At the end of the lesson, learners should be able to:

a) Define accurately direct variation,

I. OBJECTIVES b) Solve problems involving direct variation correctly, and
c) Relate the concept of direct variation to one’s life.
The learner demonstrates understanding of key concepts of variation and
A. Content Standards radicals.
B. Performance The learner is able to formulate and solve accurately problems involving
Standards radicals.
C. Most Essential
Learning
Competencies Illustrates situations that involve the following variations: (a) direct; (b) inverse;
(MELC) (c) joint; (d) combined. - M9AL-IIa-1
(If available, write the
indicated MELC)

II. CONTENT Direct Variation

III. LEARNING RESOURCES
A. References
MELC Mathematics 9, Quarter 2
a. Teacher’s Guide
PIVOT BOW R4QUBE, (p. 179)
Pages K to 12 Mathematics Curriculum Guide, 2016 (p.237)
b. Learner’s Material
Pages
c. Textbook Pages MATHEMATICS GRADE 9, Learner’s Material First Edition, 2014 (p. 198)
d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and Laptop, printed materials, power-point presentation, T.V., blackboard, and chalk.
Engagement
Activities
IV. PROCEDURES
A. Introduction Classroom Routine
 Prayer
 Arranging seats
 Greetings
 Checking of Attendance
 Checking of Assignment
 Review

B. Development Motivating activity

Task 1: A-pair, dis-a-pair

Direction: Ten random students will choose a random card and are tasked to
find their partners. There are two types of cards; the statement cards (or the
cause cards), and the icon cards (or the effect cards). One pair must contain
a cause and an effect card.

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 Cause Cards:

Effect Cards:

Answer the following questions:

1) How do you find the activity?
2) What do you feel doing it?
3) Can you relate in any of the situations above?
4) Do you think playing cards, are generally good? If yes, then give a
situation when it turns bad, if no then explain why.
5) What do you think is the cause and effect of playing cards as a fun
game? How about when gambling?

Task 2: Jericho the Biker

a. Observe the table below and answer the questions

Jericho decided to ride his bike, he now travels a distance of 10 kilometers

per hour on a steep road. The table shows the distance he has travelled at
a particular length of time.

Time (hr) 1 2 3 4 5
Distance
10 20 30 40 50
(km)

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 Answer the following questions:
1. What happens to the distance as the length of time increases?
2. Using this pattern, how many kilometers would he have travelled in
1
8 2 hours?
3. What mathematical operation did you apply in this case? Explain
the process that you have discovered.
Let’s Talk about it

Watch and Learn

Direct Variation: Definition, Formula and Examples
 The teacher plays a video about direct variation; its definition,
formulas, and examples. The video was sourced from study.com
 https://study.com/learn/lesson/direct-variation-equation.html

Answer the following questions based on the video presented.


1) What did you learn from the video?
2) Which word/s was/were mentioned that you think defined direct
variation?
3) Can you give one example that was mentioned? What do you think is
the connection of it into the direct variation?
4) What is the formula that was mentioned? What is it for?

 The teacher will proceed to the discussion of the new topic

Direct Variation
There is direct variation whenever a situation produces pairs of numbers
in which their ratio is constant. The statements: “y varies directly as x” “y is
directly proportional to x” and “y is proportional to x” may be translated
mathematically as y = kx, where k is the constant of variation.

For two quantities, x and y, an increase in x causes an increase in y as

well. Similarly, a decrease in x causes a decrease in y.
In the previous activity, pair me up, when the area of the wall to be
painted increases, the paint needed also increases. On the other hand, on
the video we watched before, when the temperature of the atmosphere
decreases, so as the people who are willing to but the ice cream.

If the distance d varies directly as the time t, then the relationship can be
translated into a mathematical statement as d=kt, where k is the constant
of variation. Likewise, if the distance d varies directly as the rate r, then the
mathematical equation describing the relation is d=kr.

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 In the previous activity (Jericho the Biker), the variation statement that is
involved between the two quantities is d=10t. In this case, the constant of
variation is k=10. Using a convenient scale, the graph of the relation d=10t is
a line.
The graph above describes a direct variation of the form y = kx

More detailed solution of problems involving direct variation, let us see

how this is done.

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C. Engagement Group Activity (Collaborative Approach)
 The teacher reminds the students to frequently observe the rules and
etiquette in performing group activities.
 The teacher reminds the learners to quietly go to their groups and
designated area.
 The teacher will constantly remind the students about the time
allocated for the activities
Differentiated Activities:
Group 1: Dramatization
The group will be tasked to prepare a
skit presenting a minimum of 2 to 3 scenarios
that shows the concepts of direct variation.

Group 2: Verbal-Linguistic Learners

The group will be tasked to prepare a 3 to 4 stanza
poem about the concepts of direct variation.

Group 3: Musical
The group will be tasked to prepare a song
with the lyrics telling something about
the concepts of direct variation.

Rubrics for Scoring:

Very
Group Member: Frequently Occasionally Never
(3) (2) (1)
Contributes
ideas
Focuses on the
task
Ensures the
quality of work
Works with
others
Total Score ____/12
D. Assimilation Generalization:
 Direct Variation is the type of variation that always have the two
values/variables proportional.
 The ratio of a direct variation is always constant.
 In translating “y varies directly as x”, y must always stay on the left
side of the equation, while x must be placed on the right side together
with the k (where k is the constant of a variation), becoming “y=kx”
 In translating “x varies directly as y”, x must always stay on the left side
of the equation, while y must be placed on the right side together
with k (where k is the constant of a variation), becoming “x=ky”
 When the term k is missing the formula y=kx will become k=x/y

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Values Integration:
“The results you achieve will be in direct proportion
to the effort you apply.”
-Denis Waitley
Assessment:
A. Direction: Choose the letter of the correct answer
1. Which of the following best describes the direct variation?
a. The two quantities are proportional
b. The two quantities are not proportional
c. The two quantities can be x or y
d. The two quantities can be indirectly proportional
2. In direct variation, when a one quantities increases, the other one
______.
a. Increases
b. Decreases
c. Depreciates
d. Constant
3. How can you mathematically translate, “s is proportional to t”?
a. t=ks
b. k=ts
c. s=kt
d. k=st
4. (1) In direct variation, if x increases the y decreases. (2)“y varies
directly as x” can be translated to y=kx
a. Both statement are correct
b. Both statement are wrong
c. The first statement is correct, and the second is wrong
d. The first statement is wrong, and the second is correct
5. Write an equation of , “the length L of a person’s shadow at a given
time varies directly as the height H if the person”
a. k=LH
b. H=kL
c. k=HL
d. L=kH

B. Direction: In each of the following, y varies directly as x.

1. If y = 12 when x = 4, find y when x = 12
2. If y = -18 when x = 9, find y when x = 7
3. If y = 81 when x = 9, find y when x = 4

Assignment
Answer the following problem, show your solutions.
1. Jessie uses 20 liters of gasoline to travel 200 kilometers, how many liters
of gasoline will he use on a trip of;
a. 700 kilometers?
b. 900 kilometers?
c. 1,000 kilometers?

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V. REFLECTION What I Have Learned:
 The learners express their new learning by accomplishing this task:
1. I understand that______________________________________.
2. I realized that_________________________________________.
3. I experienced________________________________________.

This lesson plan embraces a whole-child approach to learning by utilizing

immersive and interactive learning strategies that foster; social (groupings, and student-
teacher engagement), emotional (activity reflections of the students, and feelings when
doing an activity), physical (differentiated activities, and motivational activity), and
cognitive development (discussion and activities, and groupings). The lesson's goal is to
give each student a vital and purposeful learning environment by exposing them in
solving problems involving direct variation correctly which students encourage direct
variance that made them attracted and engaged.