Republic of the Philippines
Department of Education
National Capital Region
Schools Division of Quezon City
Flora A. Ylagan High School
Barangay Pinyahan, Quezon City
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
● Solves problems that involves inverse variations (M9AL-IIb-c-1)
I. OBJECTIVES
1. Describe inverse variation.
2. Solve problems involving inverse variation.
3. Appreciate solving real-life situations that involves inverse variation.
II. CONTENT
Solving Problems Involving Inverse Variation
III. LEARNING RESOURCES
● Learner’s Material: Mathematics 9 by Merden L. Bryant et. al, pp: 206 – 214
● Inverse Variation: https://byjus.com/maths/inverse-variation; January 15, 2023
● Grab trio muna, asan kasi si @Ryan Viray?;
https://www.tiktok.com/@elmendozaofficial/video/7164310028646649114; January 15, 2023
IV. PROCEDURE
A. Daily Routine
1. Greetings
2. Prayer
3. Checking of attendance
B. Review
⮚ Let the student translate the following variation statement in mathematical equation.
1. M varies inversely as n.
2. The gas price (p) varies inversely as the daily income (i) of a delivery driver.
3. The price of an onion (o) per kilo varies inversely as the quantity (q) we can
purchased.
C. Motivation
⮚ Let’s watch and dance with a music of a short tiktok dance of a delivery grab driver.
https://www.tiktok.com/@elmendozaofficial/video/7164310028646649114; January 15, 2023
⮚ Let the students answer the questions below after the tiktok video.
● Why are some workers like delivery driver are attracted performing in tiktok?
● What are the different items brought by delivery drivers to their different
costumers?
⮚ Let the teacher present a pizza, and then the teacher asks a group to enact a
conversation of three students.
Guide Question:
a. How much is the share of 4 students to buy a pizza worth 500 pesos?
b. How about 5 students will share to buy a pizza worth 500 pesos?
c. What is the relationship of the two variables: number of students sharing
and amount of share per student?
D. Presenting instances of the new lesson.
⮚ Let the students describe or react with the pictures below based on the latest news using
one word.
⮚ Let the students complete the following statement:
a. As the gas price _____________, the daily income of a delivery diver decreases.
b. As the onion’s price increases, the quantity we can purchased ____________.
⮚ Let the teacher have a bit information about Cleanfuel and onions.
E. Discussing new concepts and practicing new skills # 1
⮚ Let the teacher guide the students in solving the problem below.
If y varies inversely as x and y = 3 when x = 4, find y when x = 2.
Mathematical Equation
k
y=
x Final answer
y = 6 when x = 12
Substitution
k
3=
4
Solve for the unknown
Multiplication Property Equation Of Variation
12
k = 12 12 y= =6
y= 2
x
F. Discussing new concepts and practicing new skills # 2
The price of gas (g) per liter varies inversely as the number of kilometers a delivery
driver to have a journey (j) for the whole day. If 60 pesos per liter will run the
motorcycle for 21 kilometers, how much per liter if the delivery driver run 28
kilometers?
Mathematical Equation Substitution Multiplication Property
k k k = 1260
g= 60 =
j 21
Equation Of Variation
Final answer Solve for the unknown 1260
Gas price is 45 pesos 1260 g=
g= = 45 j
per liter 28
G. Developing Mastery
Differentiated Task:
Let the teacher divide the class into two (2) and let each group will work and collaborate in their
assigned task. Each group would present their output using the rubrics below.
Group 1:
A group of hikers (H) varies inversely as the number of days (d) trekking trip and 49
hikers registered for an 8-day trekking trip. The organizers arranged food to last for the
entire trip. A few last minutes, registrations saw more hikers join the expedition. As a
result, the food lasted only for 7 days. How many hikers in all went trekking?
Group 2:
The products of a Panciteria were affected by the high price of onion, and the price of
onion (o) varies inversely as the number of bilao (b) of pancit they can made. Before, a
100 pesos per kilogram of onion can produce 18 bilao of pancit, how much is the per
kilogram of onion if they can only produce 8 bilao of pancit?
Goal 5 Points 4 Points 3 Points 2 Points
Cooperation Took an Work Could be Did not
initiative in agreeably persuaded to cooperate
helping the with partners cooperate
group get
organized
Communication Clearly Usually, Rarely Never express
communicated shared ideas expressed any ideas
ideas ideas
Correctness Solutions were 1 solution 2 solutions No correct
all correct was incorrect were incorrect solutions
H. Finding practical applications of concepts and skills in daily living
⮚ How will you apply inverse variation while doing your assigned task?
I. Generalizing and abstractions about the lesson.
⮚ How will you seek your knowledge in solving inverse variation in the tagalog quote:
“Kapag Maikli ang Kumot, Matutong Mamaluktot”?
J. Evaluating Learning
Short Quiz:
Solve for the unknown of the problem below.
Mang Kanor is a grab food delivery driver. His daily income varies inversely as the
price of gas per liter. Before, he earned Php1,000 a day such that the price of the gas per
liter was just Php 48. How much will he earn if gas per liter is now Php 60?
K. Remediation
⮚ For further understanding if needed, guide the students on how to solve for the unknown of
the problem below.
Ashlee and Sam are trying to balance on a seesaw. Suppose Sam, who weighs 42 kilograms,
is sitting 2 meters from the pivot. Ashlee weighs 32 kilograms. If their weight (w) varies
inversely as their distance from the pivot (p), how far away from the pivot must Ashlee sit
to balance Sam?
L. Assignment
⮚ Let the student create a short essay of the effect of inflation rate to the income of a
Filipino worker. Explain how it is related to inverse variation.
V. REMARKS
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VI. REFLECTION
A. No. of learners who earned 80% 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 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 and supervisor help me solve?
G. What innovation or localized I used/discover
which I wish to share with another teacher?
Prepared by:
LUEL C. CAMERO
Teacher II
Checked by:
SARAH JANE O. LABANDILLO
Head Teacher III - Mathematics
Approved by:
Dr. JOEL P. FELICIANO
Mathematics Education Program Supervisor
