DAILY LESSON LOG School Grade Level

Teacher Learning Area MATHEMATICS

Quarter SECOND
Teaching Date and Checked by:
Teaching Time

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

31 – Oct – 2023 01 – Nov – 2023 02 – Nov – 2023 03 – Nov – 2023

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of variation and radicals.
B. Performance The learner is able to formulate and solve accurately problems involving radicals.
Standard
C. Learning The learner illustrates situations that involve the following variations: (a) direct; (b) inverse; (c) joint; (d) combined.
Competency/ (M9AL-IIa-1)
Objectives
II. CONTENT Direct Variation or All Saints’ Day All Souls’ Day ICL
Direct Proportion:
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide
pages
2.Learner’s Materials
ADM Pages 1 – 15
pages
3.Textbook pages
4.Additional
Materials from
Learning Resource
(LR) Portal
B. Other Learning
Resource
IV. PROCEDURES
A. Revising previous Try This!
lesson or Translate the verbal
presenting the new phrase into a
lesson mathematical symbol.
1.The time (t) spent to
 travel 80 km at x
kph.
2.The rate (r) of work
done by n people in
h hours
B. Establishing a The teacher asks the Setting of standards.
purpose for the following questions:
lesson (1) How did you
translate the verbal
phrase into a
mathematical symbol?
(2) What steps did you
use to arrive at your
final answer?
C. Presenting Example 1
examples/ Which shows direct
instances of the variation? (a) The time
new lesson (t) required to perform
the given amount of
work to the number of
persons (p) working.
(b) The circumference
(C) of a circle to its
diameter (d).
D. Discussing new The teacher discusses The teacher will ask
concepts and about direct variation the students to be
practicing new or direct proportion. ready.
skills #1
E. Discussing Group Activity:
concepts and (1) The commission
practicing new (C) of a salesman
skills #2 varies directly to the
amount of his sales
(S). How will his
commission change
when his sales are
doubled? (2) If y varies
directly as x, how is y
change if x is
increased by 15%.
F. Developing mastery Determine if the Let the students
(Leads to Formative following illustrates answer and solve the
Assessment 3) direct variation or not. questions/problems
Write DV if it is a honestly.
direct variation and N
if it is Not.
1)The cost of a ballpen
to the number of
ballpen.
2)The height of a cone
to its volume and
square of the radius
3)The perimeter of a
square to its side.
4)The circumference of
a coin to its radius
5)The cost per person
renting a private
resort to the number
of persons sharing
the rent.
G. Finding practical The area (A) of the
applications of umbrella varies
concepts and skills directly to the square
in daily living of its radius (r). If the
radius of the umbrella
is tripled, how is the
area of the umbrella
changed?
H. Generalizing and Direct variation is a
abstractions about relation between two
the lesson quantities in which an
increase in one
quantity produces an
increase in another
quantity and that
their ratio remains the
same.
If y varies directly as
 y
x, then y=kx or k =
x
where k is the
constant of variation.
This proportion can
be applied to direct
y1 y2
variation: =
x 1 x2
I. Evaluating Determine if it is a
Learning Direct Variation or
not.
1. The temperature of
the room with the
time when air
conditioning is
running.
2. The time spent in
walking to the rate at
which a person walks.
3. The area of the
circle to its radius
4. Marie’s salary
depends on the
number of hours she
has to work, if she
works 8 hours a day
her daily rate would
be ₱400.00. If she will
work longer, she will
get a higher pay.
5. The volume of a
sphere to its radius
and height.