Republic of the Philippines
Department of Education
Region IV-A CALABARZON
Division of Batangas
District of Ibaan
DR. JUAN A. PASTOR MEMORIAL NATIONAL HIGHSCHOOL
Talaibon, Ibaan, Batangas
DAILY LESSON LOG Grade Level NINE
Practice Teacher PATRICK C. GUERRA Learning Area MATHEMATICS
Teaching Date January 18, 2019 Quarter FOURTH
I. OBJECTIVES
Content Standard The learner demonstrates understanding of the key concepts of similarity.
The learners are able to investigate, analyze, and solve problems involving
Performance Standards
similarity through appropriate and accurate representation.
Learning Competencies/ At the end of the lesson, the students are expected to:
Objectives (Write the LC 1. Recall the different properties of proportion;
code for each) 2. Apply the different properties of proportion in solving for the missing
terms in a proportion; and
3. Relate the importance of proportion in real life situation.
II. CONTENT SOLVING PROBLEMS INVOLVING PROPORTIONS
LEARNING
RESOURCES
References
Teacher’s Guide pages TEACHER’S GUIDE FOR MATHEMATICS 9, pp. 234 – 240
Learner’s Guide pages MATHEMATICS LEARNER’S MATERIAL 9, pp. 360 - 361
Textbook pages
Additional Materials from
Learning Resource (LR)
portal
Other Learning Resources colored paper, manila paper, chalk, laptop
III. PROCEDURES DAILY ROUTINE
1. Prayer
2. Greetings
3. Classroom Management
4. Checking of Attendance
5. Checking of Assignment
Reviewing previous lesson
or presenting the new 1. What is Ratio?
lesson 2. What is Proportion?
3. What are the Properties of Proportion?
Priming
Establishing a purpose for THE FARMER AND HIS FOUR SONS
the lesson Danny has four sons named Dan, Mory, Dave and Ben. All of them were
very lazy. One day, Danny fell sick and was counting his last days in bed. He
worried a lot about his sons’ future as the young men hesitated a lot to work.
The sons believed that luck would favour them.
Danny’s health deteriorated every day and he decided to talk to his sons
about their future. However, his sons did not listen to him. So, he decided to
play a trick to let his sons realize the importance of work. He called all his sons
and let them sit near him on his bed. He said that he had a treasure box with gold
coins and expensive gems for them and wanted to share the treasure equally
among the four of them.
Ben is the younger son, and he was very happy and asked his father where
he placed the treasure. Danny said that he cannot exactly remember the place
where he has hidden the treasure. However, there’s a treasure map that will help
his sons to find the treasure box. The problem is the name of every area in
treasure map is jumbled.
Class, they need your help to arrange the jumbled words to know the exact
name of each location where the treasure box was buried.
Level I: Game
Mechanics: Arrange all the jumbled words to form the exact word needed for
each location.
“JUMBLED WORDS”
1. NITOORPOPR = PROPORTION
2. ORPIESTEPR = PROPERTIES
3. EAMN = MEAN
4. TXEMERE = EXTREME
5. DADTIOIN = ADDITION
6. TRACBUSIONT = SUBTRACTION
7. NVIREIOSN = INVERSION
8. ATLRNETANIO = ALTERNATION
9. QUALE = EQUAL
10. RTAIO = RATIO
Since the jumbled words were arranged successfully, the four sons thought of
different ways on how to find the treasure boxes.
Based on the activity, answer the following question.
1. How do you find the activity?
2. Analyze those words, what can you say about them?
Presenting Activity
examples/instances of the Directions: Identify the Properties of Proportion shown in the following.
new lesson 1. 6/a = 5/b then a/6 = b/5
4+ 5 7 +8
2. =
5 8
3. 6:5 = 12:10 then 60 = 60
4. 9/x = x/4
3 7 3 x −7
5. = then =
x−7 X + 4 7 X +4
Discussing new concepts Analysis
and practicing new skills
#1 1. Where you able to identify the Properties of Proportion shown in each
given? How did you say so?
Discussing new concepts Abstraction
and practicing new skills Solving Problems Involving Proportions
#2 Note: The theorems on proportions are very much useful when solving
problems involving proportion.
1. If a:b = 2:6, Find 6a + 3b : 6a + 22 b
Solution:
a 2 2b
= a=
b 6 6
Using
2b
a= then
6 a+3 b
=
(6
6 )
2b
+3 b
=
2 b+3 b
=
5b
=
5
6 ( )+22 b
6 6 a+22 b 2b 2 b+22 b 24 b 24
6
Therefore,
6a + 3b : 6a + 22 b = 5:24
Another example:
If x:y = 12:8, Find 8x + y : 5x + 2y
Solution:
x 12 12 y
= x=
y 8 8
12 y
Using x= then
8
8x+ y
=
(
8
8 )
12 y
+y
=
12 y+ y
=
13 y
=
13 y 13
=
5(
8 )
5 x +2 y 12 y 60 y 60 y +16 y 76 y 19
+2 y +2 y
8 8 8 2
13 2 26
¿ × =
1 19 19
Therefore,
8x + y : 5x + 2y = 26:19
2. If a and b represent two nonzero numbers, find the ratio a: b if 4a 2 - 2ab
– 12b2 = 0.
Solution:
4a2 - 2ab – 12b2 = 0
(2a + 3b) (2a – 4b)
2a + 3b = 0
2 a −3 b
=
2b 2b
a −3
=
b 2
2a – 4b = 0
2a 4b
=
2b 2 b
a 4 2
= ∨
b 2 1
Hence, a:b = -3:2 or 2:1
Another example:
If x and y represent two nonzero numbers, find the ratio x: y if 2x 2 – 12xy – 14y2
= 0.
Solution:
2x2 – 12xy – 14y2 = 0
(2x + 2y) (x – 7y)
2x + 2y = 0
2 x −2 y
=
2y 2y
x −2
=
y 2
x – 7y = 0
x 7y
=
y y
x 7
=
y 1
Hence, a:b = -2:2 or 7:1
3. If a, b and c represent three positive numbers such that a: b: c = 8: 4: 2
and a2 – b2 – c2 = 396.
Find the values of a, b and c.
Solution:
a b c
Let = = =k , k ≠ 0
8 4 2
so, a = 8k; b = 4k; c = 2k
(8k)2 - (4k)2 - (2k)2 = 396
64k2 – 16k2 – 4k2 = 396
64k2 – 20k2 = 396
44k2 = 396
2
44 k 396
=
44 44
k2 = √9
k=3
Therefore,
a = 8k = 8(3) = 24
b = 4k = 4(3) = 12
c = 2k = 2(3) = 6
Another example:
If x, y and z represent three positive numbers such that x: y: z = 9: 5: 2 and x 2 –
y2 – z2 = 208.
Find the values of x, y and z.
Solution:
x y z
Let = = =k , k ≠0
9 5 2
so, x = 9k; y = 5k; z = 2k
(9k)2 - (5k)2 - (2k)2 = 208
81k2 – 25k2 – 4k2 = 208
81k2 – 29k2 = 208
52k2 = 208
2
52k 208
=
52 52
k2 = √4
k=2
Therefore,
a = 8k = 8(3) = 24
b = 4k = 4(3) = 12
c = 2k = 2(3) = 6
x y z 5 x−6 y −7 z
4. If = = =
2 3 4 x
Find x
Solution
x y z 5 x−6 y −7 z
= = = =k
2 3 4 x
Then
x = 2k, y = 3k, z = 4k, 5 x−6 y−7 z =kx
5(2k) – 6(3k) – 7(4k) = kx
10k – 18k – 28k = kx
-36k = kx
x = -36
Another example:
e f g 18 e−3 f −2 g
If = = =
9 3 1 x
Find x
Solution:
e f g 18 e−3 f −2 g
= = = =k
9 3 1 x
Then
e = 9k, f = 3k, g = 1k, 18 e−3 f −2 g=kx
18(9k) – 3(3k) – 2(1k) = kx
162k – 9k – 2k = kx
151k = kx
x = 151
Developing Mastery Needs Application
to Formative Assessment 3 After a few days, Danny died. The sons decided to go through the different
places where the treasure boxes are located. However, they need to do some task
to get the materials that they need to dig the land. The four sons need your help
in performing the task.
The class will be group into four. Each group will be performing different
task. I will give each group 10 minutes to prepare for the task and another 3
minutes for the presentation. Each group should make a yell and you’re going to
present your yell when your group is done with the task. The group with the best
yell will receive additional points.
Level II: GROUP ACTIVITY
GROUP I: DAN’S FAIRY TAIL
Directions: Solve the following
1. If x, y and z represent three positive numbers such that x: y: z = 10: 5: 6 and
x2 – y2 – z2 = 156.
Find the values of x, y and z.
2. If d, e and f represent three positive numbers such that d: e: f = 20: 2: 1 and
d2 – e2 – f2 = 3,564.
Find the values of d, e and f.
GROUP II: MORYS’ SABERTOOTH
a b c 18 a−4 b−2 c
1. If = = =
18 4 2 x
Find x.
q r s 16 q−8 r−6 s
2. If = = =
16 8 6 x
Find x.
GROUP III: DAVES’ BLUE PEGASUS
1. If s and g represent two nonzero numbers, find the ratio s: g if 2s 2 – 11sg –
21g2 = 0.
2. If u and v represent two nonzero numbers, find the ratio u: v if 2u 2 – 21uv -
81v2 = 0.
GROUP IV: BENS’ LAMIA SCALE
1. If a:b = 5:6, Find 6a + 3b : 6a + 21b
2. If x:y = 9:10, Find 16x + 2y : 16x + 13y
Providing practical Values Integration
applications of concepts They worked very hard and dug their land. They could not find any treasure
and skills in daily living box in the land. They dug the specific spot deeply, but got nothing but water. A
passerby who noticed the land and the water flowing from the spot talked to the
sons about farming. Upon his advice, the four sons sowed vegetable seeds, and
planted greens and flowering plants in their land. Since the land was very fertile
with abundant water, within a few weeks, it became a fertile garden with
nutritious vegetables and greens. The four sons sold the vegetables at a good
price and earned a good amount of money. Just like our topic for today, even the
proportion has a missing term to be find, there always a way to find where we
can get every missing value of a proportion.
“With hard work and effort, you can achieve anything.”
by Antoine Griezmann
Providing generalizations Generalization
and abstraction about the Proportion is the equality of two ratios.
lesson. Note: The theorems on proportions are very much useful when solving
problems involving proportion.
Properties of Proportion
Means – Extreme Property or Cross Product Property
Reciprocal Property or Property of Inversion
Interchangeable Proportion or Proportion by
Alternation
Proportion by Addition or Subtraction
The Mean Proportional
Equal Ratios Proportion
Evaluating Learning Assessment
Directions: Solve for the value of x.
1. 3:5 = 6: x
2. 16:8 = x:4
3. x:3 = 8:6
4. 12:8 = x:2
5. 16:x = x:4
Additional activities for Assignment
application or remediation Directions: Solve the following. Show your solution.
1. Solve for the ratio a:b if a2 + 3ab – 10b2
2. Solve for the ratio x:y if x2 + 12xy – 64y2
3. If d, e and f represent three positive numbers such that d: e: f = 20: 2: 1
and d2 – e2 – f2 = 384. Find the values of d, e and f.
IV. REMARKS
V. REFLECTION
No. of Learners who
earned 80% in the ________ Students earned 80% in the evaluation
evaluation
No. of Learners who
require additional activities
for remediation who ________ Students require additional activities for remediation
scored below 80%
Did the remedial lessons _______Yes ________No
work? No. of learners who _______ Students have caught up with the lesson
have caught up with the
lesson
No. of learners who
continue to require _______ Students continue to require remediation
remediation
Which of my teaching Strategies used that work well:
strategies worked well/ __Group collaboration__Lecture Method
Why did these works? __Think-Pair Share __ Diads
___ Games__Discovery Method
__ Solving Puzzles/Jigsaw __ Answering preliminary activities
Why?
__Complete IM’s__Availability of materials
__Pupils eagerness to learn __ Group Cooperation
What difficulties did I __ Bullying among students
encountered which my __ Students Behavior/attitude
principal or supervisor can __ Unavailable technology/equipment
help me solve? __ Additional clerical works
What innovation or Planned innovations:
localized materials did I __ Localized Videos
use/discover which I wish __ Recycling objects to be used as instructional materials
to share with other ___ Making big books from views of locality
teachers? ___ Not Available
Prepared by:
PATRICK C. GUERRA
Practice Teacher
Checked by:
MELANNIE M. GONZALES
Cooperating Teacher
PETRA P. QUINERY
Master Teacher I
BELLA S. MEDRANO
Head Teacher II
NOTED BY:
THELMA A. PASCUA Ed.D
PRINCIPAL IV
