A Detailed Lesson Plan in Mathematics IX

Content: Patterns and Algebra

Content Standard:

The learner demonstrates understanding of key concepts of variations.

Performance Standard:

The learner is able to formulate and solve accurately problems involving variations.

Learning Competencies:

The learner:

1. illustrates situations that involve the following variations: (a) direct; (b) inverse; (c) joint;
(d) combined;

2. 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;

3. solves problems involving variation.

Code/s: M9AL-IIa-1, M9AL-IIa-b-1 , M9AL-IIb-c-1

I. Objectives

At the end of the lesson, the learners will be able to:

a. describe inverse variations;

b. illustrate situations that involve inverse variations;
c. translate into variation statement a relationship involving inverse variation between two
quantities given by a mathematical equation and vice versa;
d. graph the inverse variations; and
e. solving real-life problems involving inverse variations.

II. Subject Matter

Topic: Variation

Sub-topic: Inverse Variation

Reference: Bryant M.L., et al (2014). Mathematics Learning Materials 9. Vibal Group Inc.. Philippines

Subject Integrated: Physics, Economics

Values Integrated: Cooperation

Materials: Printed materials, Cartolina, Slide presentation, Flash cards

III. Teaching Procedure:

Teacher’s Activity Student’s Activity

A. Preliminary Activities
1. Prayer
Good morning, class. Before we start, may we all
stand and pray. Jezeile, please lead the prayer.
(The students will pray.)
2. Checking of Attendance
Are there any absentees today?
Nobody is absent, ma’am.
3. Checking of Assignment
Last meeting, I gave you an assignment, right?
Yes, ma’am.
Okay, kindly pass your assignment to the center and
forward. I will be the one to check.
(The students will pass their assignments.)
4. Drill
Class, before we proceed to our topic let us have an
activity. This activity is entitled, “Say the Answer!” In
this activity, I will flash a problem, just raise your
hands if you know the answer .
Is it clear class?
Yes, ma’am.

1.
18 x 5

a. 18 x 5 90

2. 8x7

b. 8x7 56
3. 124 ÷ 4

124 ÷ 4 31
c.
4. 117 ÷
9

117 ÷ 9 13
d.
5. 21 x 11

e. 21 x 11 231

Excellent!

5. Review
Last meeting we discussed about direct variations. Let
us see if you remember what we have discussed.
Who can define direct variations?
Yes, Vanessa?
For two quantities x and y, an increase/decrease in x
causes an increase/decrease in y as well. We can
say that y varies inversely as x or y = kx.
Very good, Vanessa!

To know if you still remember the concept of direct

variation. Let us have another activity which was
entitled “Solve Me!” I will group you into three
groups. These will be your grouping for the following
activities.

Group 1 Group 2 Group 3

Chester Daisy Clark
Camille Marcos Mary Joy
Rommel Chona Aljon
Lyka Laurence Princess
 Geline Vanessa Joresse
Jezeile Lemery Chenna
Carmela Lloyd Ellanie
Limor Quari Ligaya

Proceed to your respected groups.

Solve the following about direct variations for just 1
minute. The group who has many correct answer will
earn a point.

Find the values as indicated, if y varies directly as x.

1. If y = 12 and x = 4, find y when x = 12
2. If y = -3 and x = -4, find x when y = 2
3. If y = -18 and x = 9, find y when x = 7
4. If y = 3 and x = 10, find x when y = 1.2
5. If y = 2.5 and x = 0.25, find y when x = 0.75

Okay, time is up class.

Let us check your answers.
1. y=4
2. x=6
3. y = 23.14
4. x = 25
5. y = 0.83
It looks like you still remember how to find the
indicated variables.
Give yourselves a round of applause.
6.. Motivation
Before we proceed to our topic, let us have another
activity which was entitled “Make Face”. There are a
given phrases below. I will give you three expression
of a face. You will raise the smiley face if the phrase is
indirect, the wacky face if it was direct and if it is both
direct and indirect you will raise the poker face. The
group who will first raise an expression of a face
correctly will earn a point.

Is the direction clear to you?

Yes, ma,am.
Let’s start!

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

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

Very good , Class!

I. Activity

We will be having another activity. Each group shall

be given a piece of paper consisting of problem with
questions. Read and follow the direction. Write you
answer on the cartolina that I will be given to you. You
have five minutes to do this activity, and after that
choose one representative to explain your answers.

For Group 1
Consider the table of values A and B. Make a graph of
the both table in Microsoft Excel. Use the Scatter chart
to create a graph. Compare the two given table of
values and answer the following questions.

Table A
X -2 -1 1 2 3
y -4 -2 2 4 6

Table B
X 80 60 40 30 20
y 6 9 12 16 24

a. What have you observed about the values in

both sides?
b. What do you observe about the value of y
when x increases/decrease?
c. What happens to the value of y when x is
doubled? tripled?
d. What can you say about the graph in Table A
and the graph in Table B?

Table A
8

0
-3 -2 -1 0 1 2 3 4
-2

-4

-6
 Table B
30
25
20
15
10
5
0
0 20 40 60 80 100

Answers:
a. The values in both tables follow a certain
pattern.
b. In Table A, the value of y increases as the
value of x increases. In Table B, the value of
y increases as the value of x decrease.
c. In Table A, the value of y is doubled as the
value of x is doubled and y is tripled as x is
tripled. In Table B, the value of y is halved
as the value of x is doubled and y is divided
by 3 when x is tripled.
d. The graph of Table A is straight while y=the
graph of Table B is curved it is like a
parabola.
For Group 2
Read and analyze the problem.
Anna lives 40 km away from the office of ABC
Corporation where she works. Driving a car, the time it
takes her to reach work depends on her average speed.
Some possible speeds and the length 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

Make a graph of itin Microsoft excel using Scatter

chart. And answer the following questions.

Questions:
a. Describe the chart you have made.
b. How do the speed and time of travel affect each
other?
c. Write a mathematical statement to represent the
relation.
d. Is there a constant number involved? Explain
the process that you have used in finding out.
90
80
70
60
50
40
30
20
10
0
0 0.2 0.4 0.6 0.8 1 1.2

Answers:
 a. The chart that we have made is half of the
parabola, it is not a straight line.
b. As the speed of the car increases, the time in
travelling decreases.
𝑘
c. S = 𝑡 , where, s is the speed in k and t is the
time in hours.
d. Yes. Multiplying the values of the speed
and time gives us the constant.
For Group 3
A biker traveling at 1 mph can cover 1 miles in 1
hour. If the biker's speed decreases to 2 mph, it will
take the biker 30 minutes to cover the same distance.
Hours 1/4 1/2 1 2
Speed in 4 2 1 1/2
miles

Make a graph of itin Microsoft Excel using Scatter

chart, describe the graph and answer the following
questions.
Question:
a. How do the speed and hours of travel
affect each other?
b. What happened when the biker speed
decrease?
c. Is there a constant involved? Explain.

2 1/2

1 1/2

1/2

0
0 1 2 3 4 5

Answers:
a. As the speed of bike decrease the hours it
consume increases.
b. It increase.
c. Yes, multiplying the value of Speed and
Hours give us the constant.
What have you observed on the things that you have
done?
Yes, Clark?
Although we did not exactly have the same
problem, we still got the same thing. That is as the
value of one variable increases, the other decreases
and vice versa.
Very good, Clark!

II. Analysis

Now that you discovered that there is an indirect

relationship in the data you gathered. In mathematical
terms we call this as inverse variation.

Daisy, please read the definition of inverse variation.

 For two quantities x and y, an increase in x
causes a decrease in y or vice versa. We can
𝑘
say that y varies inversely as x or “y = 𝑥 .”
Where k is the constant of variation and k is
not equal to 0.

. you, Daisy.
Thank

In finding the formula for the constant of inverse

variation, we can use the formula k = xy.

Let us have an example first before I give you another

activity.

Find the equation and solve for k: y varies inversely as

x and y = 6 when x = 18.

By the use of the formula in finding the constant of

variation (k) that was given a while ago, solve for it.
Yes, Chona?
k = xy
= (18)(6)
= 108
Now, what is the equation?
Yes, Geline?
108
y= 𝑥

Very good, Geline!

If you graph this equation what will it look like?
Yes, Limor? 108
The graph of y = is parabola.
𝑥
Very good, Limor!
Based on the graph of the equation and the graph that
you come in your activity a while ago what is the
graph of inverse variation?
Yes, Ellanie?
The graph of inverse variation is a quadratic
function.
Very good, Ellanie.

Now that you already know how to transform

statements into an equation let us have an activity.
This activity was entitled “Transformers.” Transform
the following statements into a mathematical equation.
1. The time (t) it takes you to cover a specific
distance (d) varies inversely with the speed.
2. The number of hours, h, it takes for a block of
ice to melt varies inversely as the temperature,
t.
3. In a formula, Z varies inversely as p.
4. In kick boxing, it is found that the force, f,
needed to break a board, varies inversely with
the length, l, of the board.
5. Variable M inversely as variable s.
𝑘
1. t =𝑑
𝑘
2. h = 𝑡
𝑘
3. Z = 𝑝
𝑘
4. f = 𝑙
 𝑘
5. M = 𝑠
Let us have another activity “Find the Missing Value.”
In this activity you will just find for the indicated
variable or the constant of variations.
1. The number of hours, h, it takes for a block of
ice to melt varies inversely as the temperature,
t. If it takes 2 hours for a square inch of ice to
melt at 65º, find the constant of
proportionality.
2. In a formula, Z varies inversely as p.
If Z is 200 when p = 4, find Z when p = 10.
3. In kick boxing, it is found that the force, f,
needed to break a board, varies inversely with
the length, l, of the board. If it takes 5 lbs of
pressure to break a board 2 feet long, how
many pounds of pressure will it take to break a
board that is 6 feet long?

1. k = 130
2. Z= 80
3. f = 1 2/3 lbs
III. Abstraction

Let us have another activity which was entitled “What

is the Message!”
Translate statement into mathematical equations or
solve for the indicated variable inside the box. Then,
look for the answer on the decoder and write the
corresponding word in the box directly above the
answer to complete the idea.
The first group who will finish first will earn 5 points.
If you are finish just clap your hands.
Translate statement into a mathematical equations.
The number of minutes (m) needed
to solve an exercise set of variation
problems varies inversely as the CONSTANT
number of people working (w) on
the solutions.
The volume (v) of gas varies
inversely as the pressure (p). INVERSE
The (p) varies inversely as the
square root of (r). NUMBERS
The maximum load (l) that a
cylindrical column with a circular OCCURS
cross section can hold varies
inversely as the square of the height
(h).
The electrical resistance (r) of a
wire varies inversely as the square A
of its diameter (d).
The acceleration (a) of a moving
object varies inversely as the square OF
of the time (t) it travels.
The pressure (p) varies inversely as
its volume (v). PRODUCES

Solve for the indicated variable in each of the

following.
 If a varies inversely as b and a = WHENEVER
12 when b = 8, find a when b = 6.
If p varies inversely as q and p = 3 PRODUCT
when q = 4, find p when q = 6.
If f varies inversely as g and f = 10 IS
when g = 5, find f when g = 15.
If r varies inversely as s and r =
100 when s = 27, find r when s = SITUATION
45.
If m varies inversely as n and m = WHOSE
8 when n = 3, find m when n = 4.
If V inversely as l, and V = 2 PAIRS
when l = 3, find V when l = 6.

If s varies inverselyas t, and s = 10 VARIATION

when t = 5, find s when t = 7.
DECODER
INVERSE VARIATION OCCURS

𝒌 𝟓𝟎 𝒌
𝒌 𝟓𝟎 𝒌 v=𝒑 l = 𝒉𝟐
v=𝒑 l = 𝒉𝟐 𝟕
𝟕

WHENEVER A SITUATION

𝒌 16 𝒌
16 r = 𝒅𝟐 60 r = 𝒅𝟐 60

PRODUCES PAIRS OF
𝒌 𝒌 𝒌
p= 1 a= p= 1 𝒌
𝒗 𝒕𝟐 𝒗
a = 𝒕𝟐

NUMBERS WHOSE PRODUCT

𝒌
p= 6 2 𝒌
6 2
ξ𝒓 p=
ξ𝒓

IS CONSTANT

𝟏𝟎 𝒌 𝒌
m= 𝟏𝟎 m=
𝒘 𝒘
𝟑 𝟑

We have a winner, congatulations Group 1. Give them

a round of applause.
Now, class do you understand the inverse variations?
Yes, ma’am.
IV. Application

Looks like everything is clear about inverse variations.

Now, let us make use the concept of inverse variation
in real-life situation. Solve for what is asked on ½
sheet of paper. You will answer this individually for
just 10 minutes. Write your complete solution for each
problem.
1. The number of days needed in repairing a
house varies inversely as the number of men
working. It takes 15 days for 2 men to repair
the house . how many men are needed to
complete the job in 6 days?
2. Two college students decide to rent an
 apartment near the school where they are
studying. The nearest and cheapest apartment
costs Php 5,000 a month , which they find to
much for their monthly budget. How many
students will they needed to share the rent with
so that each will pay only Php 1,250 a month?
3. At 60 kilometers per hour it takes Lloyda 10
hours to travel from their house in the province.
How long will it take her if she travels at 80
kilometers an hour?
4. The ten administrative staff of a school decided
to tour the nearby towns of Occidental Mindoro
on a particular day. They decided to hire a van
for Php 4,000. Two days before the trip, two of
the staff were asigned to attend a seminar and
so could no longer join the trip. How much
would each share fo the van renta?
5. Rommel is figuring out a way to reach Baguio
at the shortest possible time. Using his car, he
can reach Baguio in 6 hours at an average
speed of 70 km per hour. How fast should he
drive in order to reach Baguio in 5 hours?

Are you done class?

Yes, ma’am.
Check your own paper.
1. 5 men
2. 2 more students
3. 7 ½ hours
4. PhP 500.00
5. 84 km/hr
Class, who got five?

Very good, class. (The student who got five will raise their hand)
Kindly pass your paper to the center then forward and
copy your assignments.

7. Assignment
Design a plan for how to market a particular product
considering the number of units of the product sold,
and cost of the product.
The number of units sold inversely as the price of each
product. Incorporate GRASPS.
Write it on a 1 whole sheet of paper.

Are you done copying, class?

So, that’s all for today. But before you leave kindly Yes, ma’am.
arrange your chairs.

Good bye, class!

Goodbye, ma’am.

Prepared by:

Depaur, Mara Lyka T.

BSEd III-C