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QUARTER II
Week 4Day 3

Subject: MATH Grade Level: 9

Date:
Session: ___
__________________
The learner demonstrates understanding of key concepts of
Content Standard variation and radicals.

The learner is able to formulate and solve accurately

Performance Standard problems involving radicals.
Competency 21:Illustrates expressions with rational
Competency exponents.
(M9AL-IId-2)
I. OBJECTIVES
Knowledge:  Defines rational exponents.
Skills:  Gives examples of rational exponents.
Attitude:  Participates in class discussion.
II. CONTENT Expressions with Rational exponents 1

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Mathematics 9, pp. 169-170
Pages
2. Learner’s Mathematics 9, pp. 234-235
Materials Pages
3. Textbook Pages Intermediate Algebra for Second Year , pp. 131-133
Algebra II( Functional Approach)
4. Additional TV, LAPTOP
Materials
5. Learning Lrmds.deped.gov.ph.
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing or Answer and check the assignment of the previous
presenting the new lesson.(Do this by calling volunteers to show their answers
lesson on the board.)
Simplify each expression:(answers are highlighted)

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𝑥 −3
1) ( 𝑦 4 )−3 = 𝑥 9 𝑦 12
1
2) (−2)0 − (−2)3 − (−2)−1 + (−2)4 − (−2)−2= 254

B. Establishing a Ask the students to compare the expressions in column A

purpose for the with the expressions in column B.
lesson
Column A Column B
2⁄
𝑥0 (𝑥) 3
3
2𝑏 2 (2𝑏)2
(3𝑥𝑦 7 )−2 3𝑥 2
( )3
2𝑦
3
(125𝑎𝑏 3 )5 (125𝑎3 )4
2𝑥 −3 −6 2𝑥 −3 4
) ( ( −1 )3
3𝑥 −1 3𝑥
Questions: (Answers are highlighted)
1)What kind of exponents does column B have?(rational)
2) What are rational exponents?(… fractional form)

C. Presenting examples ACTIVITY: A NEW KIND OF EXPONENT!!!!

of the new lesson Direction: Examine each expression carefully and
answer the questions that follow:
1
1 1 3 4
𝑎4 2
1) 4 3 2) 𝑥 3) 𝑦
2 2 4) 𝑦 3 5) ( 2 )
𝑏3
Questions:
1. What have you observed with the exponents of the
given expressions? Answer: They are
expressionswith rational exponents.
2. How do you define rational exponents?
Answer: They are real numbers that
𝑎
can be written in the form 𝑏 , where a and b are
integers and b≠ 0.
3. Do you think you can still apply your understanding of
the laws of exponents to simplifying the given
examples? Why? Answer: Yes, because rational
exponents can be whole numbers, fractions, mixed
numbers, and decimals together with their negative
images.
D. Discussing new Group Activity:
concepts and Divide the classs into groups of 10 members.
practicing new skills Ask each group to fill up the given table.

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#1 Expression Base Rational Exponent

1
4 1
43
3
1
x 1
𝑥2
2
3
y 3
𝑦2
2
4
y 4
𝑦3
3
1 𝑎 2⁄
𝑎4 2 4
( 2) 𝑏
𝑏3 4⁄
3
E. Discussing new Work in pairs:
concepts and Direction: Complete the table.(answers are highlighted)
practicing new skills Expression Base Rational Exponent
#2 2⁄ ( 8k) 2
(8𝑘) 3
3
(16𝑟𝑠 3 )1⁄2 (16r𝑠 3 ) 1
2
(24𝑐𝑑)3⁄5 (24cd) 3
5
128 2⁄3 128 2
( )
2 2 3
(4𝑏 3 )1⁄7 (4𝑏 4 ) 1
7
F. Developing Mastery Board Work:
Direction: Complete the table.(answers are highlighted)
Expression Base Rational Exponent
1⁄ ( ab) 1
(𝑎𝑏) 2
2
(4𝑟𝑡 ) 𝑚 𝑥⁄𝑦 (4r𝑡 𝑚
) 𝑥
𝑦
(256𝑥) 5⁄3 (256x) 5
3
1000𝑚 3⁄2 1000𝑚 3
( )
100𝑚 100𝑚 2
(25𝑏 3 )1⁄2 (25𝑏 3 ) 1
2
G. Finding practical How will you relate the concept on rational exponents to
applications of real life situations?
concepts and skills Answers may vary
in daily living
H. Making What are rational exponents? How does it differ from
Generalizations and other exponents?
abstractions about
the lesson

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I. Evaluating learning Written test:

Direction: Complete the table.(answers are highlighted)
Expression Base Rational Exponent
1⁄ (xy) 1
(𝑥𝑦) 𝑛
𝑛
(45𝑠 9 )−1⁄2 (45𝑠 9 ) 1
−
2
(2𝑥 + 1)1⁄5 (2x+1) 1
5
3𝑥 5⁄7 3𝑥 5
( )
4𝑦 4𝑦 7
J. Additional Direction: Complete the table.(answers are highlighted)
Activities for Expression Base Rational Exponent
application or 2⁄ (81) 2
(81) 3
remediation 3
(2𝑥 −3 )−1⁄2 (2𝑥 −3 ) 1
−
2
(9𝑥)𝑎⁄𝑏 (9x) 𝑎
𝑏
16 −1⁄4 16 1
( ) −
81 81 4
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 Strategies used that work well:
___ Group collaboration
teaching strategies ___ Games
worked well? Why did ___ Solving Puzzles/Jigsaw
___ Answering preliminary
these work? activities/exercises
___ Carousel
___ Diads

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___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks

F. What difficulties did __ Bullying among pupils

__ Pupils’ behavior/attitude
I encounter which my __ Colorful IMs
principal and supervisor __ Unavailable Technology
Equipment (AVR/LCD)
help me solve? __ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__local poetical composition

G. What innovation or The lesson have successfully delivered due to:

___ pupils’ eagerness to learn
localized I ___ complete/varied IMs
used/discover which I ___ uncomplicated lesson
___ worksheets
wish to share with other ___ varied activity sheets
teacher? Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

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ATTACHMENT
Session: 1 (1 day)

Content: Direct Variation

DISCUSSIONS:
A variable y varies directly as variable x if and only if = 𝑘𝑥 . The
constant is called the variation constant or the constant of
proportionality. If we know one pair of values that varies directly, then
we can find k. Once k is known, we can write the equation of variation
and use it to determine other values.
In the same manner, that a variable y varies directly as the square
of x is expressed as y  kx 2 .
Direct variation is also related to proportion. Let (x1,y1) and (x2,
y
y2) be any two solutions for y  kx , then y1  kx1 or 1  k . Similarly
x1
y y y
you have y2  kx2 or 2  k . Since we can equate 1 and 2 to k , it
x2 x1 x2
y y
follows that 1  2 .
x1 x2

SUPPLEMENTARY ACTIVITIES

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

DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.

2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.

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DIRECTION: Which of the equations is of the form 𝑦 = 𝑘𝑥 and shows

direct relationship?

1. 3𝑥 − 2
2. y = 5x
3. y=x
4. y= x2+ 1
5. y = 3x2

DIRECTION: Write an equation for the following statements:

1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.

DIRECTION: Write an equation to describe these situations.

1. N varies directly as s .
2. R varies directly as the fourth root of M
3. The surface area A of a sphere varies directly as the square of the radius r .

DIRECTION: Read the phrases below. Tell whether each of the phrases
below represents a direct variation. If they do, write the equation to
describe the situation:
1. The time spent in walking to the rate at which a person walks.
2. The cost of life insurance to the age of the insured person.
3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.
5. The distance an airplane flies to the time travelling.

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DIRECTION: Read the following situation then answer the question that
follow:

1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Variation

Bryant, M., & et. al. (2014).Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007).e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.com.ph

Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra).Retrieved on

October 10, 2017fromhttps://books.google.com.ph/books

Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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