DAILY LESSON PLAN Kristian D. De Guia Teacher Teaching Dates & Time Week No. I. OBJECTIVES A. Content Standards B. Performance Standards C. Learning Competency III. LEARNING RESOURCES A. References 1. Teacher’s Guide pages 2. Learner’s Materials pages 1 Day 1 9 MATHEMATICS Quarter 2 Duration 1 HOUR Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedure must be followed and if needed, additional lessons, exercises, remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative 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 guide. The learner demonstrates understanding of key concepts of variation and radicals. The learner can formulate and solve accurately problems involving variation and radicals. Illustrates situations that involve direct variation. (M9AL-IIa-1) a. Illustrate situations that involve direct variation b. Identify examples of direct variation c. Appreciate the concept of direct variation in real-life situation D. Learning Objectives II. CONTENT/TOPIC Grade & Section Learning Area Biri National High School School Content is what the lesson all about. It pertains to the subject matter the teacher aims to teach in the CG, the content can be tackled in a week or two. Direct Variation List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials. Handson learning promotes concept development. pp.132-134 pp.193-195 Mathematics III (Concepts, Structures and Methods for High School), pp. 349-353 Oronce, Orlando A., et.al (1996) 3. Textbook pages Electronic Sources: 4. Additional Materials from Learning Resource (LR) Portal B. Other Learning Resources IV. PROCEDURES https://www.google.com.ph /search?q=students+segregating+garbage&source=lnms&tbm =isch&sa=X&ved=0ahUKEwiw3emd5InUAhXJm5QKHWEAB6YQ _AUIBigB&biw=1366&bih=662#imgrc=vuMlR5k9_8X8XM: https://www.google.com.ph/search?tbm=isch&q=picture+ of+pilipino+student+walking&bav=on.2,or.&cad=b&biw=13 66&bih=662&dpr=1&ech=1&psi=2UwmWY7VMsvF0gTvo6wI. 1495682530133.3&ei=2UwmWY7VMsvF0gTvo6wI&emsg=NCSR &noj=1#imgrc=gaIBks1O_mmyFM: Grade 9 LCTG by DepEd Cavite Mathematics 2016, activity sheets, laptop, and monitor These steps should be across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusion about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step. A. Reviewing previous lesson or presenting the new lesson. ELICIT (The activities in this section AWARENESS will evoke or draw out prior concepts of or experiences from the students) Preliminary Activity! Analyze the given the situation below. Pedro and Juan are salespersons. Compare the computations of Pedro’s and Juan’s total income. (Learners Activity Sheet p.2) B. Establishing a purpose for the lesson. ENGAGE (The activities in this section will stimulate their thinking and help them access and connect prior knowledge as a jumpstart to the present lesson.) 1. Presenting examples/instanc es of the new lesson. 1. What have you observed with Pedro’s total income? Juan’s total income? 2. How do you solve for the total income of the two salespersons? 3. Among the two, who shows a direct variation salesperson? (Analyze the diagram no need for an answer) Direction: Read and analyze the given situation below then answer the questions that follows. COVID-19 vaccine is available in the Philippines. Awareness campaigns are being open to the public by the government to encourage people to take the vaccine against the COVID-19. Everyone is encouraged to participate in the said program. Every health personnel can vaccinate 100 persons a day. (Learners Activity Sheet p.2) The table below shows the number of persons vaccinated a day by every health personnel in charge. Number of health personnel (n) Persons vaccinated (P) 1 100 2 200 3 300 4 400 5 500 Questions: a. What happens to the number of people vaccinated when the number of health personnel is doubled? (The number of people vaccinated doubled or tripled as the number of health personnel doubled or tripled.) b. How many health personnel is needed to vaccinate 800 persons? (8 health personnel) c. What mathematical statement will relate the two quantities involved? (P = 100n) d. As a student, what can you do to help encourage people to participate in the vaccination program of the government? (Answers may vary) 2. Discussing the new concepts and practicing new skills #1. EXPLORE (In this section, students Based on the given situation, what have you noticed with the two quantities? Is there a direct relationship between them? will be given time to think, plan, investigate, and organize collected information; or the performance of the planned/prepared activities from the student’s manual with data gathering and Guide questions) 3. Discussing the new concepts and practicing new skills #2. Activity: Think-Pair-Share Direction: Find a partner. Read and analyze the given situation then answer the question that follows. (Afterwards they will present their answers in the board.) ACTIVITY Ronnie walks 1 km per 20 min. at a constant rate. The table shows the distance he has walked at a particular length of time. (Learners Activity Sheet p.3) Questions: a. What happens to the distance as the length of time increases? b. If Ronnie walks 1.5 km in going to school, how much time did he spend in walking? c. What mathematical statement can represent the relation? d. What mathematical operation did you apply in this case? e. Is there a constant number involved? 1. Developing mastery (Leads to formative assessment 3). will be involved in an analysis of their exploration. Their understanding is clarified and modified because of reflective activities)/Analysis of the gathered data and results and be able to answer the Guide Questions leading to the focus concept or topic of the day. ANALYSIS EXPLAIN (In this section, students Put a check (/) on the blank before the letter if the given situation is a direct variation and put a cross (x) if it is not. _____ a. The distance an airplane flies to the time travelling _____ b. The time a teacher spends in checking test papers to the number of students _____ c. The number of hours to finish a job to the number of persons working _____ d. The age of a used cell phone to its resale value _____ e. The number of persons sharing a buko pie to the size of the slices of the pie 2. Making generalization and abstraction about the lesson. ELABORATE (This section will give 2. The statements: ABSTRACTION students the opportunity to expand and solidify / concretize their understanding of the concept and / or apply it to real – world situation) 1. There is a direct variation whenever a situation produces pairs of numbers in which their ratio is constant. “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 3. 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.There is a direct variation whenever a situation produces pairs of numbers in which their ratio is constant. Finding practical application of concepts and skills in daily living. Answer the following questions. (Learning Activity Sheet p.3) APPLICATION 3. Evaluating learning. EVALUATION (This section will a. Rudy sold 3 baskets of banana at P 35 per kg. If a basket contains 8 kg, how much did Rudy earn? b. Candies are sold at P 1.50 each. How much a bag of 420 will candies cost? c. A photocopy machine can finish 500 pages in 3 minutes. How many pages can the machine copy in 1 hour? 4. Read and analyze the problem to answer the following questions given. (Learning Activity Sheet p.4) provide for concept check test items and answer key which are aligned to the learning objectives - content and performance standards and address misconceptions – if any) ASSESSMENT Every week, Lemuel puts Php 15.00 in his piggy bank. In the following table, n is the number of weeks and s is the savings in peso. Additional activities for application or remediation. EXTEND (These sections give situation that explains the topic in a new context, or integrate it to another discipline / societal concern) 1 15 2 30 3 45 4 60 5 75 6 90 a. What happens to Lempel’s savings as the number of weeks doubled? Tripled? b. In how many weeks would he have saved P 360? c. How much will be his savings after 15 weeks? d. What mathematical statement can represent the relation? e. Give the constant number involved in the situation. Follow-up ASSIGNMENT 5. n s 1. Give at least three examples of situations illustrating direct variation. 2. Study how to translate into variation statement a relationship between two quantities given by (a) table of values; (b) a mathematical equation. V. REMARKS VI. REFLECTION A. No. of learners who earned 80% on the Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant question. formative assessment B. No. of learners who require additional activities for remediation C. Did the remedial lesson work? No. of learner who caught up with the lesson D. No. of learner who continue to require remediation E. Which of my teaching strategies worked well? Why did this 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? NOTE: Procedure is adapted/adopted from DLP 2017 of DepEd-Division of Lapu-Lapu City as reference. ACTIVITY RUBRICS: SCORE DESCRIPTION 10 The illustrated situation demonstrates a thorough understanding of the topic, and the idea was clearly presented. 8 The illustrated situation demonstrates a satisfactory understanding of the topic and the idea was clearly presented. 6 The illustrated situation demonstrates a satisfactory understanding of the topic and the idea was not clearly presented. 4 The illustrated situation demonstrates an incomplete understanding of the topic and the idea was not clearly presented. 2 Show lack of understanding of the topic.