School: KAPATAGAN NATIONAL HIGH SCHOOL Grade Level: 9

GRADES 1 to 12 Teacher: GEMVIE T. SAYON Learning Area: MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time: December 11-15, 2023 (week 7) Quarter: 2nd QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard The learner demonstrates
understanding of key
concepts of variation and
radicals.
B. Performance Standard The learner is able to
formulate and solve
accurately problems
involving radicals.
C. Learning M9AL-IIb-c-1
Competency/Objectives The learner is able to:
Write the LC code for each. a. Translate into variation
statement a relationship
involving combined
variation
b. Solve problems
involving combined
variation
c. Appreciate the concept
of combined variation in
real-life situation
II. CONTENT Combined Variation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 149-152
2. Learner’s Materials pp. 220-223
pages Self-Learning Module 2 of
Mathematics 9 2nd quarter
3. Textbook pages
4. Additional Materials https://
from Learning Resource www.varsitytutors.com/
(LR)portal hotmath/hotmath_help/
The learner demonstrates
understanding of key
concepts of variation and
radicals.
The learner is able to
formulate and solve
accurately problems involving
radicals.
M9AL-IIb-c-1
The learner is able to:
a. Translate into variation
statement a relationship
involving different kinds of
variation
b. Solve problems involving
variation
c. Appreciate the concept
of variation in real-life
situation
Variation
pp. 146-152
pp. 215-223
Self-Learning Module 1 of
Mathematics 9 2nd quarter
www.icoachmath.com/
math_dictionary/
joint_variation.html
The learner demonstrates The learner demonstrates The learner demonstrates
understanding of key understanding of key understanding of key
concepts of variation and concepts of variation and concepts of variation and
radicals. radicals. radicals.
The learner is able to The learner is able to The learner is able to
formulate and solve formulate and solve formulate and solve
accurately problems accurately problems involving accurately problems involving
involving radicals. radicals. radicals.
M9AL-IIb-c-1
The learner is able to:
a. Translate into variation
statement a relationship
involving different kinds TEACHERS’
of variation STUDENTS’ CHRISTMAS
b. Solve problems involving CHRISTMAS PARTY/
variation
c. Appreciate the concept PARTY PROVINCIAL
of variation in real-life
situation MEET
OPENING
Variation
SUMMATIVE
TEST
 topics/combined-variation
B. Other Learning Resource https:// https://depedtambayan.net/ https://
depedtambayan.net/wp- wp-content/uploads/ depedtambayan.net/wp-
content/uploads/2021/11/ 2021/11/Math- content/uploads/2021/11/
Math-9_Q2_Mod2.pdf 9_Q2_Mod1.pdf Math-9_Q2_Mod2.pdf
IV. PROCEDURES
A. Reviewing previous lesson Preliminary Activity: Board Work Activity
or presenting the new DV and IV Combined! Each learner will be given
lesson
Give the equation for each different problems involving
of the following: variations to solve on the
1. W varies jointly as c and board.
the square of a and
inversely as b.
2. P varies directly as the
square of x and
inversely as s.
3. The electrical resistance
R of a wire varies
directly as its length l
and inversely as the
square of its diameter d.
B. Establishing a purpose for Questions:
the lesson 1. How do we translate
combined variation
statement into
mathematical equation?
2. What steps do we follow
in solving verbal
problem?
C. Presenting Illustrative Example 1:
examples/Instances of the The number of minutes
new lesson needed to solve an
exercise set of variation
problems varies directly as
the number of problems
and inversely as the
number of students working
on the solutions. It takes 36
minutes for 4 students to
 solve 18 problems. How
many minutes will it take 6
students to solve 42
problems.

Solutions:
Let x = no. of minutes to
solve a set of
variation problem
y = no. problems
z = no. of students
working on the
solution

x=

36 =
144 = 18k
k=8
Therefore, when y = 42
(no. of problems) and z = 6
(no. of students),

x=

D. Discussing new concepts
and practicing new skills # 1
and inversely as the square
x=
x = 56 minutes
Illustrative Example 2:
If a varies jointly as b and c
of d, and a = 120 when
b = 5, c = 2, and d = 9, find
a when b = 12, c = 9 and
d = 9.
Solutions:
 a=

120 =

120 =
9720 = 10k
972 = k
Solving for a:

a=

a=
a = 1296
E. Discussing new concepts Practice solving for the
and practicing new skills # 2 unknown:
1. y varies directly as x and
inversely as z. If y = 10
when x = 9 and z = 12,
find y when x = 16 and
z = 10.
2. Suppose a varies
directly with b and inversely
with c. If a = 10 when b= 4
and c = 8, what is the value
of a when
b = 20 and c =40?
F. Developing mastery Solve the following
(leads to Formative problems:
Assessment 3) 1. If p varies directly as the
square of q and
inversely as the square
root of r, and p = 60
when q = 6 and r = 81,
find p when q = 8 and
r = 144.
2. The volume of gas
varies directly as the
temperature and inversely

G. Finding practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the
lesson
as the pressure. If the
volume is 230 cubic
centimeters when the
temperature is 300ºK and
the pressure is 20 pounds
per square centimeter,
what is the volume when
the temperature is 270 ºK
and the pressure is 30
pounds per square
centimeter?
Solve the given problem:
In Kapatagan National
High School, the number of
girls varies directly as the
number of boys and
inversely as the number of
teachers. When there were
50 girls, there were 20
teachers and 10 boys.
How many boys were there
when there were 10 girls
and 100 teachers?
Steps in solving combined
variation problem:
The statement, “y varies
directly as x and inversely
as z,” translate to y = .
where k is the constant of
variation.
Step 1: Set up the formula:
y=
Step 2: Find the missing
constant k using the
first set of data
given
 , k=

Step 3: Using the formula

and the constant k,
find the missing
in the problem.
I. Evaluating learning Analyze and solve the
given
problem:
The number of days
needed to build a wall
varies directly with the
length of the wall and
inversely with the number
of people building it. It
takes 12 days for 8 persons
to build a 60 ft long wall.
How many days will it take
5 persons to build a 100 ft
long wall?
J. Additional activities for Assignment:
application or remediation Study
1. What is an exponent?
2. What are the different
laws of exponents?

Reference: Grade 9
Learner’s Materials, pages
231-232
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lessons
 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?