Learning Area
Learning Delivery Modality
School Sangley Point National HS
Teacher Iverson R. Saliba
Date November 6, 2023
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Most Essential Learning
Competencies (MELC)
D. Enabling Competency
II. CONTENT
III. LEARNING RESOURCES
A. References
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages
d. Additional Materials
from Learning Resources
B. List of Learning Resources for
Development and Engagement
Activities
IV. PROCEDURE
A. Introduction
Mathematics
Face to Face Classes
Level Grade 9
Subject Mathematics
Grading 2nd Quarter
No. of Days 2 days
After this lesson, the students will be able to:
a. Illustrate situations that involve direct variation
b. Translate into variation statement a relationship
involving direct variation between two quantities
given by a table of values, mathematical equation,
and a graph, and vice versa.
c. Solve problems involving direct variations
The learners demonstrate an understanding of key variation and
radicals.
The learners shall be able to formulate and solve accurately
involving variation and radicals.
Distinguish between angle of elevation and angle of
depression. M9GEIVe-1
Angles of Elevation and Angle of Depression
https https://www.scribd.com/document/468581342/Angle-of-
Elevation-and-Angle-of-Depression#
Board, Chalk, Worksheets, Instructional Materials
A. Daily Routine
1. Prayer
2. Greetings
3. Attendance
4. Classroom Management
B. Energizer
Identify their related quantities!
Wall and Paint (Possible Answer)
-The wider the wall, the more
amount of paint to be used. If
the wall is narrow, less paint to
be used
 Groceries and Money

- The more money you have,

the more groceries you can
buy. The less money you have,
the less grocery you can buy.

Nature of Activity and Heartbeat

- Doing more activities

can result to higher pulse
rate. Doing less activities
can result to lower pulse
rate.

Speed and Distance

- The faster speed you go,

the longer distance you can
reach. The slower speed
you go, the shorter distance
you can reach.

 Do you like the

activity class?
 Before we go to our discussion, let’s form a word
using this equation of pictures.

+ =
DIE + WRECK = DIRECT

+ + =
BAR + A + SHAUN = VARIATION

C. Sharing the Objectives

 From the activity, what are the words did found?
 Do you have any idea about those words?
B. Development VARIATION?
 A variation is a relation between a set of values of one
variable and a set of values of other variables.

Now;

Let us begin with exploratory activities that will

introduce you to the basic concepts of variation

ACTIVITY 1: BEFORE THE LESSON RESPONSE

Read the phrases found at the right column in the table below.
If the phrase is a direct variation, place a letter D in the Before
Lesson Response column, if it is an inverse variation, place a
letter I. If the relationship is neither a direct nor inverse
variation, mark it N.

Before Lesson Response Phrase

1. The number of hours to
finish a job to the number of
men working
2. The amount of water to the
space that water did not
occupy in a particular
container
3. The number of persons
sharing a pie to the size of
the slices of the pie
4. The area of the wall to the
amount of paint used to cover
it
5. The time spent in walking
to the rate at which a person
walks
6. The time a teacher spends
checking papers to the
number of students
7. The cost of life insurance
to the age of the insured
person
8. The age of a used car to its
resale value
9. The amount of money
raised in a concert to the
number of tickets sold
10. The distance an airplane
flies to the time travelling

When two quantities increase at the same time or decrease at

the same time, it shows DIRECT VARIATION.
DIRECT VARIATION
 There is 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 to x” and
“y 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.

Examples:

1. If y varies directly as x, and y = 6 when x = 2, find the

variation constant and the equation of variation?
Since y varies directly as x, then the equation of
variation is in the form y=kx.
6=K(2)
6/2=K
3=K

2. If y varies directly as x, and y = 15 when x = 10, then

what is K?
y=kx
15=K(10)
15/10=K
3/2=K

3. If x varies directly as y and x=81 when y=9?(Students)

Since x varies directly as y, then the equation of

variation is in the form x=ky.
81=K(9)
K=81/9
K=9

4. If x varies directly as y and x = 35 when y = 7, what is

the value of y when x = 25(Students)

Solution 1.
Since x varies directly as y, then the equation of
variation is in the form x =ky. Substitute the given
values of y and x to solve for K in the equation.
35=k(7)
35/7=K
K=5
Hence, the equation of variation is x =5y.
Solving for y when x = 25,
25 = 5y
Y=25/5
Y=5
Hence, y=5
 EXERCISE#___!
C. Engagement
1. If x varies directly as y and x = 100 when y = 10, what
is the value of y when x = 50

Solution 1.
Since x varies directly as y, then the equation of
variation is in the form x =ky. Substitute the given
values of y and x to solve for K in the equation.
100=k(10)
100/10=K
K = 10

Hence, the equation of variation is x =10y.

Solving for y when x = 50,
50 = 10y
Y=50/10
Y=5
Hence, y=5

2. If y varies directly as x and y = 144 when x = 18, what

is the value of y when x = 40

Solution 1.
Since y varies directly as x, then the equation of
variation is in the form y =kx. Substitute the given
values of y and x to solve for K in the equation.
144=k(18)
K=144/18
K=8

Hence, the equation of variation is y =8x.

Solving for x when y = 40,
40 = 8x
X=40/8
X=5
Hence, X=5

PROBLEM SOLVING!

Examples:
1. The quantity of Iron boxes made is directly proportional
to the number of iron blocks. The number of iron blocks
needed for 40 boxes is 160. How many iron blocks are
needed for a box?

In the given problem, the number of iron blocks needed

for 40 boxes is referred to as y = 160, and the number of
boxes is referred to as x = 40. The number of iron
blocks needed for a box is K. Here we use the direct
variation formula of
y = kx.
160 = k × 40
k = 160/40
k=4
TRY ME!

1. A recipe for 15 cupcakes needs 3 cup of flour. The

number of cupcakes you can make varies directly with
the amount of flour. How many cupcakes can you make
with 4 cups of flour?

Let x = amount of flour

y = number of cupcakes

Since y varies directly with x, y = kx

Find k when x = 3 and y = 15
15 = k × 3
15/3 = k
5=k
Therefore, y = 5x is the direct variation equation

When x = 4, y = 5 × 4 = 20. So you can make 20

cupcakes

2. The table below shows that the distance d varies directly

as the time t. Find the constant of variation and the
equation which describes the relation.
Time (hr) 1 2 3 4 5
Distance (km) 10 20 30 40 50

Solution:
Since the distance d varies directly as the time t, then

d = kt.

Using one of the pairs of values, (2, 20), from the table,
substitute the values of d and t in d = kt and solve for k.
d = kt
20=2k
k= 20/2
k=10
Therefore, the constant of variation is 10.
Form the mathematical equation of the variation by
substituting 10 in the statement d = kt.

d = 10t

You can see from the table of values that as the

Value of x increases the value of y also increases. This is an

illustration of a direct variation. This means that y varies
directly as x.

In symbol: y = kx, where k is the constant of variation or

constant of proportionality. In this case the constant of variation
is 10.
D. Assimilation Group Activity!

Now let us apply what you have learned. We will have a group
activity. Each group will get a cardboard with happy face in front
and sad face at the back. I will say statements; raise the smiley face
if you identify it as direct variation and sad face if not. You have 10
seconds to think and once you hear the buzz, raise your answer.
You’ll get one point for each correct answer. The group who will
gain the highest score will be the winner and will receive a prize.

1. The number of hours to finish a job to the number of men working

2. The amount of water to the space that water did not occupy in a
particular container
3. The area of the wall to the amount of paint used to cover it
4. The time spent in walking to the rate at which a person walks
5. The time a teacher spends checking papers to the number of
students
6. The amount of money raised in a concert to the number of tickets
sold
7. The age of a used car to its resale value
8. The distance an airplane flies to the time travelling
9. The number of visitors to the size of chairs in the venue
10. The number of persons typing a manuscript to the time spent in
typing

Answer:
1.Sad Face
2.Sad Face
3.Smiley Face
4.Sad Face
5.Smiley Face
6.Smiley face
7.Sad Face
8.Smiley Face
9.Sad Face
10.Sad Face

Assignment:
Write an equation for the following statements:

1. The fare F of a passenger varies directly as the distance d of his

destination.
2. The cost C of fish varies directly as its weight w in kilograms.
3. An employee's salary S varies directly as the number of days d
he has worked.
4. The area A of a square varies directly as the square of its side s.
5. The distance D travelled by a car varies directly as its speed s.
6. The length L of a person's shadow at a given time varies
directly as the height h of the person.
7. The cost of electricity C varies directly as the number of
kilowatt-hour consumption I.
8. The volume V of a cylinder varies directly as its height h.
9. The weight W of an object is directly proportional to its mass
m.
10. The area A of a triangle is proportional to its height h.
 V. REFLECTION Reflecting Time

In a ½ sheet of paper, the learners will write their personal

insights about the lesson using the prompts below:
I understand that .I
realize that .

Prepared by:
Iverson R.
Saliba