Patrick Lorenz P.

Villar BSED-MATHEMATICS AUGUST 5, 2019 EDUC 206

FORMATIVE ASSESSMENT PLAN

GRADE 9- MATHEMATICS
1ST QUARTER GRADING PERIOD
I- CONTENT II- PERFORMANCES III- LEARNING IV- LEARNING V- TOPICS /
STANDARDS STANDARDS COMPETENCY OUTCOMES SUB-
TOPICS

A. 1 General Learning
 The learner is able Outcomes
to investigate  The students are Chapter 1:
 The learner relationships in able to solve Quadratic
should various situations, Mathematical Equations,
demonstrates formulate real life Problems in Inequalities &
understanding problems involving Quadratic Functions
of key concepts Quadratic 1. ILLUSTRATES Equations
of Quadratic Equations, QUADRATIC Lesson 1.1-
Equations, Inequalities & EQUATIONS B. At least 3 Specific QUADRATIC
Inequalities & functions and Learning EQUATIONS
functions and Rational Algebraic Outcomes
Rational Equations and  Each students 1.1.1.- Defining a
Algebraic Solve them using a prepares the Quadratic
Equations. variety of strategies definition of Equations
Quadratic 1.1.2- Solving
Equations Quadratic
 The students are Equations
able to solves the by Factoring
Quadratic
 Equations by 1.1.2.1- Solving
Factoring Quadratic
Equations of the
 The students are Form
able to relates the 𝐚𝐱 𝟐 + 𝐛𝐱 = 𝟎
Quadratic 1.1.2.2- Solving
Equations in real Quadratic
life Equations of the
Form
𝐚𝐱 𝟐 + 𝐛𝐱 + 𝐜 = 𝟎

A. 1 General
Learning
Outcomes Lesson 1.2-
 The students are SOLVING
2. Solves able to solve QUADRATIC
Quadratic Mathematical EQUATIONS BY
Equations by: Problems in THE SQUARE
(a) extracting Quadratic Equations ROOT,
square roots; COMPLETING
(b) Factoring B. At least 3 Specific THE SQUARE
(c) Completing Learning METHODS
the square & Outcomes
(d) Using the  The students are able 1.2.1- Square Root
Quadratic to computes using Method
Formula the Quadratic 1.2.2- Completing
Formula the Square Method
 The students are 1.2.3- Problem
able to solves the Solving
Square roots,
factoring and
 Completing the
square
 The students are
able to shows a
solution in each
Quadratic
Equations

A.1 General Learning

Outcomes
 The students are
able to solve
Mathematical
Problems using the
Discriminant Lesson 1.3-
3. Characterizes Formula. QUADRATIC
the roots of a FORMULA
Quadratic B. At least 3 Specific
Equation using Learning Outcomes 1.3.1- Solving
the using the
Discriminant  Each students are Quadratic Formula
able to prepares a 1.3.2- The
definition of Discriminant
Discriminant 1.3.3- Writing
 The students are Equations from
able to predicts the Solutions
roots of a
Quadratic Equation
using the
Discriminant
 The students are
able to solves the
problem using
 discriminant formula

A.1 General Learning

Outcomes
 The students are
able to knows the
common terms
between the
coefficient & the
roots of Quadratic
Equation

B. At least 3 Lesson 1.4-

4. Describe the Specific Learning ROOTS AND
relationship Outcomes COEFFICIENTS
between the OF QUADRATIC
coefficients and  The students are EQUATIONS
the roots of a able to describe
Quadratic the relationship 1.4.1- Relation of
Equation between the Roots
coefficients and the
roots of a
Quadratic Equation
 The students are
able to identifies
the relation
between roots and
coefficients of a
quadratic equation
 The students are
able to defines the
 meaning of
coefficients and
roots

A.1 General Learning

Outcomes

 The students are

able to solves
mathematical
Equations
Transformable to
5. Solves Quadratic
Equations Equations Lesson 1.5-
transformable Solving Rational
to Quadratic B. At least 3 Specific Algebraic
Equations Learning Equations
(including Outcomes Transformable to
Rational Quadratic Equation
Algebraic
Equations  The students are
able to solves
Rational Algebraic
Equations to
Quadratic Equation
 The students are
able to shows a
solution in solving
the Rational
Algebraic
Equations
 The students are
able to discovers
 how the Rational
Algebraic
Equations
Transformable
become a
Quadratic Equation

A.1 General Learning

Outcomes

 The students are

able to solves
mathematical Lesson 1.6-
problem involving Solving Problems
6. Solves Quadratic and involving Quadratic
problems Algebraic Equations and
involving Equations Rational Algebraic
Quadratic Equations
Equations and B. At least 3 Specific
Rational Learning 1.6.1- Solving
Algebraic Outcomes Rational Algebraic
Equations Equations
 The students are 1.6.2- Solving
able to shows a using the
solution in solving Quadratic
Rational Algebraic Equations
Equations
 The students are
able to prepares an
example both the
Quadratic
Equations and
 Rational Algebraic
Equations
 The students are
able to discovers
on how to solve a
problems involving
Quadratic
Equations and
Rational Algebraic
Equations

A.1 General Learning

Outcomes

 The students are

able to knows the
7. Illustrates basic concepts of Lesson 7.1-
Quadratic Quadratic QUADRATIC
Inequalities Inequalities INEQUALITIES

B. At least 3 Specific
Learning
Outcomes

 The students are

able to describes
Quadratic
Inequalities
  The students are
able to defines the
meaning of
Quadratic
Inequalities
 The students are
able to labels their
answers in
graphing form

A.1 General Learning

Outcomes
Lesson 8.1-
 The students are SOLVING
able to solves QUADRATIC
8. Solves mathematical INEQUALITIES
Quadratic problem in
Inequalities Quadratic 8.1.1- Solutions to
Inequalities Quadratic
Inequalities
B. At least 3 Specific 8.2.1- Solving
Learning Quadratic
Outcomes Inequalities

 The students are

able to solves
Quadratic
Inequalities
  The students are
able to predicts in
solving Quadratic
Inequalities
 The students are
able to shows a
solution in solving
Quadratic
Inequalities

A.1 General Learning

Outcomes

 The students are

9. Solves able to solves Lesson 9.1-
problems mathematical Solving Problems
involving problem involving Involving Quadratic
Quadratic Quadratic Inequalities
Inequalities Inequalities

B. At least 3 Specific
Learning
Outcomes
  The students are
able to solves a
word problem
 The students are
able to prepares an
example in solving
the Quadratic
Inequalities
 The students are
able to use the
formula of
Quadratic
Inequalities

A.1 General Learning

Outcomes

 The students are

able to applies
concepts and
10. Models real-life principles to new Lesson 10.1-
situations using situations using the Applying Quadratic
Quadratic Quadratic functions functions to Real-
functions in real-life Life Situations

B. At least 3 Specific
Learning
Outcomes

 The students are

able to relates in
real life situations
 using the Quadratic
functions
 The students are
able to produces
an example using
the Quadratic
functions in real life
situations
 The students are
able to solve a
situation in real life
using the Quadratic
functions

A.1 General Learning

Outcomes

 The students are

able to constructs Lessons 11.1-
11. Represents a charts and graphs Graphing
Quadratic in solving Quadratic
function using: Quadratic function Functions
(a) Table of
values B. At least 3 Specific 11.1.1- Table of
(b) Graph & Learning values to graph
(c) Equation Outcomes each equations

 The students are

able to uses a
 graph in solving
Quadratic function
 The students are
able solve
Quadratic functions
 The students are
able to computes
the quadratic
function using the
table of values,
graph and
evaluation
Lesson 12.1-
12. Transform the Vertex Form of
quadratic Quadratic
function A.1 General Learning Functions
defined by 𝒚 = Outcomes
𝒂𝒙𝟐 + 𝒃𝒙 + 𝒄 12.1.1- Writing
into the form  The students are Quadratic
𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝑲 able to solves Equations in the
mathematical form
problems by 𝒚 = 𝒂(𝒙 − 𝒉)𝟐 + 𝒌
transforming the
quadratic function
into the form of

B. At least 3
Specific
Learning
Outcomes
 The students are
able to discover on
how to convert a
Quadratic from
Standard Form to
Vertex Form by
Completing the
Square
 The students are
able to solves
mathematical
equation by
transforming the
formula of 𝑎𝑥 2 +
𝑏𝑥 + 𝑐 into the form
of 𝑦 = 𝑎(𝑥 − ℎ)2 +
𝑘
 The students are
able to shows a
formula on
converting a
quadratic form 𝑦 =
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 to
vertex form,𝑦 =
𝑎(𝑥 − ℎ)2 + 𝑘 in
completing the
square
 A.1 General Learning
Outcomes

 The students are

able to constructs
charts and graphs
in solving
Quadratic Function
Domain, Range,
13. Graphs a Intercepts, Axis of
Quadratic Symmetry, Vertex Lesson 13.1-
function: and direction of the Graphing
(a) Domain; opening of the Quadratic
(b) range; Parabola Functions
(c)intercepts
(d) axis of B. At least 3 13.1.1- Domain
symmetry Specific Learning 13.2.1- Range
(e)vertex Outcomes 13.3.1- Intercepts
(f)direction of 13.4.1- Axis of
the opening of  The students are Symmetry
the Parabola able to uses a 13.5.1- Vertex
graph in solving the 13.6.1- Parabola
6 Quadratic
functions

 The students are

able to predicts the
6 Quadratic
Function by
graphing
  The students are
able to computes
the Quadratic
function using the
Domain, Range,
Intercepts, Axis of
Symmetry, Vertex
and direction of the
opening of the
Parabola

A.1 General Learning

Outcomes

14. Analyzes the  The students are

effects of able to analyzes the
changing the organizational
values of a, h structure of a work
and k in the effects of changing Lesson 14.1-
equation, 𝒚 = the values of a, h Effects on
𝒂(𝒙 − 𝒉)𝟐 + k of and k in the changing the a, h
a quadratic equation, 𝑦 = 𝑎(𝑥 − and k in the
function on its ℎ)2 + 𝑘 equation of 𝑦 =
graph 𝑎(𝑥 − ℎ)2 + 𝑘
B. At least 3 Specific
Learning
Outcomes

 The students are

able to illustrates
in changing the
 values of a, h & k
in the form of 𝑦 =
𝑎(𝑥 − ℎ)2 + 𝑘

 The students are

able to identifies
the values of a, h
and k in the
Equation
 The students are
able to points out
the importance on
how to analyzes
the effects of
changing the
values of a, h and
k in the equation,
𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘

15. Determines the

equation of a A.1 General Learning
Quadratic Outcomes Lesson 15.1-
function given: Determines the
 The students are Equation of a
(a) Table of able to interpret Quadratic
Values charts and graphs Functions
(b) Graph in determining the
(c) Zeros Quadratic Function
 B. At least 3
Specific Learning
Outcomes

 The students are

able to converts
the quadratic
function into Table
of Values, Graph 15.1.1- Table of
and Zeros Values
 The students are 15.2.1- Graph
able to gives 15.3.1- Zeros
examples related
to the Topic
 The students are
able to explains on
how to determine
the equation of
each Quadratic
equation given in
the Learning
Competency

16. Solves A.1 General Learning Lesson 16.1-

problems Outcomes Solving Problems
involving involving Quadratic
Quadratic functions
functions
  The students are
able to solves
mathematical

problem involving
Quadratic functions

B. At least 3 Specific
Learning
Outcomes

 The students are

able to solves
problem solving
involving
Quadratic
functions
 The students are
able to prepares
an examples of
problem solving
 The students are
able to shows a
solution on
solving problems
in Quadratic
functions

VI- REFERENCES
 VII- FORMATIVE ASSESSMENT STRATEGY

TOPICS WHAT IS THE DESCRIPTION ADVANTAGE MATERIALS MECHANICS

ACTIVITY OF THE OF THE NEEDED
ACTIVITY ACTIVITY

First, the teacher

The BOUNCE- will pass the ball to
BOUNCE PASS the 1 student.
means the The advantage of Then after that
The activity is students are able this activity is to they will answer
ILLUSTRATES entitled to pass the ball to test the SMALL BALL the given question
QUADRATIC “BOUNCE- their classmates knowledge of the about solving
EQUATIONS BOUNCE PASS” inside the room. It students if they Quadratic
is a form of are listening to Equations.
assessment the class. The
seems to share students must be
their ideas at the prepared all the Afterwards, once
end of the lesson. time. who answer the 1st
question he/she
will pass the ball to
his/her
classmates.
 DESCRIPTION MATERIALS
TOPICS WHAT IS THE OF THE ADVANTAGE NEEDED MECHANICS
ACTIVITY ACTIVITY OF THE
ACTIVITY

The mechanics of
this activity is the
Solves students will be
Quadratic able to make a
Equations by: The advantage of label like
(a) extracting The Four Corners this activity is the STRONGLY
square roots; means the students will test AGREE, AGREE,
(b) Factoring students are able their learnings CONSTRUCTION DISAGREE &
(c) Completing The activity is to go out of their towards the PAPER STRONGLY
the square & entitled “ Four desks and lessons and they DISAGREE.
(d) Using the Corners” moving in the four will be able to PENTEL PEN Then, the teacher
Quadratic corners strategy. know their will call out a fact
Formula Each corners responses in the or examples about
have label. given examples. the topic and they
will go and stand
in the corner that
matches their
response.
 Lastly, have 1 or 2
students from
each corner share
their answers with
the rest of the
class.

The Graffiti Wall

gives you a visual
representation of The mechanics of
what your this activity each
students have students can jot
Characterizes learned during The advantage of down facts,
the roots of a the end of the this activity is the personal opinions
Quadratic The activity is period. students will write BOND PAPER & gives an
Equation using entitled “ Graffiti The information what they have example to
the Discriminant Wall” you collect from learned about the PENTEL PEN connect their
this activity is topic. learnings in the
valuable lesson.
formative
assessment data. Then, will write
down their answer
in the Wall.

WHAT IS THE DESCRIPTION ADVANTAGE MATERIALS

TOPICS ACTIVITY OF THE OF THR NEEDED MECHANICS
ACTIVITY ACTIVITY
 The mechanics of
Describe the this activity they
relationship The advantage of are two groups.
between the this activity is the Then they will
coefficients and students will be write down on the
the roots of a The activity is The Graphic able to test their answers in manila
Quadratic entitled “Graphic Organizers abilities to think MANILA PAPER paper. Each
Equation Organizer” means to provide on describing the students will be
a visual coefficients and PENTEL PEN able to complete
representation of the roots of a the template with
student learning. Quadratic their thoughts and
Equation understanding
about the lesson.

The mechanics of
Solves The Inside- The advantage of this activity they
Equations Outside Circle is this activity is to NO MATERIALS are only 2 groups.
transformable to The activity is a strategy that test their listening NEEDED 1 group is the
Quadratic entitled “Inside- can provide you skills and abilities BECAUSE THEY inside circle and
Equations Outside Circle” with information if they will WILL ONLY the other group
(including about student understand the FORM A forms the outside
Rational learning. given scenario of “CIRCLE” circle. Students
Algebraic the lesson. pair up with other
Equations students in the
opposing circle &
face one another.
 The inside circle
begins by
responding to a
question/statement
provided by the
teacher.
After a set amount
of time perhaps a
minute or two;
students reverse
roles and the
outside partners
respond.

The advantage of The mechanics of

The One Minute this activity is to this activity, they
Solves problems Essays is a quick the students will are 1 given
involving formative be able to know YELLOW PAD problem about the
Quadratic The activity is assessment on solving a PAPER Quadratic
Equations and entitled “One strategy that problem that can Equations and
Rational Minute Essays” allows you to relate on their BALLPEN Rational Algebraic
Algebraic gauge student learning skills and equations.
Equations understanding of make personal
a particular topic. connections with
their own lives.
 Then each
students will
answer the
question given by
the teacher on the
blackboard then
they will write
down their
response for only
1 minute.

The mechanics of
this activity is the
The advantage of students will be
This activity is a this activity will able to rotate the
Illustrates The activity is form of test the students Yellow Pad room to the
Quadratic entitled “ Paper brainstorming that strength in Paper different
Inequalities Pass” gets students up answering the brainstorming
and moving from questions about Ballpen sheets and add
their desks. Quadratic their comments
Inequalities about the topic in
Quadratic
Inequalities and
what other
students have
written.
 The Response The advantage of The mechanics of
Cards means for this activity is to this game, each
This activity is response cards in know the student will put a
Solves entitled a classroom. This students if they Folder Yes or No in their
Quadratic “Response card will be are correct or folder.
Inequalities Cards” having a “YES or wrong of their Pentel Pen
NO” and students answers. Then After calling out a
respond by we will glance question given by
holding up a card. around the room the teacher, the
& quickly assess students will be
student learning. able to raise their
cards and explain
if it’s the given
example is Correct
or Wrong.

The teacher will be

given a problem
The sentence solving about
prompts means it Quadratic
Solves problems This activity is can be used in a The advantage of Yellow Pad Inequalities on a
involving entitled variety of ways to this activity is to board then they
Quadratic “Sentence informally assess test the Pen will justify their
Inequalities Prompts” students understanding of answers.
understanding of each students at
the lesson about the end of the
solving problems class.
in Quadratic
Inequalities.
 The mechanics of
this game is the
students will be
writing their
answers in a paper
and raise their
hands after
answering

Such as the
following could be
used:
I understand
I don’t understand
I need more
information about

The advantage of The mechanics of

this activity is to this activity; the
indicate the teacher will pose a
Models real-life This activity is The problem students level of problem on a
situations using entitled “Problem solving means understanding Paper board and ask the
Quadratic Solving” the students can regarding on students how they
functions respond orally or Applying Pen will solve it in the
in writing. Quadratic given problem on
functions to Real- the board about
Life Situations the Quadratic
functions in to real
life situations.
 Then, they will
raise their hands
after answering
the given problem.

The mechanics of
this game is the
teacher will call
one by one.

Represents a The turn and talk The students will

Quadratic is a strategy that NO MATERIALS turn to a neighbor
function using: This activity is allows a student The advantage of NEEDED or inside the
(a)Table of entitled ‘Turn and to talk about a this activity is to BECAUSE THEY classroom and
values Talk” question or topic test their WILL BE ONLY discuss their
(b)Graph & that you have intelligence in TALKING IN thoughts and what
(c)Equation introduced in front of the class FRONT OF A they have learned
class. CLASS about the question
or topic given by
the teacher and it’s
all about Quadratic
functions using
Table of Values,
Graph and
Equation.
 The mechanics of
this game; each
students makes a
3 circles.

The colors are red,

green & yellow.
Transform the The Traffic light The advantage of Then they will
quadratic means a strategy this activity is to raise the given
function defined This activity is that provides you check the CARDBOARD colors it depends
by 𝒚 = 𝒂𝒙𝟐 + entitled “Traffic with immediate understanding of upon the situation
𝒃𝒙 + 𝒄 into the Light” feedback and the students if CONSTRUCTION or example.
form 𝒚 = 𝒂(𝒙 − provides direction they will know on PAPER
𝒉)𝟐 + 𝒌 for your how to transform Green means they
instruction. the quadratic are comfortable
functions and understand
the lesson.
Yellow means they
are fairly
comfortable of the
topic
Red means they
are confused of
the topic

Graphs a The mechanics of

Quadratic This activity is Paper and Pen this game they are
function: entitled “3 2 groups. Give the
(a) Domain minutes Pause” students 3
(b) Range minutes, to
(c) Intercepts The 3 minutes Complete the
(d) Axis of Pause means it The advantage of activity.
symmetry allows students to this activity is to 1st the students
(e) Vertex stop and reflect test the abilities summarize the
(f) Direction of on learning, make of each students main points, next
the opening upon the topic they make
of the Connections to connections to the
Parabola personal Given by the topic and lastly,
experiences and teacher. they ask questions
ask for further to further their
information. understanding of
the topic

The mechanics of
Analyzes the this activity is the
effects of students will write
changing the The individual The advantage of their answers in
values of a, h This activity is whiteboards will this activity is to the board.
and k in the entitled provide you with assess the White Board The teacher will
equation 𝒚 = “Individual information students Marker give an example
𝒂(𝒙 − 𝒉)𝟐 + 𝒌 of Whiteboards” regarding student understanding in corresponding in
a quadratic knowledge and the lesson. the lesson about
function on its understanding. on how to
graph analyzes the
effects of changing
values of a, h and
k.
Determines the
equation of a This activity is
quadratic entitled “
function given:
(a) Table of
Values
(b) Graph
(c) Zeros