Learning Plan inuniversity

Saint Mary’s Mathematics 9

The learner
Junior demonstrates
high school andunderstanding
science of key concepts of variation
Content Standard(s)
and radicals. high school
Performance The learner is able toNueva
Bayombong, formulate and solve accurately problems
Vizcaya
Standard(s) involving radicals.
Learning The learner illustrates situations that involve the following variations:
Competency(ies) (a) direct; (b) inverse; (c) joint; (d) combined. [M9AL-IIa-1]
Sessions Session 6
Parts September 18, 2017
 described the relationship of variables in an inverse variation;
 differentiated direct linear variation and inverse variation;
Learning Objective(s)
 identified real-life examples of inverse variation;
By the end of the
 derived the formula for inverse variation;
lesson/activity, the
students should have:  expressed given quantities in variation by means of an equation;
 drawn the graph of inverse variation; and
 solved problems involving inverse variations;
Subject Matter/Topic Variation: Inverse Variation
Materials Powerpoint presentation, chalk and board, tickets
Dilao, S.J., and Bernabe, J.G.( 2009). Intermidiate algebra. Textbook
for second year. JTW Corporation. 1281 Gregorio Araneta Avenue,
Quezon City, Philippines.
Textbook/References
Yeo, J., Seng, T. K., Yee, L. C., Chow, I., Meng, N.C., Hong, O. C.,
(2017). New syllabus Mathematics. Singapore Math worktext. REX
bookstore. 856 Nicanor Reyes, Sr. St. Manila, Philippines.
Assessment Formative: Recitation, Problem solving, Graphing
Procedure
Teacher’s Activity Students’ Activity
A. Preparation
Prayer
Greetings
Monitors
CHSF

1. Giving back of Quiz Papers and

Collecting of Assignments
May I call on 3 volunteers to please distribute
the remedial quiz papers to the owner? (Students will distribute the quiz papers and
collect the assignments.)
I’m glad that you all improved in the remedial
quiz last Friday. But I just want to reiterate
that don’t depend on remedial classes and
quizzes. If you can excel on the first take,
then that’s better. It is not all the time that
you will be given opportunities. Just like
what I’ve said before. If the opportunity is
there, grab it immediately. Is that clear to Yes, sir!
you?

For the next quiz, I expect that there will be no

remedial classes and quizzes anymore.

You may now keep your quiz papers. That will

serve as your reviewer for your incoming
periodical test.
Kindly, bring out your assignments and let’s
 discuss it.
(The teacher and the students will discuss the
assignment.)
Kindly pass your assignments forward, quietly
please.
We will now continue our discussion about
variation. We are done with direct linear
variation and direct square variation.

2. Statement of Objectives

For this day, you are expected to:

 describe the relationship of variables in
inverse variation;
 differentiate direct linear variation and
inverse variation;
 identify real-life examples of inverse
variation;
 derive the formula for inverse variation;
 express given variations by means of
equation;
 draw the graph of inverse variation; and
 solve problems involving inverse (Students will ask question regarding the
variation. objectives.)
Do you have questions that you want to be
answered as we go on our topic?
B. Presentation
Let’s look at this situation.
The 9-Researchers/Investigators are going to
Mines View, Baguio City for their fieldtrip.
Bayombong, Nueva Vizcaya and Mines View,
Baguio City are 120 km away from each other.
They are riding on a Victory Bus and Sir
Daryll is the Driver.
Before we start our trip to Mines view, make a
table of values where the upper row is the
speed ( x km/hr) and the lower row is the time
taken ( y hours)
Questions:
 If Sir Daryll is driving at speed of 10
km/hour, how long will it take for the
9-Researchers/Investigators to reach 12 hours sir.
Mines View?
 If Sir Daryll is driving at speed of 20
6 hours sir.
km/hour, how long will it take to reach
Mines View?
 If Sir Daryll doubled the speed of the The time taken will be reduce by half, sir.
bus and drive at speed of 40 km/hour,
what will happen to the time taken?
Hint: Compare the time taken when the
speed is 20 km/hour and 40 km/hour.
Yes, sir.
We are already here in Mines View. Did you
enjoy the trip?
Let us now look at the table of values.
What do you notice in the relationship between
the speed ( x km/hr) and the time taken ( y We have noticed that as the speed
hours)? increases/decreases, the time taken for the trip
 decreases/increases, sir.

For direct linear and direct square variation, For direct variation, we have discussed that the
how did we find the constant of variation? constant of variation is the ratio between the
two quantities and for direct square is the ratio
between one quantity and the square of the
other quantity.
Is the constant of variation also present in an
inverse variation? It is the product of the two quantities, sir.
How can we find the constant of variation?
So, whenever the product of corresponding
values of two quantities is a constant, then one
quantity varies inversely as the other.
CVI: Since we are talking about variations or
relationships between variables, life is not
always like a direct linear variation that what
others do to you, you will also do to them. It’s
not right that when they hate you, you will also
hate them. Life must be like an inverse
variation, we must always remember what
have been said in bible – Luke 6:27:28 – “…
Love your enemies, do good to those who hate
you, bless those who curse you and pray for Yes, sir.
those who mistreat you…”
Is that clear with you?
Let’s us now continue our discussion.
You have said that the product of the two yx=k∨k= yx
quantities is the constant of variation. How can k
y=
we write it by means of equation? x
What if we want to solve for y or the ' y inversely varies ¿ x'
dependent variable, how can we solve for it?
And how do you read that equation then?

Now, using the table of values we have

created, let us determine the equation existing
between these quantities. We will also draw
the graph of it.
(The teacher will show the students how to
find the equation using the table of values and
will show the graph of the equation.)
Is there anything you want to clarify about
writing the equation based on the table of
values? The students will cite some examples of inverse
variation.)
Now, I want you to cite some examples that
reflects inverse variation?
For example, the speed and the time. As the
speed increases, the time taken for the trip In direct variation, if one quantity
decreases. increases/decreases, the other quantity also
What is now the difference between direct increases/decreases but in inverse variation, as
linear variation and inverse variation? one quantity increases the other quantity
decreases or vice versa.

(The teacher also presents a table where the

comparison between direct linear, direct
square and inverse variation.)
Now, we will solve some problems involving
inverse variation.
(The teacher will call students to solve the
problems and encourage them to explain their
work.)
1. For a given gas of constant (The student will answer the problems)
temperature, the pressure (P) varies
inversely as the volume (V). If P=6
when V=24, find P when V is 36.
2. Find the number of days 10 workers
can complete a job if 5 workers can
complete the same job in 7 days.
3. The number of revolutions of two
pulleys is inversely proportional to
their diameters. If a 24-cm pulley
making 400 revolutions per minute is
belted to an 8-cm pulley, find the
number of revolutions per minute of
the smaller pulley.
C. Practice
In your graphing paper, kindly find the
equation that expresses the variation below.

x 2 3 4 6 8 ?
16 (The students will work by 3s and will also
y 48 32 24 16 12 write the equation of the given variation and
3
draw the graph.)
And draw the graph of the relation given.
You have 10 minutes to accomplish your
work.
Time starts now!

Times up!
Pass your papers forward.
What is the equation that expresses the
variation given? By solving first the constant of variation and
How did you get it? then substitute it in the equation sir.

D. Purposeful Closure
Before we end our discussion, let us have the
last activity which is entitled
#HugotInverseVariation.
Your task is to think of hugot lines that reflect
inverse variation. You can write anything as
long as the relationship of variables in inverse (The students will share their
variation is still there. #HugotInverseVariation)
You write your #HugotInverseVariation in any
clean sheet of paper and paste it in the
illustration board I provided and you are
encourage to share it to the class.

Let us now have the sharing.

I believe that you understood our lesson about

inverse variation.

Closing Prayer

Let’s call it a day. Good bye, sir.

Good bye, class
Assignment

Prepared by:

Daryll Andre Keith H. Asuncion

BSED-Math IV

Checked by:

Miss Genelita B. Escaros

Cooperating Teacher