Direct Variation

TONDO HIGH Grade
School GRADE 9
GRADE 9 SCHOOL Level
DAILY Learning
Teacher AIMEE ROSE A. GALICIA Mathematics
LESSON Area
PLAN Teaching NOVEMBER 10, 2023
Date and Thursday Quarter SECOND
DLP #: 002 Time 6:15 AM – 12:15 PM
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of variations.
B. Performance Standards The learner is able to formulate and solve problems accurately involving
variations.
C. Learning At the end of the lesson at least 80% of the students at least with 80%
Competencies/ proficiency, are expected to:
Objectives 1. Illustrate direct variation;
2. translate into variation statement a relationship involving direct
variation between two quantities given by a table of values, a
mathematical equation, a graph, and vice versa; and
3. Show active participation during class discussion.
II. CONTENT Direct Variation

III. LEARNING
RESOURCES
References o E-math II pages by: Oronce; Mendoza
o Exploring Mathematics by: Oronce; Mendoza
o Teacher’s Guide
o Learning Material
o Mathematics Module 1 Quarter 2
IV. PROCEDURES
A. Reviewing previous A. Preliminaries
lesson or presenting 1. Mathematics Prayer
the new lesson 2. Greetings
3. Checking of Attendance
4. Drill: Project MDAS
B. DRILL: Board’s Up!

Direction: Write DV if the following situation is a Direct Variation, otherwise
write NDV.
1. The speed of the car to the distance travelled.
2. The time spent in walking to the rate at which a person walks
3. The cost per person renting a private resort to the number of persons
sharing the rent.
4. The number of days to repair a road to the number of workers.
5. The fare of the passenger to the distance of his destination.
C. Establishing a purpose
and Presentation of the No. of 3 5 10
lesson oranges
bought (n)
Total cost 45 75 150

paid (c)
Let’s go back to the table that we discussed yesterday.
LP ___ | 1
Guide Questions:
1. What are two quantities illustrated in the problem?

2. What is the mathematical equation?
3. What is the constant of variation?
 How can we translate the given situation into graphical representation?

D. Discussing new Whenever a situation produces pairs of numbers in which their ratio is constant,
concepts and it means that one quantity varies directly as the other quantity, or the two
practicing new skills quantities are in direct variation.
The statements:
“y varies as x”
“y is directly proportional to x” and
“y is proportional to x”
May be translated mathematically as y =kx or = k, where k is the

constant of variation.
It can also translate into table of values and graphical representation.

E. Developing mastery
(Leads to Formative EXAMPLE #1: Using his bicycle, Kyle travels a distance of 10 kilometers per
Assessment 3) hour on a steep road.
(a) shows the distance (d) varies directly as time (t).
(b) draw the graph against (t)
(c) Write an equation showing the relationship between d and t.
(d) How far Kyle travelled in 9 hours?
(e) How about 11 ½ hours?
EXAMPLE #2: Write an equationfor the following statements.

a. The fare F of a passenger varies directly as a distance D of his
destination.
b. The weight W of an object is directly proportional to its mass M.
c. The area A of a triangle is proportional to its height H.
Example 3: Given the table of values, draw a graphical representation of

each direct variation.
1.
X 1 2 3 4 5
Y 2 4 6 8 10
2.
X 1 2 3 4 5
Y 5 10 15 20 15
F. Finding practical Give your own real-life scenarios when you can relate DIRECT VARIATION.
applications of
concepts and skills in
daily living
G. Making What did you learn for today?
generalizations and
abstractions about the
lesson
LP ___ | 2
H. Evaluating learning Direction: Read and analyze the problem and answer what is asked.
1. Using his motorcycle, Iska travels 8 kilometers per hour on a steep road.
(a) shows the distance (d) varies directly as time (t).
(b) draw the graph against (t)
(c) Write an equation showing the relationship between d and t.
(d) How far Kyle travelled in 9 hours?
(e) How about 11 ½ hours?
I. Additional activities TRY TO ANSWER
for application or MATH MODULE p9 (test yourself)
remediation
V. REMARKS
VI. REFLECTION
SECTIONS
BAKAWAN NIPA ACACIA PAPUWA KATMON

(6:30 - 7:15) (8:00-8:45) (8:45-9:30) (10:30-11:15) (11:15-12:00)
A. No. of learners who

earned at least 80% in
the evaluation
B. No of learners who
require additional
activities for
remediation
Prepared by:
AIMEE ROSE A. GALICIA

Master Teacher I
Checked by: Noted by:
EDWIN M. YAP MARIA EVA S. NACION

Head Teacher VI, Mathematics Department Principal IV
LP ___ | 3

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TONDO HIGH Grade

II. CONTENT Direct Variation

B. DRILL: Board’s Up!

Total cost 45 75 150

1. What are two quantities illustrated in the problem?

 How can we translate the given situation into graphical representation?

May be translated mathematically as y =kx or = k, where k is the

It can also translate into table of values and graphical representation.

EXAMPLE #2: Write an equationfor the following statements.

Example 3: Given the table of values, draw a graphical representation of

BAKAWAN NIPA ACACIA PAPUWA KATMON

A. No. of learners who

AIMEE ROSE A. GALICIA

Checked by: Noted by:

EDWIN M. YAP MARIA EVA S. NACION

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