations.
B. Performance Standards 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:
C. Learning Competencies/ 1. Solve for constant of variation (k) of situations involving inverse variations.
Objectives 2. Translates into variation statement a relationship involving inverse 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.

II. CONTENT Translating Variation Statement - Inverse Variation

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 18-24
2. Learner’s Materials Pages 206-213
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
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
IV. PROCEDURES
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 the previous lesson by letting the students’ play the “agree or disagree” game. Let
students answer the following questions.
a. Does a change in one quantity affect the change in the other?
b. What variation is involved in the relationships given?

1. If the number of trees decreases, air pollution increases.

2. As the speed of the car increases, the length of travel decreases.
A. Review previous lesson
3. If more students will help in planting the trees, the faster they finish the job.
or presenting the new
4. The faster Annie will walk towards school, the earlier she arrives.
lesson
5. As the number of friends to share the cake increases, the size of the cake decreases.

Answer Key:
a. Yes, the change in the first quantity, causes a change in the other quantity
b. Inverse Variation
1-5 Agree

The teacher lets the students realize that translating into variation statement a relationship
B. Establishing a purpose
between two quantities is an important skill needed to understand concepts of variations.
for the lesson
 The teacher lets the students, in groups of three, do Activity 10 on page 206 of the Learner’s
Module.

Answer Key:
1.
a. As the speed of the car increases, the time in travelling decreases.
k
b. s= , where, s is the speed in kph and t is the time in hours.
C. Presenting examples/ t
instances of the new c. Yes, in multiplying the values of the speed and time gives us the constant.
lesson 2.
a. The seesaw tends to balance as one of the kids moves closer or farther from the
fulcrum.
b. The heavier kid should move closer to the fulcrum in order to balance the lighter kid
on the other side of the seesaw.
c. The weight is inversely proportional to the distance from the fulcrum.
d. Yes, as one quantity increases, the other quantity decreases.

The teacher discusses with the students the process of arriving at the answer of each exercise
6. Discussing new concepts
in Activity 10. He/She tells them the activity is another situation to reinforce the background
and practicing new skills
knowledge that has been established about the concept on inverse variations.
#1
The teacher discusses the concept of inverse variation and teaches them how to transform a
7. Discussing new concepts statement into a mathematical sentence, how to determine the constant of variation and let
and practicing new skills them determine the relationship of quantities from tables and graphs as presented on page
#2 206-207 of the Learner’s Module.

The teacher lets the students, in groups of three; do Activity 12: It’s Your Turn!, Test A numbers
1-3 only, Test B numbers 1, 2, 5 and 6 only on page 209-210 of the Learner’s Module.

Answer Key:
A. B.
8. Developing mastery k 2
(leads to formative 1. p = 1. k = 2, y =
n x
assessment 3) k 72
2. n = 2. k = 72, y =
s x
k 12
3. n = 5. k = 12, y =
d x

9. Finding practical
applications of concepts
and skills in daily living

10. Making generalizations The teacher summarizes the mathematical concepts in translating into variation statement a
and abstractions about relationship involving inverse variation between two quantities given by: (a) a table of values;
the lesson (b) a mathematical equation; (c) a graph, and vice versa.

Inverse Variation occurs whenever a situation produces pairs of numbers whose product is constant.

a. Given table of values

 Find yx for each ordered pair
 If the ratio yx is constant for all ordered pairs, then it is a inverse variation

b. Given a mathematical equation

 Solve for y
k
 If you can write the equation in the form y = , or k = xy, where k
x
≠ 0, then it is a inverse variation

c. Given a graph
  The graph will not cross X-axis and Y-axis.
 The graph never passes the origin.

The teacher lets the students answer individually the formative assessment.

A. Express each of the following statements as a mathematical equation.

1. The rate r which a person types a certain manuscript varies inversely as the time t
spent in typing.
2. The length l of a rectangular field varies inversely as its width w.
3. The acceleration a of the car is inversely proportional to its mass m.

B. Tell whether the relationship is an inverse variation. Find k and write the equation of
variation.

1. x 10 15 6 5
y 3 2 5 6

2. x 1 2 3 4
y 1 2 2/3 1/2

11. Evaluating Learning C. Tell whether the graph expresses an inverse variation. Find k and write the equation of
variation.

Answer key:
k
A. 1. r =
t
k
2. l =
w
k
3. a =
m
B.
30
1. An inverse variation, k = 30, y =
k
2. Not an inverse variation because the constant of
variation varies.
10
C. An inverse variation, k = 10, y =
k

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 for you
VI. REFLECTION 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?
G. What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers