Grades School CAGAYAN NATIONAL HIGH SCHOOL Grade Level 9
9 Teacher EARL VHON L. MALLARI Learning Area MATHEMATICS 9
DAILY Observation Quarter 2
LESSON Date
LOG
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals
B. Performance The learner is able to formulate and solve accurate problems radicals
Standards
C. Learning Most Essential Learning Competency (MELC):
Competencies/ The learner solves problems involving radicals. (Multiplication of radicals)
Objectives
Write the LC code At the end of the lesson, the learners should be able to:
for each. A. define involving radical expressions;
B. write equation involving radical expressions; and
C. solve real-life problems involving multiplication of radicals.
II. CONTENT/TOPIC DIRECT VARIATION
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages No Teacher’s Guide Available
2. Learner’s Materials
pages
3. Textbook pages Not Applicable
4. Additional Materials Grade 9 Quarter 2 Learning Activity Sheets in Mathematics Pages 63-65
from Learning Resource
(LR) portal
B. Other Learning Instructional materials
Resources Pictures
IV. PROCEDURES
A. Daily Routine Greetings
Opening Prayer
Checking of Attendance
TEACHER’S ACTIVITY STUDENT’S ACTIVITY
B. Motivation Matching Type
Directions: Match the items in column A
with its corresponding item in column B.
(The teacher will call students to answer.)
1. B
2. C
3. A
C. Presentation of the Based on our activity, what is in the two
topic pictures that you have matched?
(Answers may vary)
If we ran fast, we will reach a longer
distance.
If we ran slowly, we will reach a shorter
distance.
Therefore, we can say that the higher the
speed, the longer or farer distance we
will reach. And the slower or lower the
speed, the shorter or nearer distance the
we will reach. they will go always as a
pair in the same direction.
What will you do if your teacher announced
that you will be having a quiz tomorrow?
We will review our lesson and practice
solving.
Yes, you should review our lessons and
practice to solve because practice makes
perfect. The more you exert efforts in
reviewing, the higher the chance you will get
a high score, but if you don’t review your
lessons (unless you are a math genius) you be
getting a lower score. They always go as pair
in the same direction.
Our topic for today is all about direct
variation.
D. Lesson Proper In multiplying radical expressions, we have
rules to follow.
A radicand is a term inside the square
root. We multiply radicals by multiplying
their radicands together while keeping
their product under the same radical
symbol.
What happens then if the radical expressions
have numbers that are located outside? (Answers may vary)
We just need to tweak the formula above.
But the key idea is that the product of
numbers located outside the radical symbols
remains outside as well.
A. Multiplication of monomial radicals
Example 1
√4 . √4
Multiply the radicands while keeping the
product inside the square root.
√4 . √4
√ 4.4
√ 16
Do we still need to simplify?
(Answers may vary)
Yes, because 16 is a perfect square number
and √ 16 is equal to 4
Example 2
√ 3 . √ 27
√ 3 .27
√ 81
Can we further simplify?
Yes, because 81 is a perfect square number (Answers may vary)
and √ 81 is equal to 9
Example 3
(2 √ 3)( 4 √ 4 )(3 √ 5)
Let’s go back to our rule
We multiply radicals by multiplying their
radicands together while keeping their
product under the same radical symbol and
that the product of numbers located outside .
the radical symbols remains outside as well
(2.4 .3)( √ 3 . √ 4 . √ 5)
24 √ 30
Since 30 has no factors with a
power of square our final answer
will be
24 √ 30
Try!
4. (−5 √ 2)(3 √ 8)(2 √ 3)
5. (2 x √ 4 x2 )(4 √ 4 x 2)
3 3
4. (−5.3 .2)¿
(−5.3 .2)( √ 2.8.3)
−30 √ 48
−30 √ 48
5. (2x.4) (√ 3
4 x2 . √ 4 x2 ¿
3
We can translate these statements to 8x2 √3 4 x 2
mathematics equation as y=kx where k is
the constant of variation
What is a direct variation?
-3
So, when do we say that a situation is a direct
variation?
Mathematically, the value of k can be solved
y
using k = .
x
y
k=
Note: the variables to be used is not always x x
and y , it depends on the given variation 3
7
Let’s identify the following table of values if 6 3
it is a direct variation or not. = (Lowest term)
14 7
9 3
Determine if the table below expresses a
= (Lowest term)
21 7
direct variation between the variables. If they It is a direct variation
do, find the constant of variation and the
equation that defines the relation. 3
k=
7
y=kx
1. 3
y= x
x 1 2 3 7
y -3 -6 -9
Let’s go back to the definition of a direct
variation.
“Whenever a situation produces pairs of In this case our constants are different to
numbers in which their ratio is constant” each other. We have ½ , 2/3, and ¾ and
y cannot be simplify and reduced to lowest
k=
x term anymore so it is not a direct
−3 variation.
=−3
1
−6
=−3
2
−9
=−3
3
As you can see, the ratio of our pairs of
numbers are all -3, they are all the same, this
means that our table number 1 is a direct
variation.
What is our constant of variation?
Now, how we will get the equation that
defines the relation?
Let’s go back to our original equation again
y=kx , we just need to substitute the value of
our constant, since our constant is −3, our
equation will be y=−3 x
TRY!
2.
c=kw
x 7 14 21
y 3 6 9
d=ks
3.
x 2 3 4
y 1 2 3
.
That is how we identify a table of values is a
direct variation or not.
Let’s have these examples:
Write the equation for the given variation
using k as the constant of variation.
1. x is directly proportional to y .
x=ky y=kx
15 10 k
=
2. The height(h) varies directly 10 10
proportional to weight(w). 3
k=
h=kw 2
3. The fare(f) of a passenger varies
directly as the distance of his y=kx
acceleration 3
f =ka y= (6)
2
y=9
TRY!
4. The cost(c) of a fish varies directly
as its weight(w) in kilograms.
5. The distance(d) travelled by a car
varies directly as its speed(s).
Now, how to find the value of k the constant
of variation? Or an unknown variable?
Example:
1. If y varies directly as x , and y=20
and x=5 , find the constant of
variation.
y=kx
20=k ( 5 )
20 5 k
=
5 5
k =4
2. If y varies direct as x, and y=12
when x=4, find y when x=20
y=kx
12 4 k
=
4 4
k =3
But the question is what is the value y when
x=20?
y=kx
y=3 (20)
y=60
that is the value of y when x is equal to 20
TRY!
3. If y varies directly as x, and y =
15 when x=10 , then what
is y when x=6 ?
Our 3 steps in finding the value of k the
constant of variation and unknown variable.
Step 1: Find the equation of variation
Step 2: find the constant(k) of variation
Step 3: Substitute the constant of the
variation and then find the value of
the missing variable
E. Generalization Have the students generalize the concept by
asking them the following questions:
1. When do we say that there a direct
variation?
1. There is a direct variation
whenever a situation produces
pairs of numbers in which their
ratio is constant.
2. What will happen to x if the value of
y increases? How about when the
value of y decreases?
2. Increases also; decreases also
F. Application Group yourselves into 10, each group should
have 5 members. Form a circle and do the
activity quietly. Place you answer in a whole
sheet of paper with the solutions. You will be
given 10 minutes to answer.
A. Write the equation for the given
variation using k as the constant of
variation.
1. A worker’s pay check ( P ) varies
directly as the number of hours (h )
worked.
2. The pressure ( P ) at the bottom of a
swimming pool varies directly as the
depth (d ) of the water.
B. Determine if the table below
expresses a direct variation between
the variables. If they do, find the
constant of variation and the
equation that defines the relation.
1.
x 5 25 125
y 25 125 625
2.
x -4 -2 -1
y -16 -8 -4
C. Find the value of k the constant of
variation and the unknown variable.
1. If y varies directly as x , and y=54
when x=9 , find y when x=3.5 .
A.
1. P=kh
2. P=kd
B.
25
1. =5
5
125
=5
25
625
=5
125
It is a direct variation
k =5
y=kx
y=5 x
−16
2. =4
−4
−8
=4
−2
−4
=4
−1
It is a direct variation
k =4
y=kx
y=4 x
C.
1. y=kx
54 9 k
=
9 9
k =6
y=kx
y=6(3.5)
y=21
V. EVALUATION A. Write an equation of the following statements.
1. The area ( A ) of a triangle is proportional to its height (h ).
2. The area ( A ) of a square varies directly as the square of its side ( s)
B. Determine if the table below express a direct variation between the variables. If they
do, find the constant of variation and the equation that defines the relation.
1.
x 1 2 3
y 10 20 30
2.
x 3 6 9
y 33 66 99
C. Solve the following problems.
1. If y varies directly as x , and y=24 when x=6 , find the constant of variation and the
equation of variation.
VI. ASSIGNMENT A. FOLLOW UP
Find the value of k the constant of variation and the unknown variable.
1. The weight of an object on the moon ( y ) varies directly as its weight on earth ( x
). an astronaut who weighs 80 kg on earth weighs 12.8 kg on the moon. How
much would a 60 kg person weigh on the moon?
B. ADVANCE
1. What is the difference between direct variation and inverse variation?
VI. CLOSURE To end our class for today, let’s now have our closing prayer.
Prepared and Submitted by: Checked and Approved by:
EARL VHON MALLARI JHUNE S. BAGGAYAN
Student Teacher Cooperating Teacher
Cagayan State University-Andrews Campus Cagayan National High School
