WHOLE BRAIN LEARNING SYSTEM

OUTCOME-BASED EDUCATION

SENIOR HIGH SCHOOL GRADE

Basic Calculus 11

3
LEARNING QUARTER

MODULE WEEK 8

1
 MODULE IN
BASIC CALCULUS

QUARTER 3
WEEK 8

Implicit Differentiation & Related Rates

Development Team

Writer: Romnick S. Castillo

Editors/Reviewers: Gregorio P. Agatep, Jr. Gerson Jeremy C. Antonio
Myla Fei Q. Martinez
Layout Artist: Romnick S. Castillo
Management Team:
Vilma D. Eda Arnel S. Bandiola
Lourdes B. Arucan Juanito V. Labao
Marlyn S. Ventura

2
 What I Need to Know

In your previous module, you have learned the different techniques in solving problems
using explicit differentiation. These techniques(differentiation rules and chain rule) will be
needed for you to deal with more complicated differentiation problems.

In this module, you will learn how implicit differentiation is being used in solving
problems on logarithmic, inverse trigonometric functions, and related rates. Don’t worry
because you will be provided a systematic procedure in studying the module.

There are activities in this module that you will answer on a separate sheet of paper to
track your learning progress.

Prepare yourself and find a comfortable place to study. You may begin!

Most Essential Learning Competency (MELC)

The learner:
1. solve problems (including logarithmic and inverse trigonometric functions) using
implicit differentiation; and
2. solve situational problems involving related rates.

Objectives: At the end of the module, the learners should be able to:
1. illustrate implicit differentiation vs. explicit differentiation;
2. illustrate the derivative of the natural logarithmic and inverse trigonometric
functions;
3. solve problems using implicit differentiation;
4. identify the process in solving problems involving related rates; and
5. solve situational problems involving related rates.

What I Know

Multiple Choice. Read the statements carefully and answer each item correctly.
𝑑𝑦
1. Find , 2𝑥 3 − 5𝑥𝑦 − 𝑦 2 = 3.
𝑑𝑥
6𝑥 2 −5𝑦 3+2𝑦 6𝑥 2 −5𝑦 6𝑥−2𝑦
A. B. C. D.
5𝑥+2𝑦 6𝑥 2 −5 2𝑦− 5𝑥 5
𝑑𝑦
2. Find the value of , 𝑦4 + 3𝑥𝑦 + 𝑥 = 2 at the point (2,0).
𝑑𝑥
1 1
A. -2 B. − C. − D. -6
2 6
𝑑𝑦
3. Find , 𝑥 2 + 𝑥𝑦 + 𝑦3 = 0.
𝑑𝑥
𝑥+ 3𝑦 2 2𝑥 2𝑥 + 𝑦 2𝑥
A. − B. − C. − D. −
2𝑥+𝑦 𝑥+ 3𝑦 2 𝑥+ 3𝑦 2 1 + 3𝑦 2
𝑑𝑦
4. Find the value of , 𝑥 2 − 3𝑥𝑦 + 𝑦 2 = 1 at the point (1,0).
𝑑𝑥
2 2
𝐴. − B. C. -1 D. 1
3 3
𝑑𝑦
5. Find , 𝑥 2 + 𝑦 2 = 1.
𝑑𝑥
𝑥 𝑥 1 1
𝐴. − B. C. D.
𝑦 𝑦 𝑥+ 𝑦 𝑥− 𝑦

3
 6. The slope of the tangent line to the curve 𝑦 2 + (𝑥𝑦 + 1)3 = 0 𝑎𝑡 (2, −1) is _____.
3 3 3
𝐴. − B. − C. 0 D.
2 4 4
7. The slope of the line tangent to the graph of 𝑙𝑛(𝑥 2 ) = 𝑦 at the point where x = 1 is __.
A. 0 b. 1 c. e d. 𝑒 2
𝑑𝑦
8. If 𝑦 2 − 2𝑥𝑦 = 16, then = ?
𝑑𝑥
𝑥 𝑦 𝑦 𝑦
𝐴. B. C. D.
𝑦−𝑥 𝑥−𝑦 𝑦−𝑥 2𝑦−𝑥
𝑑𝑦
9. Find , y = ln u, where u is a differentiable function of x.
𝑑𝑥
𝑑𝑢 1 𝑑𝑢
A. 0 B. 1 C. 𝑒 𝑥 ∙ D. ∙
𝑑𝑥 𝑢 𝑑𝑥
𝑑𝑦
10. Find , y = 𝑡𝑎𝑛−1 𝑢, where u is a differentiable function of x.
𝑑𝑥
1 𝑑𝑢 1 𝑑𝑢 1 𝑑𝑢 1 𝑑𝑢
𝐴. ∙ B. − ∙ C. ∙ D. − ∙
1+ 𝑢2 𝑑𝑥 1+ 𝑢2 𝑑𝑥 √1− 𝑢2 𝑑𝑥 √1− 𝑢2 𝑑𝑥

For numbers 11-15, refer to the situation below and complete the table that follows to
solve the problem.

Water is poured into a right circular conical container at the rate of 10 𝑐𝑚3 /sec. The cone
points directly down, and it has a height of 30 cm and a base radius of 10 cm. How fast is
the water level rising when the water is 4 cm deep (at its deepest point)?

Step 1: If possible, provide an illustration

for the problem that is valid for any time t.

Step 2: Identify those quantities that • Let V be the volume of the water inside
change with respect to time, and represent the cone at any time t.
them with variables. • Let h, r be the height and radius,
respectively, of the cone formed by the
volume of water at any time t.
Step 3: Write down any numerical facts
known about the variables. Interpret each
rate of change as the derivative of a 11._________________________
variable with respect to time. Remember
that if a quantity decreases over time, then
its rate of change is negative.
Step 4: Identify which rate of change is
being asked and under what particular 12._________________________
conditions this rate is being computed.
Step 5: Write an equation showing the The relationship between the three defined
relationship of all the variables by an variables is given by the volume of the cone:
equation that is valid for any time t. 𝜋
𝑉 = 𝑟2 ℎ
3

Observe that the rate of change of r is neither

given nor asked. This prompts us to find
a relationship between r and h. From the
illustration, we see that by the proportionality
relations in similar triangles, we obtain

4
 𝑟 10 ℎ
= or 𝑟 = .
ℎ 30 3
Thus,
𝜋 2 𝜋 ℎ 𝜋
𝑉= 𝑟 ℎ = ( )2 ℎ = ℎ3
3 3 3 27
Step 6: Differentiate the equation in (5)
implicitly with respect to t. 13._______________________

Step 7: Substitute into the equation,

obtained in (6), all values that are valid at
the particular time of interest. Sometimes,
some quantities still need to be solved by 14.________________________
substituting the particular conditions
written in (4) to the equation in (6). Then,
solve for what is being asked in the
problem.
Step 8: Write a conclusion that answers
the question of the problem. Do not forget 15.________________________
to include the correct units of
measurement

Lesson
IMPLICIT
1 DIFFERENTIATION

What’s In

ACTIVITY 1: Chain Rule Match Up!

This activity requires you to recall the concept of the Chain Rule to match the
function on Column A to its derivative on Column B

Column A Column B

1. f(x) = (3𝑥 2 + 1)2 A.

5𝑥
√5𝑥 2 −3

2. f(x) = √5𝑥 2 − 3 B. tan x sec x

3. f(x) = ln(sin x) C. cot x
4. f(x) = cos(𝑒 −𝑥 ) D. 36𝑥 3 + 12𝑥
5. f(x) =
1 E. 𝑒 −𝑥 𝑠𝑖𝑛(𝑒 −𝑥 )
𝑐𝑜𝑠 𝑥
F. 𝑠𝑖𝑛 𝑥 𝑒 −𝑐𝑜𝑠 𝑥

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 What’s New

IMPLICIT DIFFERENTIATION VS. EXPLICIT DIFFERENTIATION

A function can be explicit or implicit:
▪ Explicit: "y = some function of x". When we know x, we can calculate y directly.
▪ Implicit: “some function of y and x equals something else.” Knowing x does not
lead directly to y.

Example: Consider the standard equation of a unit circle with center at the origin.
𝑥 2 + 𝑦 2 = 𝑟2

Notice that the equation is not a function since

there will be repeated x-coordinates paired with the
same y-coordinate when listing some set of
ordered pairs. It is also clear by its graph shown at
figure 1. If we draw a vertical line in any part of the
graph, the vertical line touches two points on the
graph which refutes the vertical line test of a
function. Since, in differentiation we dealt with
slopes/equations of tangent line to any equation or
function, thus differentiation is not confined to
functions only.
Figure 1

Explicit Form Implicit Form

y = ±√𝑟 2 − 𝑥 2 𝑥 2 + 𝑦 2 = 𝑟2
In this form, y is expressed as a function of x. In this form, the function is expressed in
terms of both y and x.

A. EXPLICIT DIFFERENTIATION
Finding derivative using the explicit form of the equation.
Step 1: To solve this explicitly, we can solve the Chain Rule:
equation for y. ❖ Def.1: Let f be a function
Step 2: Then differentiate. differentiable at c and let g be a
Step 3: Then substitute the equation for y again. function differentiable at f(c).
Then the composition g ◦ f is
Example: Find y’, 𝑥 2 + 𝑦 2 = 𝑟 2 differentiable at c and
Solutions:Step 1: Solve for y:
▪ Subtract 𝑥 2 from both sides: 𝑦 2 = 𝑟 2 − 𝑥 2 𝑫𝒙 (g ◦ f)(c) = g’(f(c)) · f’(c).
▪ Square root: y = ±√𝑟 2 − 𝑥 2
▪ Let’s do the positive: y = √𝑟 2 − 𝑥 2 ❖ Def.2: If y is a differentiable
1 function of u defined by
▪ As a power: y = (𝑟 2 − 𝑥 2 ) 2
y = f(u) and u is a differentiable
Step 2: Differentiate:
1 1 function of x defined by u = g(x),
▪ Derivative (Chain Rule): y‘ = (𝑟 2 − 𝑥 2 )−2 (−2𝑥) then y is a differentiable function
2
1
of x, and the derivative of y with
▪ Simplify: y’ = −𝑥(𝑟 2 − 𝑥 2 )−2
−𝑥 respect to x is given by
▪ Simplify further: y’ = 1
(𝑟 2 − 𝑥 2 )2
𝒅𝒚 𝒅𝒚 𝒅𝒖
= ∙
𝒅𝒙 𝒅𝒖 𝒅𝒙

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Step 3: Substitute the equation for y:
1
−𝑥 −𝒙
▪ Now, because y = (𝑟 2 − 𝑥 2 )2. Hence, y’ = 1 will become y’ =
𝒚
(𝑟 2 − 𝑥 2 )2

Remark: The derivative of y = √𝑟 2 − 𝑥 2 and y = −√𝑟 2 − 𝑥 2 are the same. You may check the
answer by solving the derivative of y = −√𝑟 2 − 𝑥 2 .

B. IMPLICIT DIFFERENTIATION
There are three steps to do Implicit Differentiation
Step 1:Differentiate with respect to x
𝑑𝑦
Step 2: Collect all the on one side
𝑑𝑥
𝑑𝑦
Step 3: Solve for
𝑑𝑥

𝑑𝑦
Example: Find , 𝑥 2 + 𝑦 2 = 𝑟 2 .
𝑑𝑥
Solutions:
Step 1: Differentiate with respect to x:
𝑑 2 𝑑 𝑑
(𝑥 ) + (𝑦 2 ) = (𝑟 2 )
𝑑𝑥 𝑑𝑥 𝑑𝑥
Let’s solve each term:
𝑑
▪ Use the power Rule: (𝑥 2 ) = 2x
𝑑𝑥
𝑑 𝑑𝑦
▪ Use the chain rule: (𝑦 2 ) = 2y
𝑑𝑥 𝑑𝑥
𝑑
▪ 𝑟 2 is a constant, so its derivative is 0: (𝑟 2 ) = 0
𝑑𝑥
𝑑𝑦
▪ Which gives us: 2x + 2y =0
𝑑𝑥
𝒅𝒚
Step 2: Collect all the on one side:
𝒅𝒙
𝑑𝑦
▪ 2y = 0 – 2x
𝑑𝑥
𝑑𝑦
▪ 2y = – 2x
𝑑𝑥
𝒅𝒚
Step 3: Solve for :
𝒅𝒙
𝑑𝑦
▪ 2y = – 2x
𝑑𝑥
𝑑𝑦 −2𝑥
=
𝑑𝑥 2𝑦
𝒅𝒚 −𝒙
=
𝒅𝒙 𝒚

In the above explicit differentiation, we obtained the required derivative because we were
able to write y explicitly in terms of the variable x. That is, we were able to transform the original
equation into an equation of the form y = f(x), with the variable y on one side of the equation
and the other side consisting of an expression in terms of x.

However, there are many equations where it is difficult to express y in terms of x. Some
examples are:
a. 𝑦 3 + 4𝑦 2 + 3𝑥 2 + 10 = 0
b. 𝑠𝑖𝑛2 𝑥 = 4𝑐𝑜𝑠3 (2𝑦 + 5)
c. 𝑥 + 𝑦 3 = ln (𝑥𝑦 4 )

In this lesson, you will learn another method to obtain derivatives. The method is called
implicit differentiation.

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 What is It

Consider the following problems using Implicit Differentiation

1. Find the slope of the tangent line to the circle 𝑥 2 + 𝑦 2 = 5 at the point (−2, 1).
Step 1: Differentiate with respect to x:
𝑑 𝑑 𝑑
(𝑥 2 ) + (𝑦 2 ) = (5)
𝑑𝑥 𝑑𝑥 𝑑𝑥
Let’s solve each term:
𝑑
▪ Use the power Rule: (𝑥 2 ) = 2x
𝑑𝑥
𝑑 𝑑𝑦
▪ Use the chain rule: (𝑦 2 ) = 2y
𝑑𝑥 𝑑𝑥
𝑑
▪ 5 is a constant, so its derivative is 0: (5) = 0
𝑑𝑥
𝑑𝑦
▪ Which gives us: 2x + 2y =0
𝑑𝑥
𝒅𝒚
Step 2: Collect all the on one side:
𝒅𝒙
𝑑𝑦
▪ 2y = 0 – 2x
𝑑𝑥
𝑑𝑦
▪ 2y = – 2x
𝑑𝑥
𝒅𝒚
Step 3: Solve for :
𝒅𝒙
𝑑𝑦
▪ 2y = – 2x
𝑑𝑥
𝑑𝑦 −2𝑥
=
𝑑𝑥 2𝑦
𝒅𝒚 −𝒙
=
𝒅𝒙 𝒚

Substituting x = -2 and y = 1, we find that the slope is

𝒅𝒚 −𝒙 −(−𝟐)
= = =2
𝒅𝒙 𝒚 𝟏
Hence, the slope of the tangent line to the circle 𝑥 2 + 𝑦 2 = 5 at the point (−2, 1) is 2.

𝒅𝒚
2. Find for 𝑦 3 + 4𝑦 2 + 3𝑥 2 𝑦 + 10 = 0
𝒅𝒙
Step 1: Differentiate with respect to x:
𝑑 𝑑 𝑑 𝑑 𝑑
(𝑦 3 ) + (4𝑦 2 ) + (3𝑥 2 𝑦) + (10) = (0)
𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥
Let’s solve each term:
𝑑 𝑑𝑦
▪ Use the Chain Rule: (𝑦 3 ) = 3𝑦 2
𝑑𝑥 𝑑𝑥
𝑑 𝑑𝑦
▪ Use the Chain rule: (4𝑦 2 ) = 8y
𝑑𝑥 𝑑𝑥
𝑑 𝑑 𝑑 𝑑𝑦
▪ Use the product Rule: (3𝑥 2 𝑦) = 3𝑥 2 (𝑦) + 𝑦 (3𝑥 2 ) = 3𝑥 2 + 6𝑥𝑦
𝑑𝑥 𝑑𝑥 𝑑𝑥 𝑑𝑥
𝑑
▪ 10 is a constant, so its derivative is 0: (10) = 0
𝑑𝑥
𝑑
▪ 0 is a constant, so its derivative is 0: (0) = 0
𝑑𝑥
𝑑𝑦 𝑑𝑦 𝑑𝑦
▪ Which gives us: 3𝑦 2 + 8y + 3𝑥 2 + 6𝑥𝑦 +0=0
𝑑𝑥 𝑑𝑥 𝑑𝑥
𝒅𝒚
Step 2: Collect all the on one side:
𝒅𝒙
𝑑𝑦 𝑑𝑦 𝑑𝑦
▪ 3𝑦 2 + 8y + 3𝑥 2 = - 6xy
𝑑𝑥 𝑑𝑥 𝑑𝑥
2 2 𝑑𝑦
▪ (3𝑦 + 8𝑦 + 3𝑥 ) = – 6xy
𝑑𝑥

8
 𝒅𝒚
Step 3: Solve for :
𝒅𝒙
𝑑𝑦
(3𝑦 2 + 8𝑦 + 3𝑥 2 ) = – 6xy
𝑑𝑥
𝒅𝒚 −𝟔𝒙𝒚
=
𝒅𝒙 𝟑𝒚𝟐 +𝟖𝒚+ 𝟑𝒙𝟐

−𝟔𝒙𝒚
Thus, the derivative of 𝑦 3 + 4𝑦 2 + 3𝑥 2 𝑦 + 10 = 0 is .
𝟑𝒚𝟐 +𝟖𝒚+ 𝟑𝒙𝟐

𝑑𝑦
3. Find for cos(𝑦 2 − 3) = 𝑡𝑎𝑛−1 (𝑥 3 ) + ln 𝑦
𝑑𝑥
Step 1: Differentiating both sides gives:
𝑑 𝑑
(cos(𝑦 2 − 3)) = (𝑡𝑎𝑛−1 (𝑥 3 ) + ln 𝑦) Derivatives of the Natural
𝑑𝑥 𝑑𝑥
Let’s solve each term: Logarithmic and Inverse Tangent
𝑑𝑦 1 1 𝑑𝑦
▪ -sin (𝑦 2 − 3) ∙ 2y = 2
3 2 ∙ (3𝑥 ) + ∙ Functions
𝑑𝑥
1+(𝑥 ) 𝑦 𝑑𝑥
3𝑥 2
𝑑𝑦 1 𝑑𝑦 Suppose u is a function of x. Then,
▪ -2y sin (𝑦 2 − = 3) + ∙
1+𝑥 6
𝑑𝑥 𝑦 𝑑𝑥 𝑑 1 𝑑𝑢
𝒅𝒚 • (ln 𝑢) = ∙
Step 2: Collecting terms with : 𝑑𝑥 𝑢 𝑑𝑥
𝒅𝒙 𝑑 1 𝑑𝑢
𝑑𝑦 1 𝑑𝑦 3𝑥 2 • (𝑡𝑎𝑛 −1 𝑢) = ∙
2 𝑑𝑥 1+ 𝑢2 𝑑𝑥
▪ -2y sin (𝑦 − 3) - ∙ =
𝑑𝑥 𝑦 𝑑𝑥 1+𝑥 6
𝑑𝑦 2 1 3𝑥 2
▪ (-2y sin (𝑦 − 3) – ) =
𝑑𝑥 𝑦 1+𝑥 6 Note: 𝐷𝑥 cos(𝑥) = − sin 𝑥
𝒅𝒚
Step 3: Solving for :
𝒅𝒙
𝟑𝒙𝟐
𝒅𝒚 𝟏+𝒙𝟔
▪ = 𝟏
𝒅𝒙 −𝟐𝐲 𝐬𝐢𝐧 (𝒚𝟐 −𝟑) – 𝒚

Hence, the derivative of cos(𝑦 2 − 3) = 𝑡𝑎𝑛 −1 (𝑥 3 ) + ln 𝑦 is

𝟑𝒙𝟐
𝟏+𝒙𝟔 𝟑𝒙𝟐
𝟏 or 𝟏
−𝟐𝐲 𝐬𝐢𝐧 (𝒚𝟐 −𝟑) – (𝟏+𝒙𝟔 )[−𝟐𝐲 𝐬𝐢𝐧 (𝒚𝟐 −𝟑) – ]
𝒚 𝒚

What’s more

ACTIVITY 2: Differentiate Me!

This activity will require your knowledge and skills on implicit differentiation and chain
rule to solve each problem. Complete each step as your guide in answering each problem.

1. 𝑥 3 + 𝑦 3 = 8
Step 1: Differentiate with respect to x 2. 𝑡𝑎𝑛−1 (𝑥 + 3𝑦) = 𝑥 4
____________________
____________________ Step 1: Differentiate with respect to x
𝑑𝑦
Step 2: Collect all the on one side ____________________
𝑑𝑥
____________________ ____________________
𝑑𝑦
____________________ Step 2: Collect all the on one side
𝑑𝑥
𝑑𝑦
Step 3: Solve for ____________________
𝑑𝑥
____________________ ____________________
𝑑𝑦
____________________ Step 3: Solve for
𝑑𝑥
____________________
____________________

9
 3. 𝑙𝑛(3𝑥𝑦) = 𝑥 + 𝑥 5 4. Find the slope of the tangent line to
3
𝑥 3√𝑦 + 𝑦 √𝑥 = 10 at (1,8).
Step 1: Differentiate with respect to x Step 1: Differentiate with respect to x:
____________________ ____________________
____________________ ____________________
𝑑𝑦 𝑑𝑦
Step 2: Collect all the on one side Step 2: Collect all the on one side:
𝑑𝑥 𝑑𝑥
____________________ ____________________
____________________ ____________________
𝑑𝑦 𝑑𝑦
Step 3: Solve for Step 3: Solve for :
𝑑𝑥 𝑑𝑥
____________________ ____________________
____________________ ____________________
Step 4: Substituting x = 1 and y = 8, we find
that the slope is ______.

What I Have Learned

ACTIVITY 3: Deeper Understanding

Finding differentiation may be done implicitly or explicitly. In your understanding,
explain when to use Implicit differentiation and Explicit differentiation.

What I Can Do
ACTIVITY 4: Apply implicit technique
Solve the following using implicit differentiation.
3
1. Find the slope of the tangent line to 𝑥 3√𝑦 + 𝑦 √𝑥 = 16 at (2, 4).
2. Consider 𝑥𝑦 2 + 𝑥 2 𝑦 = 9.
𝑑𝑦
a. Find .
𝑑𝑥
b. Find the slope of the tangent line at the point (1, 2).
c. Find the point where the tangent line is horizontal.
d. Find the point where the tangent line is vertical.

10
 Lesson

2 RELATED RATES

What’s In

Imagine a water droplet falling into a still pond,

producing ripples that propagate away from the center.
Ideally, the ripples are concentric circles that increase
in radius (and area) as time goes on. Thus, the radius
and area of a single ripple are changing at rates related
to each other. This means that if we know how fast the
radius is changing, we should determine how fast the
area is changing at any point in time and vice versa.

Problems on related rates may also include conics, shadow, sliding ladder on a wall,
clock, travels, and other problems that show changing rates related to each other. For
example, how can we solve the rate of change in the situation below?

A water droplet falls onto a still pond and creates concentric circular ripples
that propagate away from the center. Assuming that the area of a ripple is increasing at
𝑐𝑚2
the rate of 2π , find the rate at which the radius is increasing at the instant when
𝑠
the radius is 10 cm.

What’s New

Recall that aside from being the slope of the tangent line to a function at a point, the
derivative is also interpreted as a rate of change. The sign of the derivative indicates whether
the function is increasing or decreasing.

Suppose the graph of a differentiable function is

increasing. This means that as x increases, the y-value also
increases. Hence, its graph would typically start from the
bottom left and increase to the top right of the frame. Refer to
the figure 1.

Observe that the tangent line to the graph at any point

slants to the right and therefore, has a positive slope. This, in
fact, describes increasing differentiable functions: A
differentiable function is increasing on an interval if its
derivative is positive on that interval. Figure 1

11
 Similarly, a differentiable function is decreasing on an
interval if and only if its derivative is negative on that interval.
Refer to figure 2.

Figure 2

Remark
Let x be a differentiable function which represents a quantity that changes with time t, then
𝑑𝑥
• is the rate of change of x with respect to t;
𝑑𝑡
𝑑𝑥
• is positive if and only if x increases with time; and
𝑑𝑡
𝑑𝑥
• is negative if and only if x decreases with time.
𝑑𝑡
𝑑𝑥 𝑢𝑛𝑖𝑡 𝑜𝑓 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑥
The unit of measurement of is .
𝑑𝑡 𝑢𝑛𝑖𝑡 𝑜𝑓 𝑚𝑒𝑎𝑠𝑢𝑟𝑒𝑚𝑒𝑛𝑡 𝑜𝑓 𝑡

A related rates problem concerns the relationship among the rates of change of
several variables with respect to time, given that each variable is also dependent on the others.
In particular, if y is dependent on x, then the rate of change of y with respect to t is dependent
𝑑𝑦 𝑑𝑥
on the rate of change of x with respect to t, that is, is dependent on .
𝑑𝑡 𝑑𝑡

Suggestions in solving problems involving related rates:

1. If possible, illustrate the problem that is valid for any time t.
2. Identify those quantities that change with respect to time, and represent them with variables.
(Avoid assigning variables to constant quantities, that is, which do not change with respect
to time. Label them right away with the values provided in the problem.)
3. Write down any numerical facts known about the variables. Interpret each rate of change
as the derivative of a variable with respect to time. Remember that if a quantity decreases
over time, then its rate of change is negative.
4. Identify which rate of change is being asked and under what particular conditions this rate
is being computed.
5. Write an equation showing the relationship of all the variables by an equation that is valid
for any time t.
6. Differentiate the equation in (5) implicitly with respect to t.
7. Substitute into the equation, obtained in (6), all values that are valid at the particular time of
interest. Sometimes, some quantities still need to be solved by substituting the particular
conditions written in (4) to the equation in (6). Then, solve for what is being asked in the
problem.
8. Write a conclusion that answers the question of the problem. Do not forget to include the
correct units of measurement

12
 What Is It

Going back to our question on water droplets above, we will solve this step-by-step
using the guidelines.

A water droplet falls into a still pond and creates concentric circular ripples
that propagate away from the center. Assuming that the area of a ripple is increasing at
𝑐𝑚2
the rate of 2π ,find the rate at which the radius is increasing at the instant when
𝑠
the radius is 10 cm.
Step 1: If possible, illustrate the
problem that is valid for any time t.

Step 2: Identify those quantities that Let r and A be the radius and area, respectively,
change with respect to time, and of a circular ripple at any time t.
represent them with variables.
Step 3: Write down any numerical facts 𝑑𝐴
The given rate of change is = 2𝜋
known about the variables. Interpret 𝑑𝑡

each rate of change as the derivative of

a variable with respect to time.
Remember that if a quantity decreases
over time, then its rate of change is
negative.
Step 4: Identify which rate of change is 𝑑𝑟
We are asked to find at the instant when r = 10
being asked and under what particular 𝑑𝑡

conditions this rate is being computed.

Step 5: Write an equation showing the The relationship between A and r is given by the
relationship of all the variables by an formula for the area of a circle:
equation that is valid for any time t. 𝐴 = 𝜋𝑟 2
Step 6: Differentiate the equation in (5) We now differentiate implicitly with respect to
implicitly with respect to t. time. (Be mindful that all quantities
here depend on time, so we should always apply
the Chain Rule.)
𝑑𝐴 𝑑𝑟
= 𝜋(2𝑟)
𝑑𝑡 𝑑𝑡
Step 7: Substitute into the equation, 𝑑𝐴
Substituting = 2𝜋 and r = 10 gives
𝑑𝑡
obtained in (6), all valid values at the 𝑑𝑟
particular time of interest. Sometimes, 2𝜋 = 𝜋 ∙ 2(10)
some quantities still need to be solved 𝑑𝑡
𝑑𝑟 1
by substituting the particular conditions =
written in (4) to the equation in (6). 𝑑𝑡 10
Then, solve for what is being asked in
the problem.
Step 8: Write a conclusion that answers The radius of a circular ripple is increasing at the
the question of the problem. Do not 1
rate of 𝑐𝑚/𝑠.
10
forget to include the correct units of
measurement

13
Another example,
1. Water is pouring into an inverted right circular cone at the rate of 8 cubic meters per
minute. If the height of the cone is 12 meters and the radius of its base is 6 meters, how
fast is the water level rising when the water is 4-meter deep?

Step 1: If possible, illustrate the

problem that is valid for any time t.

Step 2: Identify those quantities that Let V be the volume of the water inside the cone
change with respect to time, and at any time t. Let h, r be the height and radius,
represent them with variables. respectively, of the cone formed by the volume of
water at any time t.
Step 3: Write down any numerical facts 𝑑𝑉
The given rate of change is =8
known about the variables. Interpret 𝑑𝑡

each rate of change as the derivative of

a variable with respect to time.
Remember that if a quantity decreases
over time, then its rate of change is
negative.
Step 4: Identify which rate of change is 𝑑ℎ
We are asked to find when h = 4.
being asked and under what particular 𝑑𝑡

conditions this rate is being computed.

Step 5: Write an equation showing the The relationship between the three defined
relationship of all the variables by an variables is given by the volume of the cone:
equation that is valid for any time t. 𝜋
𝑉 = 𝑟2 ℎ
3

Observe that the rate of change of r is neither

given nor asked. This prompts us to find
a relationship between r and h. From the
illustration, we see that by the proportionality
relations in similar triangles, we obtain
𝑟 6 ℎ
= or 𝑟 = .
ℎ 12 2
Thus,
𝜋 𝜋 ℎ 𝜋
𝑉 = 𝑟 2 ℎ = ( )2 ℎ = ℎ3
3 3 2 12
Step 6: Differentiate the equation in (5) We now differentiate implicitly with respect to
implicitly with respect to t. time. (Be mindful that all quantities
here depend on time, so we should always apply
Chain Rule.)
𝑑 𝑑 𝜋
(𝑉) = ( ℎ3 )
𝑑𝑡 𝑑𝑡 12

𝑑𝑉 𝜋 𝑑ℎ
= ℎ2
𝑑𝑡 4 𝑑𝑡
Step 7: Substitute into the equation, 𝑑𝑉
Substituting = 8 and h = 4 gives
obtained in (6), all valid values at the 𝑑𝑡
𝜋 𝑑ℎ
particular time of interest. Sometimes, 8= (4)2
4 𝑑𝑡
some quantities still need to be solved

14
by substituting the particular conditions 𝑑ℎ 32 2
written in (4) to the equation in (6). = =
𝑑𝑡 16𝜋 𝜋
Then, solve for what is being asked in
the problem.
Step 8: Write a conclusion that answers The water level inside the cone is rising at the
the question of the problem. Do not 2
rate of 𝑚𝑒𝑡𝑒𝑟𝑠/𝑚𝑖𝑛𝑢𝑡𝑒.
𝜋
forget to include the correct units of
measurement

2. A ladder 10 meters long is leaning against a wall. If the bottom of the ladder is being
pushed horizontally towards the wall at 2 m/s, how fast is the top of the ladder moving
when the bottom is 6 meters from the wall?(Assume that the ground is levelled and the wall
is vertically perpendicular to the ground)

Step 1: If possible, illustrate the

problem that is valid for any time t.

Step 2: Identify those quantities that Let x be the distance between the bottom of the
change with respect to time, and ladder and the wall. Let y be the distance between
represent them with variables. the top of the ladder and the ground (as shown).
***Note that a variable does not represent the
length of the ladder as it is constant.
Step 3: Write down any numerical 𝑑𝑥
The given rate of change is = −2
facts known about the variables. 𝑑𝑡

Interpret each rate of change as the

(Observe that this rate is negative since the
derivative of a variable with respect to
quantity x decreases with time.)
time. Remember that if a quantity
decreases over time, then its rate of
change is negative.
Step 4: Identify which rate of change 𝑑𝑦
We are asked to find at the instant when x = 6.
𝑑𝑡
is being asked and under what
particular conditions this rate is being
computed.
Step 5: Write an equation showing the Observe that the wall, the ground, and the ladder
relationship of all the variables by an determine a right triangle. Hence, the relationship
equation that is valid for any time t. between x and y is given by the Pythagorean
Theorem:

𝑥 2 + 𝑦 2 = 100
Step 6: Differentiate the equation in We now differentiate implicitly with respect to time.
(5) implicitly with respect to t. (Be mindful that all quantities
here depend on time, so we should always apply
the Chain Rule.)

𝑑𝑥 𝑑𝑦
2𝑥 + 2𝑦 =0
𝑑𝑡 𝑑𝑡

15
 Before we proceed to the next step, we ask
ourselves if we already have everything we need.

𝑑𝑥 𝑑𝑦
So, is given, is the quantity required, x is
𝑑𝑡 𝑑𝑡
given, BUT, we still do not have y. This is easy to
solve by substituting the given condition x = 6 into
the equation in (5). So,
62 + 𝑦 2 = 100
𝑦 = √100 − 36 = √64 = 8
Step 7: Substitute into the equation, 𝑑𝑥
Substituting = −2, x = 6, and y = 8 gives
𝑑𝑡
obtained in (6), all valid values at the
particular time of interest. Sometimes, 𝑑𝑦
some quantities still need to be solved 2(6)(-2) + 2(8) =0
𝑑𝑡
by substituting the particular
conditions written in (4) to the 𝑑𝑦 24 3
= =
equation in (6). Then, solve for what is 𝑑𝑡 16 2

being asked in the problem.

Step 8: Write a conclusion that The distance between the top of the ladder and the
answers the question of the problem. ground is increasing at the rate of 1.5 𝑚/𝑠.
Do not forget to include the correct
units of measurement

3. A person is standing near a light pole. The pole is 30 ft tall, and the person is 5 feet tall.
1
The person walking away from the light pole at ft per second creates a shadow behind
2
her. At what rate is the length of the shadowing increasing when the person is 20 ft
away from the pole?

Step 1: If possible, illustrate the

problem that is valid for any time t.

Step 2: Identify those quantities that Let x be the distance between the person and the
change with respect to time, and light pole, y be the length of the shadow, and z
represent them with variables. be the length of the pole.
Step 3: Write down any numerical facts 𝑑𝑥 1
The given rate of change is =
known about the variables. Interpret 𝑑𝑡 2

each rate of change as the derivative of

x = 20, z = 30
a variable with respect to time.
Remember that if a quantity decreases
over time, then its rate of change is
negative.
Step 4: Identify which rate of change is 𝑑𝑦
We are asked to find .
being asked and under what particular 𝑑𝑡

conditions this rate is being computed.

Step 5: Write an equation showing the Many might be tempted to use the Pythagoras
relationship of all the variables by an Theorem formula; however, we see two triangles.
equation that is valid for any time t. We could see that the two triangles are similar,

16
 so it would be wise to use similar triangles here.
Note that the ratio of the big triangle’s legs and
the small triangle should be the same. In other
words,
30 𝑥+𝑦
=
5 𝑦
30y = 5x + 5y
25y = 5x
1
y= 𝑥
5

Step 6: Differentiate the equation in (5) We now differentiate implicitly with respect to
implicitly with respect to t. time. (Be mindful that all quantities here depend
on time, so we should always apply Chain Rule.)
𝑑𝑦 1 𝑑𝑥
=
𝑑𝑡 5 𝑑𝑡

Step 7: Substitute into the equation, 𝑑𝑥 1

Substituting = , gives
obtained in (6), all valid values at the 𝑑𝑡 2

particular time of interest. Sometimes, 𝑑𝑦 1 1

some quantities still need to be solved = ( )
by substituting the particular conditions 𝑑𝑡 5 2
written in (4) to the equation in (6). 𝑑𝑦 1
Then, solve for what is being asked in = 𝑓𝑡/𝑠𝑒𝑐.
the problem. 𝑑𝑡 10

Step 8: Write a conclusion that answers The rate at which the shadow is increasing is
the question of the problem. Do not 1
𝑓𝑡/𝑠𝑒𝑐.
10
forget to include the correct units of
measurement

What’s More

Activity 1: Fill in the table

This activity will require your skills in following the different steps in solving related
rates problems. As you follow each step and with your understanding, you will arrive at the
correct answer.

1. A cone is 30 cm tall and has a radius of 5 cm. Initially, it is full of water, but the water level
falls at a constant rate of 1 cm per second. At what rate is the water draining from the cone?

Step 1: If possible, illustrate the problem that is valid for

any time t.
Step 2: Identify those quantities that change with respect
to time, and represent them with variables.
Step 3: Write down any numerical facts known about the
variables. Interpret each rate of change as the derivative
of a variable with respect to time. Remember that if a
quantity decreases over time, then its rate of change is
negative.
Step 4: Identify which rate of change is being asked and
under what particular conditions this rate is being
computed.

17
Step 5: Write an equation showing the relationship of all
the variables by an equation that is valid for any time t.
Step 6: Differentiate the equation in (5) implicitly with
respect to t.
Step 7: Substitute into the equation, obtained in (6), all
values that are valid at the particular time of interest.
Sometimes, some quantities still need to be solved by
substituting the particular conditions written in (4) to the
equation in (6). Then, solve for what is being asked in the
problem.
Step 8: Write a conclusion that answers the question of
the problem. Do not forget to include the correct units of
measurement

2. A balloon, in the shape of a right circular cylinder, is being inflated in such a way that the
radius and height are both increasing at the rate of 3 cm/s and 8 cm/s, respectively. What is
the rate of change of its total surface area when its radius and height are 60 cm and 140 cm,
respectively?

Step 1: If possible, illustrate the problem that is valid for

any time t.
Step 2: Identify those quantities that change with respect
to time, and represent them with variables.
Step 3: Write down any numerical facts known about the
variables. Interpret each rate of change as the derivative
of a variable with respect to time. Remember that if a
quantity decreases over time, then its rate of change is
negative.
Step 4: Identify which rate of change is being asked and
under what particular conditions this rate is being
computed.
Step 5: Write an equation showing the relationship of all
the variables by an equation that is valid for any time t.
Step 6: Differentiate the equation in (5) implicitly with
respect to t.
Step 7: Substitute into the equation, obtained in (6), all
valid values at the particular time of interest. Sometimes,
some quantities still need to be solved by substituting the
particular conditions written in (4) to the equation in (6).
Then, solve for what is being asked in the problem.
Step 8: Write a conclusion that answers the question of
the problem. Do not forget to include the correct units of
measurement

What I Have Learned

Activity 2: Reflection Writing

As you go through the problem solving on related rates, in what part of the eight steps
you work well? At what part of the steps have challenged you? How do you able to overcome?

18
 What I Can Do

Activity 3: Solve me completely

This activity will require a deeper understanding of solving related rates problems. You
will be rated according to the rubric below.

Show the solution on the problem below by using the steps shown in the module:
A ladder 8 meters long is leaning against a wall. If the bottom of the ladder is being pulled
horizontally away from the wall at 2 meters per second, how fast is the top of the ladder
moving when the bottom is 3 meters from the wall?

Analytic Rubric
CATEGORY 4 3 2 1 Score
Outstanding Satisfactory Developing Beginning
Mathematical 87.50-100% of 74.90-87.40% 62.30-74.80% More than
Errors the steps of the of the steps of of the steps of 62.30% of the
solutions have the solutions the solutions steps of the
no mathematical have no have no solutions have
errors mathematical mathematical mathematical
errors errors errors
Neatness The work is The work is The work is The work
and presented in a presented in a presented in appers sloppy
Organization neat, clear, neat and an organized and
organized organized fashion but unorganized. It
fashion that is fashion that is maybe hard to is hard to know
easy to read. usually easy to read at times. what information
read. goes together.
Diagrams Diagrams Diagrams Diagrams Diagrams and/or
and Sketches and/or sketches and/or and/or sketches are
are clear and sketches are sketches are difficult to
greatly add to clear and easy somewhat understand or
the reader’s to understand difficult to are not used.
understanding understand
of the
procedure(s).
Total

Assessment

Multiple Choice. Read the statements carefully and answer each item correctly.
𝑑𝑦
1. Given ln(xy) = x, find .
𝑑𝑥
𝑥−1 𝑦−1 𝑦(𝑥−1) 𝑦
A. B. C. D.
𝑥 𝑥 𝑥 𝑥−1
𝑑𝑦
2. If 𝑦 = 𝑥𝑦 + 𝑥 2 + 1, then, at that point(-1,1), is ____.
𝑑𝑥

19
 1 1
A. B. − C.-1 D. -2
2 2
𝑑𝑦
3. If 𝑥 + 𝑦2
2 = 25, what is the value of at the point (4,3)?
𝑑𝑥
1 2 4
A. − B. − C.-1 D. −
3 3 3
𝑑𝑦
4. If 𝑥 3 + 3𝑥𝑦 + 2𝑦 3 = 17, then in terms of x and y, = _______?
𝑑𝑥
𝑥 2 +𝑦 𝑥 2 +𝑦 𝑥 2 +𝑦 𝑥 2 +𝑦
A. − B. − C. − D. −
𝑥 2 +2𝑦 2 𝑥+𝑦 2 𝑥+2𝑦 2𝑦 2
𝑑𝑦
5. Given 𝑥 3 + 𝑦 3 = 8, find
𝑑𝑥
1 1 3𝑥 2 +𝑦 𝑥2
A. − B. − C. − D. −
3(𝑥 2 +𝑦 2 ) 3𝑥 2 +2𝑦 2 2𝑦 2 3(𝑥 2 +𝑦 2 )

For numbers 6-10, refer to the situation below and supply the following table to solve
the problem.
An automobile traveling at the rate of 20 m/s is approaching an intersection. When the
automobile is 100 meters from the intersection, a truck traveling at the rate of 40 m/s crosses
the intersection. The automobile and the truck are on perpendicular roads. How fast is the
distance between the truck and the automobile changing two seconds after the truck leaves
the intersection?

Step 1: If possible, illustrate the problem that is

valid for any time t. automobile

truck
Step 2: Identify those quantities that change with Let a be the automobile approaching
respect to time, and represent them with variables. an intersection, b the truck crosses
the intersection, and c be the distance
between the truck and the automobile
at any time t.
Step 3: Write down any numerical facts known 6. _____________________
about the variables. Interpret each rate of change
as the derivative of a variable with respect to time.
Remember that if a quantity decreases over time,
then its rate of change is negative.
Step 4: Identify which rate of change is being 7. ______________________
asked and under what particular conditions this
rate is being computed.
Step 5: Write an equation showing the relationship 𝑎2 + 𝑏 2 = 𝑐 2
of all the variables by an equation that is valid for
any time t.
Step 6: Differentiate the equation in (5) implicitly 8. ______________________
with respect to t.
Step 7: Substitute into the equation, obtained in 9. ______________________
(6), all valid values at the particular time of interest.
Sometimes, some quantities still need to be solved
by substituting the particular conditions written in
(4) to the equation in (6). Then, solve for what is
being asked in the problem.
Step 8: Write a conclusion that answers the 10. ______________________
question of the problem. Do not forget to include
the correct units of measurement

20
Answer Key

21
22
23
References
Department of Education. 2016. Basic Calculus Teaching Guide for Senior High School.
Commission on Higher Education. Quezon City.

Basic Calculus Related Rates. Retrieved from

https://www.coursehero.com/file/78834338/lesson-10pdf/. Page 1 of 5

Introduction to related rates in calculus | StudyPug. Retrieved from

https://www.studypug.com/calculus-help/related-rates

https://www.jiskha.com/questions/1368563/water-is-pouring-into-a-conical-cistern-at-the-
rate-of-8-m-3-minute-if-the-height-of-the

https://www.reddit.com/r/cheatatmathhomework/comments/60rwc5/analytical_geometry/

https://www.mathsisfun.com/calculus/implicit-differentiation.html

https://www.whitman.edu/mathematics/calculus_online/section06.02.html

https://www.cliffsnotes.com/study-guides/calculus/calculus/applications-of-the-
derivative/related-rates-of-change

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