GRADE

DAILY LESSON SCHOOL DAPDAP INTEGRATED SCHOOL 9

LEVEL
LOG LEARNING
IN MATH TEACHER JOHN MICHAEL G. LOSAÑEZ MATH
AREA
TEACHING February 20,2024
DATE AND 10:30 -12:00 QUARTER THIRD
TIME

WEDNESDAY
I. OBJECTIVES At the end of the lesson, learners are expected to:
a. describe ratio and proportion.
b. solve problems involving ratio and proportion.
c. appreciate and apply the concepts of proportion in real life situation.
A. CONTENT The learner demonstrates understanding of key concepts of parallelograms and triangle
STANDARD similarity.
B. PERFORMANCE The learner is able to investigate, analyze, and solve problems involving parallelograms
STANDARD and triangle similarity through appropriate and accurate representation.
C. MOT ESSENTIAL The learner describes a proportion. (M9GE-IIIf-1)
LEARNING
COMPETENCIES
Across Curriculum
Describe the motion of an object in terms of distance or displacement, speed or velocity,
and acceleration (Science)
Record weights and measurements of raw materials and ingredients (TLE TLE_AFFP9-
12MC-0d-1)

II. CONTENT Ratio and Proportion

III. LEARNING
RESOURCES
A.REFERENCES
1. Teacher’s Guide Curriculum Guide (May 2016)
2. Learner’s Material CO_Q3_Mathematics 9_ Module 9
3. Materials Laptop, projector, and chalk board.
4. Additional Materials
from Learning
Resource (LR) Portal
B. OTHER
LEARNING
REFERENCES
IV. PROCEDURES

The teacher will do the following preliminary activities greetings, prayer, arrangement
I. Elicit of chairs, checking of attendance, and reminding of classroom rules.

Established safe and A. Stroop Effect

secure learning Direction: Naming a color but not the word.
environments to enhance
learning through the
consistent implementation
1. 2.
of policies, guidelines and
procedures.

3. 4.

https://practicalpie.com/the-stroop-effect/

5.
 Guide Questions:
1. What do you call it when you compare two or more quantities?
2. What symbol is used to represent ratio?
3. In item 5, what is the ratio of color yellow and red?

B. Match the following provinces with their corresponding delicacies food.

(Multi-structural: the learner may apply different independent solutions.)

1
1. Tayabas City
2

3
2. Lucban Quezon
7

4
3. Batangas
9

8
4. Lucena City
13

Guide Questions:
1. How do you solve the following given activities?
2. How can you say that two ratios are proportional?

II. Engage Find the missing number. (Students will do the task by pair regardless of gender,
ethnicity and etc.)
Maintained learning (Multi-structural: the learner may apply different independent solutions.)
environments that
promote fairness, respect,
and care to encourage 7 35 10 n n 27 3 n 18 12
= = = = =
learning. 6 ? 11 33 40 24 10 30 24 n

n= n= n= n= n=

Guide Questions:
1. What strategies did you use to find the missing number?
2. What do we need to compare to determine if two ratios are proportional?

III. Explore (Relational: the learners will justify their answer.)

Applied a range of Is this Fair?

teaching strategies to Write ratios for the quantities mentioned in each situation then compare the ratios. If those ratios
develop critical and are equal, write FAIR and if not, write UNFAIR. Explain your answer.
creative thinking, as
1) Ron and Mark are card collectors. Ron traded 24 basketball cards for 15 boxing cards and
well as other higher Mark traded 20 basketball cards for 32 boxing cards. Is this fair?
order thinking skills.
2) On a math exam, Lily scored 85 points for answering 17 questions correctly and Tom scored
80 points for answering 16 questions correctly. Is this fair?

3) Mary paid Php18,400 for 2 tickets to a concert and Kimmy paid Php26,600 for 3 tickets to the
same concert. Is this fair?

Guide Questions:
1. How will you justify if the given problem is fair or unfair?
2. What are your problem-solving strategies to identify if it’s fair or not?
 IV. Explain

Applied a range of
teaching strategies that
enhance learner
achievement in literacy
and numeracy skills

Example:
8 24 18 2
1. = 2. =
3 x 11 x−4 x
8(x) = 3(24) 18(x) = 2(11x – 4)
8 x 72
= 18x = 22x – 8
8 8
x=9 8 = 22x – 18x
8 = 4x
2=x
3.) The ratio of the number of boys to the number of girls in the Mathematics club is 4 to
5. If there are 25 girls in the club, how many boys are in the club?

4.) Ms. Peters wants to prepare a party for 80 people. She has a chocolate cake recipe
that makes 3 small cakes that can serve 16 people. How many cakes does she need to
bake for her party?

Guide Questions:
1. What do we need to multiply and compare to tell whether it’s proportional?
2. How are you going to solve the ratio and proportion if the given data is in the form of
algebraic expression?

V. Elaborate Solve the following word problems.

Applied knowledge of 1. You have a cookie recipe that makes 24 cookies and requires 2 cups of flour. You want to
content within and make a smaller batch, so you decide to reduce the recipe proportionally. If you only want to
make 12 cookies, how much flour do you need?
across curriculum
teaching areas 2. A car travels 360 miles using 15 gallons of gas. If the car's fuel efficiency remains constant,
how far can it travel on 10 gallons of gas?

3. A nutritionist recommends a diet with a ratio of 2:3 for carbohydrates to proteins. If the daily
caloric intake is 1800 calories, how many calories should come from carbohydrates?

4. Pedro can run at a rate of 3, 000 meters for every 50 minutes. Assuming Pedro can run at the
same speed indefinitely, what is the distance covered by Pedro if he runs for one hour and 15
minutes?

5. A store offers a 20% discount on items priced over P50.00. If a product originally costs
P80.00, what is the discounted price?

Guide question:
1. What different learning areas do we integrate into our lesson?

VI. Evaluate Read and answer each of the following items thoroughly. Write the letter of the correct
answer on your answer sheet.
1. 6 : 10 = 𝑥 : 25
A. 5 B. 15 C. 25 D. 30
4 4
2. =
2 x 16
A. 2 B. 4 C. 8 D. 64
3. 𝑥 : 4 = 45 : 3
 A. 180 B. 34 C. 60 D. 15
4. A barbeque spareribs recipe that serves 4 people needs one kilo of pork spareribs. If
you want to prepare the dish for 20 people in a family gathering, how much pork
spareribs do you need?
A. 4 kilos B. 5 kilos C. 6kilos D.7 kilos
5. Five notebooks cost P hp162.5. If I will buy12 notebooks at this rate, how much will I
spend?
A. Php390 B. Php32.5 C. Php163.5 D. Php325
VII. Extend `
Creating Ratio and Proportion Word Problems in Various Scenarios

Create 2 word problems involving ratio and proportion based on real-life

scenarios and show solutions to determine whether it’s proportion or not. Select a setting
such as school, home, supermarket, or any other relevant context. Ensure that the word
problems are clear, realistic, and apply ratio and proportion concepts.

Rubrics:

Criteria 4 3 2 1
Real-life The scenario is The scenario is The scenario is The scenario is
Scenario highly realistic, realistic and loosely related unrelated to
engaging, and relatable, but to real-life but real-life
closely related there is room lacks clear situations or
to everyday for context. does not make
improvement. sense.
Clear The ratios and The ratios and The The ratios and
Identification proportions are proportions are identification proportions are
of Ratios and accurately generally of ratios and not identified
Incorporation identified and correct but incorporation or are
of Proportions clearly may have of proportions completely
presented. minor errors. is somewhat incorrect.
unclear or
inaccurate.
Logical The problem is The problem The problem's The problem
Structure well-organized, has a logical structure is lacks
with a clear structure but somewhat coherence and
and logical may lack flow confusing or has an illogical
flow of in certain inconsistent. structure.
information. areas.
Originality The problem is The problem The problem is The problem
and Creativity highly creative, demonstrates somewhat lacks
demonstrating creativity, creative but originality and
a unique and adding an lacks creativity.
innovative original twist uniqueness.
approach. to the scenario.

V. MASTERY INDEX

Prepared by: Noted by:

JOHN MICHAEL G. LOSAÑEZ MICHAEL M. SAFRED

Mathematics Teacher School Head