Learning Activity Sheet 11: Immaculate Conception Cathedral School

Immaculate Conception Cathedral School
39 Lantana St., Cubao, Quezon City, Philippines

Tel. No.: (02)-727-2742 to 44, 358-1469 721-6899, 721-7078
LEARNING ACTIVITY SHEET 11

Name:________________________________________ Score:__________
Grade and Section: _____________________________ Date:___________
Please check the appropriate box:
CLE English TLE
Science Filipino MAPEH
Mathematics Araling Panlipunan Computer
Type of activity:
Concept Notes Laboratory Report Formal Theme Others
Skills / Exercise / Drills
Activity Title: Combine Variations
Drawing / Art Informal Theme /

Learning Target: to identify and determine the relationship between variables in combine variation.
Value in Focus: Love Core Value: Charity
References: Our World of Mathematics 9.Vibal. Saturno, Quiming, Miro. Pp. 118 – 125
Written work # 5
A. Directions: Express each statement as an equation using k as the constant of variation.

1. The (A) of a triangle with a fixed altitude varies directly as the length of its base (b) and inversley as its side (s).
2. The interest (I) payable on a given loan is directly proportional as the time (t) for which the loan is made and
inversely as the amount (a) in peso.
3. The weight (E) of man on earth’s surface is varies directly to his weight (M) on Mars and inversely on the Moon
(N).
B. Directions: Find the constant variation (k), given that y varies directly as x and inversely as z.
1. y = 12 ; x = 3 ; z = 8
2. y = 10 ; x = 5 ; z = 1
3. y = 168; x = 4 ; z = 6
C. Solve the following Problems.

1. y varies directly with x and inversely with z, if y = 9, x = 1 and z = 3, find y when x = 2 and z = 8.
2. m varies directly with a and inversely with r, if m = 8, a = 4 and r = 2, find a when m = 16 and r = 3.
3. p varies directly with b and inversely with s, if p = 11, b =4 and s = 8, find b when p = 2 and s = 1 3
4. If a pole weighs 50 pounds that is proportional to 6 in.wide and inversely to 7 in. deep, what is the weight of a
pole with 8 wide and 5 deep?
5. A volume of a cylinder varies directly with the height and inversely as radius. If a cylinder has a volume of 80,
height of 5 and radius of 4. What will be its radius if the volume 40 and the height is 10?
Reflection Question: (answers only)
Combine variation is a combination of direct and inverse variation. In your own idea of direct and inverse variation
that happens one at a time. Give a particular event in a person’s life it can be applied? Give a specific example.

Tel. No.: (02)-727-2742 to 44, 358-1469 721-6899, 721-7078
LEARNING ACTIVITY SHEET Summative Test 1

Name:________________________________________ Score:__________
CLE English TLE
Type of activity:
Concept Notes Laboratory Report Formal Theme Others Summative Test 1
Activity Title: Variations

Learning Target: to use the concept of variations in real-life application.
Value in Focus: Love Core Value: Charity
Summative Test 1
Directions: Answer the following word problems. Copy and answer (Show your solution)
1. The cost of meat varies directly as the number of kilos bought. If the cost of meat is 140 Php per kilogram,
how much is the cost of meat for 5 kilograms?
2. The rate of the running water through a pipe varies directly as the square of the radius of the pipe, if the rate
of running water is 200 cm per second when the radius of the pipe is 4 cm, what is the rate of running water
when the radius of the pipe is 5 cm?
3. The Voltage varies inversely as the current. If the voltage is 110 volts when I is 5 amperes, what is the current
when the voltage is 220 volts?
4. The cost of operating an appliance varies jointly as the number of watts of the appliance, the number of hours
per operation, and the cost per kilowatt-hour. At Php 1.75 per kilowatt-hour how much would it cost to
operate a 500-watt waffle iron in 45 minutes?
5. The current varies directly as the electromotive force and inversely as the resistance. If in a system a current
of 20 amperes flows through a resistance of 20 ohms with an electromotive of 100 volts, find the current that
150 volts will send through the system.
Tel. No.: (02)-727-2742 to 44, 358-1469 721-6899, 721-7078
LEARNING ACTIVITY SHEET (FIAT # 1)

Name:________________________________________ Score:__________
CLE English TLE
Type of activity:
Concept Notes Laboratory Report Formal Theme Others FIAT # 1
Activity Title: Variations

Learning Target: to apply the concept of variations in their personal relationships.
Value in Focus: Good relationship Core Value: Charity
(Copy)
“A new commandment I give to you, that you love one another: just as I have loved you, you also
are to love one another. By this all people will know that you are my disciples, if you have love for
one another.”
John 13:34-35
The four types of variations are Direct, Inverse, Joint and Combine. As each type has its own
distinct kind of relationship with respect to its variables/quantities and the constant. As God as the
constant of every relationship that we have. Choose one type of variation (relationship) and express
it as you are one of the variables. You may express your relationship through A song, drawing,
symbol or poem. An explanation of 2 to 3 sentences for drawing and symbol is required.
(Answers only)
Tel. No.: (02)-727-2742 to 44, 358-1469, 721-6899, 721-7078

Name:________________________________________ Score:__________
CLE English TLE
Type of activity:
Activity Title: Laws of exponent

Learning Target: to define mathematically the laws of exponent.
Value in Focus: Obedience Core Value: Purity
Concept Digest
Integral exponents
If n is a positive integer, then 𝑥 𝑛 = x ∙ x ∙ x ∙x ∙ x … . x
Laws of Exponents:
Law of exponent for a product: For any number a , and any positive integers m and n,
𝑎𝑚 . 𝑎𝑛 = 𝑎𝑚+𝑛
To get the product of the powers with the same base just copy the base and add the exponents.
Example:
1. 𝑥 4 . 𝑥 5 = 𝑥 4+5 = 𝑥 9
2. 5𝑥 3 . 4𝑥 9 = (5 ∗ 4)𝑥 2+9 = 20𝑥11
Law of exponent for a power: For any number a , and any positive integers m , n, & p.
(𝑎𝑚 )𝑛 = 𝑎𝑚 𝑥 𝑛 = 𝑎𝑚𝑛 and (𝑎𝑚 𝑏 𝑛 )𝑝 = 𝑎𝑚 .𝑝 𝑏 𝑛 .𝑝 = 𝑎𝑚𝑝 𝑏 𝑚𝑝

To get the product of a power raised to another power, copy the base and multiply the exponents.
Example
1. (𝑦 7 )3 = 𝑦 7 𝑥 3 = 𝑎21
2. (2𝑏 4 )4 = 21 𝑥4 𝑏 4 𝑥 4 = 24 𝑏16 = 16𝑏16
Law of exponent for a quotient. For any non-zero a and any integers m and n,
𝑎𝑚 𝑎𝑚 1
𝑎. 𝑎𝑛 = 𝑎𝑚−𝑛 𝑖𝑓 𝑚 > 𝑛 𝑏. = 𝑎𝑛−𝑚 𝑖𝑓 𝑛 > 𝑚
𝑎𝑛
Example:
𝑥 16 𝑥 13 1 1
𝑎. = 𝑥16−7 = 𝑥 9 𝑐. = = 𝑥 13
𝑥7 𝑥 25 𝑥 25−12
𝑥 20 𝑦 9 5𝑥 10 𝑦 5 5 5
𝑏. = 𝑥 20−12 𝑦 9−5 = 𝑥 8 𝑦 4 𝑑. = = 𝑥5𝑦2
𝑥 12 𝑦 5 𝑥 15 𝑦 7 𝑥 15−10 𝑦 7−5
Combined:
25𝑥 8 𝑦 14 5𝑦 14−7 5𝑦 7 25𝑥 14 𝑦 4 𝑥 14−6 𝑥8
𝑒. = = 𝑓. = = 4𝑦
5𝑥 17 𝑦 7 𝑥 17−8 𝑥9 100𝑥 6 𝑦 5 4𝑦 5−4
Law of zero exponents: For any non-zero real number a raised to zero is equal to 1.
𝑎0 = 1
Example:
1. 1000 = 1 2. (𝑥 + 𝑦)0 = 1 3. 7(𝑥 + 𝑦 + 5)0 = 7(1) = 7
Law of negative exponents: For any nonzero real number a and any positive integer n,
1 1
𝑎−𝑛 = 𝑎𝑛 𝑜𝑟 = 𝑎𝑛
𝑎−𝑛
Example:
1 1 𝑦 −8 𝑥 14
1. 𝑥 −8 = 𝑥 8 2. = 𝑥9 3. =
𝑥 −9 𝑥 −14 𝑦8

Tel. No.: (02)-727-2742 to 44, 358-1469 721-6899, 721-7078

Name:________________________________________ Score:__________
CLE English TLE
Type of activity:
Activity Title: Rational exponent and Radical form

Learning Target: to tranform rational exponents to radical form in vice versa.
Value in Focus: Simplicity Core Value: Humility
Rational exponents and Radical form
𝒎
𝒏 𝒏
In simplifying rational/fractional exponent, we follow the rule  𝒂 𝒏 = √𝒂𝒎 or ( √𝒂)m (vice versa)
𝑚
1 1
Simplifying negative rational exponent 𝑎− 𝑛 = 𝑚 = 𝑛
𝑎𝑛 √𝑎𝑚
Examples: Transformation of exponential form to radical form and vice versa.

1 3 3
7 5
1. 42 = √4 4. (𝑥 + 1)7 = √(𝑥 + 1)3 7. √𝑥 3 = 𝑥 5
2 3 1
3 7 7
2. 43 = √42 5. 6(𝑥 2 )7 = 6 √(𝑥 2 )3 8. 8√𝑎 + 𝑏 = 8(𝑎 + 𝑏)7
4 1 2
5 7
3. (𝑎 + 𝑏)5 = √(𝑎 + 𝑏)4 6. (2𝑥 5 )2 = √(2𝑥 5 ) 9. √(𝑥 + 2)2 = (𝑥 + 2)7
Simplifying rational exponents.

𝟑
Examples: 𝟐𝟓𝟐  (√𝟐𝟓)3 = 125 or (√𝟐𝟓3) = (√𝟏𝟓𝟔𝟐𝟓) = 125
𝟏
𝟖𝟐  (√𝟖)1 = 2√𝟐 or (√𝟖1) = 2√𝟐
𝟓
𝟒 𝟒 𝟒
𝟏𝟔𝟒  (√𝟏𝟔)5 = (2)5 = 32 or (√𝟏𝟔5) = (√𝟏𝟎𝟒𝟖𝟓𝟕𝟔) = 32
Drills
Directions: Transform the following exponential form into radical form and vice versa. (simplify if necessary)
𝟐
𝟏. 𝟑𝟑 𝟔. √𝟑
𝟕
𝟑
𝟐. (𝒙 + 𝟕)𝟒 𝟕. √𝒛𝟕
𝟏
𝟏𝟎
𝟑. (𝒙𝒚)𝟒 𝟖. 𝟏𝟐 √(𝒙 + 𝒚)𝟓
𝟑
𝟔
𝟒. 𝟑(𝟑 + 𝒙)𝟖 𝟗. √(𝒙 − 𝟏)𝟖
𝟑
𝟓. (𝒚)−𝟖
𝟓
𝟏𝟎. √𝒙 + 𝟒
Tel. No.: (02)-727-2742 to 44, 358-1469 721-6899, 721-7078

Name:________________________________________ Score:__________
CLE English TLE
Type of activity:
Activity Title: Laws of Radicals

Learning Target: to define mathematically the laws of radicals.
Value in Focus: humble Core Value: Humility
Simplifying radicals
For any nonnegative real numbers x and y and positive integers m and n,
𝒏
𝟏. 𝒏√𝒙𝒚 = √𝒙 . 𝒏√𝒚
Example:
15
5
𝑎. √8 = √4(2) = √4 . √2 = 2√2 𝑐. √𝑥15 = 𝑥 5 = 𝑥 3
3 3 3 3 3 5 5 5 5 5
𝑏. √32 = √8 . 4 = √8 . √4 = 2 √4 𝑑. √𝑥 7 = √𝑥 5 𝑥 2 = √𝑥 5 . √𝑥 2 = 𝑥 √𝑥 2
3 3 3 3 3
𝑒. √27𝑥 5 𝑦 6 𝑧 20 = √27𝑥 3 𝑦 6 𝑧18 (𝑥 2 𝑧 2 ) = √27𝑥 3 𝑦 6 𝑧18 . √𝑥 2 𝑧 2 = 3𝑥𝑦 2 𝑧 6 √𝑥 2 𝑧 2
𝒏
𝒏 𝒙 √𝒙
𝟐. √ = 𝒏
𝒚 √𝒚
Example
3 5 5
3 8 √8 2 5 5 √5 √5
𝑎. √27 = 3 =3 𝑏. √32 = 5 =
√27 √32 2
4 4 4
4 3𝑥 8 𝑦 15 √3𝑥 8 𝑦15 √3𝑥 8 𝑦12 (𝑦 3 ) 𝑥 2 𝑦 3 √𝑦3
𝑐. √16𝑎9 𝑏23 = 4 = =
√16𝑎8 𝑏 20 2𝑎2 𝑏 5 2𝑎2 𝑏 5
𝒎𝒏 𝒎𝒏
𝟑. √ √𝒙 = √𝒙
Example:
5 3 15
𝑎. √ √3 = √3
3 3
𝑏. √ √𝑥 9 = 𝑥
4 5 20 20
𝑐. √ √𝑥 53 𝑦 39 𝑧 60 = √𝑥 53 𝑦 39 𝑧 60 = 𝑥 2 𝑦𝑧 3 √𝑥13 𝑦19
Radicals are in its simplified form if there are no radical symbols in the denominator.
𝒏
𝒏 𝒙 √𝒙
From the 2nd law of radical, 𝟐. √𝒚 = 𝒏
√𝒚
if the radicand of the denominator has no perfect root, to simplify we should rationalize it.
Example:
3 √3 √3 √7 √21 √8 √4 𝑥 2 2 √2 √3𝑥 2√6𝑥
1. √7 = = 𝑥 = 2. = = 𝑥 =
√7 √7 √7 7 √3𝑥 √3𝑥 √3𝑥 √3𝑥 3𝑥
3 3 3 3 3 3
√3 √3 √52 √3 𝑥 52 √3 𝑥 25 √125 5 7 7 √𝑥−5 7√𝑥−35
3. 3 = 3 𝑥 3 = 3 = 3 3 = 5 =5=1 4. = 𝑥 =
√5 √5 √52 √5 𝑥 52 √5 √𝑥+5 √𝑥+5 √𝑥−5 𝑥−25
√3 √3 √6+5 √18+5√3 √9 𝑥 2+ 5√3 3√2+ 5√3
5. = 𝑥 = 6−25 = = −19
√6−5 √6−5 √6+5 −19
3 3 5 3𝑥
𝑇𝑟𝑦 𝑡ℎ𝑖𝑠: 1. 2. 3. √ 3
√11 √10 − 1 𝑦

Learning Activity Sheet 11: Immaculate Conception Cathedral School

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Immaculate Conception Cathedral School

39 Lantana St., Cubao, Quezon City, Philippines

LEARNING ACTIVITY SHEET 11

A. Directions: Express each statement as an equation using k as the constant of variation.

C. Solve the following Problems.

Immaculate Conception Cathedral School

LEARNING ACTIVITY SHEET Summative Test 1

LEARNING ACTIVITY SHEET (FIAT # 1)

LEARNING ACTIVITY SHEET 12

(𝑎𝑚 )𝑛 = 𝑎𝑚 𝑥 𝑛 = 𝑎𝑚𝑛 and (𝑎𝑚 𝑏 𝑛 )𝑝 = 𝑎𝑚 .𝑝 𝑏 𝑛 .𝑝 = 𝑎𝑚𝑝 𝑏 𝑚𝑝

Immaculate Conception Cathedral School

LEARNING ACTIVITY SHEET 13

Examples: Transformation of exponential form to radical form and vice versa.

Simplifying rational exponents.

LEARNING ACTIVITY SHEET 14

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