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QUARTER 2
Week 1 – Day 3

Subject: MATH Grade Level: 9

Date: _________________ Session: _____
The learner demonstrates understanding of key concepts
Content Standard
of variations and radicals.
The learner is able to formulate and solve accurately
Performance Standard
problems involving radicals.
Competency 17:Translates into variation statement a
relationship between two quantities given by: (a) a table
Competency
of values; (b) a mathematical equation; (c) a graph, and
vice versa.M9AL-IIa-b-1
I. OBJECTIVES
Knowledge: * Recalls the concept on direct variations.
Skills: * Translates into variation statement a relationship
between two quantities given by: (a) a table of values; (b)
a mathematical equation; (c) a graph, and vice versa.
Attitude: * Shows perseverance in performing tasks on direct
variations.
PATTERNS AND ALGEBRA:
II. CONTENT
“DIRECT VARIATIONS”

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 9, pp. 132 - 139
Pages
2. Learner’s Materials Learner’s Module (LM) in Math 9, pp. 194 - 205.
Pages
3. Textbook Pages *Integrated Mathematics III. 2001. pp. 126 – 128.
4. Additional Materials Attachment
5. Learning Resources * EASE Module Second Year Variations Modules 1-3
(LR) portal *LRMDS, “Direct Variation”
B. Other Learning www.google.com
Resources
IV. PROCEDURES
A. Reviewing or presenting How do we determined a direct variation?
the new lesson
For two quantities with direct variation, as one
quantity increases, the other quantity also increases and

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that the ratio between them always stays the same”.

Direct variation describes a simple relationship between
two variables .
We say: “y varies directly with x” or
" y varies proportionally as x ", or
" y is directly proportional to x ."
The variation statement is : y=kx
where k is the constant of variation or constant of
proportionality .
This means that: as x increases, y increases and as x
decreases, y decreases
—and that the ratio between them always stays the same.

B. Establishing a purpose for Activity 1.

the lesson
Translate the following direct variation statements into
mathematical equations:
1.) The distance d travelled by a man varies directly as his
time t in travelling.
2.) The speed s of a car varies directly as the distance d
travelled.
3.) The circumference c of a circle varies directly with its
diameter d.
4.) The number of men m needed to build a house varies
directly as the number of days d to finish it.
5.) The number of students n varies directly on the
number of teachers t.
6.) The number of slices of cakes c depends on the
number of people p who will eat the cake.
7.) The amount of salary s of a worker varies directly as
the number of hours h he works .
8.) The amount of contribution c varies directly on the
number of people p who will contribute.
9.) The cost of a meat c varies directly as the number of

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kilograms n.
10.)The area A of a square varies directly as the square of
its side s.
C. Presenting examples of the
new lesson

Activity 2.
A. Write the mathematical statement and an equation to
represent the direct variation on the following table of
values:
x y
4 2
6 3
8 4
10 5
y varies directly as x
y = kx
y=½x
D. Discussing new concepts
and practicing new skills #1

Activity 3.

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1.) Graph the variation equation y = 0.5x.

E. Discussing new concepts Base on the given statement, do the following:

and practicing new skills #2 a.) variation equation
b.) value of k
c.) create table of values
d.) graph

Mathematical statement: “ y varies directly with x” ,

where y = 4 and x = 1, ”

Possible Answer:
a.) y = kx
b.) k = 4
c.)
x y
1 4
2 8
d.)

F. Developing Mastery Base on the given statement, do the following:

a.) variation equation
b.) value of k
c.) create table of values
d.) graph

Statement :
“ A varies directly as B where A = 1 and B = 1”.

G. Finding practical The distance a body falls from rest varies directly as the
applications of concepts and square of the time it falls (ignoring air resistance). If a
skills in daily living ball falls 144 feet in three seconds, how far will the ball
fall in seven seconds?
d = 784 feet.
H. Making Generalizations How do we translates variation statement into table of
and abstractions about the values? graph?
lesson Answers may vary.
How do we translates table of values and graph into

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variation statements? Answers may

vary.

I. Evaluating learning 1.) Is this a direct variation? If yes, give the constant of
variation (k) and the equation.
x y
15 5
3 26
1 75
2 150

No. The k values are different.

2.) Translates the following table of values into variation
statement and equation:
D T
10 5
2 1
12 6
20 10
D varies directly as T
D = kT
1
D=2 𝑇

C.)Translate the graph into mathematical statement and

equation.

y=kx
y = 10x
4.) Translate the mathematical statement into table of

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values and graph.

“ The distance travelled by a man varies directly as the
number of hours he travelled, wherein he could travel 60
kilometers in 1 hour.”
J. Additional Activities for ( See attached Supplementary Activities)
application or remediation
V. REMARKS
VI. REFLECTION
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 the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? _____ Group Collaboration
_____ Games
_____ Power Point Presentation
_____ Answering preliminary activities/exercises
_____ Discussion
_____ Case Method
_____ Think-Pair-Share(TPS)
_____ Rereading of Paragraphs/Poems/Stories
_____ Differentiated Instruction
_____ Role Playing/Drama
_____ Discovery Method
_____ Lecture Method

Why did these work? _____ Complete Ims

_____ Availability of Materials
_____ Pupils’ Eagerness to learn
_____ Group Members’ Cooperation in doing their tasks

F. What difficulties did I _____ Bullying among pupils

encounter which my _____ Pupil’s behavior/attitude
principal and supervisor _____ Colorful IMs
help me solve? _____ Unavailable Technology Equipment(AVR/LCD)

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_____ Science/Computer/Internet Lab

_____ Additional Clerical Works
_____ Reading Readiness

G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

ATTACHMENT 1
Session: __________ Content: Direct Variation
DISCUSSION:

Direct Variation
The statement "y varies directly as x," means that when x increases, y increases by the
𝑦
same factor. In other words, y and x always have the same ratio:𝑥 = k ,where k is the
constant of variation.
We can also express the relationship between x and y as: y = kx ,where k is the constant
of variation. Since k is constant (the same for every point), we can find k when given any
point by dividing the y-coordinate by the x-coordinate.
For example, if y varies directly as x, and y = 6 when x = 2, the constant of variation is
6
k = 2 = 3. Thus, the equation describing this direct variation is y = 3x.

Example 1: If y varies directly as x, and x = 12 when y = 9, what is the equation that

describes this direct variation?
9 3
k = 12 = 4
3
y =4x

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ATTACHMENT 2
Session: __________ Content: Direct Variation
DISCUSSION:
Graphing Direct Variation
An equation of the form y = kx can be thought of as an equation of the
form y = mx + bwhere m = k and b = 0. Thus, a direct variation equation is an equation in
slope- intercept form which passes through (0, 0) and has a slope equal to the constant of
variation.
Therefore, to graph a direct variation equation, start at (0, 0) and then proceed as you
would in graphing a slope. Or, if you know one point, draw a straight line between (0,
0)and that point, and extend the line on both sides.
Example 4: y varies directly as x. If the constant of variation is , graph the line which
represents the variation, and write an equation that describes the variation.

y= x

To calculate the constant of variation, given a graph of direct variation, simply calculate
the slope.

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SUPPLEMENTARY ACTIVITIES
Note: The activities included here will be used only when needed.

ANSWER KEY

ACTIVITY 1: 4) m = kd 8) c = kd
1) d =kt 5) n = kt 9) c = kn
2) s = kd 6) c = kd 10) A = ks2
3) c = kd 7) s = kh

ACTIVITY 3.
1.) Graph the variation equation y = 0.5x.

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DEVELOPING MASTERYEVALUATION: # 4.

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

* BEAM Second Year, Module 8 (TG)

* EASE Module Second Year Variations Modules 1-3 Chapter 4 Variation pp.102-121
(LM)

B. BOOKS AND OTHER REFERENCES

*K to 12 Curriculum Guide Mathematics. (2012). DepEd, Philippines
*Integrated Mathematics III. 2001. pp. 126 – 128.

C. INTERNET SOURCES:

* https://www.chilimath.com/lessons/intermediate-algebra/direct-variation/

* https://www.youtube.com/watch?v=YlrhZA51mU0

* https://www.slideshare.net/Teach5ch/direct-variation-6039625
* https://www.sparknotes.com/math/algebra1/variation/section1/

* https://www.varsitytutors.com/hotmath/hotmath_help/topics/direct-variation

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