Name: ______________________________ Grade 9

Section: _____________

Mathematics
Quarter 2: Module 7
Variations and Zero & Negative Integral Exponent

Adventist Academy Delivery Module

1
HOW TO LEARN FROM THIS MODULE
1. Use the module with care. Do not put an unnecessary mark/s on any part of the module. Write your answer for
each task on a separate sheet.
2. Read the instructions carefully before doing each task. Please read everything and do not skip any of the
instructions below. (failure to follow instruction is minus 5 points from your final score)
3. If you are using the old book, follow the instruction as well as do the activities only in the “ E-Math Revised Edition
2015” column. On the other hand, if you are using the new book, follow the instruction as well as do the activities
only in the “E-Math Revised Edition 2019” column.
4. You can ask or inquire from individuals who have knowledge on the topics of this module but answer the activities
by yourself. Remember, honesty is the best policy.
5. Return this module to your teacher/facilitator once you are through with it. If you encounter any difficulty in
answering the tasks in this module, do not hesitate to consult your teacher or facilitator.

Proverbs 18:15 says, "An intelligent heart acquires knowledge, and the ear of the wise seeks knowledge." Hence,
never forget to seek Him first so that you can comprehend the lesson and do all the task given. 

IFL/
CORE
VALUES
WHAT I NEED TO MEDITATE

God’s Blessing!
God blesses the home of the righteous (Proverbs 3:33). He is just, thus, as long as you keep His commandments,
He will always bless you and give the things you deserve. God also blesses the one who does not walk in step with the
wicked or stand in the way that sinners take (Psalm 1:1). Hence, if you shun evil ways and reject wicked acts, blessings
will be abundant in your life.
A blessing is what we get from practicing righteousness and rejecting wickedness. It is something that we earn
through our good decisions and actions. Simply, it is a gift that God gives to us from doing the right thing.
Blessings may come in the form of wealth, health, or just pure and simple happiness. Most people earn financial
blessings, not because they are lucky, but simply because they are hardworking, patient, and not lazy.
People also gain the blessings of health, not because they were born for it, but because they work for it through self-
discipline and persistence. We also get the blessings of pure joy, not because we are fortunate but because we choose
happiness itself and live with it.

Explain the following.

1. God does not give us everything we want, but He does fulfill His promises, leading us along the best and
straightest paths to Himself.
2. The greatest blessing in the whole world is being a blessing.

“May the God of hope fill you with all joy and peace as you trust in him, so that you may overflow with hope by the power
of the Holy Spirit.” Romans 15:13   

Lesson 1: Direct Variation

Lesson Objectives:
In this lesson, you will learn the following:

 illustrate situations that involve direct variation;

 translate into variation statement a relationship involving direct variation between two quantities given by a table
of values, a mathematical equation, a graph, and vice versa;
 solve problems involving direct variations; and
 applies the laws involving positive integral exponents to zero and negative integral exponents.

Let us begin our lesson by doing activities that will illustrate the concept of direct variation. These activities used
situations we practically encountered in our real-life. It is hoped that you can be able to identify relationships and patterns
and further use these concepts in solving problems involving direct variation.

ACTIVITY 1: Extra Rice (Write your answer on a separate sheet.)

Jelo plans to buy rice out of his own savings. He wants to help his mother whose work has been affected of the
community quarantine implemented by the government due to the pandemic. The variety of rice he decides to buy cost
Php40 per kilo.

Photo Credits: Miladima A. Boa

2
Let x be the number of kilos and y be the cost of rice.

A. Complete the table below showing the relationship between the number of kilos(x) of rice bought and the total cost(y)
of rice.

Number of kilos (x) 1 2 3 4 5

Total cost (y) 40 80

B. Answer the following:

1. As the number of kilos(x) increases, what happens to the total cost(y)? Will it increase, decrease or remain the
same?
2. Using this pattern, how much is the total cost(y) if the number of kilos(x) bought is 5?
3. What mathematical operation did you apply? Is there a constant number involved?
Explain the process that you have discovered.

ACTIVITY 2: Let’s Go! (Write your answer on a separate sheet.)

Joash is riding his car leaving Iligan City to visit his grandparents in Lanao del Norte. He travels at 70
kilometers per hour. The table below shows the time in hours (t) travelled and the distance in km (d) covered
by a car.

Photo Credits: Miladima A. Boa

Let t be the number of hours and d be the distance.

A. Complete the table below

Time in hour (t) 1 2 3 4 5
Distance in km (d) 70 140
d
t 70 70
B. Answer the following:
1. When time in hours (t) increases, how does distance in km (d) change?
2. Plot the points (t, d) in the plane. What have you observed with the points plotted?
350
280
distance (d)

210
140
70
0
0 1 2 3 4 5 6
time (t)
d
3. What do you observe about the ratio ? What is the constant rate?
t
4. Complete the equation that shows the relationship between the time in hours (t) and the distance in km (d) of
car travelled. d = _______________

Direct Variation occurs when one quantity is equal to a constant times the other quantity. This can be expressed
y
into mathematical statement or equation as y = kx, where k = is the constant of variation or constant of proportionality.
x
These statements can be:
“ y varies directly as x ”
“ y is directly proportional to x ” and
“ y is proportional to x ”.

These statements mean that for two quantities, x and y, an increase in x causes an increase in y as well.
Similarly, a decrease in x causes a decrease in y.

Let us study the following statements translated into equations where k represents the constant of variation or
constant of proportionality.

Examples:
1. “a is directly proportional to b”
3
 a
is translated as a = kb where k =
b

2. “The circumference (c) of a circle varies directly as the length of its diameter (d).”
c
is translated as c = kd where k =
d

3. “The cost (c) of fish varies directly as the number (n) of kilos bought.”
c
is translated as c = kn where k =
n

New Book Old Book

E-Math Revised Edition E-Math Revised Edition
2019 2015

Read and understand the Real-life Example (Example 2) Read and understand the Real-life Example (Example 2)
presented on pages 205 – 206. presented on page 230.

ACTIVITY 3: ACTIVITY 3:
On the same page, answer “TRY IT 2”. On the same page, answer “TRY IT 2”.

ACTIVITY 4: What I Have Learned 1.

A. Fill in the blanks to make the statement true.

1. If the statement “m varies directly as n”, then the corresponding equation is _______.

y
2. In direct variation equation y = kx, k = is the ________ of variation.
x
3. The graph of direct variation is a __________.

4. For the two quantities in direct variation, an increase in one quantity causes
_________ in the other quantity.

5. If P is directly proportional to q, then the equation for k is __________.

B. Answer the following:

1. Given that m varies directly as b, complete the table of values below

m 15 20 30 75
b 45 75

What is the constant of variation?

2. A Junkshop dealer pays a kilogram of plastic bottles at Php12.00 from collectors. In the table, c is the cost in
peso and n is the number of kilos of plastic bottles.

n 1 2 3 4 5 6
c 12 24 36 48 60 72

a. Explain briefly why this situation represents a direct variation.

b. Write a mathematical statement that relates the quantities n and c.

c. What is the constant of variation? Formulate the mathematical equation.

d. Graph the relation.

4
 CONGRATULATIONS! You have finished the lesson 1 of this
module. Now let me know how much you learn! Please answer the
activity below.

Lesson 2: Inverse Variation

Lesson Objectives:
In this lesson, you will learn the following:

 illustrate situations that involve inverse variation;

 translate into variation statement a relationship involving inverse variation between two quantities given by a table
of values, a mathematical equation, a graph, and vice versa; and
 solve problems involving inverse variations.

Let’s Review

Consider this car travelling at a constant speed of 30 km/h. In 1 hour, it goes 30 km. In 2 hours, it goes 60 km. In
3 hours, it goes 90 km. and so on. The data is shown in the table below.

http:// hdwallpaperzs.blogspot.com/2016/07/car-cartoon-pictures.html

Distance d (km) 30 60 90 …120

Time taken t (h) 1 2 3 …4

The graph of the relation as shown above, indicates that d

increases as t increases. So, the distance covered varies directly as
the time. The equation for relation is d = 30 t. Such relation is called a
direct variation.

For instance, you are driving home, if you decrease your speed, the time you get home increases. However, if you
increase your speed, the time you get home decreases. How will you describe this relation? Relations like this will be
discussed in this lesson.

Example 1.
Michael wants to have an extension of his house. He clearly knows that the number of days to finish the work
depends on number of workers. Some possible number of days and number of workers are as follows:

Let n be the number of workers Number of workers(n) 2 4 6 8 16

Let d be the number of days Number of days (d) 24 12 8 6 3

Let us answer the questions below:

1. How do the number of workers (n) and number of days (d) affect each other?
Answer: as the number of workers increases the numbers of days of work decreases

2. Plot the points (n, d) in the plane. What have you observed with the points plotted?
Answer: the graph of the relation is a hyperbola. It never passes through the origin. Also, it never crosses the x or
y axis.

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 3. What do you observe about the product of n and d? What is the constant value?
Answer: The product of n and d is equal to 48 which is constant as shown in the table below, hence, k=48 or the
constant is 48.
Number of workers(n) 2 4 6 8 16
Number of days (d) 24 12 8 6 3
n(d) 2(24) 4(12) 6(8) 6(8) 16(3)
48 48 48 48 48

4. Complete the equation that describes the relationship between number of workers (n) and number of days (d).
d = _______________
48
Answer: d=
n

This time, you will learn more about another type of variation which is called inverse variation.

Inverse Variation occurs when one quantity is equal to a constant times the inverse of the other quantity. This can be
k
express into mathematical statement or equation as y= and xy=k where k is the constant of variation or constant of
x
proportionality and x is a nonzero real number.

These statements can be: “ y varies inversely as x” and

“ y is inversely proportional to x”.

These statements mean that for two quantities, x and y, an increase in x causes a decrease in y. Similarly, a
decrease in x causes an increase in y.
k
y=
Also, y varies inversely as the nth power of x if there exist a nonzero real numbers k such that xn .
Let us take a look at the subsequent statements translated into equations where k represents the constant of
variation or constant of proportionality.

1. “x is inversely proportional to y”
k
Is translated as x= where k = xy
y

2. “The force (f) needed to break a board varies inversely with the length (l)of the board.”
k c
Is translated as f = where k =f l
l d

3. “The time (t) required to empty a tank varies inversely as the rate (r) of pumping”.
k
Is translated as t= where k =rt
r

New Book Old Book

E-Math Revised Edition E-Math Revised Edition
2019 2015
Read carefully and understand the “Example 1” Read carefully and understand the “Example 1”
presented on pages 215 – 216 and the Real-life presented on pages 241 – 242 and the Real-life
Example (Examples 3) on pages 218 – 219. Based on Example (Examples 3) on pages 243 – 244. Based on
those examples given, answer Activity 5 below. those examples given, answer Activity 5 below.

ACTIVITY 5: Satisfy what is asked! ACTIVITY 5: Satisfy what is asked!

1. The following table shows the time t in hours taken 1. The following table shows the time t in hours taken
by a car that travels uniformly from Manila to Ilocos at by a car that travels uniformly from Manila to Ilocos at
various speeds v in kph. various speeds v in kph.
Speed (v) 40 50 80 Speed (v) 40 50 80
Time taken (t) 4 3.2 2 Time taken (t) 4 3.2 2
a. Show that v varies inversely as t. a. Show that v varies inversely as t.
b. Graph t against v. b. Graph t against v. 6
1 1
c. Graph t against c. Graph t against
v v
d. Write the equation relating t and v. d. Write the equation relating t and v.
ACTIVITY 6: What I Have Learned 2.

I. Express each of the following statements as a mathematical equation.

1. Atmospheric pressure (P) varies inversely as the altitude (h)
2. The number of persons n needed to do a job varies inversely as the number of days d to finish the job.
3. The time (t) required to travel a given fixed distance is inversely proportion to the speed (r)
4. The length l of a rectangular field varies inversely as its width w.
5. The cost c per person of renting a private resort varies inversely as the number n of persons sharing the
rent.
6. Two college students decided 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 too much for their monthly budget. How many
students will they need to share the rent with so that each will pay only Php 1,250 a month?

II. Find the constant of variation and the equation of the following relations presented below.

1. x 1 2 3 4 4.
y 2 1 2 1
3 2
2. m 2 4 6 8

n 36 18 12 9

3. a 7 5 3 1 5.
b 5 1 5 5
7 3

CONGRATULATIONS! You have finished this module. Be ready for

more learnings.

Lesson 3: Joint and Combined Variations

In our everyday life, we are always confronted with situations that deal with relationships of several quantities.
Some are the relationship between the number of hours to finish a job and the number of persons working; the distance a
boy can walk and the time walking; and amount paid to a worker and the number of hours working.
In Lessons 1 and 2, you learned about the concepts and solve problems of Direct and Inverse variations. Your
skills in solving problems in those lessons will help you understand this lesson, which deals with the relationship between
two or more quantities.
After going through this lesson, you are expected to explore and demonstrate understanding of key concepts on
Joint and Combined variations and to use these concepts to solve real-life problems. Furthermore, you will deepen your
realization on how a change in one quantity could correspond to a predictable change in the other.

3.1. Joint variation

Joint variation occurs when one quantity varies directly as the product of two or more other quantities.

7
 Let us study the following statements translated into equations where k represents the constant of variation or
constant of proportionality.

1. “ a varies jointly as the product of b and c ”

a
is translated as a=kbc where k is the constant of variation and k =
bc
2. “The area (A) of a triangle varies jointly as its base (b) and its height (h))”
A
is translated as A=kbh and k =
bh
3. “The volume (v) of a rectangular solid varies jointly as the product of its length (l), width (w) and its height (h)”
v
is translated as v=klwh and k =
lwh

New Book Old Book

E-Math Revised Edition E-Math Revised Edition
2019 2015
Study carefully Examples 1, 2, and 3 presented Study carefully Examples 1, 2, and 3 presented
on pages 227 – 229. Once you are done and have on pages 252 – 254. Once you are done and have
understood the examples given from the mentioned understood the examples given from the mentioned
pages, answer the activity below. pages, answer the activity below.

ACTIVITY 7: ACTIVITY 7:
Answer “TRY IT 3”, page 229. Answer “TRY IT 3”, page 254.

ACTIVITY 8: What I Have Learned 3.

Law-Abiding Mathematicians!
Question: How do Mathematicians deal with COVID-19?

To reveal the answer to the question above, answer the following and write the corresponding letter of the correct answer
on the space provided below. Example, for item #1.

J 1. The interest (I) of a loan varies jointly as the principal (P), rate (r) and time (t) the loan was
taken.
Answer is I =kPrt . So, write J (the letter beside the item number) above the corresponding
answer found from the options below.
S 2. The area (A) of a parallelogram varies jointly as the base (b) and the altitude (h).
I 3. The volume (V) of a rectangular solid varies jointly as its length (L), width (w) and its height
(h).
A 4. The area (A) of a rectangular garden varies jointly as its length (l) and its width (w).
Y 5. Face mask sales (A) varies jointly as the number of persons (p) allowed to go out from their
homes and the amount of cash (c) they have at hand.
W 6. If w varies jointly as x and z, find w if x = 3, k = 6 and z = 9. (additional 2pts for the solution)
T 7. If a varies jointly as b and c, find the constant of variation if a = 480, b = 5 and c = 8.
(additional 2pts for the solution)
N 8. If m varies jointly as n and j, and m = 6 when n = 4, and j = 10, find m when n = 20 and j = 8.
(additional 2pts for the solution)
L 9. L varies jointly as B and J. If L = 15, when B = 10 and J = 3, find L if B = 12 and J = 9.
(additional 2pts for the solution)

For items 10 and 11, refer to this statement:

B varies jointly as the square root of the product of d and h.

D 10. If B = 3 when d = 3 and h = 12, find the value of k. (additional 2pts for the solution)
E 11. Find B when d = 4 and h=16. (additional 2pts for the solution)

For items 12 and 13, use the following given:

m varies jointly as n and h, m = 2.4, n = 0.6 and h = 0.8.

H 12. What is the value of k? (additional 2pts for the solution)

O 13. Find m when n = 1.6 and h = 0.01. (additional 2pts for the solution)

J
12 5 4 A = kpc I = kPrt 0.08 V = klwh 24 12 54
8
 A = kpc

1
16 A = klw A = kbh 5 5 A = klw 24 A = kbh
2

3.2. Combined variation

This lesson will introduce another type of variation, which is the combined variation. Let us learn how one
quantity varies in relation to other quantities for this type of variation.

Combined variation refers to a situation in which one quantity varies directly or jointly and inversely as the other
quantities. This can be expressed into mathematical statement or equation as:

kxy wz
w= or k= where k is the constant of variation or constant of proportionality.
z xy
Let us study the following statements translated into equations where k represents the constant of variation or
constant of proportionality.

Examples:
1. “a varies directly as b and inversely as c”
b kb ac
is translated as a = k or a = where k =
c c b
2. “m varies directly as n and inversely as the square of p”
n kn mp
2
Is translated as m = k 2 or m = 2 where k =
p p n

New Book Old Book

E-Math Revised Edition E-Math Revised Edition
2019 2015
Study carefully Examples 4 and 5 presented on Study carefully Examples 4 and 5 presented on
pages 229 – 230. Once you are done and have pages 254 – 256. Once you are done and have
understood the examples given from the mentioned understood the examples given from the mentioned
pages, answer the activity below. pages, answer the activity below.

CONGRATULATIONS! You have finished this lesson. Now let me know

how much you learn! Please answer the activity below.

ACTIVITY 9: What I Have Learned 4.

A. Translate the following to mathematical statements or equation.

1. G varies directly as Q and inversely as L.

2. The electrical resistance (R) varies directly as the length (L) of wire and inversely as the square of the diameter
(d)
3. x varies directly as the cube of y and inversely as the product of w and z.

B. Solve the problem. Show your solution.

The force (F) of attraction of a body varies directly as its mass (m) and inversely as the square of the distance (d)
from the body. When m = 6 kilograms and d=3 meters, F=100 Newtons.
Find:
a) the value of the constant
b) the variation equation
c) F when m=10 kg, and d=5 m

Lesson 4: Zero and Negative Integral

Exponents
9
 Have you thought of how scientists measured the length or weight of very tiny objects or creatures or microscopic
organisms such as viruses and bacteria? Have you at some point asked yourself how computer programmers calculated
the increase in the speed and power of computers over recent years?
Problems on measurement of very small objects involve very small quantities that can be represented in
exponential expressions. Also, problems involving rapid increase of quantities can be represented by exponents.
In your previous lessons, you have encountered exponents. Exponents provide you with a convenient way to
represent and work with very large and very small numbers. In this lesson, you will extend your understanding on
exponents, specifically on zero and negative integral exponents. Initially, you will recall the rules for positive integral
exponents and then you will be able to apply these rules to zero and negative exponents. Also, in this lesson, you will
work on real-life situations involving integral exponents and understand how important exponents are in real world.

Before going on to this lesson, let us review first what you have learned about exponents.

ACTIVITY 10: Opening Exercise!

Direction: Identify the base and exponent of the following.

Expression Base Exponent Meaning
2
1. 3 3 2 3∙3
2. 23
3. b 5
4. 4 x
3
5. (−5 )

Definition:

For any real number x and any positive integer m, the expression x m
is defined by

m
x =x ∙ x ∙ x ∙⋯ ∙ x
m factors

where x is the base and m is the exponent.

Remember the following rules.

1. Multiplying Powers with like Bases

Consider the product of x 2∧x 3. Study the solution below.

2
x ∙x
3
x∙ x⋅ x ∙x ∙x By the Definition of Exponent

5
x Product

As illustrated in the table, the sum of the exponents of the two factors x 2 and x 3 is the exponent of the product.
In general,

Product rule (Product of powers)

If x is a real number and m and n are positive integers, then

m n m+n
x ∙x =x

2. Dividing Powers with the same Bases

Consider the quotient of b 5∧b2 . Study the solution below.

5
b b ∙b ∙ b ∙ b ∙ b
Definition of the Exponent
b2 b∙b
b ∙b ∙ b ∙ b ∙ b Dividing the same quantity is equal
b∙b

10
 b
to 1 or =1.
b

Quotient
b ∙ b ∙ b =b 3

As illustrated in the table, the difference of the exponents of the two factors b 5 and b 2 is the exponent of the
quotient.
In general,

Quotient rule (Quotient of powers)

If x is real number and m and n are positive integers, then

m
x m−n
n
=x .
x

3. Raising a Power to a Power

Consider 2
( p3 ) . Study the solution
( p3 )
2
( p3 ) ∙ ( p 3 ) Definition of the Exponent
below.

( p ∙ p ∙ p ) ∙ ( p ∙ p∙ p ) Simplify

p6 Product

As illustrated in the table, the square (2nd power) of a cube (3rd power) is equal to the 6th power of the base.
In general,

Power rule (Power of a power)

If x is real number and m and n are positive integers, then

n
( x m ) =xmn .

4. Raising a Power to a Product

Consider ( 5 q )3 . Study the solution below.
( 5 q )3 =( 5 q ) ∙ ( 5 q ) ∙ ( 5 q ) =( 5∙ 5 ∙5 ) ∙ ( q ∙ q ∙ q ) =53 q3=125 q 3.

As illustrated above, the cube of the product of 5 and q is the product of 53 and q 3.
In general,

Power rule (Power of a Product)

If x and y are real numbers and m and n are positive integers, then
( xy )m=x m ∙ y m.

5. Raising a Power to a Quotient

()
4
2
Consider . Study the solution below.
3

( ) ( )( )( )( )
4 4
2 2 2 2 2 2∙ 2∙ 2 ∙2 2 16
= ∙ ∙ ∙ = = 4= .
3 3 3 3 3 3 ∙ 3∙ 3 ∙3 3 81

As illustrated above, the 4th power of the quotient of 2 and 3 is the quotient of 24 and 3 4.
In general,

Power rule (Power of a Quotient)

11
 If x and y are real numbers and m and n are positive integers, then

() x m xm
y
= m.
y

Definition: Negative exponent

A nonzero real number raised to a negative power is the

multiplicative inverse (reciprocal) of the number raised to the
positive opposite of the power. That is, if x ≠ 0 and m is a positive
1 1
integer, then x−m=¿ m
∨ −m =x m
x x
Examples:
1 1
1. 2-4 = =
2 16
4

1 1
2. 3-2 = 2 =
3 9
At this point, you will study more illustrative examples on how to simplify expressions involving zero and negative
integer exponents.
1. Simplify the following.
0
−4 x
a. (-2136xy-5)0 b. 5( )
108 x3
Solutions:
0
−4 x
a. (-2136xy ) = 1 -5 0
b. 5( 3
) = 5(1) = 5
108 x
2. Simplify; a. (−3 )−4 b. −3−4
Solutions:
−1 −1
1 1 b. −3−4 = =
a. (−3 )−4 = = 3 4
81
4
(−3) 81 Note: In this example, the base is positive since the
Note: In this example, the base is negative since negative sign is not enclosed in parentheses, so we do
the negative sign is enclosed in the parenthesis. not carry the negative down to the denominator with
the
−2base.

( 34 )
3. Simplify, a) 3 x−2 and
b)
Solution for a) 3x-2 = 3
( x1 ) =
3
.

()
2
x2 3
−2
1 1
2 2
4 4 16
= = 2 =1 ∙ 2 = 2 =
()
2
Note: In this problem, only the x is raised to the Solution for b) 4 3 3 3 3 9
2
negative exponent, so we do not carry the 4 4
coefficient 3 down to the denominator with the
4. Simplify
base.the following. 1 −2 5 −3
0 2
b) x y z
a) ( 5 m n )
−3
and 2
Solution for a) Solution for b)
1 −2 5 −3 1 1 5 1 y5
( ) ( )
2 2 2
( 5 m n ) = 5 ∙ 13 ∙ 1 = 53 = 5 6 = 256 .
−3 0 2
2
x y z = ∙ 2 ∙ y ∙ 3= 2 3
2 x z 2x z
m m m m
−9 a8 b−3
c)
6 b2 a− 4
Solution for c)
8− ( −4 )
−9 a8 b−3 −3 a −3 a8 +4 −3 a12
= ( ) = = .
6 b2 a− 42 −5 3 2 b2− −3 2 b2 +3 b5
(4 d h )
d) −2
( 2 d−1 h 5 )
Solution:
Steps Reasons

( ) ( h )
1
2 4d
3 2 3 First, simplify the negative exponents inside
2 −5 3
4d ∙ 5 the parentheses.
(4 d h ) h 5
= =
( d ) ( 2dh )
−2 −2
( 2 d−1 h 5 ) 1
2∙ ∙h
5
5 −2
12
1

2 3 Definition of Negative Exponent

4d
 = 1

( )
5 2
2h
d

CONGRATULATIONS! You have finished this lesson. To know how much

ACTIVITY 11: What I Have you
Learned 5
have learned the concepts on positive integral, zero and negative integral
exponent, you answer the following items below.
A. Multiple Choice: Please take note that answers must be in simplest form. (additional points for the solution)
6
( ? 4 −3
) x
1. What is the value of the missing exponent in the equation 3 x y = 12
?
27 y
a. 2 b. -2 c. 3 d. -3

−2
2. Which expression is equivalent to (−3 ∙ 60 ∙ 4 ) ?
1 −1
a. – 144 b. 144 c. d.
144 144
3. Which of the following statements is/are true?
−1 1 3
I. −2−3 = 3 II. −3 =
−2
2
−2
III. 3 = 2
2 −3 1
a. I only b. II only c. III only d. I and II

3
4. What is the simplified form of ( 4 a2 b0 c−5 ) ?
64 a6 b 64 a6 64 a6 b 3 64 a6
a. b. c. d.
c 15 c 15 c 15 b c 15
−1
5. Which of the following shows the correct solution in simplifying(−5−2 x 3 ) ?

1 −25
= −25 ∙
−1 2 −3
a. (−5−2 x 3 ) = (−5 ) x
3 = 3
x x

(
−1 3 −1 −x 3 −1 −25
) ( ) ( )
1
−1 −25
b. (−5−2 x 3 ) = x = = =
52 25 x3 x3

( ) ( ) ( )
−1 −1 1
3 −1
1 3 x3 −25 −25
c. (−5 x )
−2
= 2
x = = =
(−5) 25 x3 x3

B. Simplify the following expressions.

( ) ( )
0 −4 −2
a−6 b4
( 2 m n ) ∙ m n−1
−3
1.
−1 2
2. ∙ ( a b−3 )
4m n 2 a−9 b−2

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 Math Journal (for 10 points)

In this module, I have learned that …

Summary:
Lesson 1.
Direct Variation is a relation when one quantity is equal to a constant times the other quantity. This can be expressed into
y
mathematical statement or equation as y=kx, where k = is the constant of variation or constant of proportionality. These statements
x
can be:
“ y varies directly as x”
“ y is directly proportional to x” and
“ y is proportional to x”.

These statements mean that for two quantities, x and y, an increase in x causes an increase in y as well. Similarly, a decrease
in x causes a decrease in y.
x 1 x2
The concept of proportion can also be used such as = in describing the relation of the quantities involved.
y1 y2
Lesson 2.
Inverse Variation occurs when one quantity is equal to a constant times the inverse of the other quantity. This can be express
k
y=
into mathematical statement or equation as andx xy=k where k is the constant of variation or constant of proportionality and
x is a nonzero real numbers. These statements can be:
“ y varies inversely as x” and
“ y is inversely proportional to x” .

A concept of proportion can also be used in solving inverse variation problems where some quantities are known.
x1 x2
=
x 1 y 1=k and
x 2 y 2=k x 1 y 1=x 2 y 2 y1 y2 y2 y1
Since , then . By dividing each side by , we have
.
Lesson 3.
Joint Variation
The statement “ q varies jointly as w and y”, can be written in symbols, q = kwy,
q q
or k = where k is the constant of variation.
wy wy
The concept of joint variation will help you deal with problems involving more than two variables or quantities where usually
exist some physical relationships, as in area or volume.

Combined Variation
Combined Variation is another physical relationship among variables. This kind of variation is a combination of direct and
inverse variations.
The statement “w varies jointly as x and y, and inversely as z”, can be written as
kxy wz
w= or k= where k is the variation constant.
z xy
Lesson 4.
This lesson was about zero and negative integral exponents. The lesson provided you with the chance to apply your
knowledge on the laws of exponents in defining the zero and negative exponents. This lesson also provided you with opportunities to
simplify expressions involving zero and negative integral exponents, as well as expressions involving positive integral exponents. You
have learned that any nonzero real number raised to zero will always result to 1. Also, expressions with negative integral exponents can
be written with a positive integral exponent by taking the reciprocal of the base. Furthermore, you were given the chance to
demonstrate your understanding of the lesson by doing exercises. Your understanding of this lesson will facilitate your learning of the
next lesson on rational exponents.

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 CONGRATULATIONS! You have finished this module.
Always remember that whenever you need help, there is a Heavenly Master Teacher
who is just a prayer away.
God listens to true prayers.

Psalms 145:18
The Lord is near to all them that call on Him, to all that call on Him in truth.

References:
E-Math Worktext in Mathematics; Rex, RBS Mathematics Series; Revised Edition 2019.
E-Math Worktext in Mathematics; Rex, RBS Mathematics Series; Revised Edition 2015.
Department of Education – Bureau of Learning Resources (DepEd – BLR)

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