QUARTER III: Radicals & Variation

TOPIC: Direct Variation

TIME FRAME: 5 Days Performance Standard: The learner formulates real life problems involving direct variation and solves these problems using a variety of strategies with utmost accuracy.

STAGE 1
Content Standard: The learner demonstrates understanding of the key concepts of direct variation

Essential Understanding(s): Essential Question(s): Daily tasks involving direct variation, how it is solved and What is direct variation, how it is solved and used to applied in solving problems solve real life problems

Students will know: the definition of direct variation relationship of two quantities solution of direct variation the applications of the concept of direct variation

Students will be able to do: Define direct variation Identify and describe relationships between two quantities in real life Solve real life problems using variety of Strategies

STAGE 2
Product or Performance Task: Problems formulated are: Real life problems Involve direct variation Solved by applying a variety of strategies Evidence at the level of Understanding: The learner should be able to demonstrate understanding by covering the six(5) facets of understanding: Explanation: Discuss, Identify and describe how two quantities are related in real life situations Evidence at the level of performance Performance Assessment of problems formulated based on the following suggested criteria: Real life problems Problems involve direct variation Problems are solved through appropriate and accurate representations

Criteria: Clear Coherent Predictive Interpretation: Make observations on the values of two quantities on a given graph Criteria: Illustrative Creative Meaningful Application: Pose real life situations involving direct variation and solve them using different strategies Criteria: Appropriate Practical Authentic Empathy: Describe experiences in life on the concept of direct variation Criteria: Open Sensitive Responsive Self-Knowledge: Assess how one can give his/her best solution to a situation involving direct variation

Tools: Rubrics for assessment of problems formulated and solved

Criteria: Reflective Responsive Relevant

STAGE 3
Teaching/Learning Sequence: The learners are expected to master the following subtopics; 1. Definition of direct variation 2. Identification and description of relationships of two quantities in real life situation 3. Applications of direct variation in solving real life situations Explore: Activity No. 1 1. Show in a table the values of the perimeter (P) for the different values for the sides(s) 2. Form a square with the specified number of sides (s) and determine the perimeter.

3. Fill-up the activity form: Make a square figure with 3 sides up to 6 sides. Figure No. 1 side (s): 2 units Perimeter (P): 8 units Figure No.2 side (s): 3 units Perimeter (P): ___ units side (s): 4 units Perimeter (P): ___ units

Ratio: P/s

8/2 = 4 Ratio: P/s

___________ Figure No. 3

_______ Ratio: P/s

_____________

_______

Figure No. 4 ___________

side(s): 5 units Perimeter (P): ___units

_______

Figure No. 5 ___________

side(s): 5 units Perimeter (P): ___units

_______

4. Examine the behavior of the five squares with respect to their sides and corresponding perimeter. 5. Establish the conclusion by fill in the blanks to make our conclusion: The perimeter _________as the length of the sides double. (Fig1 & 3) The perimeter of the square is tripled as the length of the sides _____.( Fig 1& 5) 6. Observe the ratio, P/s Hence, we say that the ratio is ________. Using k as the constant we can write it in equation, we write, P/s = ____, where the quotient of the two variables P and s is equal to a constant k, is called a direct variation. 7. Define Direct Variation- the statement y varies directly with x means _______, k is called the constant of variation. FIRM UP! Activity 2: Read and explain the situations. Write the equation for each statement using k as constant of variation. 1. The diameter (d) of a circle is related to its circumference (c). 2. Water pressure (p) on a submarine depends on the depth (d). 3. The number of people (n) sharing a pizza is related to the number of slices (s) of the pizza. 4. The amount (n) of paint is related to the area (a) of the wall that needs to be painted. 5. The area (a) of the face of a cube is related to its volume (v). 6. The time (t) a teacher spends in checking test papers is related to the number of students (s). 7. The cost (c) of life insurance depends on the age (a) of the insured person. 8. The wage (w) of a laborer depends on the number of days (d) spent on the job. 9. The amount (a) of money raised for a project is related to the number (n) of tickets sold. 10. The cost (c) of renting a bike depends on the length of time (t) the bike is used. Pose the questions/statements: a. Explain in what way the quantities in the above situations affect each other. b. Cite instances in life that you have encountered similar to those given. At this point, the learners should be able to know and demonstrate the relationship of the quantities

DEEPEN: Activity 3: Find the missing variable. Write your answer on the space provided for. 1. If y varies directly as x and y = 24 and x = 3, find k. 2. If m varies directly as n, and m = 35 when n = 7, find m when n= 11. 3. If p varies directly as t, and p = 2/3 and t = 6, find k. 4. If a varies directly as b, if a = 1/5 and b = 3/2, find a if b = 30. 5. If y varies directly as x, and y = 40 when x = 16, find y when x = 30. 6. The total cost of gasoline varies directly as the amount of gasoline bought. How much will 20 liters cost of diesel gasoline if 1.5 liters cost P96? 7. A copier machine can finish 500 pages in 1 minute. How many books of 250 pages can the machine copy in 20 minutes? 8. At P 47.50 for every kilo of galunggong, how much will 2 kgs of this fish cost? 9. Candies are sold at 3pcs for P2.00,how much will a bag of 420 candies cost? 10. Andrei went to the internet caf and use the computer for 3 hours. How much would he pay at the rate P 15/hr? Activity 4: Situation No 1: The weight (m) of an object on Mars varies directly to its weight (e) on earth. A man who weighs 118.75 kgs on earth weighs 47.5 kg on Mars. Find the weight of a man on Mars if he weighs 98 kg. Group Activity: Make a table for your group showing members weights on Earth and on Mars. You can use estimation. Be able to explain how you compute their weights on Mars. TRANSFER: Journal Writing Write experiences in everyday real life where direct variation is applied.

Resources(Web sites, software, etc): Graphics and exercises from web Materials: Worksheets UbD Learning Guides Intermediate Algebra II by Soledad J. Dilao & J.G. Bernabe Exploring Mathematics II Integrated Mathematics by Orlando A. Oronce Manilyn O. Mendoza Intermediate Algebra WorkText By Nora Sanchez, E. Fernando & F. Cabral Equipments Needed: Computer and LCD Projector

Quarter III: VARIATIONS

Topic: Inverse Variation

Time Frame: 3 days

Stage 1 Content Standard: The learner demonstrates understanding of key concepts of inverse variation. Performance Standard: The learner formulates real life problems involving inverse variation and solves these using a variety of strategies with utmost accuracy.

Essential Understanding(s): Real-life problems where certain quantities are unknown can be solved using inverse variation.

Essential Question(s): How can we use inverse variation to solve real-life problems where certain quantities are unknown?

The learner will know: the definition of inverse variation translation of statements that describe relationships between two quantities solving problems on inverse variation

The learner will be able to: define inverse variation. translate statements that describe relationships between two quantities solve problems on inverse variation

Stage 2 Product or Performance Task: Problems formulated 1. are real life related 2. involve inverse variation, 3. are solved using a variety of strategies. Evidence at the level of understanding Learner should be able to demonstrate understanding of inverse variation using the six (6) facets of understanding: Evidence at the level of performance Assessment of problems formulated based on the following suggested criteria: real-life related Involve inverse variation. are solved using a variety of strategies

Explanation Describe inverse variation through examples. Criteria: Thorough Coherent Clear

Tools: Rubrics for assessment of problems formulated and solved

Interpretation Realize relationships that are inverse variation. Criteria: Thorough Illustrative

Creative

Application Solve real-life related problems on inverse variation Criteria: Appropriate Practical Accurate Relevant

Perspective Show how inverse variations are represented in various ways Criteria: Perceptive Open-minded Sensitive

Responsive

Empathy Portray situations where the concept of inverse variation is used in making ones choice. Criteria: Open Sensitive Responsive

Self-knowledge Share insights on the appropriateness of the equations used in solving problems involving the concept of inverse variation. Criteria: Accurate Credible Realistic

Stage 3 Teaching/Learning Sequence 1. Explore The activities in this part generate learning by identifying the learning needs of the children and clarifying their expectations. The latter directs the appraisal of how these expectations may be achieved which may include engaging students interest and encouraging questions for further explanation.

Activity 1. The table shows the number of pieces of each peso denomination

X(peso denomination) Y(no. of pieces)

1000 500 200

100

10

b. Ask Let a student choose a partner. Then, give each pair an activity sheet containing the table of values on a c. If you have 20 peso bill,10 peso and 5, what will happen? d. What are common to x and y? e. Ask the students to write the equation that represents the relationship of x and y.

2. Firm Up The activities in this part apply various learning strategies to check the learners comprehension, encourage reflection, rethinking and revision of their understanding in comparison with the essential understanding.

Activity 2: Ask the students to write the equations of the ff. statements: 1. A varies inversely as b 2. Atmospheric pressure (P) varies inversely as the altitude (h). 3. At a constant voltage, the electric current (t) varies inversely as the resistance (R). 4. M varies inversely as the square of n. 5a. Find k , if y varies inversely as x and y=12 when x=6 Solution: Y = k/x k = yx k = 12 (6) k = 72

5b. If c varies inversely as d, and c = 6 when d = 5, find c when d = 3. Solution:

C = k/d C = k/5 C = 30

c = 30/3 c = 10

Activity 3: Ask the students to solve the ff. problems. 1. If x varies inversely as y, find the constant of variation if x = 5 , and y = 15. 2. If p varies inversely as q, and p = 8 when q = 3 , find q when p = 4. 3. The bases of triangles have equal areas are inversely proportional to their altitudes. The base of a certain triangle is 12 cm and its altitude is 15 cm. Find the base of a triangle whose altitude is 20 cm.

3. Deepen The activities in this part provide various experiences on similar topics to heighten learners understanding while encouraging them to reflect , rethink, revise them to meet up with the essential understanding and content standard. Activity 4: Solve the ff. problems: 1. A pump empties a swimming pool in 60 minutes at the rate of 1500L/minute. If the rate of pumping is 2500 L/min, how long does it take to empty the swimming pool? 2. The number of hours required to finish a certain job varies inversely as the number of persons on the job. If 8 persons require 9 hours to finish the job, how long should it take 24 persons to finish the job? 3. The intensity I of light from the bulb is inversely proportional to the square of the distance s from the bulb. If i=45 w/m when the distance s = 10 m .Find the intensity at a distance of 5 m. 4. The current I in amperes is inversely proportional to the resistance R in ohms. If the current is 30 amperes

when the resistance is 3 ohms, what is the current when the resistance is 5 ohms? 5. Suppose t is inversely proportional to p and p is tripled, what is the effect on t? 4. Transfer

The activities in this part give way for the ideas to be totally transferred using a new or different context and product or performance evaluation in realizing the performance standard.

Activity 5: Create real- life situations that show inverse variations. Present your problems with complete solutions.

Quarter III: VARIATIONS

Topic: Joint Variation

Time Frame: 3 days

Stage 1 Content Standard: The learner demonstrates understanding of key concepts of Joint variation. Performance Standard: The learner formulates real life problems involving inverse variation and solves these using a variety of strategies with utmost accuracy.

Essential Understanding(s): Real-life problems where certain quantities are unknown can be solved using Joint variation.

Essential Question(s): How can we use inverse variation to solve real-life problems where certain quantities are unknown?

The learner will know: the definition of inverse variation translation of statements that describe relationships between two quantities solving problems on inverse variation

The learner will be able to: define inverse variation. translate statements that describe relationships between two quantities solve problems on inverse variation

Stage 2 Product or Performance Task: Problems formulated 4. are real life related 5. involve inverse variation, 6. are solved using a variety of strategies. Evidence at the level of understanding Learner should be able to demonstrate understanding of inverse variation using the six (6) facets of understanding: Evidence at the level of performance Assessment of problems formulated based on the following suggested criteria: real-life related Involve Joint variation. are solved using a variety of strategies

Explanation Describe Joint variation through examples. Criteria: Thorough Coherent Clear

Tools: Rubrics for assessment of problems formulated and solved

Interpretation Realize relationships that are inverse

variation. Criteria: Thorough Illustrative Creative

Application Solve real-life related problems on inverse variation Criteria: Appropriate Practical Accurate Relevant

Perspective Show how inverse variations are represented in various ways

Criteria: Perceptive Open-minded Sensitive Responsive

Empathy Portray situations where the concept of inverse variation is used in making ones choice. Criteria: Open Sensitive Responsive

Self-knowledge Share insights on the appropriateness of the equations used in solving problems involving the concept of

inverse variation. Criteria: Accurate Credible Realistic

Stage 3 Teaching/Learning Sequence 1. Explore

The activities in this part generate learning by identifying the learning needs of the children and clarifying their expectations. The latter directs the appraisal of how these expectations may be achieved which may include engaging students interest and encouraging questions for further explanation.

Activity 1 a. The table shows the area in square meters for different values of length and the width.

Length Width Area

3 2 6

4 2 8

5 5 25

5 6 30

7 3 21

7 5 35

8 7 56

b. Ask the students what they observed with the relationship of length and width to area. c. Introduce that A varies jointly as the length and width. d. Ask the students to write an equation showing a joint variation of a area with length

2.

Firm Up

The activities in this part apply various learning strategies to check the learners comprehension, encourage reflection, rethinking and revision of their understanding in comparison with the essential understanding.

Activity 2: Ask the students to translate into mathematical statements. Use k as a constant of variation

1. 2. 3. 4.

M varies jointly as N and Q. X varies jointly as y and Z. The width (w) of a circular disk varies jointly, as the square of it radius(r) and its thickness (t). If x varies jointly as y and z, find the constant of variation if x = 36, y=3, z = 4

Solution: X = kyz 36 = k(3)4 36/12 = 12k/12 K=3

Activity 3: Ask the Students to solve the problems: 1. Find k, if x varies jointly as y and z a. X= 8 , y = 4, z = 8 b. X = 16, y = 8, z = 2. If a varies jointly as a and c and a = 15 when b = 30 and c = 1/3 a. Find a when b = 36 and c = 6 b. Find b when a = 10 and c = 5 3 The volume (v) of a prism on a square base varies jointly as the height (h) and the square of the side (s) of the base of the prism. If the volume is 81 cm when a side of the base is 4 cm and then height is 6 cm , write the equation of the variation. 3.Deepen

The activities in this part provide various experiences on similar topics to heighten learners understanding while encouraging them to reflect , rethink, revise them to meet up with the essential understanding and content standard.

Activity 4: Solve the ff. problems:

1.The number of hours (h) that it takes men (m) to assemble x machines varies directly as the number of machines and inversely as the number of men. If 4 men can assemble 12 machines in 4 hours, how many men are needed to assemble 36 machines in 8 hours? 2. If m varies jointly as n and p a. How does m change when b is doubled? b. When both n and p are doubled? 4. Transfer

The activities in this part give way for the ideas to be totally transferred using a new or different context and product or performance evaluation in realizing the performance standard.

Activity 5: Create a real- life situations that shows joint variations. Present your problems with complete solutions.

Quarter I: Variation Topic: Joint Variation Combined Variation Time Frame: 3 days

Stage 1

Content Standard: The learner demonstrates understanding of key concepts of point variation and combined variation.

Performance Standard: The students enumerate real-life problems involving joint variation and combined variation to find solutions using strategies involving variation.

Essential Understanding(s): Identify the variables with direct relationship and inverse relationship to recognize joint variation and combined variation to find solution of real-life problems.

Essential Question(s): How to derived formulas in order to solve real-life problems involving joint and combined variation?

The learner will know: How to find the constant (k)? Operations on joint variation and combined variation. The learner will be able to: -formulate formulas -apply proportionality -identify the problems that are joint variation and combined variation.

Stage 2

Product or Performance Task:

Evidence at the level of understanding

Evidence at the level of performance

Problems formulated 7. are real life related 8. involve real numbers, and 9. are solved using a variety of strategies.

The learner should be able to demonstrate understanding of variation using the six (6) facets of understanding.

Assessment of problems formulated based on the following suggested criteria Real-life related problems Problems involve variation Problems that are solved using variety of strategies

Explaining How is direct variation connected to joint variation? How is inverse variation connected to combined variation?

Tools: Paper and pen activity

Criteria: Accurate Coherent Justified

Interpreting

Recognize a real-life situation whether it is joint or combined variation.

Criteria: Insightful Significant Illustrative

Applying Solve real-life problems involving joint and combined variation.

Criteria: Effective Efficient Adaptive

Perspective Analyze how joint variation is similar to or different to joint variation.

Criteria: Credible Revealing Unusual

Empathy Relate ones feelings to other learners based on their experiences.

Criteria: Open Perceptive Sensitive

Self-knowledge Reflect the strengths and weaknesses in solving joint and combined variation.

Criteria: Recognize Reflect Realize

Stage 3

Stage 3

Teaching/Learning Sequence:

The learners are expected to master the following subtopics: COMBINED VARIATIONS

1. Explore At this stage, the teacher should give integrity explanatory activities that will hook and engage the learner on what is going to happen or when the said pre-activities would lead to a group activities on: elaborate the relationships between direct variationd and inverse variation. citing real-life situations where combined variation be used. Real-life situations where combined variation be applied.

Activity I The cost (c) of meat varies directly as the number (n) of kilos. For a given gas of constant temperature the pressure (p) varies inversely as the volume (v).

If p = 6, when v = 24. Find p when v = 36.

2. Firm Up

At this situation, the teacher should present sample activities or experiences that the learner will have to undergo for a deeper understanding of the topic: a.) The learner shall complete-activity chart on examples/situation involving combined variables. Exercises involving on how to solve combined variation. b.) the learner shall solve some exercises.

Activity II Express each of the following by means of an equation when k represents the constant f variation. 1.) At a given temperature, the electrical resistance (R) of a piece of copper wire varies directly as its length and inversely as the square of its diameter (d). 2.) If p varies directly as q and inversely as r and p = 4 where q = 2 and r = 6, Find p when q = 4 and r = 8.

3. Deepen

Give the learners to reflect on revisit or rethink the lesson through the following: Explains thoroughly the process/procedure undertaken the activity Investigate the procedure use in combined variation. Journal writing on the usefulness of combined variation.

Activity III Express each of the following by means of an equation where k represent the constant of variation. 1.) At a given temperature, the electrical resistance (R) of a piece of copper wire varies directly as its length and inversely as the square of the diameter (D). Answer the following. 2.) If p varies directly as q and inversely as r, and p = 4 where q = 2 and r = 6, Find p when q = 4 and r = 8. 3.) If x varies directly as y and inversely as z, and x = 9 when y = 6 and z = 12, Find x when y = 8 z = 8.

4. Transfer

Let the learner demonstrate his/her understanding the topic by: Activity IV Answer the following: Use tin cans be collected and recycled. The amount of refund one can get from recycled tin cans varies directly with the number of cans. The price per kilo consisting of 21 tin cans is about P5.00. Formulating and solving situations/problems that will work use of the combined variation Writing report about advantage/disadvantages about joint variation model like express life-real situation.

a,) Write an equation expressing the amount of refund in terms of the number of cans? b.) How much can one get from 100 tin cans? c.) If you want to earn about P100, how many tin cans do you need to collect? d.) Does collecting cans seem to be by cozy way to earn a living?