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QUARTER I
Week 9 – Day 4

Subject: MATH Grade Level: 9

Date: __________________ Session: 4
The learner demonstrates understanding of key concepts
Content Standard of quadratic equations, inequalities, and functions, and
rational algebraic equations
The learner is able to investigate thoroughly mathematical
relationships in various situations, formulate real-life
Performance Standard problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them
using a variety of strategies
Competency14: analyzes the effects of changing the
values of a, h, and k in the equation y = a(x-h)2 + k of a
Competency
quadratic function on its graph
(M9AL-Ii-2)
I. OBJECTIVES
Knowledge: Gives the basic properties of the graph of quadratic
function with emphasis on the value of 𝑎, ℎ, 𝑎𝑛𝑑 𝑘
Skill: Analyzes the effects on the graph of the changes in a, h,
and k in 𝑓(𝑥) = 𝑎(𝑥 − ℎ)2 + 𝑘
Attitude: Shows accuracy in translating parabolas
II. CONTENT Graphs of a Quadratic Functions

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 9, p. 97-98,
Pages pp100-102
2. Learner’s Learner’s Module (LM) in Math 9, pp. 143-145, p. 150-
Materials Pages 151
3. Textbook Pages Advanced Algebra, Trigonometry and Statistics (Revised
Ed) by: Julieta G. Bernabe , Soledad Jose-Dilao and
Fernando B. Orines, pp 55-56
4. Additional Graphing board, Graphing paper
Materials
5. Learning EASE Module 2 on Quadratic Functions (Fourth Year),
Resources (LR) pp. 5-12
portal
B. Other Learning
Resources

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IV. PROCEDURES
A. Reviewing or Guide Questions for Review:
presenting the new  When can you say that the graph of a quadratic
lesson function is narrower or wider?
Expected Answer: In the graph y = ax2+ bx + c, the
larger the |a| is, the narrower is the graph.
 With regard to a certain graph, what happens to
the graph when the value of h becomes greater or
less than zero?
Expected Answer: The graph translates to the right when
h is greater than zero and slides to the left when it is less
than zero.
B. Establishing a ORAL ACTIVITY:
purpose for the lesson Which of the following is narrower/wider with regards to
y = x2?
1. (a) y = 3(x – 3)2 or (b) y = -4(x + 2)2
2. (a) y = -5 (x+1)2 or (b) y = 2(x -1 )2
Expected Answers:
1. y = -4(x + 2)2 is narrower than y = 3(x – 3)2
because |-4| > |3|.
2. y = -5 (x+1)2 is narrower than y = 2(x -1 )2
because |-5| > |2|.

With regards to y = x2, which graph translates to

right/left?
1. y = (x – 4)2
2. y = 2(x – 2)2
3. y = (x + 1)2
Expected Answers:
1. Translates to the right
2. Translates to the right
3. Translates to the left
C. Presenting examples We already know what will happen when there is a
of the new lesson change in a and h, but what about if there is a change in
k?
D. Discussing new By-Pair Activity:
concepts and Graph each function and tell the direction of each graph,
practicing new skills if it translates upwards or downwards. Consider the
#1 graph of f(x) = x2 as your reference graph.
1. y = x2 + 6
2. y = x2 – 4
Ask:
 What have you observed with the graphs? Which
of the two is located upward/downward?
Expected Answer: Answers may vary

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 Can you spot the relation of the value of k in the

direction of the parabola?
Expected Answer:
We can observe that when k is greater than zero, the
parabola translates upwards and when it is less than zero,
it translates downwards.
So, from our first example
k = 6 in y = x2 + 6, thus we can say that it
translates upwards.
On the other hand, k= -4 in y = x2 – 4 which means the
graph translates downwards.

E. Discussing new Which graphs translate upward or downward considering

concepts and f(x) = x2 as the reference graph.
practicing new skills Expected Answer:
#2 1. f(x) = x – 4
2
Downward
2. f(x) = 3x2 + 1 Upward

F. Developing Mastery Which graphs translate upward or downward considering

f(x) = x2 as the reference graph.
Expected Answer:
1. f(x) = -2(x –3) + 3
2
Upward
2. y = (x + 2)2 – 2 Downward

G. Finding practical
applications of
concepts and skills in
daily living
H. Making Ask:
Generalizations and What happens to the parabola when the value of k
abstractions about changes?
the lesson Expected Answer:
As the value of k changes, the graph of 𝑓(𝑥) =
𝑎(𝑥 − ℎ)2 + 𝑘 is translated k units up or down.
I. Evaluating learning INDIVIDUAL ACTIVITY:
Which graph translates upwards or downwards from f(x)
= x2 .
Expected Answer:
2
1. f(x) = 3x -4 Downward
13. 2. f(x) = -2x2 + 3 Upward
14. 3. f(x) = -3(x – 3) + 5
2
Upward
15. 4. f(x) = (x + 4)2 – 3 Downward

J. Additional Draw the graph of f(x) = 2x2. Based on this graph, sketch
Activities for the graphs of the following quadratic functions in the

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application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
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same coordinate system (use different colors for each
parabola):
a. 𝑓(𝑥) = 2𝑥 2 + 3
b. 𝑓(𝑥) = 2(𝑥 − 3)2 + 3
c. 𝑓(𝑥) = 2(𝑥 + 2)2
d. 𝑓(𝑥) = −2𝑥 2 + 3
e. 𝑓(𝑥) = 2(𝑥 + 1)2 − 2
f. 𝑓(𝑥) = 2(𝑥 + 4)2
g. 𝑓(𝑥) = −2𝑥 2 − 1
h. 𝑓(𝑥) = 2(𝑥 + 3)2 + 5
i. 𝑓(𝑥) = 2(𝑥 − 3)2 − 2
j. 𝑓(𝑥) = −2(𝑥 − 1)2
(Refer to Activity 8: Translate Me!, p. 150 of the LM)
___ of Learners who earned 80% above
___ of Learners who require additional activities for
remediation
___Yes ___No
____ of Learners who caught up the
lesson
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
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___ Pupils’ eagerness to learn

___ Group member’s Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal and supervisor __ Colorful IMs
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

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SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Tell the location of the graph of the following quadratic functions based
on the values of h and k.

Expected Answers:

1. f(x) = 2x2+ 4x – 3 1 unit to the lfet, 5 units downward

2. f(x) = 1/2x2 + 2 Vertex is on the x axis, 2 units upward
3. f(x) = -x2 – 2x – 3 1 unit to the left , 2 units downward
4. fx) = (x + 2)2 + 3 2 units to the left , 3 units upward
5. f(x) = 2 (x – 2)2 2 units to the right , Vertex is on the x axis

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 4, Module 1: Quadratic Functions

EASE Modules Year 4, Module 2: Quadratic Functions
Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

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