PIVOT 4A Learner’s Material

Quarter 2
First Edition, 2020

Mathematics
Grade 9
Job S. Zape, Jr.
PIVOT 4A Instructional Design & Development Lead

Jisela N. Ulpina
Content Creator & Writer

Jhonathan S. Cadavido
Internal Reviewer & Editor

Lhovie A. Cauilan & Jael Faith T. Ledesma

Layout Artist & Illustrator

Jhucel A. del Rosario & Melanie Mae N. Moreno

Graphic Artist & Cover Designer

Ephraim L. Gibas
IT & Logistics

Published by: Department of Education Region IV-A CALABARZON

Regional Director: Wilfredo E. Cabral
Assistant Regional Director: Ruth L. Fuentes

PIVOT 4A CALABARZON Math G9

 Guide in Using PIVOT 4A Learner’s Material

For the Parents/Guardians

This module aims to assist you, dear parents, guardians, or siblings
of the learners, to understand how materials and activities are used in the
new normal. It is designed to provide information, activities, and new
learning that learners need to work on.
Activities presented in this module are based on the Most
Essential Learning Competencies (MELCs) in Mathematics as prescribed
by the Department of Education.
Further, this learning resource hopes to engage the learners in
guided and independent learning activities at their own pace. Furthermore,
this also aims to help learners acquire the essential 21st century skills
while taking into consideration their needs and circumstances.
You are expected to assist the children in the tasks and ensure the
learner’s mastery of the subject matter. Be reminded that learners have to
answer all the activities in their own answer sheet.

For the Learners

The module is designed to suit your needs and interests using the
IDEA instructional process. This will help you attain the prescribed
grade-level knowledge, skills, attitude, and values at your own pace outside
the normal classroom setting.
The module is composed of different types of activities that are
arranged according to graduated levels of difficulty—from simple to
complex. You are expected to :
a. answer all activities on separate sheets of paper;
b. accomplish the PIVOT Assessment Card for Learners on page
38 by providing the appropriate symbols that correspond to your
personal assessment of your performance; and
c. submit the outputs to your respective teachers on the time
and date agreed upon.

PIVOT 4A CALABARZON Math G9

 Parts of PIVOT 4A Learner’s Material
K to 12 Learning
Descriptions
Delivery Process

This part presents the MELC/s and the desired

Introduction

What I need to know learning outcomes for the day or week, purpose of
the lesson, core content and relevant samples.
This maximizes awareness of his/her own
What is new knowledge as regards content and skills required
for the lesson.

This part presents activities, tasks and contents

What I know
of value and interest to learner. This exposes
Development

him/her on what he/she knew, what he/she does

What is in not know and what he/she wants to know and
learn. Most of the activities and tasks simply and
directly revolve around the concepts of
What is it developing mastery of the target skills or MELC/s.

In this part, the learner engages in various tasks

What is more and opportunities in building his/her knowledge,
skills and attitude/values (KSAVs) to
meaningfully connect his/her concepts after
Engagement

doing the tasks in the D part. This also exposes

What I can do him/her to real life situations/tasks that shall:
ignite his/ her interests to meet the expectation;
make his/her performance satisfactory; and/or
produce a product or performance which will help
What else I can do him/her fully understand the target skills and
concepts .
This part brings the learner to a process where
he/she shall demonstrate ideas, interpretation,
What I have learned
mindset or values and create pieces of
Assimilation

information that will form part of his/her

knowledge in reflecting, relating or using them
effectively in any situation or context. Also, this
What I can achieve part encourages him/her in creating conceptual
structures giving him/her the avenue to integrate
new and old learnings.

This module is a guide and a resource of information in understanding the

Most Essential Learning Competencies (MELCs). Understanding the target
contents and skills can be further enriched thru the K to 12 Learning Materials
and other supplementary materials such as Worktexts and Textbooks provided by
schools and/or Schools Division Offices, and thru other learning delivery
modalities, including radio-based instruction (RBI) and TV-based instruction
(TVI).

PIVOT 4A CALABARZON Math G9

WEEKS Variation
1-2
Lesson
I
There are varied things around you that you should know how things are
related to each other. Like how is time related to the speed of a vehicle or even as
simple as the relationship of the length of your arm span with your height.
Quantities may vary directly that is, as one quantity increases the other
quantity must also increase or they may vary inversely, that is if one quantity in-
creases the other quantity decreases.
When two quantities increase at he same time or decrease at the same
time , it shows direct variation. However if one quantity increases and the other
decreases, it shows inverse variation.
You encounter such situations in your everyday life. For instance, if walk
slowly going to school it takes longer time but walking fast, takes a shorter time
reaching the school. Your speed in walking varies inversely with the time. The
faster you walk the shorter the time it takes you to reach your destination.
Another situation is when your mother asked you to buy rice, which cost P
55.00 a kilo. If one kilo costs P55.00, how much 10 kilos of rice cost?. In this situ-
ation the more kilos of rice the more money you will pay. Hence this is an example
of direct variation.
Situations involving 3 or more quantities that varies from one another may
show joint variation or combined variation.

D
Direct Variation
In your previous lesson you were able to represent relationship between
two quantities using graphs, table of values and equations.
Examples:
x 1 2 3 4 5
1. Given:
Graph: y 2 4 6 8 10

Table of values:

Equation: y = 2x
You can see from the table of values that as the
value of x increases the value of y also increases. The graph is a line that rises to
the right. This is an illustration of a direct variation. This means that y varies
directly as x. In symbol:
y
 k or y = kx, where k is the constant of variation or constant of
x
proportionality. In this case the constant of variation is 2.

PIVOT 4A CALABARZON Math G9 6

2. You will be celebrating your 14th birthday and you want to have 14 balloons in
your birthday party. The table below shows the number of balloons (x) and the
corresponding cost (y).
As you can see the values of x increase , the val-
x 2 4 6 8 ... 14
ues of y also increase. Hence the cost of balloons var-
y 10 20 30 40 ... 70 ies directly to the number of balloons.
y1 y2 10 20
Since y varies directly as x, find the constant of variation k:    5
x1 x2 2 4
The constant of variation (k) is 5. Thus the equation of the
direct variation is y = 5x.
3. y varies directly as x. If y = 12 when x = 4,
A. Find the constant of variation b. What is the equation? C. What is x
when y is 36?
Solution:
y 12
A. k   3 C. using the equation of variation: y = 3x
x 4 36
B . y = 3x 36 = 3x x=  12
3
When the value of y increases from 12 to 36, the value of x increases also from
4 to 12.
Direct Square Variation
The relationship between the area and the square of the radius is an exam-
ple of a direct square variation.
A = πr2 , the constant of variation is π or 3.1416.
Direct square variation states that if y varies directly to the square of x, there is
y
a non zero constant k such that k or y = kx2 . The graph of direct square
x2
variation is quadratic in nature it follows a quadratic curve.

Examples.
1. y varies directly as the square of x. If y = 27 when x = 3, find x when y = 81.
y 27 27
Solution: Find the constant of variation: k 
x2
 2 
3 9
3

Equation y = 3x2
Find x when y = 81
Using the equation y = 3x2 , find x
81
81 = 3x2 x2 =  27 x= 27  3 3
3
2. If p varies directly as the square of q and p = 256 when q = 8, find:
A. k B. equation c. p when q = 2 3
Solution:
p 256
A. k   4 B. p = 4q 2 C. p = 4q2 p = 4( 2 3)2 = 4(12) = 48
q2 82

7 PIVOT 4A CALABARZON Math G9

Inverse Variation
In real life there are different situations that shows inverse relation.
Inverse variation states that y varies inversely as x or y is inversely proportional
k
to x if there is non zero constant k, such that y  or xy = k. The decrease of
x
one quantity results to the increase of the other quantity.
Examples:
1. The table below shows that number of persons working together (x) and the
number of hours (y) the job is completed. Find the constant of variation and
equation. Graph the given table of values.
2 2
x 1 2 3 4 5 Constant of variation: xy = 5   3   2(1)  2
5 3
y 2 1 2 1 2 2
Equation xy = 2 or y
3 2 5 x

Graph:

2. If y varies inversely as and y = 20 when x = 8, find

A. constant of variation B. variation equation C. y when x = 16
Solution: A. k = xy k = 8(20) = 160
160
B. xy = 160 or y =
160 160 x
C. y =   10
x 16
As the value of x increases from 8 to 16, the value of y decreses
from 20 to 10.
3. The rate (r ) of the car varies inversely with the time (t). The car travels at a
rate of 60kph for 1.5 hours. Find the rate of the car when it took 1 hour to travel
the same distance (d),
Solution:
In this case, the faster the car travel, the shorter time it will take to cover the
same distance. Hence the constant of variation here is the distance.
d 90
Therefore d = rt = 60(1.5) = 90 km. To solve for the rate : r    90 kph.
t 1
The faster the car travels, the shorter the time it takes to travel the same distance.

PIVOT 4A CALABARZON Math G9 8

Learning Task 1:
A. Complete the table if y varies B. Complete the table if y varies in-
directly as x or x2 versely as x.

y x k Equation y x k Equation
30 5 5 6
8 10 4 36
50
18 y = 3x 20 y= x
24
72 y = 2x2 12 y= x

Joint and Combined Variation

Joint and combined variation involves 3 or more quantities that may vary
directly and or inversely to each other.
Joint Variation
If the ratio of one quantity to the product of the other two quantities is con-
y
stant, the they vary jointly. That is, if y varies jointly as x and z, then  k
xz
or y = kxz.
Examples:
1. The surface area of a cylinder varies jointly as the radius and height . A = krh,
where A is the surface area , r is the radius and h is the height of the cylinder.
The constant of variation k = 2π. Hence A = 2πrh. Any of the variable r or h in-
creases the area also increases.
2. Translate the following into variation equation:
(a) p varies jointly as q and r.
Equation: p = kqr
(b) area of parallelogram varies jointly as its base and altitude.
Equation: A = bh, k = 1
3. If m varies jointly as p and q and m = 50 when p = 5 and q = 2, find m when
p = 10 and q = 6.
y 50
Solution: Determine the constant of variation:  k k = 5(2)  5
xz
m = kpq = 5(10)(6) = 300. As p and q increase m also increases.
Combined Variation
This is a variation where one quantity varies directly to other quantity and
inversely to the other quantity.
kw
The equation v  means the v varies directly as w and inversely as z.
x
Examples:
1. v varies inversely to x and directly to w. If v = 12 when x = 4 and w = 8, find w
when v = 24 and x = 2.

9 PIVOT 4A CALABARZON Math G9

Solution:
kw k (8) 12( 4)
Equation: v = . Find k: 12  k= 6
x 4 8
6w 6w 24(3)
Solve for w: v = 24  w  12
x 3 6

2. If p varies directly as the square of q and inversely as the square root of r, and
p = 20 when q = 2 and r = 64, find p when q = 8 and r = 144.
Solution:
kq 2 k (2) 2 20 64 20(8)
Equation: p = Solve for k: 20  k= 22

4
 40
r 64
2
Solve for p: p = 40(8)  40(64)  640
144 12 3

Learning Task 2
A. Supply the missing value if y varies B. Supply the missing value if y varies
jointly as x and z directly to v and w and inversely to z

y x z k Equation y v w z k Equation

30 3 5 5 12 14 24

80 4 Y= 2xz 18 4 8 10
3vw
6 8 4 16 24 6 y 
2z
60 10 Y =3xz 20 6 2 8vw
y
3 z
48 12 Y= xy
4 12 7 15 6

E
Learning Task 3
A. Identify if the given equation is a direct, inverse, joint or combined variation
with k as the constant of variation.
kn
1. b = kd 3. m = p
5. mn = kpq
a
2. y = klm 4.  kc
b

B. Write the equation of variation and solve for the constant of variation.
1. p 1 2 3 4 5 3. p 3 6 12 24 48
q 7 28 63 112 175 q 16 8 4 2 1

2. p 3 6 12 24 48 4. p 6 12 18 24 30
q 16 8 4 2 1 q 2 4 6 8 10

PIVOT 4A CALABARZON Math G9 10

 A
Learning Task 4
A. Solve the following:
1. The distance (d) from the center of the seesaw varies inversely as the weight (w)
of a person. JB who weighs 50 kg sits 3 feet from the fulcrum. How far from
the fulcrum must JP sit in order to balance with JB if he weighs 35 kg?
2. The number of pages (p) that Ethan reads varies directly as the number of
hours (t) he is reading.
A. write the variation equation
B. If he can read 21 pages in 14 minutes, how may pages can he read in 21
minutes?
3. The pressure of the gas is directly proportional to the temperature and inverse
ly proportional to its volume.
A. Write the variation equation.
B. What happened to the pressure if the volume is reduced to half and the
temperature is doubled?
pq 2
4. Given the equation y  k , where k is the constant of variation, tell whivh
r
statement is true or false.
A. y and r varies directly.
B. y and q2 are directly proportional
C. y and pq2 varies jointly
D. p and r are inversely proportional
E. y and p varies directly.
5. The volume of a cylinder is given by the formula V = πr2 h. If r is increased by
50% and the height is reduced by 25%, what will happen to the volume? What
is the constant of variation.
B. Give at least three examples of quantities you know or you have or experienced
that show different types of variation.

11 PIVOT 4A CALABARZON Math G9

WEEK
Integral and Zero Exponents
3
I Lesson

You have learned in previous lessons about laws of exponents. Let us

recall these laws:
(a) Product of a Power: am · an = am+n
am
(b) Quotient of a Power:  amn
an
(c ) Power of a Power: (am)n = amn

(d) Power of a product: (a · b)m = am bm

m
 a am
(e )Power of a Quotient:   
b bm

In the process of performing the laws of exponents it may result to a

positive, negative, or zero exponents. In this lesson you will learn on how to
simplify expressions with integral (positive or negative integers) or zero
exponent applying the different laws of exponents.

D
Zero Exponent
a2 aa
Simplify the expression . Write this expression in factored form
aa
1
a2
a2
Applying the laws of exponent , quotient of a power,  a22  a0  1 . Thus, for
a2
any variable/number a , where a ≠ 0, a0 = 1.
Examples:
1. 12x0 = 12(1) = 12 , only variable x is raised to zero power
2. (12x)0 = (12)0 (x)0 = 1(1) = 1 applying the law of power of a product, both 12 and
x are raised to zero power
3. (x0 + 3)(x + 3)0 = (1 + 3)( 1) = 4, the expression (x + 3) is raised to zero power
so it is equal to 1.
4. Simplify: 45a 4 b 2 , apply laws of exponent in simplifying
5a 4 b
Solution: 9a4 - 4 b2 - 1 = 9a0 b = 9b
5. Simplify: 2a0 + (2a)0 + 20a
Solution: 2(1) + 1 + 1(a) = 2 + 1 + a = 3 + a
6. Simplify: 4m(n  p ) 0
4m 0
4m(1)
Solution: m
4(1)

PIVOT 4A CALABARZON Math G9 12

Integral Exponent
An expression has an integral exponent if the exponent is either positive or
negative integers.
The expressions like 3x, 5x-2 + 2, m-8 , are examples or expressions with
integral exponents.
am
One of the laws of exponent is quotient of a power that is :  a mn
an
Apply this law of exponent in simplifying the following:
1. x4 xxxx
 x 42  x 2 . You can use factoring to check the answer:  x  x  x2
x2 xx

x2
2.  x 2  4  x  2 . The exponent is negative. Use factoring to simplify the expres-
x4
x 2
x x 1 1
sion .   2 . Hence the expression x -2 is equal to
x4 x x x x x x2

1
The negative sign in the exponent means the reciprocal. Thus a n  a n . Simi-
larly if the expression with negative exponent is in the denominator , get its
reciprocal to express the exponent as positive. Therefore 1 n  a n
a

3x3 y 6
3. Simplify:
x5 y 4
Solution: Observe the exponents of each variable. Let the variable with greater
exponent remain in its position but subtract the smaller exponent from the larger
exponent. 3x3 y 6 3 y64 3y2
5 4
 53

x y x x2

4. Express all exponent to a positive integers.

(a) 28a 5 b 6 c 4a 0 b 2 4b 2
 
7a 5b 4 c 3 c2 c2

(b) (5 - 2)5 · 3-3 + (5 + 2)0 = (3)5 · 3-3 + 1 = 32 + 1 = 9 + 1 = 10

(c ) [(8)2]-1 ⋅ (10 - 8)14 ⋅ 4-5
(8)-2 · (2)14 · 4-2 , apply the law of exponent power of a power
(23 )-2 · 214 · (22 )-2 , change to the same base so can apply the law of
2-6 · 214 · 2-4 exponent.
2-6+14+(-4) = 24 = 16, apply the law of exponent product of a power.
(d ) (5 - 2)5 · 3-8 + (5 + 2)0
(3)5 · 3-8 + 1
3-3 + 1 apply product of a power
1
+1 get the reciprocal of the number with the negative
33
exponent to make the exponent positive.
1 27 28 Change to similar fractions before adding.
 
27 27 27

13 PIVOT 4A CALABARZON Math G9

 E
Learning Task 1:
Express the following expression into non zero and non negative exponents. Sim-
plify your answer. 1
24 x 8
y 4  (ab) 
1. 7-1 6. 11.  
6 x5 y 4  9 
 5x0 
1
9
2. (14abc)0 7.   12.
 y  x 2
120a 5b 6 c 5 12b 3
3. 10-9 8. 13.
12a 2b 0 c 2 a 4
(4 x) 0 y 5 z 2 1
4. 5(xy)0 9. 14.
(234 xyz ) 0 a 5 n
2 5
 (5 xy ) o  1
5. 015 10.   15.  
 10  2

A
Learning Task 2

Find the single value of the following with- out exponent.

1
( 4) 3
1. 2-2 · 3-1 11. 7 2
41
2. 100 + 10 12. 9
21
3. 4(60) + 3(3-1 ) 13. 82
40
4. 5-1 - 2-3 14.
2
3
5. (120)- 10 15.  5 

6. 24 + 2– 2

7. (5 + 5-2)0 (60 + 6)-2

8. 20 • 33

9. 5(-6)0

10. 10-3 ÷ 103

PIVOT 4A CALABARZON Math G9 14

PIVOT 4A CALABARZON Math G9 35
6 p5 2  
m2 y 2
2
3
5.
1
10. 9q r 6.  1284 
5
1
b
9. 2x2 4. 5. 5 5. 5.
5  5 52 5.a b
4 3 12
84 3
a 1
2
8. 3. 4 4. xy 5 4. 432 4.
3 6
2a 
5 2
2a 
x 5 1
  a   
 
7. x6 y3 4m 5 3. 
16  4
3.  a 6
3.
p 8 3
q3 2. 11x 2 2. x 2. 5 3b2 2.
1
2
3
6. B. 1. 7 B. 1. 125 A. 1. n12 1.
10 3
m n 6
m3n 5 2
 
Learning Task 3 Learning Task 2 Learning Task 1
Week 4
Week 3
Learning Task 1 Learning Task 2
1 9
1. 6. 4x3 11. 1. 6. 11. –64
1 1
16 ab
4 12 7
4 1 y
2. 1 7. 49 12. 9x 2 2. 11 7. 12.
49 5
12a 4 1
3. 8. 13. 3. 5 8. 27 13. 18
10a 7 b 6
b3 c5 10 9
3
4. 5 9. 14. a5n 4. 9. 6 14.
1 1
64 40 y5 z 2
25
5. 1 10. 100 1 15. 32 5. 1 10. 15.
9
1000000
Week 1 and 2
Learning Task 1 Learning Task 2 Learning Task 3
A. A. y x z k Equa- A. 1.Direct 2. Joint
3. Combined tion
4. Combined y x k Equa-
5. Combined2 y = 2xz tion
6 y = 6x
48
q  B. 1. q = 7p2 2. 10 2
p
48
p 192 3. 3q
4. y p= =4xz 80 y = 10x
q
2 3 6 3
Learning Task 4 6 2
48 12
1. 4.3 ft
B. B. 2. a. B. 21.5
3
y v w z k Equa-
p  t
2
kT 3. a. tion y x k Equa-
tion
P
V 5 5vw
30 30
y
7 y
B. It will increase 4 times
7z x
10vw 18 369
4. a. False b. True
y y
z 5 x
50
5
96 3
C. True d. False 2
2
E. True
8 5 2 24
6 5. k = π, Volume will in
6vw 168 crease by
68.75%
y 5
z
Answer Key