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DLL-WK 6-LC 10,11
DLL-WK 6-LC 10,11
I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
2. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic
Standards equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
3. Learning Models real-life situations using Represents a quadratic function Represents a quadratic function Represents a quadratic function
Competencies/ quadratic functions. using: (a) table of values; (b) graph; using: (a) table of values; (b) using: (a) table of values; (b)
Objectives (M9AL-Ig-2) and (c) equation. (M9AL-Ig-3) graph; and (c) equation. (M9AL- graph; and (c) equation. (M9AL-Ig-
a. Model real-life situations a. Differentiate quadratic Ig-3) 3)
using quadratic functions functions from linear a. Differentiate quadratic a. Differentiate quadratic
b. Appreciate the functions functions from linear functions from linear
application of quadratic b. Represent and identify functions functions
function in real-life quadratic function using: b. Represent and identify b. Represent and identify
situations (a) table of values quadratic function using: quadratic function using:
c. Value accumulated (b) graph c) general form into vertex
knowledge as means of c. Value accumulated form equation
new understanding knowledge as means of c. Value accumulated
new understanding knowledge as means of
new understanding
II. CONTENT Introduction to Quadratic Introduction to Quadratic Introduction to Quadratic Introduction to Quadratic
Function Function Function Function
A. References
1. Teacher’s Guide
pp. 85-96 pp. 85-96 pp. 85-96 pp. 85-96
2. Learner’s
Materials pp. 125-126 pp. 127-129 pp. 127-129 pp. 127-129
3. Textbook
B. Other Learning Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite
Resources Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and monitor activity sheets, laptop and monitor, activity sheets, laptop and monitor
monitor graphing paper
IV. PROCEDURES
A. Reviewing previous What is your favourite team in Many things we see everyday are
lesson or presenting the PBA? NBA? How about your modeled by QUADRATIC
new lesson idol/favourite player in FUNCTIONS. Give at least 3
examples.
basketball?
1.Water in drinking fountain.
Have you ever asked yourself 2. the path of a basketball
why PBA/NBA star 3. McDonald’s logo
Players are good in free throws?
How do angry bird expert players
hit their targets? Do you know
the secret key in playing this
game? What is the maximum
height reached by an object
thrown vertically upward given a
particular condition?
B. Establishing a purpose Let the students act their ideas to 1. Which of the mathematical How your example does modeled 1. What are the differences
for the lesson show how PBA/NBA and Angry sentences are quadratic the quadratic functions? of Quadratic equations
Birds Players do a free throw and functions? How do we represent and identify and not Quadratic
hit their targets. quadratic functions using a graph? equation base on the
2. Which of the mathematical
Let the students estimate the activity?
sentences are NOT 2. How can you recognize a
maximum height reached by the
quadratic functions? Why? quadratic function when a
object thrown vertically upward.
3. How would you describe set of equations are
those mathematical given?
sentences which are not
quadratic functions?
How are they different from
those equations which
are quadratic?
C. Presenting examples/ Illustrative Example 1: The graph of a quadratic function The previous activities familiarized
instances of the Who does not like pizza? is a parabola. The parabola can the students with the general form
lesson Nowadays, pizza seems to be either be in "legs up" or "legs y = ax²+bx+c of a quadratic
the favorite snack of many down" orientation.
function so if an equation was
teenagers.
written in vertex form y = a(x-h)²+k
When pizza is served to a We know that a quadratic equation
customer, it is already divided will be in the form: we can express the equation into
into 8 pieces, if it is regular size standard form that will be more
or into 12 pieces if it is family convenient to use when working on
2
y = ax + bx + c
size. Observe the 8 pieces problems involving the vertex of
result from 4 straight cuts; the the graph of a quadratic function.
12-piece from 6 straight cuts. Our job is to find the values
Reasoning tells us that 3 straight of a, b and c after first observing
cuts would result to 6 pieces and the graph. Sometimes it is easy to
5 straight cuts to 10 spot the points where the curve
pieces. In other words, pizza- passes through, but often we need
cutting this way can be described to estimate the points.
by the linear function where is
the number of straight cuts and,
the number of pieces that result.
D. Discussing new concepts Among the most well-known of Find the differences between
and practicing new skills the physical situations adjacent y – values in each table,
#1 represented by the quadratic and write them on the blanks
function is that which involves provided.
velocity and force of gravity. In
the 17th century, Isaac Newton
discovered that the height (h) of
an object thrown upwards with
an initial velocity (v0) at time (t) 2. Using the table values, graph
would be v0t reduced by the force the two functions.
3. Compare the graph of linear
function and
of gravity equal to . If the quadratic function.
thrower’s hand upon the release
of this ball was at a starting
height (h0) above the ground,
then,
F. Developing mastery Menggay maintains a small retail Consider the given functions f(x) = 1. How do you find
(Leads to Formative store to help support her family. 2x + 1 and transforming of general
Assessment 3) Think of the diagram below as g(x) = x²+2x-1. form into vertex form in
rows of bath soap. general form?
1. What kind of functions is
2. How about transforming a
f(x)? g(x)?
vertex form
2. Complete the following
y = a(x-h)²+k into general
table values using the
indicated function, form.
f(x) = 2x + 1
x -3 -2 -1 0 1 2 3
y
g(x) = x²+2x-1
x -3 -2 -1 0 1 2 3
y
J. Additional activities for Assignment: Assignment: Assignment: List the mathematical concept that
application or Study represent a quadratic Bring graphing paper tomorrow. you use to transform the given
remediation function using: a) table of values, quadratic functions.
b) graph, and c)equation
a. What is a quadrati
c function?
b. What is the difference
between quadratic
function and linear
function?
VI. REFLECTION
e. Which of my teaching
strategies worked well?
Why did these work?
g. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?