A Detailed Lesson Plan

By: Cresentia C. Bernadez

Learning Competencies: Illustrates situations that involve the following variations: (a) direct; (b) inverse; (c)
joint; (d) combined.

I. Objectives:
At the end of the lesson, 80% of the students will be able to:
 Illustrate situations that involve combined variation;
 Translate into variation statement a relationship involving combined variation between two
quantities given by a mathematical equation, and vice-versa;
 Appreciate the lesson by solving problems involving combined variations.

Change the objectives. The cognitive domain could be differentiating combined variation from
other variations, the psychomotor domain should be more simplified because it is too complex, the
affective domain should be added with “real-life situations”. It is okay but should still be enhanced.
II. Subject Matter:
Topic: Combined Variation
References: Mathematics Learner’s Material 9 pp. 220-222
Materials: Laptop, TV
Value: Problem-solving, Cooperative Learning

III. Procedure:
Methodology Teacher’s Activity Student’s Activity
Preparation A. Preliminary Activities
1. Greetings and Prayer

Good morning class! “Good morning, Ma’am! we are glad to

see you.”
How are you today? “We are feeling great Ma’am!”
That is good to hear.

Before having our class discussion, let

us all stand first for a prayer.
Student A, kindly lead the prayer. (Students will stand.)

Class, before you take your seats, (Students will pick up the pieces of papers or
kindly pick up the pieces of papers or plastics around them and arrange their chair
plastic around you and arrange your silently and properly.)
chair silently and properly.

Please take your seats. Class: “Thank you, ma’am.”

2. Checking of Attendance

Class monitor, is everyone present Class monitor: “Yes ma’am.”

today?

Very good, we have a perfect

attendance for today.

3. Setting of Class Standards

Let’s have first our classroom

agreements for us to have a smooth
class discussion.
(Paste the visual aid on the board) (Students start reading the classroom
agreements.)
Everyone, please our classroom
agreements.
1. Listen attentively when someone
 is talking.
2. Raise your hand if you to answer.
3. Actively participate in every
activity.

Thank you! I hope everyone will

observe the classroom agreements for
the whole duration of the class
discussion. (Class answers.)

4.Checking of Assignments

Now, did you make your

assignments? Class: “Yes ma’am.”

Okay, very good. Please you’re your

assignment to the center aisle and pass
to the front. Students do as told.

Engage
Class, before we start our discussion.
Who can recall the types of variations we
discussed in the previous lessons? Student A: “The types of variations we
discussed in the previous lessons are
direct, inverse, and joint combination
ma’am.”

Very good. What is direct variation? Student B: “Direct variation exists

between any two variables when one
quantity is directly dependent on the
other.”

Excellent. What about inverse variation? Student C: “It states if the value of one
quantity increases, then the value of the
other quantity decreases.”

Lastly, what is joint variation? Student A:” Joint variation describes a

situation where one variable depends on
two (or more) other variables, and varies
Every activity should have 5 or more directly as each of them when the others
teams to minimize the number of are held constant.”
students for each team. Also, the title of
the activity should be given first then
groupings then followed by the
mechanics.

Splendid! Now, before we proceed, let

us first do an activity entitled “Give me Students look underneath their seats.
the Correct Combination”!

The class will be divided into 3 groups. Class: “Yes ma’am.”

Look underneath your seats to find what
group number you belong in. Each
group will be given one situation.
Students quietly go to their assigned areas.
Does everyone have their numbers?

Good. Now, I will give 15 seconds for

everyone to stay with their respective
groups.
Students read the directions together.
Everyone, please read the directions.

The activity for motivation could be

 used for explain and elaborate.
Suggested by sir sean to have 6 problems
for the activity so that I can use the first
problem as an example in explain while
the five problems can be used in
elaborate stage.
Directions: Give the correct combination
of variations illustrated in the given
situation and translate into mathematical
equation.
Group 1: The amount of money
raised during MNHS JS
Promenade Night varies directly
as the number of attendees and
inversely as the amount of
expenses used on the said event.

Group 2: The number of

days d needed to paint a
wall varies jointly as the
width w of the wall and the
pail p paints needed and
varies inversely as the
number of people n
painting.
Class: “Yes ma’am.”
Group 3: The number of minutes
needed to solve an exercise set of Group 1: “Direct and Inverse Variation”
variation problems varies directly
as the number of problems and
inversely as the number of Group 2: “Joint and Inverse Variation”
people working on the solutions.
Group 3: “Direct and Inverse Variation
Okay, I will give everyone 3 minutes to ma’am.”
answer.
Student E: “I observed that we combined
Are you done? two types of variations ma’am.”

Group 1, please read and present your

answer.
Student B: “I guess our topic is
Very good. How about group 2? Combined Variation ma’am.”

Group 3, what is your answer?

Everyone, is correct. What did you

observe from the activity? Yes, student
E?

That’s right! And that is the concept of

our topic for today. Can anyone guess
what it is?

Very good!
Explore Our topic for today is Combined
Variation.

Before we formally start our discussion,

let us read first the objectives for today’s
lesson.
The objectives should be mirrored in the
evaluation stage. If the objectives are to
define then in the evaluation there
should be a part where students define
 the topic. Students read the objectives.
Also, suggestion to have the objectives in
a form of question like “How to illustrate
situations that involve combined
variation?” and then the description for
the objectives can be told at the end like
“Everyone should take this questions as
goals for what we should achieve
today.”
Objectives:
 Illustrate situations that involve
combined variation;
 Translate into variation statement a
relationship involving combined
variation between two quantities
given by a mathematical equation,
and vice-versa;
 Appreciate the lesson by solving
problems involving combined
variations.

Good. So, these are the goals that

everyone will strive to achieve at the end
of the lesson.
Explain Now, student C, please read the problem
stated in the screen.

The foot road of Barangay Matalipni

needs to be repaired. The days (t) Student C reads the problem.
needed to repair the said foot road
varies directly as the (l)length of the
road and inversely as the number of
(p)people working on it. It takes 6
days for 2 persons to repair the 18 –
meter road. How many days will it
take 4 persons to repair the 30-meter
long foot road?

Thank you, student C.

So, what type of variation do you think

is involved in this problem? Yes, student Student E: “The types of variations
E? involved in the problem are direct and
inverse variation, ma’am.”

That is correct. What previously learned Student A: “I think we need to apply

concepts do you think are needed in solving direct, joint and inverse
solving the problem? variations ma’am.”

Very good, student A.

In solving for direct, joint, and inverse

variation, what did we do first? Student B: “We first translated the
mathematical statements into
mathematical equations.”

Very good. Now who can translate the

problem into a mathematical equation? Hint:
Yes, student C?  d= days needed to repair the foot
road
 l= length of the road
 p=number of people who will
repair the road
 kl
That’s right. What step is next after  d=
p
translating the mathematical statement
into mathematical equation?
Student E: “We substitute the given
equation and find the constant of
Yes, please solve the first set on the variation (k).”
board, student E.
Student E solves the equation on the board.
kl
d = 6 days d=
p
k 18
l = 18 meters 6=
2
p = 2 persons 12= k18
Then, what step should we do next?
2
k=
3
Correct! Student C, please demonstrate
Student C: “We substitute the second set
the step on the board.
of given and the value of k then find the
value of the unknown variable.”

Student C solves the equation on the board.

kl
d = unknown d=
p
Good job, student C. So, how many days 2/3(30)
l = 30 meters d=
will it take 4 persons to repair the 30- 4
meter long foot road? 20
p = 4 persons d=
4
So, how did we solve the given problem k = 2/3 d=5
involving combined variation? What
steps did we take? Please cite the first
step Student A. Class: “5 days.”

Very good, how about the next step?

Student A: “Translate mathematical

statement into mathematical equation.”

Excellent. And what is the last step?

Student B: “Substitute the first set of
given to the equation and find the
constant of variations (k).”

Student C: “Substitute the second set of

Terrific. Now who can tell me about the given and the value of k then find the
situation that illustrates a combined value of the unknown variable.”
variation?

Student E: “Combined variation

describes a situation where a variable
depends on two (or more) other
variables, and varies directly with some
That’s correct. Who can express this into of them and varies inversely with
a mathematical equation? others.”

Very good. Do you have any questions? Student D:

kxy wz
w= or k=
z xy

Class: “None ma’am.”

Elaborate Since there are no questions. Let us now
do an activity. We will have the same
groupings from the first activity.

I will give 15 seconds for everyone to Students do as told.

proceed to their respective groups.

Is everybody ready? Class: “Yes ma’am.”

Okay, everyone please read the

directions.

Directions: Translate into mathematical

equation and solve for the unknown The students read the directions.
quantities. The first group to complete
the tasks gains additional points.

Group 1: The amount of money

raised during MNHS JS Answer Key:
Promenade Night varies directly
as the number of attendees and
inversely as the amount of 1. Php 4,000.00 will be raised for 300
expenses used on the said event. If attendees
the amount of money raised for
250 attendees was Php5000.00 and
the amount for expenses was
Php4000.00. How much money
will be raised for 300 attendees
and PHp6000.00 amount of
expenses used during the JS
Promenade Night?

Group 2: The number of days d needed to

paint a wall varies jointly as the width w 2. K = 2; It will take 9 days for 12
of the wall and the pail p paints needed men to paint the whole wall.
and varies inversely as the number of
people n painting. The wall mentioned
above is 10 meters long and painted with
2 pails of paint. Five men worked on it
and finished the painting in 6 days.
What is the value of the variation
constant? At the same rate, how many
days will it take 12 men to paint the
whole wall?

Group 3: The number of minutes needed

3. It will take 56 minutes for 6
to solve an exercise set of variation
people to solve 42 problems.
problem varies directly as the number of
problems and inversely as the number of
people working on the solutions. It takes
4 people 36 minutes to solve 18
problems. How many minutes will it
take 6 people to solve 42 problems.

Good job, everyone! Let’s give ourselves

a good job clap. Students do the good job clap.
Do you now understand the concept of
combined variation? Class: “Yes ma’am.”
To further assess your understanding,
let’s have a short quiz. Get ½ sheet of Students do as told.
paper.
Evaluation Direction: Translate the following
mathematical statements into
mathematical equations and solve the
unknown. Answer Key:
1. The number of hours (h) that it
takes to Special Action Force (m)
men to assemble (x) machines for
COVID -19 varies directly as the
number of machine and inversely
as the number of men if four men
can assemble 16 machines in 12
hours, how many men are
needed to assemble 48 machines
in twelve hours?

2. The (t) time required for an

elevator to lift a weight varies t=kwd/p
jointly as the (w) weight and (d)
30=k(100)(50)/10
distance through which it is to be
lifted and inversely as the (p) 300=5,000k
power of the motor. It takes 30
seconds for a 10 horsepower 300/5,000=5,000k/5,000
motor to lift 100 pounds through
50 ft. What size of the motor is 3/50=k(constant of variation)
required to lift 800 pounds in 40
seconds through 40 feet? 40=5/50(800)(40)/p

If the evaluation involves solving then it 40p=19,000

should have a rubric. Suggestion is to
p=480
have a multiple-choice question for
easier scoring. No need for rubric.

IV. Assignment If a new topic is to be introduced then suggestion is to present the assignment in a
motivation style so that students can really be motivated to study.
Directions: Choose one task only. Be guided according to the rubric below.
Task A. Give a suggestion to help fight COVID-19 Pandemic. Justify your reason on how effective your
suggestion is using the concept of combined variation.
Task B. Make a business plan that fits the Modified Enhanced Community Quarantine due to COVID-
19 crisis. Make a short discussion on how the product sales affect the amount of money spent on
advertising the product and the prices of the product.
10 8 6 4

Ideas All details were Writing had Writing had Writing had
unique, many three or few details.
interesting, and interesting more details
related to and details which that
supported the supported the supported
main idea. main idea. the main
idea.

Content All content Content directly Had Presentation

directly related related to the difficulty did not
to the topic. topic. Included explaining relate to
Content was many details how the topic.
thoroughly that content and
developed and demonstrated topic relate.
demonstrated knowledge of
detailed the topic.
knowledge of
the topic.