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.