Republic of the Philippines
Department of Education
REGION VIII
SCHOOLS DIVISION OF LEYTE
DEMO LESSON PLAN IN MATHEMATICS 9
Teacher Application Code TIII-JHS-LJ-0486
Teaching Date September 15, 2025
Grade Level and Learning Area Mathematics 9
Quarter and Week Second, Week 1
I. OBJECTIVES
The learner demonstrates understanding of key concepts of
A. Content Standards
variation and radicals.
The learners are able to formulate and solve accurately
B. Performance Standards
problems involving variation and radicals.
Illustrates situations that involve direct variation. (M9AL-IIa-1)
distinguish between charging by rubbing and charging by
induction.
[Link] charging by rubbing and charging by induction
using a
diagram.
[Link] the role of electron transfer in electrostatic charging by
rubbing.
[Link] experiments to show electrostatic charging by
induction.
[Link] real-life examples of charging by rubbing and
C. Learning Competencies/ charging by
Objectives (Write the LC code induction
for each) distinguish between charging by rubbing and charging by
induction.
[Link] charging by rubbing and charging by induction
using a
diagram.
[Link] the role of electron transfer in electrostatic charging by
rubbing.
[Link] experiments to show electrostatic charging by
induction.
[Link] real-life examples of charging by rubbing and
charging by
induction
a. Illustrate situations that involve direct variation
b. Identify examples of direct variation
c. Appreciate the concept of direct variation in real-life
situation
II. CONTENT Lesson 1: DIRECT VARIATION
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages pp.132-134
2. Learner's Guide pages pp.193-195
Mathematics III (Concepts, Structures and Methods for High
3. Textbook pages School), pp. 349-353
Oronce, Orlando A., [Link] (1996)
[Link]
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X&ved=0ahUKEwiw3emd5InUAhXJm5QKHWEAB6YQ_AUI
BigB&biw=1366&bih=662#imgrc=vuMlR5k9_8X8XM:
4. Additional Materials from [Link]
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r.&cad=b&biw=1366&bih=662&dpr=1&ech=1&psi=2UwmW
Y7VMsvF0gTvo6wI.1495682530133.3&ei=2UwmWY7VMsvF
0gTvo6wI&emsg=NCSR&noj=1#imgrc=gaIBks1O_mmyFM:
Activity Sheets, Laptop and monitor
B. Other Learning Resources
• Prayer
• Greetings
• Checking of Attendance
• Classroom Rules
1. Observe silence. Refrain from making unnecessary
noise or movements.
2. If I raise my hand, it means QUIET.
3. Raise your hand if you have questions or concerns.
Preliminaries 4. Stand up immediately when you are called.
5. Whenever I clap two times, all students must stand up,
the last one to stand will be the one to answer my question.
6. For group task:
a. You will form a circle without dragging your chairs in
10 seconds.
b. A leader will be assigned to maintain orderliness of the
group.
A. Reviewing previous lessons Preliminary Activity! Objective 9
PPST Indicator
Take a look with the picture. What have you observed? 3.4.2
Have you experienced receiving relief packs from any
organization? Plan and
deliver teaching
strategies that
“Helping Hands in the Community” are responsive
to the special
educational
needs of
learners in
difficult
circumstances,
or presenting the new lessons including:
geographic
[Link] isolation ;
[Link] chronic
illness;displace
ment due to
armed conflict,
In a resettlement area after a typhoon, every family urban
receives relief packs. The number of relief packs received resettlement or
is directly proportional to the number of family disasters; child
[Link] member in the family would receive 2 relief abuse and child
packs. labor practices .
Group Activity Objective 2
PPST Indicator
Pre-activity Instruction. 1.2.2.
1. The class will be divided into 4 groups. Use research-
2. Each group will be given a manila paper and a marker. based
3. Before the group forms a circle, the teacher will explain knowledge and
further or clarify. principles of
4. Lift your chair when moving to your group in 10 teaching and
seconds. learning to
5. The task should be performed in 5 minutes’ time. enhance
B. Establishing a purpose for 6. Paste your outputs on the board. professional
the lesson practice
1. What happens when you have more family members? Objective 4
2. Make use of data gathering. Gather data from your group PPST Indicator
members and create a table of values showing the number 1.4.2
of family members and the number of relief packs that Use a range of
they would receive. strategies that
3. Each group will present their answer in front of the class. enhance learner
achievement in
literacy and
numeracy skills
C. Presenting Activity 2 Objective 1
Direction: Read and analyze the given situation below then
answer the questions that follows.
The YES-O of Alangalang Agro- Industrial School
launches a recycling campaign of waste materials in order
to raise students’ 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 exchange for
school supplies. Paper, which is the number one waste
collected, earns 6 points for
every kilo. PPST Indicator
1.1.2
Apply
knowledge of
examples/instances of the new
The table below shows the points content within
lesson
earned by Grade 9 Cabbage class and across
for every number of kilograms of waste paper collected. curriculum
teaching areas
Questions:
Group 1. What happens to the number of points when the
number of kilograms of paper doubled?
Group 2. What mathematical statement will relate the two
quantities involved?
Group 3. How many kilograms of papers will the Grade 9
Cabbage class have in order to raise 600 points?
Group 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?
Activity 3:
Direction: Read and analyze the given situation then Objective 4
answer the question that follows. PPST Indicator
1.4.2
Ronnie walks a distance of 1 km per 20 minutes at a Use a range of
constant rate. The table shows the distance he has walked strategies that
at a particular length of time. enhance learner
achievement in
literacy and
numeracy skills
D. Discussing new concepts Objective 8
and practicing new skill #1 PPST Indicator
3.3.2
Design, adapt
and implement
Questions: teaching
Group 1. What happens to the distance as the length of time strategies that
increases? are responsive
Group 2. What mathematical statement can represent the to learners with
relation? disabilities,
Group 3. Is there a constant number involved? giftedness and
Group 4. If Ronnie walks 1.5 km going to school, how talents
much time did he spend in walking?
Group Activity Objective 3
Direction: List at least 3 examples of situations which PPST Indicator
shows direct variation that can be observed in your 1.3.2
Group 1- Home Ensure the
Group 2- School positive use of
Group 3- Community ICT to facilitate
-Each group will encode their answers on the power point the teaching
presentation and learning
-Each group will present their answer in front of the class process
Objective 6
PPST Indicator
E. Discussing new concepts and 2.4.2
practicing new skill #2 Maintain
supportive
learning
environments
that nurture and
inspires
learners to
participate,
cooperate and
collaborate in
continued
learning.
“Did You Know?”
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
F. Developing Mastery to x”, and “y is proportional to x”
May be translated mathematically as y = kx, where k is
the constant of variation
For two quantities, x and y, an increase in x causes an
increase in y as well. Similarly, a decrease in x causes a
decrease in y.
Activity 4 Put you Hands Up & Down Objective 5
PPST Indicator
1.7.2
Direction: Put your hands up if the given situation is a Use effective
direct variation and put your hands down if it is not. verbal and non-
verbal
G. Finding practical application 1. The distance of tricycle travels to the time travelling classroom
of concepts and skills in daily 2. The time a teacher spends in checking test papers to the communications
living number of students test papers being checked strategies to
3. The number of hours to clean the classroom to the support learner
number of students cleaning understanding,
4. The age of a used cellphone to its resale value participation,
5. The number of persons sharing a pizza pie to the size of engagement and
the slices of the pizza achievement
H. Making generalizations and Objective 4
abstractions about the lesson PPST Indicator
The learners will answer the question. 1.4.2
What 3 learnings about the lesson did you gain today? Use a range of
strategies that
enhance learner
achievement in
literacy and
numeracy skills
I Am Thrifty!!!
Objective 7
Read and analyze the problem to answer the following PPST Indicator
questions given. 2.5.2
Every week, you put Php15.00 in your piggy bank. In Apply a range
the following table, n is the number of weeks and s is the of successful
savings in peso. strategies that
maintain
learning
V. EVALUATING
environments
LEARNING Questions: that motivate
1. What happens to your savings as the number of weeks learners to work
doubled? tripled? productively by
2. What mathematical statement can represent the assuming
relation? responsibility
3. Give the constant number involved in the situation. for their own
4. In how many weeks would you have saved Php360? learning
5. How much will be your savings after 15 weeks?
6. What is the benefit of being thrifty?
Assignment: Objective 7
1. Follow-up PPST Indicator
Give at least one example of situation illustrating direct 2.5.2
variation. Apply a range
2. Study on how to translate into variation statement a of successful
relationship between two quantities given by (a) table of strategies that
values; (b) a mathematical equation; (c) a graph. maintain
learning
1. Additional activities for
Reference: environments
applications or remediation
Grade 9 Learning Module pp.196-197 that motivate
learners to work
productively by
assuming
responsibility
for their own
learning
VI. REMARKS
VII. REFLECTIONS
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 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:
TIII-JHS-LJ-0486
Application Code