9

Mathematics Activity Sheet

Quarter 2 – MELC 1
Illustrating Situations that involves
Variations

REGION VI – WESTERN VISAYAS

Mathematics Grade 9
Activity Sheet No. 1
First Edition, 2020

Published in the Philippines

By the Department of Education
Region 6 – Western Visayas

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This Learning Activity Sheet is developed by DepEd Region 6 – Western
Visayas.

ALL RIGHTS RESERVED. No part of this learning resource may be

reproduced or transmitted in any form or by any means electronic or mechanical
without written permission from the DepEd Regional Office 6 – Western Visayas.

Development Team of Mathematics 9 Activity Sheet

Writer: Nancy P. Bascar

Illustrators: Jerome Jordan Z. Ponsica
Layout Artists: Eldiardo E. de la Peña, Antonio O. Rebutada

Schools Division Quality Assurance Team:

Prilyn S. Albarico
Gigi Sheila S. Villanueva
Romalyn B. Tomaron
Mary Ann C. Biaquis
Mae Joy M. Tan, PhD
Division of Escalante City Management Team:
Clarissa G. Zamora, CESO VI
Ermi V. Miranda, PhD
Jason R. Alpay
Lilibeth G. Langrio
Jean G. Pilongo
Regional Management Team
Ma. Gemma M. Ledesma
Dr. Josilyn S. Solana
Dr. Elena P. Gonzaga
Donald T. Genine
Rhodalyn G. Delcano - OIC

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Introductory Message

Welcome to Mathematics Grade 9!

The Learning Activity Sheet is a product of the collaborative efforts of the

Schools Division of Escalante City and DepEd Regional Office VI - Western Visayas
through the Curriculum and Learning Management Division (CLMD). This is
developed to guide the learning facilitators (teachers, parents and responsible adults)
in helping the learners meet the standards set by the K to 12 Basic Education
Curriculum.

The Learning Activity Sheet is self-directed instructional materials aimed to

guide the learners in accomplishing activities at their own pace and time using the
contextualized resources in the community. This will also assist the learners in
acquiring the lifelong learning skills, knowledge and attitudes for productivity and
employment.

For learning facilitator:

The Mathematics 9 Activity Sheet will help you facilitate the leaching-
learning activities specified in each Most Essential Learning Competency (MELC)
with minimal or no face-to-face encounter between you and learner. This will be
made available to the learners with the references/links to ease the independent
learning.

For the learner:

The Mathematics 9 Activity Sheet is developed to help you continue learning
even if you are not in school. This learning material provides you with meaningful and
engaging activities for independent learning. Being an active learner, carefully read
and understand the instructions then perform the activities and answer the
assessments. This will be returned to your facilitator on the agreed schedule.

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 Quarter 2, Week 1

Learning Activity Sheets (LAS) No. 1

Name of Learner: _____________________________________________________
Grade and Section: __________________________________Date: ______________

MATHEMATICS 9 ACTIVITY SHEET

ILLUSTRATING SITUATIONS THAT INVOLVES VARIATIONS

I. Learning Competency with Code

• The learner illustrates situations that involve the following variations: (a) direct;
(b) inverse; (c) joint; (d) combined. (M9AL-IIa-1)

II. Background Information for Learners

This Learning Activity Sheet is about variations. You will find out the relation
between quantities. You will also learn how a change in one quantity could correspond
to a predictable change in the other. In this lesson, you will be able to illustrate
situations that involve direct, inverse, joint and combined variation.

A. Direct Variation

There is direct variation whenever a situation produces pairs of numbers in

which their ratio is constant.
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.

There are situations in real life which illustrates direct variation. Both variables
in the situation produces the same changes.

Examples:

1. A local government organization launches a recycling campaign of waste

materials to schools in order to raise students’ awareness of environmental
protection and the effects of climate change. Every kilogram of waste material
earns points that can be exchanged for school supplies and grocery items.
Paper, which is one of the waste materials being collected, earns 5 points for
every kilo.
The table below shows the points earned by a Grade 8 class for every
number of kilograms of wastepaper collected.

Number of kilograms (n) 1 2 3 4 5 6

Points (P) 5 10 15 20 25 30

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 This situation clearly illustrates an idea of direct variation between two
quantities. The higher the number of kilograms, the higher the points to be
earned. The points vary directly to the number of kilograms or points and
number of kilograms illustrates direct variation.

2. Helen and Joana walk a distance of one kilometer in going to the school where
they teach. At a constant rate, it takes them 20 minutes to reach the school in
time for their first class. One morning, the two became so engrossed to discuss
an incident that happened inside the school that they did not notice that their
pace of walking slowed down.

Questions:
a. How will they be able to catch up for the lost number of minutes? Cite solutions.
b. How are the quantities like rate, time, and distance considered in travelling?
c. Does the change in one quantity affect the change in others? Explain.

This situation illustrates a direct variation with two pairs of variables: time and
distance, and distance and rate. As time increases, the distance also increases; and
as rate decreases, distance also decreases.

B. Inverse Variation

Inverse variation occurs whenever a situation produces pairs of number whose

product is constant.
For two quantities x and y, an increase in x causes a decrease in y or vice
versa.
There are situations in real life that illustrates an inverse variation.

Examples:

1. A rectangle has a width (w) of 2 cm and a length (l) of 18 cm. Keeping its area
(36cm2) constant, what happens when the width is increased to 3cm? 4cm?
The table below shows the relation between the length and the width of the
rectangle given a constant area.

Width (w) 2 3 4 5
Length (l) 18 12 9 7.2
Area (A) 36 36 36 36

The situation clearly illustrates an inverse variation. An increase in width

produces a decrease in length, or the length varies inversely as its width.

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 2. Anna lives 40 km away from the office of ABC Corporation where she works.
Driving a car, the time it takes her to reach her workplace depends on the car’s
average speed. Some possible speeds and the lengths of time it takes her are
as follows:

Time in hours 1 4 2 4 1
5 3 7 2
Speed in kph 40 50 60 70 80

The situation illustrates an inverse variation. The speed varies inversely as its
time. As time decrease the speed increases.

C. Joint Variation

This lesson deals with another concept of variation, the joint variation. Some
physical relationships, such as area or volume, may involve three or more variables
simultaneously.

Joint variation is closely the same with direct variation, but joint variation
involves 3 or more variables.
Statement a varies jointly as b and c means a = kbc, or k=abc, where k is the
constant of variation.
There are statements which compose of 3 or more variables that illustrates a
joint variation.

EXAMPLES:

1. The area of a triangle varies jointly as its base and its altitude.

The statement illustrates joint variation. It involves three variables which are area,
base, and altitude.

2. The volume of a pyramid varies jointly as the area of the base and the altitude.

The statement illustrates joint variation. It involves three variables which are
volume, base, and altitude.

D. Combined Variation

Combined variation is another variation involving physical relationship among

variables. This is the kind of variation that involves both the direct and inverse
variations.

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Examples of statements that illustrate combined variations:

1. The electrical resistance of a wire varies directly as its length and inversely as
the square of its diameter.

The situation illustrates a combined variation. It is composed of direct and inverse

variation.

2. The maximum load of a beam varies directly as the breadth and the square of
the depth and inversely as the length.

The situation illustrates a combined variation. It is composed of direct and inverse

variation.

III. Accompanying DepEd Textbook and Educational Sites

Mathematics 9 Learner’s Materials, First Edition, 2014, Merden L. Bryant,

Leonides E. Bulalayao, Melvin M. Callanta, Jerry D. Cruz, Richard F. De Vera,
Gilda T. Garcia, Sonia E. Javier, Roselle A. Lazaro, Bernadeth J. Mesterio, and
Rommel Hero A. Saladino
Intermediate Algebra Textbook for Second Year, Revised Edition,
Solidad Jose-Dilao, Ed.D., Julieta G. Bernabe
IV. Activity Proper

1. Directions / Instructions:
For further information about this lesson, please refer to Mathematics Learner’s
Material pages 194 - 220, Intermediate Algebra textbook pages 101 – 112.

2. Exercises / Activities

Exercise 1:
Direction: State the variation being illustrated in the given situation.
1. The current varies directly as the electromotive force and inversely as the
resistance.
2. The amount of gasoline used by a car varies jointly as the distance travelled
and the square root of the speed.
3. The number of persons sharing a pie to the number of slices of the pie.
4. The volume of a right circular cylinder varies jointly as the height and the
square of the radius.
5. The number of hours to finish a job to the number of men working.
Exercise 2:

Direction: Formulate a real-life situation that illustrates the 4 different variation.

One situation for each variation.

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 3. Guide Questions

1. What are the different kinds of variation?

2. How can you illustrate a situation that involves direct variation?
3. How can you illustrate a situation that involves inverse variation?
4. How can you illustrate a situation that involves joint variation?
5. How can you illustrate a situation that involves combined variation?

4. Rubrics

Rubrics for Exercise 2.

SCORE DESCRIPTION
5 The illustrated situation demonstrates a thorough
understanding of the topic and the idea was clearly
presented.
4 The illustrated situation demonstrates a satisfactory
understanding of the topic and the idea was clearly
presented.
3 The illustrated situation demonstrates a satisfactory
understanding of the topic and the idea was not clearly
presented.
2 The illustrated situation demonstrates a incomplete
understanding of the topic and the idea was not clearly
presented.
1 Show lack of understanding of the topic.

V. Reflection
Complete the statement.
I have learned that_______________________________________________
___________________________________________________________________.
I have realized that _____________________________________________
___________________________________________________________________.
I will apply _________________________________________________________________
_________________________________________________________________________________.

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V. Answer Key