This document contains a detailed lesson plan for teaching direct variation in Mathematics 9. The objectives are for students to illustrate situations involving direct variation, identify the direct variation equation, and solve problems using y=kx. Examples shown include a school recycling campaign where points earned vary directly with kilograms of paper collected, and distance traveled varying directly with time on a bicycle. Students participate in group activities to apply their understanding of direct variation.
The document is a detailed lesson plan for a mathematics class on permutation. It outlines the objectives, content, materials, and procedures for the lesson. The lesson will teach students about permutation rules including n!, nPr, and arrangements of distinct objects. Example problems are provided to demonstrate each rule, and students will complete activities in groups to practice the rules and verify their understanding.
This document is a daily lesson log for an 8th grade mathematics class. It outlines the objectives, content, learning resources, and procedures for lessons on linear equations in two variables and systems of linear equations in two variables over the course of a week. The lessons focus on demonstrating understanding of key concepts, formulating problems, and finding and graphing equations. Activities include class discussions, examples, practice problems, and assessments. The log also includes reflections on student learning and areas for improvement.
The document provides a detailed lesson plan for a mathematics class on evaluating algebraic expressions. It includes objectives, subject matter, instructional procedures, evaluation, and assignment. The lesson involves identifying steps to evaluate expressions, applying those steps through group activities, and showing appreciation for group work. Students work in groups to evaluate expressions when given values for variables. They are evaluated based on accuracy, timeliness, and cooperation. For an assignment, students evaluate expressions when given different values for two variables.
Lesson plan in mathematics 8 (Factoring Perfect Square Trinomial) Rachel Ann
This lesson plan teaches students how to factor perfect square trinomials. It begins with introducing the learning competency and objectives of factoring perfect square trinomials. Examples are provided to demonstrate the steps: getting the square root of the first and last terms and listing them as a sum or difference. Students practice this by factoring examples as a group activity and individually. They summarize the key points and apply the process to new problems, concluding with an assignment to factor additional perfect square trinomials independently.
The lesson plan is for a 5th grade mathematics class on identifying similar polygons. It includes learning objectives, content, materials, and a series of learning activities. The activities have the students observe and compare examples of similar polygons, identify which pairs are similar and explain why, learn the definition of similar polygons in terms of corresponding angles and side ratios, and complete application exercises identifying similar objects and drawing similar polygons.
This document contains a 20-question math quiz with questions ranging from easy to difficult on topics of algebra, linear equations, systems of linear equations, and factoring expressions. The quiz is divided into three sections - Easy Round with 5 questions worth 2 points each, Average Round with 6 questions worth 6 points each, and Difficult Round with 10 questions worth 10 points each.
This document contains a lesson plan for teaching factoring non-perfect trinomials in Math 8. The lesson plan outlines intended learning outcomes, learning content including subject matter and reference materials, learning experiences through various activities, an evaluation, and assignment. Students will learn to define trinomials, factor non-perfect square trinomials, and apply factoring trinomials to geometric figures through guided practice with algebra tiles and examples.
Detailed Lesson plan of Product Rule for Exponent Using the Deductive MethodLorie Jane Letada
The document outlines the procedures for a lesson on the product rule for exponent-like terms with exponents. It includes the objectives, subject content, materials, and steps of the lesson. The teacher leads the students in examples of applying the product rule to simplify expressions with the same bases and adds the exponents. Students then practice applying the rule to example expressions on their own.
This document contains a table of specification for a Grade 10 Mathematics class assessing students in the 2nd grading period. It outlines 10 learning competencies that will be evaluated over 30 days, comprising 35 total items testing different cognitive levels. The competencies include illustrating and graphing polynomial functions, deriving properties of circles, and applying concepts like the distance formula. The table provides details on weight, number of items, cognitive levels, and sample item numbers for each competency.
This document contains instructions and examples for working with quadratic equations. It includes directions to find the roots of quadratic equations using any method, as well as assignments involving determining values of a, b, and c in quadratic equations; finding the sum and product of roots; and analyzing whether a quadratic equation can be determined from its roots or the sum and product of roots.
This document contains a lesson plan for teaching polynomial functions in mathematics to 10th grade students. It includes opening prayers and attendance, a review of concepts, physical activities to reinforce concepts, examples worked out in groups, and individual assessments. The goal is for students to understand how to write polynomial functions in standard form and identify the degree, leading coefficient, and constant term. Students participate in group work and presentations, are provided feedback, and have a post-assessment to check understanding before being assigned practice on graphing calculators.
This lesson plan is for a 9th grade mathematics class on trigonometric ratios of 45-45-90 triangles. The objectives are for students to identify trig ratios in this special triangle, connect the ratios to real life, and find the specific values of the six ratios. To teach this, the teacher will have students play a message relay game in groups, then analyze their observations about the triangle angles and side lengths. Finally, the teacher will discuss properties of 45-45-90 triangles and have students practice finding the six trigonometric ratios of the 45 degree angle. For homework, students must research the 30-60-90 triangle theorem.
This lesson plan is about solving linear equations and inequalities algebraically. Students will learn to find the solution of linear equations in one variable. They will practice translating between verbal and mathematical phrases and evaluating expressions. The lesson will review properties of equality like the reflexive, symmetric, transitive, addition, and multiplication properties. Students will learn steps to solve various types of linear equations using these properties. They will assess their understanding by solving sample equations on their own. For homework, students will solve equations and determine whether they have unique solutions, no solutions, or infinite solutions.
Lesson plan in mathematics 9 (illustrations of quadratic equations)Decena15
The lesson plan outlines a lesson on quadratic equations. It introduces quadratic equations and their standard form of ax2 + bx + c = 0. Examples are provided to illustrate how to write quadratic equations in standard form given values of a, b, and c or when expanding multiplied linear expressions. Students complete an activity identifying linear and quadratic equations. They are then assessed by writing equations in standard form and identifying the values of a, b, and c.
This lesson plan teaches measures of position for ungrouped data. It begins with an activity where students arrange exam scores in order and identify the quartiles. The lesson then defines measures of position like quartiles and deciles, and explains how to find and interpret them using an example of students' math scores. Students practice finding the quartiles of another data set. Finally, an evaluation activity asks students to find and interpret the quartiles of classmates' ages from a table of data.
This document contains a math prayer, directions for activities on congruent triangles, processing questions, and a differentiated instruction section. The math prayer thanks God for gifts and asks to subtract worldly desires and divide talents to unite as one family. The activities have students identify corresponding parts of congruent triangles based on pictures and measurements. Processing questions ask about identifying parts, noticing measurements, and what makes triangles congruent. The differentiated instruction gives roles like architect and engineer to complete triangle tasks from different perspectives.
The document summarizes a 10 minute lesson plan for a Grade 11 mathematics class on solving quadratic inequalities. The lesson plan involves introducing quadratic inequalities, explaining the three methods for solving them, working through an example problem, having students practice solving additional problems while peer-assessing each other's work, and concluding by assessing student understanding through class work. The teacher will use a chalkboard to explain the content while students complete practice problems individually and provide peer feedback.
The document provides a detailed lesson plan on teaching the properties of parallelograms to third year high school students. It includes learning competencies, subject matter on the four properties of parallelograms, and learning strategies for teachers and students. Sample problems are provided to demonstrate each property, with teachers interacting with students to discuss the key elements of parallelograms and solutions to related math problems. The lesson concludes with an evaluation through additional practice problems for students to solve independently using the properties of parallelograms.
This document is a daily lesson log from San Salvador High School for a 7th grade math class taught from June 18-22, 2018 by teacher Welita D. Evangelista. The lessons covered sets, absolute value, and fundamental operations on integers including addition, subtraction, multiplication and division. Each day's objectives and activities are outlined in detail, including learning resources used like textbooks, worksheets and examples presented. Formative and summative assessments were given to evaluate student learning each day. The teacher reflected on what teaching strategies worked well and challenges encountered.
This document contains a lesson plan for teaching probability to mathematics students. The objectives are for students to define probability terms, determine samples, events, and outcomes, and actively participate. Probability topics to be covered include experiments, outcomes, sample spaces, and events. Examples to be used include coin flipping and games of chance. Students will practice identifying samples, outcomes, events, and experiments in examples like coin tossing and drawing cards. Their understanding will be evaluated by grouping students to solve probability problems and report their answers. For homework, students will further study probability on their own.
The document contains a lesson plan for teaching Grade 9 students about differentiating between biases and prejudices. The lesson plan outlines the objectives, which are to define bias and prejudice, recognize the importance of knowing about them based on materials viewed, and apply the concepts through activities using social media. The plan details engaging the students by having them observe social media posts and discuss what they see. It also explains how the students will explore the topic by playing a mobile game and discussing the posts. Key terms and concepts are explained, and examples of biases and prejudices are analyzed from social media examples.
The document contains a daily lesson plan for an English class in Grade 9. The lesson plan aims to teach students about differentiating between biases and prejudices. It includes objectives, materials, procedures and activities. The procedures begin with engaging activities like observing social media posts and playing a mobile game to introduce the topic. Students then explore the differences in the posts and work on their critical thinking. The teacher explains biases and prejudices by showing examples from social media and getting student participation and examples. Activities help students elaborate on the concepts and the lesson ends with student evaluation.
This document outlines the science teachers and their subjects for the school year. It also includes details about the science curriculum such as defining science, quarterly topics, assessment requirements, and activities. Some of the activities mentioned are an online quiz bee, a weekly video chat meetup called "Aghamustahan", a clean up drive, and a psychosocial activity called "My Dream School" where students imagine improvements to their school.
This document provides information for parents of students in Tamara Linares' Spanish classes at Etowah High School. It includes the teacher's contact information, the mission statement of Etowah High, and encourages parent involvement. It details class policies such as grading, homework, and rules. It also provides an overview of the course content, which will include vocabulary, grammar, and cultural activities. Important dates and assessments are listed, such as the National Spanish Exam that all students are encouraged to take.
This document outlines Mr. Younger's syllabus for his World History class. It provides details about course content, assignments, grading policies, and classroom rules. Students will learn about the development of Western political thought from ancient times through modern conflicts. They will need supplies like pens, pencils, and a binder. The grading scale ranges from A to F based on percentages. Late work is allowed for partial credit. Students must stay up to date by watching news and keeping current on global events. Homework will be assigned most nights. The classroom has strict rules to ensure respect and responsibility are practiced.
This document contains guidelines and templates for creating a Weekly Home Learning Plan (WHLP) and an Individual Learning Monitoring Plan (ILMP) from the Department of Education of Region VI in the Philippines. It provides instructions for teachers to coordinate with other subject area teachers to plan learning tasks and activities in the WHLP. It also outlines recommended screen time limits for learners of different grade levels. Teachers are asked to fill out a table to highlight the differences between a WHLP, which plans weekly learning at home, and an ILMP, which individually monitors learner progress. Maintaining communication with parents and household partners is also emphasized.
The document provides information about a course guide for Comparative Economic Planning (SS 13) at Bago City College. It includes the course overview with description, program outcomes, and module topics. The course is divided into 3 modules that will cover key concepts in comparative economic planning, the history and evolution of different economic systems, and economic laws passed in Philippine history. The document also provides a study guide for students with rules for completing the modules independently using online tools during the pandemic. It concludes with the instructor's contact information.
This document contains information about a professional development activity for teachers in the Philippines. It includes details about assessing teaching skills and capabilities using a questionnaire. It prompts reflection on standards from the Philippine Professional Standards for Teachers and how to improve teaching practice using different learning delivery modalities. The goal is for teachers to develop an individual plan to strengthen areas of practice and effectively use adopted learning delivery methods in their specific subject areas.
This document outlines the weekly home learning log for Grade 12 students at San Mateo National High School in the Philippines for the first quarter of the 2020-2021 school year. It details the daily learning areas, competencies, tasks, and modes of delivery from Monday, September 13 to Friday, September 17. The focus is on demonstrating an understanding of social sciences and applied social sciences by clarifying the relationships and differences between the two fields. Activities include true/false questions, data retrieval charts, compare/contrast graphic organizers, and producing an infomercial. The teacher provides guidance and feedback through various online modes of communication.
This document contains information about teaching English to young learners, including classroom language, lesson organization techniques, developing social skills, and classroom management strategies. It provides sample greetings, ways to take attendance, phrases for starting and ending lessons, and tips for classroom organization. It also lists social skills objectives and desirable student outcomes related to class routines, greetings/feelings, personal hygiene, behavior, sharing, and showing respect. Finally, it discusses low-key management techniques, making smooth transitions, and aiding struggling students.
The document proposes a "70-10-60 program" to ease the workload of students in the Philippines' K-12 basic education program. It suggests assigning students a maximum of 3 subjects per day, with 140 minutes for two major subjects and 40 minutes for religion class, for 4 days a week. This would reduce the number of books students need to carry daily and allow more time for comprehension. It could also improve education quality by allowing teachers more time with students and limiting class sizes. The proposal aims to benefit student and teacher health and education quality.
Back 2 school nite - new students - 2012cmstechsvcs
This document provides information for parents about the start of the school year at Crestwood Middle School. It introduces the administrative and guidance team. It announces the open house format and that schedules and bus information are available. It also provides updates on grading, curriculum, support services and communication policies to help parents and students transition to the new school year.
This document outlines a unit plan for teaching about solid and hazardous waste to 12th grade AP Environmental Science students. It includes a rationale, overview, consideration of the learners, unit calendar, understanding by design framework, individual lesson plans, summative assessment, and various teaching resources. The unit aims to develop students' scientific literacy and problem solving skills around the topic of waste production and management. It incorporates diverse learning activities to engage students and meet different learning needs.
This document provides information on a course in comparative economic planning, including:
1) An overview of the course which explores contemporary comparative economic planning and its evolution from traditional to modern economics.
2) Expected program outcomes including utilizing sociocultural materials and demonstrating leadership skills.
3) Modules which will define key terms, compare economic systems, and examine economic laws in Philippine history.
4) Guidelines for students on managing their time, understanding assessments, and submitting work electronically.
5) Contact information for the instructor.
The module provides activities to help learners differentiate between common and proper nouns. It begins with an introductory dialogue where a family goes on a picnic. Learners are asked to identify nouns in the dialogue and classify them as common or proper. The module then defines and provides examples of common and proper nouns. Several guided and independent activities follow for learners to practice identifying and classifying nouns. The module concludes with an assessment to evaluate learners' understanding of differentiating between common and proper nouns.
Paradise Embac Elementary School began operating in the early 1960s and is located approximately 28 kilometres from the district office. It has grown to include six buildings on 35,499 square meters of land. The school aims to form graduates who are academically competent, spiritually upright, and equipped with basic life skills. It provides a comprehensive curriculum and promotes staff development within a safe and caring learning environment. Key stakeholders that support the school include teachers, a school governing council, a parent-teacher association, a supreme pupil government, and the local community.
Ronalyn Alejo applies for a science teacher position advertised in a magazine by John Cagalawan, principal of Lirio M. Escano National High School. She has years of experience teaching biology, chemistry, physics, and earth science. She makes the subjects relevant and engages students with experiments. Ronalyn presents material clearly and organizes students into study partners. She uses various technologies to involve all students and inspires them to pursue science. She offers to give a sample lesson at the school.
Hamilton E. Holmes' fourth grade teachers are Ms. Jones, Ms. Lewis, Ms. Walker, Mr. Freeman, Dr. Fletcher, Ms. McDonald, and Ms. Nicholson. The document provides information about Common Core Georgia Performance Standards, writing expectations, grading policies, science and social studies units, homework policies, and helpful websites for students. Contact information is provided for each fourth grade teacher.
The document describes Exergy Development Program, a non-profit organization established in 2015 in South Africa. The organization aims to improve education outcomes through Saturday tutoring classes focused on math and science. Services include meals, career guidance, and preparing students for tertiary education. Goals are to help more students pass grades 10-12 and expand offerings of subjects and number of students served. The program achieved initial success tutoring 23 students in 2015.
The lesson plan outlines a mathematics class on quadratic functions. The teacher will guide students through an asynchronous pre-class activity where they study video tutorials on quadratic functions. In class, students will participate in review activities, modeling quadratic functions using objects from school or personal items, and a group presentation. The lesson aims to help students understand quadratic functions and appreciate their relevance through hands-on modeling and real-world examples.
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Lecture_Notes_Unit4_Chapter_8_9_10_RDBMS for the students affiliated by alaga...Murugan Solaiyappan
Title: Relational Database Management System Concepts(RDBMS)
Description:
Welcome to the comprehensive guide on Relational Database Management System (RDBMS) concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in RDBMS, offering a structured approach to understanding databases in the context of modern computing. PDF content is prepared from the text book Learn Oracle 8I by JOSE A RAMALHO.
Key Topics Covered:
Main Topic : DATA INTEGRITY, CREATING AND MAINTAINING A TABLE AND INDEX
Sub-Topic :
Data Integrity,Types of Integrity, Integrity Constraints, Primary Key, Foreign key, unique key, self referential integrity,
creating and maintain a table, Modifying a table, alter a table, Deleting a table
Create an Index, Alter Index, Drop Index, Function based index, obtaining information about index, Difference between ROWID and ROWNUM
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in RDBMS principles for academic and practical applications.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in database management.
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the author’s understanding in the field of RDBMS as of 2024.
Feedback and Contact Information:
Your feedback is valuable! For any queries or suggestions, please contact muruganjit@agacollege.in
Split Shifts From Gantt View in the Odoo 17Celine George
Odoo allows users to split long shifts into multiple segments directly from the Gantt view.Each segment retains details of the original shift, such as employee assignment, start time, end time, and specific tasks or descriptions.
Join educators from the US and worldwide at this year’s conference, themed “Strategies for Proficiency & Acquisition,” to learn from top experts in world language teaching.
The membership Module in the Odoo 17 ERPCeline George
Some business organizations give membership to their customers to ensure the long term relationship with those customers. If the customer is a member of the business then they get special offers and other benefits. The membership module in odoo 17 is helpful to manage everything related to the membership of multiple customers.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
The Jewish Trinity : Sabbath,Shekinah and Sanctuary 4.pdfJackieSparrow3
we may assume that God created the cosmos to be his great temple, in which he rested after his creative work. Nevertheless, his special revelatory presence did not fill the entire earth yet, since it was his intention that his human vice-regent, whom he installed in the garden sanctuary, would extend worldwide the boundaries of that sanctuary and of God’s presence. Adam, of course, disobeyed this mandate, so that humanity no longer enjoyed God’s presence in the little localized garden. Consequently, the entire earth became infected with sin and idolatry in a way it had not been previously before the fall, while yet in its still imperfect newly created state. Therefore, the various expressions about God being unable to inhabit earthly structures are best understood, at least in part, by realizing that the old order and sanctuary have been tainted with sin and must be cleansed and recreated before God’s Shekinah presence, formerly limited to heaven and the holy of holies, can dwell universally throughout creation
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
Covers degrees offered, program details, tuition, financial aid and the application process.
How to Install Theme in the Odoo 17 ERPCeline George
With Odoo, we can select from a wide selection of attractive themes. Many excellent ones are free to use, while some require payment. Putting an Odoo theme in the Odoo module directory on our server, downloading the theme, and then installing it is a simple process.
Ardra Nakshatra (आर्द्रा): Understanding its Effects and RemediesAstro Pathshala
Ardra Nakshatra, the sixth Nakshatra in Vedic astrology, spans from 6°40' to 20° in the Gemini zodiac sign. Governed by Rahu, the north lunar node, Ardra translates to "the moist one" or "the star of sorrow." Symbolized by a teardrop, it represents the transformational power of storms, bringing both destruction and renewal.
About Astro Pathshala
Astro Pathshala is a renowned astrology institute offering comprehensive astrology courses and personalized astrological consultations for over 20 years. Founded by Gurudev Sunil Vashist ji, Astro Pathshala has been a beacon of knowledge and guidance in the field of Vedic astrology. With a team of experienced astrologers, the institute provides in-depth courses that cover various aspects of astrology, including Nakshatras, planetary influences, and remedies. Whether you are a beginner seeking to learn astrology or someone looking for expert astrological advice, Astro Pathshala is dedicated to helping you navigate life's challenges and unlock your full potential through the ancient wisdom of Vedic astrology.
For more information about their courses and consultations, visit Astro Pathshala.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
How to Add Colour Kanban Records in Odoo 17 NotebookCeline George
In Odoo 17, you can enhance the visual appearance of your Kanban view by adding color-coded records using the Notebook feature. This allows you to categorize and distinguish between different types of records based on specific criteria. By adding colors, you can quickly identify and prioritize tasks or items, improving organization and efficiency within your workflow.
How to Add Colour Kanban Records in Odoo 17 Notebook
detailed-lesson-plan-math-9.pdf
1. Studocu is not sponsored or endorsed by any college or university
Detailed Lesson Plan MATH 9
BS Secondary Education (Mindoro State College of Agriculture and Technology)
Studocu is not sponsored or endorsed by any college or university
Detailed Lesson Plan MATH 9
BS Secondary Education (Mindoro State College of Agriculture and Technology)
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
2. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
Detailed Lesson Plan
In Mathematics 9
Content Standard: The learner demonstrates understanding of key concepts of
variation and radicals.
Performance Standard: The learner is able to formulate and solve accurately
problems involving radicals.
Learning Competency: Illustrates situations that involve the following variations: (a)
direct; (b) inverse; (c) joint; (d) combined.
I. Objectives
At the end of the lesson, the students should be able to:
a. Illustrates situations that involve direct variation
b. Identify the equation that expresses a direct variation
c. Solve problems involving direct variation using y=kx as the
mathematical equation of direct variation, where k is a constant of
variation
d. Appreciate the concept of direct variation in real life situations
II. Subject Matter
A. Topic
Direct Variation
B. References
Mathematics Learner’s Material for Grade 9, pp. 194-203
Mathematics Teacher’s Guide for Grade 9, pp. 132-134
www.slideshare.net/mobile/jmpalero/mathematics-9-lesson-4a-direct-
variation
C. Materials
Laptop, Projector/TV, Manila Paper, Marker, Tape, Illustration Board
D. Subject Integration
Science, Values, English
E. Values Integration
Cooperation, Participation, Enthusiasm, Teamwork, Discipline
F. Teaching Strategy
Guided Discovery Approach, Cooperative Learning Approach
III. Procedure
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
A. Daily Routine
1. Prayer
Everybody stand.
_______, kindly lead the prayer.
(Students will stand.)
(Let us bow our heads and feel the
presence of our ALMIGHTY GOD. In
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
3. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
2. Greetings
Good morning class! How are you
today? That is good to hear.
3. Classroom Management
Class, before you take your seats,
kindly pick up the pieces of papers
or plastics around you and arrange
your chairs silently and properly.
You may now take your seats.
4. Checking of Attendance
_______, is everyone present
today?
Very good!
I know everyone is aware that we
are still in the midst of pandemic,
so we have to be extra careful and
let’s practice social distancing and
wearing of facemasks all the time.
For your classmates with special
educational needs because of their
geographic location, likewise for
those who are working, they
already have the modules for
today’s topic.
B. Review of the Previous Lesson
Class, last meeting, we discussed and
solved problems involving quadratic
functions.
Here is a problem and let me ask one
volunteer to solve it. Yes ________.
Problem:
From a 96-foot building, an object is
thrown straight up into the air then
follows a trajectory. The height S(t) of
the ball above the building after t
seconds is given by the function .
1. What maximum height will the object
the name of the Father, and of the
Son, and of the Holy
Spirit…..AMEN)
Good morning, Ma’am! We are
feeling great Ma’am!
(Students will pick up the pieces
of papers or plastics around them
and arrange their chairs silently
and properly.)
Thank you Ma’am.
Yes Ma’am except those in
different learning modality.
(One volunteer student will solve
the problem on the board and
others will answer on their
papers.)
Solution:
The vertex is ( , 100) thus the
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
4. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
reach?
Alright, do you get the correct answer
as well?
Good job class!
It seems that you understood our
previous topic, let us now proceed to
our new lesson.
C. Motivation
Class before we start our new lesson, I
have prepared an activity for you titled
“RELATED OR NOT?”.
I will divide you into five groups. It will
be your permanent group for the
entire period. Each group will receive
pictures and you will be given 2
minutes to study its features and
another 3 minutes to identify their
related quantities. Paste the pictures
and your answer on the manila paper
and kindly post it on the board.
Are the instructions clear?
Do you have any questions?
If there’s none, kindly proceed to your
group and form a circle.
(pictures will be given to the students
and will be shown on the TV screen)
Group 1
Wall and Paint
maximum height reached by the
object is 100 ft from the top of the
building. This is 196 ft from the
ground.
Yes Ma’am.
Yes Ma’am
None Ma’am
(Possible answers)
The wider the wall, the more
amount of paint to be used.
If the wall is narrow, less paint will
be used.
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
5. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
Group 2
Groceries and Money
Group 3
Nature of Activity and Heartbeat
Group 4
Speed and Distance
Group 5
Hard work and
The more money you have, the
more groceries you can buy.
The less money you have, the less
groceries you can buy.
Doing more activities can result to
higher pulse rate.
Doing less activities can result to
lower pulse rate.
The faster speed you go, the
longer distance you can reach.
The slower speed you go, the
shorter distance you can reach.
The more hard work you do, the
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
6. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
Success
Do you like the activity class?
Before you go back to your seats, let’s
form a word using this equation of
pictures.
D. Presentation of the Lesson
Class, from the activity you had a while ago,
what do you think will be our lesson for this
day?
Yes, ______________________.
Good job!
E. Presentation of Objectives
Before we start our discussion, you need to
know first what you should accomplish at the
end of the lesson.
more chance you can be
successful.
The less hard work you do, the
less chance you can be successful.
Yes Ma’am!
Direct Variation!
I think our lesson for today is
about Direct Variation.
At the end of the lesson, the learners
must be able to:
a. Illustrates situations that
involve direct variation
b. Translate into variation
statements a relationship
involving direct variation
c. Solve problems involving
direct variation as a means
of valuing the concept in
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
7. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
Okay, kindly read the objectives.
Yes ________.
F. Discussion
The activity earlier is connected to the
topic we have today.
Class let me show you a photo:
What can you observed in the photo?
That’s correct! And did you know that
an increase in demand for paper
contributes to the destruction of trees
from which papers are made? If waste
papers were recycled regularly, it
would help prevent cutting down of
trees and other adverse effects that
could destroy the environment.
So do you think the decrease in
production of paper contribute to the
decrease in the number of trees being
cut?
The question can be answered using
the concept of variation. So let us
familiarize ourselves to Direct
Variation through the following
examples.
Example 1:
The SSG of San Agustin National High
real-life situation
There is a man cutting down a
tree.
Yes/No Ma’am.
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
8. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
School launches a recycling campaign
of waste materials in order to raise
student’s awareness of environmental
protection and the effects of climate
change. This is in connection with the
celebration of Science Month. Every
kilogram of waste materials earns
points that can be exchanged for
school supplies. Paper, which is the
number one waste material collected,
earns 6 points every kilo.
The table below shows the points
earned by Grade 9 Lavender class for
every number of kilograms of waste
paper collected.
Questions:
1. What happens to the number of
points when the number of
kilograms of paper is doubled?
2. How many kilograms of papers will
the Grade 9 Lavender class have in
order to raise 600 points?
3. What mathematical statement will
relate the two quantities involved?
4. In what way are you able to help
clean the environment by collecting
these papers? What items can be
made out of these papers?
Class, there is a Direct Variation
whenever a situation produces pairs
of numbers in which their ratio is
constant.
The statements:
“ y varies directly as x”
“y is directly proportional to x”
“y is proportional to x”
Are translated mathematically as
y=kx, where k is the constant of
variation, x is the independent
variable and y is the dependent
variable.
For 2 quantities, x and y, an increase
in x causes an increase in y as well.
The number of points also
doubled.
100 kilograms
y=kx
Answers may vary.
Yes Ma’am!
How many kilograms of papers
will the Grade 9 Lavender class
have in order to raise 600 points?
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Number of
Kilograms
(n)
1 2 3 4 5
Points (P) 6 1
2
1
8
2
4
3
0
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
9. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
Similarly, a decrease in x causes a
decrease in y.
Did you understand?
So in the example given above, we
can solve for the number of
kilograms needed to raise 600 points
by using the formula:
Y=kx
Let x be the number of kilograms
Let y be the number of points
Who can solve it on the board? Yes
_______.
Very good!
Using the formula, you can find the
number of kilograms without the aid
of the table.
Example 2:
Using his bicycle, Jericho travels a
distance of 10km/h on a steep road.
The table shows the distance he has
travelled at a particular length of
time:
Time(h) 1 2 3 4 5
Distance(km
)
10 20 30 40 50
What happens to the distance as the
length of time increases? Yes
_________.
That’s correct.
Using this pattern how many
kilometres would he have travelled in
8 hrs?
Who can try to solve it on the board?
Yes ____.
Very good!
6=k(1) Substitute the given
values.
k=6 6 is the constant of
variation
Y=kx
600= 6(x)
X= 100kg will be needed to raise
600 points.
Ma’am it also increases.
The answer is 80 km.
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
10. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
Example 3
If x varies directly as y and x = 35
when y = 7, what is the value of y
when x = 25
Solution 1.
Since x varies directly as y, then the
equation of variation is in the form x =
ky. Substitute the given values of y
and x to solve for k in the equation.
35=k(7)
K=
K = 5
Hence, the equation of variation is x =
5y.
Solving for y when x = 25,
25 = 5y
Y=
Y=5
Hence, y=5.
G. Application
Now let us apply what you have
learned. We will have another group
activity. Each group will get a
cardboard with happy face in front and
sad face at the back. I will post
statements on the screen, raise the
smiley face if you identify it as direct
variation and sad face if not. You have
20 seconds to think and once you hear
the buzz, raise your answer. You’ll get
one point for each correct answer. The
group who will gain the highest score
will be the winner and will receive a
prize. For those who receive printed
modules, they will have the same
activity but they have to work
individually.
Are the instructions clear?
Alright, you may now go to your group
and form a circle.
Are you ready class?
1. The number of hours to finish a job
to the number of men working
Yes Ma’am!
(The students will go to their
group and form a circle.)
Yes Ma’am we are ready.
1.Sad Face
2.Sad Face
3.Smiley Face
4.Sad Face
5.Smiley Face
6.Smiley face
7.Sad Face
8.Smiley Face
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
11. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
2. The amount of water to the space
that water did not occupy in a
particular container
3. The area of the wall to the amount
of paint used to cover it
4. The time spent in walking to the
rate at which a person walks
5. The time a teacher spends
checking papers to the number of
students
6. The amount of money raised in a
concert to the number of tickets
sold
7. The age of a used car to its resale
value
8. The distance an airplane flies to the
time travelling
9. The number of visitors to the size
of chairs in the venue
10. The number of persons typing a
manuscript to the time spent in
typing
Who got the highest score?
Let’s give them Good job clap!
And for the rest of the group, give
yourselves five claps.
H. Generalization
This time, let me ask what have you
learned in today’s lesson?
How can we say that there is a direct
variation in a certain situation?
Very good!
When one variable increases, what
happens to the other variable?
That’s correct!
Can we say there is a direct variation
when a variable increases and the other
variable decreases? Why/ why not?
9.Sad Face
10.Sad Face
Group ____
We have learned about direct
variation.
There is a direct variation
whenever a situation produces
pairs of numbers in which their
ratio is constant.
Ma’am it also increases.
No Ma’am. Because we defined
earlier that direct variation
happens for two quantities x and y
where an increase in x causes an
increase in y as well. Similarly, a
decrease in x causes a decrease in
y.
Yes Ma’am. That real life situation
is an example of direct variation.
(Students will share their insights.)
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
12. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
Very well said!
Now, going back to the question we
have earlier, do you think the decrease
in production of paper contribute to the
decrease in the number of trees being
cut?
I. Valuing
Why do you think it is important to
learn direct variation? Is it essential to
our daily living?
Direct variation is always visible on
our lives. From the simplest things
that we do, to the most complicated
actions that we take. After we learned
the concept, we are now aware of the
consequences of our actions, like for
instance, if we do not help in recycling
papers, we are contributing to the
destruction of tress/ecosystem. Thus,
whenever we do good things, think
that it will also contribute to the
betterment of others.
IV. Evaluation
Quiz Bee
Mechanics:
1.Write your answer on your 1/8
illustration board.
2.For every correct answer on the
Easy Round, you’ll get 1 point.
For the average round, you’ll
get 2 points. And for the difficult
round you’ll get 3 points.
3.20 seconds will be given to the
easy round, 30 seconds for the
average round and 60 seconds
for the difficult round
4.Record your own score, be
honest.
Easy Round
Easy Round
1. F=kd
2. C=kw
3. S=kd
Average Round
1. Y=4x
2. Y=8x
Difficult Round
1. Y=1107 letters
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
13. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
Write the mathematical equation to
the following statements:
1. The fare F of a passenger varies
directly as the distance d of his
destination.
2. The cost C of fish varies directly as its
weight w in kilograms.
3. An employee’s salary S varies directly
as the number of days d he has
worked
Average Round
Write an equation where y varies
directly as x
1. Y=28 when x=7
2. y = 48 and x = 6
Difficult Round
1. A mailman can sort out 738 letters (L)
in 6 hours (h). If the number of sorted
letters varies directly as the number of
working hours, how many letters can
be sorted out in 9 hours?
V. Assignment
Do you remember the Parable of
Talents? What do you think God
expect us to do with the talents we
received? Now, complete the
statement of relationship.
The more talents you are given,
________________________________
.
Answer it on ¼ sheet of paper and
submit it on our next meeting.
Is the instruction clear?
Do you have any questions
regarding your assignment?
If there’s none, everybody stand!
Goodbye class!
Yes, ma’am.
None Ma’am.
(The students will stand.)
Goodbye Ma’am. Thank you for
teaching us.
Prepared by:
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851
14. Republic of the Philippines
Department of Education
MIMAROPA REGION
Schools Division of Oriental Mindoro
SAN AGUSTIN NATIONAL HIGH SCHOOL
SAN AGUSTIN, NAUJAN, ORIENTAL MINDORO
LIRALYN D. LEUTERIO
Teacher I
Address: San Agustin, Naujan, Oriental Mindoro, 5204
Contact No.: 0917-6768-724 / Email Address: sanagustinnhs301651@gmail.com
Downloaded by Cleofe Tomas-Undo (clayowfaiye@gmail.com)
lOMoARcPSD|17138851