2014 DIVISION MID-YEAR INSET ON CONTENT

AND PEDAGOGY FOR SECONDARY

MATHEMATICS EDUCATION

DAYAP NATIONAL HIGH SCHOOL

CALAUAN, LAGUNA

ALVIN O. INSORIO
Pacita Complex National High School
 K TO 12 MATHEMATICS GRADE 9
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES
STANDARDS STANDARDS
 
The learner The learner is able The learner…
Patterns demonstrates to formulate and  
and Algebra understanding solve accurately  illustrates situations that
  of key concepts problems involving involve the following
of variation and radicals. variations (a) direct; (b)
radicals
inverse; (c) joint; (d)
combined.
 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.
 solves problems involving
variation.
 applies the laws involving
positive integral exponents to
zero and negative integral
exponents.
Cont.
CONTENT CONTENT PERFORMANCE LEARNING COMPETENCIES
STANDARDS STANDARDS
 illustrates expressions with rational
exponents.
 
 simplifies expressions with rational
exponents.
 
 writes expressions with rational
exponents as radicals and vice versa.
 
 derives the laws of radicals.
 
 simplifies radical expressions using
the laws of radicals.
 
 performs operations on radical
expressions.***
 
 solves equations involving radical
expressions.***
 
 solves problems involving radicals.
 PRIMING
1. Do you know that an increasing
demand for papers contributes to
the destruction of trees from which
papers are made?
2. How the cost of a train ticket be
computed by the bus conductor?
3. Why humans cannot dive to a
depth that a submarine can?
 Module 3
VARIATIONS
Lessons: 1. Direct Variations
2. Inverse Variations
3. Joint Variations
4. Combined Variations
 Variation

• It is a relation between or among

variables such that if one of the
quantities increases or decreases, the
other quantities also increases or
decreases in a definite way
 Types of variations

1. Direct Variations
a. Direct Linear Variation
b. Direct Square Variation
2. Inverse Variation
3. Joint Variation
4. Combined Variation
 Direct linear variation
“ y varies directly as x ”
“ y is directly proportional to x ”
“ y is proportional to x ”
In symbols, y = kx or k = y/x where k is the
constant of variation or proportionality and
k≠0
It means an increase in x causes an
increase in y as well. Similarly, a decrease
in x causes a decrease in y.
 Direct Square Variation
•“ y
  varies directly as the square of x ”
In symbols, y = kor k = y/, where k is the
constant of variation and k ≠ 0
It means an increase/decrease in x causes
a square increase/decrease in y
 Inverse Variation

For two quantities x and y

“ y varies inversely as x ”
“ y is inversely proportional to x ”
In symbols, y = k/x or k = xy, where k is a
constant of variation and k ≠ 0, x ≠ 0 and
y ≠ 0.
It means an increase in x causes a decrease
in y or vice versa
 Joint Variation

Let x, y and z denote three

quantities.
“ y varies jointly as x and z ”
In symbols, y = kxz or k = y/xz,
where k is a constant of variation
 Combined Variation

Let x, y and z denote three

quantities.
“ z varies directly as x and inversely
as y ”
In symbols, z = kx/y or k = yz/x,
where k is a constant of variation
Steps in solving variation problems

1. Write the equation of variations.

2. Substitute known values and solve
for k.
3. Replace k in the equation.
4. Solve for the desired value.
 Writing variation equation
Write the following into equations and determine
the type of variation. Use k as constant of variation.
 
1. The cost of electricity (c) is directly c = kn
proportional to the number of kilowatt-
hour consumption (n).
2. The heat (H) in a copper varies  
H =k
directly as the square of the electric
current ().
3. The number of pizza slices (s) varies s = k/p
inversely as the number of persons (p)
sharing a whole pizza.
 
4. The electrical voltage (V) varies
 
jointly as the current () and the V = k R
resistance (R).
5. The pressure(P) of a gas varies
directly as its temperature (T) and P = kT/V
inversely as its volume (V).
6. The force of attraction (F) of a
body varies directly as its mass (m) • F  = km/
and inversely as the square of the
distance(d) from the body.
From the table of values, write the variation
equation and determine the type of variation.
a) x 7 14 - 21 - 28
y 3 6 -9 - 12 y = 3x/7

b) a 2 3 4 5  
b 8 18 32 50 b=2

c) m 7 5 3 1
n = 5/m
n 5/7 1 5/3 5
From the table of values, write the variation
equation and determine the type of variation.
d) x 3 6 9 12
y 2 1 2/3 1/2 y = 6/x

e) x 1 2 3 4
y 2 4 6 8 z = 3xy
z 6 24 54 96

f) a 2 4 6 8
b 1 3 5 7 c = -2a/b
c -4 -8/3 -12/5 -16/7
Derive the variation equation and
determine the type of variation
a) b)

y = 5x  
y=½
c) d)

y = 12/x y = 4/x
 THINK DEEPER

1. What happens to S in the

equation S = 3t2
a. when t is halved? S is divided by 4.
b. when t is doubled? S is quadrupled.
2. What happens to T in the
equation T = k/h
a. when h is halved? T is doubled.
b. when h is tripled ? T is divided by 3.
3. If y varies directly as the
square of x, how y is
changed if
Ans: 36 %
a. x is decreased by 20 % ? decreased in y
b. x is increased by 30 % Ans: 69 %
increased in y
 Problem Solving
1. The amount of gasoline used by a car
varies jointly as the distance travelled
and the square root of the speed.
Suppose a car used 25 L on a 100 km
trip at 100 kph, about how many liters
will it use on a 1, 000 km trip at 64
kph? Answer: 200 L
 Problem Solving

2. The volume V of a gas varies directly

as its temperature T and inversely as
its pressure p. If the V = 80 ml when t =
30 0 F and the p = 10 kg/cm2, what will
be the volume when T = 20 0F and p =
20 kg/cm2?
Answer: 26 2/3 ml
 Group Activity:20 minute brainstorming
Critical Recommended
Critical content
content areas Teaching/
areas from the
Content Area/Lesson from the learning,
teacher's
learner's strategies/
perspective
perspective activities
Lesson 1: Direct
     
Variations

Lesson 2: Inverse
     
Variations

Lesson 3: Joint
     
Variations

Lesson 4: Combined
     
Variations
 Analysis
1. From the activity, what are the content areas
teachers do find most easy to teach? most difficult
to teach?
2. What are the common difficulties encountered by
the teachers in teaching the concepts of variations?
3. Which of the content/s is/are most challenging for
the students to learn? most difficult to
comprehend?
4. What are the insights you have gained from this
activity?
5. Are the recommended strategies/activities practical
and appropriate in eliminating the perceived
difficulty?
 Abstraction

1. Explain the identified critical content areas

based on the perception and prior
experience of the teachers and the learners.
2. Discuss appropriate teaching strategies and
learning activities that can be used in the
classroom.
3. Share best practices in teaching variations.
 Application
1. Create a scenario of the task in
paragraph form about variation
incorporating GRASPS format. Create a
rubric for the grading of this activity.
2. Present the output to the class.
 THANK YOU!!!!

GOD BLESS US ALL