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# Republic of the Philippines Teacher CIPRIANO, John Albert O.

Quarter
RIZAL TECHNOLOGICAL UNIVERISTY
Teaching Date/Time MTWHF/1:00pm-2:00pm Level/Section IX-Zeus
COLLEGE OF EDUCATION
Learning Area Mathematics School Year 2018-2019

## DAILY DETAILED LESSON PLAN

At the end of the lesson, the learner should be able to:
 Define accurately direct variation using the given example
I. OBJECTIVES
 Solve correctly problems involving direct variation through a group activity
 Relate wholeheartedly the concept of direct variation to one’s life through recitation.
A. Content Standards Demonstrates understanding of key concepts of variation and radicals.
B. Performance Standards Is able to formulate and solve accurately problems involving radicals.
C. Learning Competencies Illustrates situations that involve the following direct variations.
II. CONTENT Patterns and Algebra (Direct variation)
III. LEARNING RESOURCES
A. References
K to 12 MCG,2013, by Math Curriculum Guide Grades 1-10 Final as of 01-17-2016.pdf p.103
10%20Final%20as%20of%2001-17-2016.pdf
2. Learner’s Material pages
Bryant, M., et.al. (2014). Mathematics 9 Learners’ Module. Variation pages 194-205. Pasig City,
3. Textbook pages
Philippines. Rex Book Store.
http://www.mathwords.com/d/direct_variation.htm
Learning Resource (LR)
http://www.mathwords.com/d/direct_variation.htm
Portal
https://www.varsitytutors.com/hotmath/hotmath_help/topics/direct-variation
B. Other Learning Resources Projector, Laptop, PowerPoint Presentation, Cartolina, Die, Shoe laces
IV. PROCEDURES Teacher’s Activity Students’ Activity
A. Before the Lesson A. Daily Routine
Let’s all stand. Mariel kindly lead us the prayer. Let us put ourselves in the presence of
God…Amen.

## Whose absent for today?

Adapted from DepEd Order No. 42, s. 2016, “Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program”
Row 1? None Sir.
Row 2? None Sir.
Row 3? None Sir.
Row 4? None Sir.
Very good. Because of that, kindly give yourselves (students clapping their hands)
a round of applause.

## Before we will start our lesson, I want to remind Yes Sir.

you of our classroom rules. Avoid unnecessary
noise, no gadgets allowed and participate actively
in class discussion. Am I clear?

B. Analysis
Last meeting, we defined the term variation, Variation is a relationship between two
which can recall and tell to class its meaning. Yes variables that can be expressed by an equation.
*Name of student*?

## Well said *Name of student*. Let’s move on and

proceed to our next topic.

## I have here shoe laces. Observe the relationship

of the number of laces to its overall length.
Understand?

## (The teacher ties the laces)

What happened? Yes *Name of student*? The greater the number of shoe lace, the longer
its length.

## Very Good. How about if I will untie these shoe

laces? (the teacher unties the laces)

Yes *Name of student*? The length is shorter since the number of shoe
laces decrease.

Correct. Now who can conclude on the As the number increases, the length also
relationship of the number of shoe laces to its increases and as the number decreases, the
overall length? Yes *Name of student*? length also decreases.

Adapted from DepEd Order No. 42, s. 2016, “Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program”
Very good observation *Name of student*, and
that has something to do with our lesson for
today which is the first kind of Variation or what
we called the direct variation, but before that,
B. During the Lesson C. Abstraction
The number of shoe lace and its overall length is
one of the examples of direct variation.

Based from the example using the shoe laces. Direct Variation is a kind of variation which one
Who can give me the definition of Direct variable is equal to the constant times the other.
Variation? Yes *Name of student*?

## Well said *Name of student*. In direct variation,

as one variable increases or decreases, the other
does the same.

## The formula for Direct Variation is y=kx where k

is constant. For example y = 12 when x = 4, find y
when x = 12.

First, we will substitute the value of y and x to get The value of y is 12 and the value of x is 4.
the value of k. Now, what are the values of x and
y? Yes *Name of student*?

Thank you *Name of student*. What would be our The equation would be 12 = 4k
new equation? Yes Yves?

Correct *Name of student*. For us to get the value The value of y is 12 and the value of x is 4.
of k, we will divide both sides by 4. Now, who can
give the value of k? Yes *Name of student*?
The value of k is equal to 3.
Very good *Name of student*. Then, we will
substitute the value of k together with the given
value of x to get the value of y in the formula.
What will be our next equation? Yes *Name of The equation would be y = 3(12)
student*?

Adapted from DepEd Order No. 42, s. 2016, “Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program”
Is *Name of student*’s answer correct? Yes Sir.

student*?

## Very good *Name of student*. On the board, who

can solve this problem and find the value of y?
Yes *Name of student*?

y = kx
28 = 7k
k=4

## Do you have any questions or clarifications? None Sir.

D. Application
If you don’t have any questions or clarifications,
we will have our activity called “One Minute
Challenge: Finding the Value of Y Edition”.

## The class will be grouped into four. These will be

the group 1, 2, 3, and 4.

## Attention class. These will be the mechanics of Yes, Sir!

the game. Each group will receive illustration
board for you to write you final answers. You will
answer the questions for one minute and each
item is worth 5 points. The moment I will say
“Start”, that’s the time you will begin to answer
Up .Am I clear?

## If y = 3 when x = 10, find x when y = 1.2. (students answering the problem)

Adapted from DepEd Order No. 42, s. 2016, “Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program”
y = kx
3 = 10k
k = 3/10
1.2 = 3/10 (x)
x=4

“Times Up!”
All of you got the correct answer. For the next
problem, “Start”.

## If y = -18 when x = 9, find y when x = 7.

y = kx
-18 = 9k
k = -2
y = -2 (7)
y = - 14
“Times Up!”
All of you got the correct answer. For the next
problem, “Start”.

## If y = 10 when x = 24, find y when x = 16. y = kx

10 = 24k
k = 5/12
y = 5/12 (16)
y = 20/3

“Times Up!”
All of you got the correct answer. All groups have
15 points. Give yourselves a round of applause.
Yes!!! (students clapping)
proper seats.

Adapted from DepEd Order No. 42, s. 2016, “Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program”
Now, who can relate the concept of direct I can relate the concept of direct variation to my
variation in your own lives? Yes *Name of studies. The more time I spend in studying my
student*. lessons, fortunately, the higher score I would get
in my quizzes and examination.

Well said *Name of student*. Another? Yes *Name The more I can be faithful to God, the stronger I
of student*? would be to face different problems.

## Nice realization *Name of student*l. Do you have None, Sir!

any questions and clarifications?
C. After the Lesson E. Assessment
If you don’t have any questions and clarifications.
Kindly get 1 whole and answer these.

## The table below shows the distance d varies

directly as the time t. find the constant of
variation and the equation which describe the
relation.

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

V. REMARKS

INDEX OF MASTERY
A. No. of students who passed Section Male Female Total %
the assessment

## B. No. of students who did not Section Male Female Total %

pass the assessment

Adapted from DepEd Order No. 42, s. 2016, “Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program”
VI. REFLECTION

## John Albert O. Cipriano Rolando Magat jr.

Student Teacher Cooperating Teacher

Date: _______________________________

Adapted from DepEd Order No. 42, s. 2016, “Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program”