School: MANAY NATIONAL HIGH SCHOOL
Teacher: NESTLE P. PAGAL Grade Level: 9
Learning Area: GRADE 9-MATH Quarter: 2 (FEBRUARY 14, 2024)
At the end of the lesson, at least 80% of the students should be able to:
1. identify examples of situation that involve inverse variation
2. translate mathematical expression to mathematical equation that involves inverse variation
3. appreciate the concept of inverse variation in real-life situation
I. OBJECTIVES MELCS Integration
INDICATOR 1 Applied knowledge of content within and across curriculum teaching
Within: Determines the (a.) intercepts, (b.) zeroes, (c.) and asymptotes of rational functions. (M11GM-lc-1)
Across: Suggest ways to minimize human impact on the environment. (S8LT-IVJ-25)
The learner demonstrates an understanding of key concepts of variation and radicals.
A. Content Standards
B. Performance Standards The learner is able to formulate and solve accurately problems involving variation and radicals.
C. Learning Competencies/
● Illustrates situations that involve inverse variation
Objectives Write the LC
M9AL-IIa-1
code for each
II. CONTENT Inverse Variation
III. LEARNING RESOURCES
A. References Learner’s Module (LM)in Math 9, pp. 206-210
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages Learner’s Module (LM)in Math 9, pp. 206-210
4. Additional Materials from
N/A
Learning Resource (LR) portal
B. Other Learning Resources Laptop, PowerPoint presentation
IV. PROCEDURES
A. Reviewing previous INDICATOR 5
Establish safe and secure learning environments to enhance learning through the consistent implementation
of policies, guidelines, and procedures.
The Teacher will conduct preliminary activities:
Prayer
Greetings
Checking of Attendance
Classroom rules
Review of the previous lesson
Inverse Variation:
lesson or presenting the
new lesson The teacher will conduct a game called PASS ME. The students will pass the ball while singing “LERON LERON
SINTA”. When the music stops, the student will unwrap the ball and answer the question written on it. After answering,
the song will continue until all the questions that are written on the ball are answered.
QUESTIONS:
1. What is direct variation?
2. What is the equation for direct variation?
B. Establishing a purpose INDICATOR 8. Adapted and used culturally appropriate teaching strategies to address the needs of
for the lesson learners from indigenous groups.
INDICATOR 9. Used strategies for timely, accurate and constructive feedback to improve learner
performance.
Using a projector, the teacher will show a picture to the students then let them analyze it.
INDICATOR 3 Applied a range of teaching strategies to develop critical thinking and creative thinking as well
as other higher-order thinking skills.
The statement “as the number of trees decreases, air pollution increases” is an example of inverse variation. The
teacher will show another example of situations that shows inverse variation.
C. Presenting The relationship that exist between the length (l) and the width (w) of a rectangle whose area (A) is 36 sq. units
examples/instances of Length (l) 36 18 12 9
the new lesson Width (w) 1 2 3 4
QUESTIONS:
1. How do the length and width affect each other?
2. Is there a constant number involved?
3. What is the relationship between the length and the width?
4.
D. Discussing new concepts INDICATOR 4. Displayed proficient used of mother tongue, Filipino and English to facilitate teaching
and practicing new skills and learning.
#1 INDICATOR 1 Applied knowledge of content within and across curriculum teaching
Questions:
1. What have you seen in the picture? Students answer may
vary.
2. If the number of trees decreases, what are the possible
things to happen? Students answer may vary.
3. How will you complete the statement. “as the number of
trees decreases, the air pollution ________?”
Determine whether the given situations illustrate inverse variation or not.
1. if family has less members (m), more savings (s).
2. The age (a) of a used car to its resale value (v).
3. The light of the sun (l) to the distance (d) of the planets in the solar system.
INDICATOR 7. Established a learner-centered culture by using teaching strategies that respond to
their linguistic, cultural, socio-economic and religious backgrounds.
E. Discussing new concepts 1. The bank balance (b) is inversely proportional to expenditures (e).
and practicing new skills 2. The number of family members are inversely proportional to the amount of savings (s).
#2 3. The velocity of body (v) is inversely proportional to time (t)
4. The number (n) of hours to finish a job to the number of men (m) working.
5. More buses (b) on the road less space (s) on the road.
The teacher will give a set of situations to the student and let them identify if it is Inverse Variation or not.
Determine whether the given situations illustrate inverse variation or not.
F. Developing Mastery
(leads to Formative 1. The area (a) of the canteen to the number (n) of students buying.
Assessment) 2. The age (a) of a used car to its resale value (v).
(25 minutes) 3. The price (p) of banana turon to the number (n) of buyers
4. The students (s) study for the exam to the result (r) of the exam.
5. The students (s) didn’t study for the exam to the result (r) of the exam.
G. Finding practical INDICATOR 6 Maintained learning environments that promote fairness, respect and care to
applications of concepts encourage learning.
and skills in daily living
Group Activity
Express the importance of the Inverse Variation in real life through drama.
Group 1 & 2: Express the importance of inverse variation through drama.
Rubrics
Critical Understanding of Materials 50%
Organization of thought 30%
Group Cooperation 20%
Total 100%
Ask the following questions:
H. Making Generalizations
and Abstractions about 1. DEFINE INVERSE VARIATION.
the Lesson 2. WHY IS IT IMPORTANT TO KNOW THE INVERSE VARIATION IN REAL LIFE SITUATION?
(Individual Formative Test)
DIRECTION: Express each of the following as a mathematical equation.
3. Evaluating learning 1. The rate (r) at which a person types a certain manuscript varies inversely as the time (t) spent in typing.
2. The acceleration (a) of a car is inversely proportional to its mass (m).
3. The number of pizza (p) slices varies inversely as the number (n) of person sharing a whole pizza.
4. The number (n) of hours to finish a job to the number of men (m) working.
5. The speed (s) of the car increases the time (t) taken to cover certain distance decreases.
a. Additional activities for INDIVIDUAL ACTIVITY:
application or Collect pictures/models of inverse variation
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 75\% in the evaluation
B. No. of learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught
up with the lesson
D. No. of learners 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?
Prepared by:
NESTLE P. PAGAL
Teacher I
Inspected by :
EDARLINA C. BITANG
MT-I/ School in-Charge
