CORE LEARNING AREA STANDARDS: The learner demonstrates understanding of key concepts and principles of mathematics as applied – using

applied – using appropriate technology – in critical

thinking, problem solving, reasoning, communicating, making connections, representations, and decision-making in real life.

GRADE 9 LEVEL STANDARD: The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic
functions, rational algebraic equations, variations and radicals) and geometry (parallelograms and triangle similarities and basic concepts of
trigonometry) as applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decision in real life.
QUARTER: FIRST QUARTER
UNIT NUMBER: 1
UNIT TITLE: RADICAL FUNCTIONS
NUMBER OF MEETINGS: 9 days
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of radicals. The learner is able to formulate and accurately solve problems involving radicals.

Real – life Context:

The learners appreciate the little things that life has to offer but fail to look at due to
complex thinking and approach.

CONTENT/ RESOURCES CORE UNDERSTANDING
CORE QUESTIONS
A. RADICAL FUNCTIONS Core Questions:
- Review of Rational Students will keep
Exponents considering the following
questions:
- Addition and
Subtraction of Radical CQ1. Will life become easier if
Expressions we look at the simpler side of
things?
- Simplification of
Radical Expressions CQ2. Does exerting more
effort equate to a more
- Division of Radical favorable result?
Expression
SKILLS
The learner will be able to …
A1. Simplify expressions
containing rational exponents
A2 Evaluate radical
expressions
A3. Perform operations
involving radicals
A4. Simplify radical
expression
M9AL – Id – (2d-1)
ASSESSMENT
Preassessment
J1 – J3. A paper and pen test
good for 15-20 minutes will
be administered to assess
learners acquired prior
knowledge and skills
regarding the topic.
Formative Assessment
A1 – A7. Give the following
exercises to the students:
ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
INTEGRATION
A1 – A2. Contest on The learner becomes
evaluating simple expressions patient and use effort
involving integer exponents through right timing and
right ways of using it.
A1 – A7. Discussion
A1 – A7. Homework
A2. Group Activity
A3. Journals
A1 – A2. Activity: Make a
flowchart of the process of
- Equations with CQ3. Is their truth to the
Radicals saying “practice makes
perfect?”
- Introduction to
Radical Functions
Core Understandings
- Introduction to
Complex Numbers Students will understand
that…
CU1. They can find simpler
ways to deal with problems if
they analyze them and always
look at the brighter side of
things.
CU2. Exerting more efforts
does not necessarily equate
to a better result. Right
timing is also needed to
maximize one’s effort
CU3. They cannot attain
perfection but they can be
almost perfect if they
continuously practice the
craft that they do.
A5. Solve radical equations
algebraically
A6. Evaluate radical functions
A7. Perform operations
involving complex numbers
simplifying expressions with
Warp – up Practice rational exponents
Power Plus
Take the Challenge A1 – A7. Mastery Learning:
A1 – A7. Collect examples of Paper and Pen
real-world radical expressions Warm – up Practice
by finding formulas used in Power Plus activity
different fields (Physics,
Economics, etc.) A5. Reflection Paper
A1 – A7. Describe the process
of simplifying expressions
involving radicals in a flow
chart.
A1 – A7. Report on the
application of complex
numbers.
Summative Assessment
A1 – A7. A written test will be
administered to assess the
learner’s knowledge, skills
and understanding.
A1 – A7. Practice your skills in
simplifying and evaluating
radical expressions by solving
sample questions. Evaluate
your performance by making
a list of the things you found
easy or hard in answering the
questions.
A1 – A7. Make a reaction
paper on how radical
expressions contribute to the
 development of different
fields of Natural and Social
Sciences.

QUARTER: First Quarter

UNIT NUMBER: 1
UNIT TITLE: QUADRATIC FUNCTIONS AND INEQUALITIES
QUADRATIC FUNCTIONS AND THEIR GRAPHS
NUMBER OF MEETINGS: 14 days
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of quadratic equations, The learner is able to investigate thoroughly mathematical relationships in various
inequalities, and functions and rational algebraic expressions. situations, formulate real-life problems involving quadratic equations, inequalities,
functions and rational algebraic equations and solve them using a variety of strategies.

Real – life Context:

The learners make predictions based on what they know.

CONTENT/ RESOURCES CORE UNDERSTANDING
CORE QUESTIONS
B. Quadratic Equations and Core Questions:
Inequalities
Students will keep
considering the following
- The Factoring questions:
Method
CQ1. Is it advisable to have an
- The Square Root alternative plan when the
Property and the original plan does not work?
Method of
Completing the CQ2.Is it helpful to make
Square predictions based on known
facts and experiences in order
to solve a problem?
SKILLS
The learner will be able to …
B1. Solve quadratic equations
by different methods
B2. Describe the nature of
solution for a quadratic
equation.
B3. Solve equations that can
be transformed to quadratic
form
ASSESSMENT
Preassessment
B1 – B5. A paper and pen test
good for 15-20 minutes will
be administered to assess
learners acquired prior
knowledge and skills
regarding the topic.
Formative Assessment
B1 – B5. Give the following
exercises to the students:
ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
INTEGRATION
B1 – B5. Discussion and The learner becomes
boardwork systematic in gathering
thoughts.
B1 – B5. Homework
B1. Flowchart: Methods on
Solving Quadratic Equations
B2. Group Activity
B3. Journals
B1 – B5. Mastery Learning:
Paper and Pen
Warm – up Practice
- The Quadratic CQ3. Is there a truth to the
Formula and the saying, “practice makes
Discriminant perfect?”
- Equations that lead to
Quadratic Equations Core Understandings
- Application of Students will understand
Quadratic Equations that…
- Quadratic and CU1. A back up is always
Rational Inequalities advisable in case the first plan
fails or does not work.
CU2. Predictions can be
helpful to know what to
expect when solving
problems.
CU3. Being systematic yields
good results
CU4. The more you practice
something, the more familiar
you will be with the concepts
involved.
B4. Solve problems involving
quadratic equations
B5. Solve quadratic and
rational inequalities
numerically and algebraically.
M9AL – IIa - (1a-b-1, 1c-1)
Power Plus activity
Warp – up Practice
Power Plus
Take the Challenge B5. Explain why some
solutions to a quadratic
B1 – B5. Make a flow chart equations are extraneous.
that lists down the methods
in solving Quadratic functions
and state the scenarios where
one method is more
applicable than the other.
B1 – B5. Practice your skills in
simplifying and evaluating
quadratic expressions by
solving the end-of-the-section
exercises
Summative Assessment
B1 – B5. A written test will be
administered to assess the
learner’s knowledge, skills
and understanding.
B1 – B5. States events in
everyday life where
predictions are necessary to
make. For each event, state
your basis for making
predictions.
B1 – B5. State an instance in
your life where you used a
back-up plan to get out of a
possible embarrassing
scenario.
B. Quadratic Functions and The learner will be able to …
their Graphs
C1. Graph the quadratic
- Graphs of Quadratic functions
Functions
C2. Graph quadratic functions
- Problems Involving and find the vertex and axis
Maximum and symmetry
Minimum Points
C3. Find the maximum and
minimum value of a function
C4. Identify the types of
parabola, and find its vertex,
maximum or minimum and
life of symmetry
C5. Solve problems involving
maximum and minimum
points
M9AL-IId-e-2i-j-2
Formative Assessment
C1 – C4. Graph quadratic
functions
C5. Solve problems involving
maximum and minimum
points.
C1 – C5. Discussion and
boardwork
C1 – C5. Homework
B1. Flowchart: Methods on
Solving Quadratic Equations
C1 – C5. Mastery Learning:
Paper and Pen
Warm – up Practice
Power Plus activity
B5. Explain why some
solutions to a quadratic
equations are extraneous.
CORE LEARNING AREA STANDARDS: The learner demonstrates understanding of key concepts and principles of mathematics as applied – using appropriate technology – in critical
thinking, problem solving, reasoning, communicating, making connections, representations, and decision-making in real life.

GRADE 9 LEVEL STANDARD: The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic
functions, rational algebraic equations, variations and radicals) and geometry (parallelograms and triangle similarities and basic concepts of
trigonometry) as applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decision in real life.
QUARTER: SECOND QUARTER
UNIT NUMBER: 4
UNIT TITLE: VARIATION
NUMBER OF MEETINGS: 9 days
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of variations. The learner is able to formulate and solve accurately problems involving variations.

Real – life Context:

The learners compare possible options and make wiser decisions.

CONTENT/ RESOURCES CORE UNDERSTANDING
CORE QUESTIONS
D. Variation Core Questions:
Students will keep
- Ratio and Proportion considering the following
Problems questions:
- Direct Variation CQ1. Does nature interrelate
one quantity to another?
- Inverse Variation
- Joint Variation CQ2.Is the saying “the only
permanent on Earth is
- Partial Variation change” applicable to any
scenario?
SKILLS
The learner will be able to …
D1. Solve ratios and
proportion problems
D2. Identify if the variation is
Direct, Inverse, Joint, Partial
or Combination of different
variations
D3. Find the constant of
variation for a given type of
variation
M9AL – IIIb - (2a-1, 2)
ASSESSMENT ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
INTEGRATION
Preassessment D1 – D4. Discussion and The learner becomes
boardwork systematic in dealing with
D1 – D4. A paper and pen test problems.
good for 15-20 minutes will D1 – D4. Homework
be administered to assess
learners acquired prior D1. Make a summary of the
knowledge and skills lesson
regarding the topic.
D2. Compare the different
variations
Formative Assessment
D2. Journals
D1 – D4. Give the following D1 – D4. Mastery Learning:
exercises to the students: Paper and Pen
CQ3. Is there a truth to the
saying, “practice makes
perfect?”
Core Understandings
Students will understand
that…
CU1. In nature, they can find
quantities that are related
with each other.
CU2. Nothing is permanent. A
slight change in one quantity
can affect the state of
another quantity. Change is
the only permanent thing.
CU3. The more you practice,
the task at hand, the more it
will be easier.
D4. Solve problems involving
variations
Warm – up Practice
Warp – up Practice Power Plus activity
Power Plus
Take the Challenge
D1 – D3. Mind map for
D1 – D4. Make a mind map different variations
for different variations and
state how different variables
vary each kind of variation. D1 – D3. Group discussion
D1 – D4. Practice your skills D1 – D3. Give your own
in solving problems using examples of the different
ratio and proportions by variations
answering end-of-the-section
exercises
Summative Assessment
D1 – D4. A written test will
be administered to assess the
learner’s knowledge, skills
and understanding.
D1 – D4. State an instance
where a change in one aspect
of your life makes a variation
in another
D1 – D4. Make a weeklong
report about your allowance.
For each day, list down your
expenses and write about the
things you consider in
managing your expenses,
Now, what will be the effect if
your allowance is cut into
half? How will you manage
your expenses?
CORE LEARNING AREA STANDARDS: The learner demonstrates understanding of key concepts and principles of mathematics as applied – using appropriate technology – in critical
thinking, problem solving, reasoning, communicating, making connections, representations, and decision-making in real life.

GRADE 9 LEVEL STANDARD: The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic equations and inequalities, quadratic
functions, rational algebraic equations, variations and radicals) and geometry (parallelograms and triangle similarities and basic concepts of
trigonometry) as applied – using appropriate technology – in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decision in real life.
QUARTER: THIRD QUARTER
UNIT NUMBER: 5
UNIT TITLE: POLYGON AND SYMMETRY
NUMBER OF MEETINGS: 16 days
CONTENTS STANDARDS: PERFORMACE STANDARDS:
The learner demonstrates understanding of key concepts of quadrilaterals The learner is able to investigate, analyze and solve problems involving quadrilaterals
(parallelograms, trapezoids, and kites). (parallelograms, trapezoids, and kites) through appropriate and accurate
representations.

Real – life Context:

The learners explore various ways and apply different methods when approaching
problems.

CONTENT/ RESOURCES CORE UNDERSTANDING
CORE QUESTIONS
D. Polygons and Symmetry Core Questions:
Students will keep
- Properties of considering the following
Parallelograms questions:
- Tests for CQ1. Does nature interrelate
Parallelograms one quantity to another?
SKILLS
The learner will be able to …
D1. Solve ratios and
proportion problems
D2. Identify if the variation is
Direct, Inverse, Joint, Partial
ASSESSMENT
Preassessment
D1 – D4. A paper and pen test
good for 15-20 minutes will
be administered to assess
learners acquired prior
knowledge and skills
regarding the topic.
ACTIVITIES/ STRATEGIES VALUES/ SUBJECT
INTEGRATION
D1 – D4. Discussion and The learner becomes
boardwork systematic in dealing with
problems.
D1 – D4. Homework
D1. Make a summary of the
lesson
- Rectangles, Rhombi,
and Squares CQ2.Is the saying “the only
permanent on Earth is
- Properties of change” applicable to any
Trapezoids scenario?
CQ3. Is there a truth to the
saying, “practice makes
perfect?”
Core Understandings
Students will understand
that…
CU1. In nature, they can find
quantities that are related
with each other.
CU2. Nothing is permanent. A
slight change in one quantity
can affect the state of
another quantity. Change is
the only permanent thing.
CU3. The more you practice,
the task at hand, the more it
will be easier.
or Combination of different
variations
D3. Find the constant of
variation for a given type of
variation
M9AL – IIIb - (2a-1, 2)
D4. Solve problems involving
variations
D2. Compare the different
Formative Assessment variations
D2. Journals
D1 – D4. Give the following
exercises to the students: D1 – D4. Mastery Learning:
Paper and Pen
Warp – up Practice Warm – up Practice
Power Plus Power Plus activity
Take the Challenge
D1 – D4. Make a mind map D1 – D3. Mind map for
for different variations and different variations
state how different variables
vary each kind of variation.
D1 – D3. Group discussion
D1 – D4. Practice your skills
in solving problems using D1 – D3. Give your own
ratio and proportions by examples of the different
answering end-of-the-section variations
exercises
Summative Assessment
D1 – D4. A written test will
be administered to assess the
learner’s knowledge, skills
and understanding.
D1 – D4. State an instance
where a change in one aspect
of your life makes a variation
in another
D1 – D4. Make a weeklong
report about your allowance.
For each day, list down your
expenses and write about the
things you consider in
managing your expenses,
Now, what will be the effect if
your allowance is cut into
half? How will you manage
your expenses?