DAILY LESSON LOG OF M9-AL-IIa-1(Day 1)

School San Pedro Integrated School Grade Level Grade 9

Teacher MARVIN A. ABAD Learning Area Mathematics
Teaching Date and November 8, 2022
Quarter Second
Time Tuesday 9:45-10:45 am
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
I. OBJECTIVES Assessment Strategies. Valuing 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 and radicals.
B. Performance Standards The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving variations and radicals.
Learning Competency: Illustrate situations that involve the following
variations(a)direct;(b) inverse;(c) joint and combined. (M9AL-Ig-3)
C. Learning Competencies/ 1. Define and identify direct and inverse variation.
Objectives 2. Illustrate situations that involve direct and inverse variations.
3. Show appreciation in illustrating situations that involve direct and inverse
variations.
II. CONTENT Illustrating Situations That Involve Direct and Inverse Variation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages p.122-153
2. Learner’s Materials pages p.187-214
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
IV. PROCEDURES pupils/students with multiple ways to learn new 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.
The teacher asks the students the following questions:
1.Where do you think paper comes from? What is paper made of?
2.What is the adverse effect of the increasing demand of paper to the number of trees being
A. Review previous lesson
cut?
or presenting the new Answers:
lesson 1. Trees
2. Increasing demand of paper results to a greater number of trees being cut.

B. Establishing a purpose for The teacher lets the students realize that there are a lot of real-life situations that can be
the lesson related to variations.
C. Presenting examples/ The teacher presents a situation to the students and let them answer the questions
instances of the new that follow.
lesson 1. The Supreme Student Government (SSG) launches a recycling campaign of
waste materials in order to raise student’s awareness environmental
protection. Every kilogram of waste material earns 5 points that can be
exchanged for school supplies.
The table below shows the points earned by a Grade 8 class for every number of
kilograms of waste paper collected.

Number of 1 2 3 4 5 6
kilograms
(n)
Points (P) 5 10 15 20 25 30

Questions:
 DAILY LESSON LOG OF M9-AL-IIa-1(Day 1)

a. What happen to the number of kilograms of waste materials is doubled?

tripled?
b. How many kilograms of waste materials will the students have to gather in
order to raise 500 points?
c. Write a mathematical statement that will relate the quantities involved.
2. Rea lives 40 km away from Banilad NHS where she works. Driving a car, the
time it takes her to reach work depends on her average speed. Some
possible speeds and the length of time it takes her are as follows
Number of kilograms (n) 1 4/5 2/3 4/7 1/2
Points (P) 40 50 60 70 80
:

Questions:
a. How do the speed and time of travel affect each other?
b. Write a mathematical statement to represent the relation.
c. Is there a constant number involved? Explain the process that you have used in
finding out.
Answer Key:
1.a.The number of points doubled or tripled as the number of kilos of papers
doubled or tripled.
b.100 kilograms
c.P=5n
2.a. As the speed of the car increases, the time in travelling decreases.
b. s= k/t, where, s is the speed in kph and t is time gives us the constant.
D. Discussing new concepts The teacher discusses with the students the process of arriving at the answer of the
and practicing new skills given activity. Furthermore, he/she asks the students about the mathematical skills
#1 or principle that they used to get the correct answers
E. Discussing new concepts The teacher discusses and illustrates thoroughly the definition of direct and inverse
and practicing new skills variation given example on direct and inverse variation.
#2
F. Developing mastery (leads
to formative assessment
3)
Identify the type of variation involved in each situation and give the possible
equation.
G. Finding practical 1. The fare of person and the distance of his /her destination.
applications of concepts 2. The age of the person and the payment on the insurance.
and skills in daily living 3. The height of the rectangular box and the volume of the box.
Answer Key:
1.Direct 2. Inverse 3.Direct
The teacher summarizes the mathematical skills used in variation that involves the
relationships of quantities and its type of variation the Direct Variation where pair
H. Making generalizations
of quantities whose ratio is constant may be translated mathematically as
and abstractions about
“y=kx,where k is the constant of variation” and Inverse Variation where pair of
the lesson
quantities whose product is constant may be translated mathematically as
“y=k/x,where k is the constant of variations.
The teacher lets the students answer individually for the formative assessment.
Transform following statement into its mathematical sentence.
1.y varies directly as x
2.m varies inversely n
I. Evaluating Learning 3.p is directly proportional to d
4.b is inversely proportional to d
Answer Keys:
1.y=kx 2.m=k/n 3.p=kt 4.b=k/d

J. Additional activities or The teacher lets the students answer the assignment:
remediation Write an equation where y varies directly as x.
 DAILY LESSON LOG OF M9-AL-IIa-1(Day 1)

1.y=28 when x=7 2. y=30 when x=8 3. Y=0.7 when x=0.5

Find the values as indicated:
4.If y=12 when x=4,find y when x=12.
5.If y=-18 when x=9, find x when y=14
Answer Keys:
1.28=7k 2.30=8k 3.0.7=0.5k
4.12=4k 5. -18=9k
12 4 k 18 9 k
= =
4 4 9 9
3=k 2=k
y=kx y=kx
14 2 x
y= (3)12 =
2 2
y=36 7=x
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
VI. REFLECTION instructional supervisors can provide for you 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

Prepared by:

MARVIN A. ABAD
Teacher I

Checked by: NOTED:

JOEMAR M. LACISTE ROSEMARIE L. GUITANG

Head Teacher I Assistant Principal II