June 3-7, 2019

DAY 1

 Junior High School Faculty and Students Orientation

DAY 2

 Subject Orientation
- Introducing oneself
- Stating the Grading System of Mathematics 9
- Writing their expectations for the teacher in Math and for the subject

DAY 3

NOTE:
June 5 (Wednesday) – Holiday
 Eid’l Fitr

CHAPTER 1
QUADRATIC EQUATIONS AND FUNCTIONS

UNIT STANDARDS
Content Standard
The learner demonstrates understanding of key concepts of polynomial functions.
Performance Standard
The learner is able to conduct systematically a mathematical investigation involving polynomial
functions in different field.

JUNE 10 - 14, 2019

I- LEARNING COMPETENCY
1. Illustrate quadratic equations.
II- LEARNING TARGETS
1. identify and describe quadratic equations
2. illustrate quadratic equations using appropriate representations.
3. formulate quadratic equations as illustrated in some real-life situations.

Page | 1
III- SUBJECT MATTER
Lesson 1 : Illustrations of Quadratic Equation

E- Math 10
Page : 1-2
Orlando A. Oronce
Marilyn O. Mendoza

IV- PROCEDURE:

DAY 1
A. Explore:
 Ask the students to find the products of polynomials by doing Activity 1. Let them explain how
they arrived at each product.
➤ Activity 1: Do You Remember These Products?
Find each indicated product then answer the questions that follow.
1. 3(x2 + 7) 6. (x + 4)(x + 4)
2. 2s(s – 4) 7. (2r – 5)(2r – 5)
3. (w + 7)(w + 3) 8. (3 – 4m)2
4. (x + 9)(x – 2) 9. (2h + 7)(2h – 7)
5. (2t – 1)(t + 5) 10. (8 – 3x)(8 + 3x)
 Show to students different equations and let them to identify which are linear and which are not
.Ask them to describe those which are linear equations and differentiate these from those which
are not. Let the students describe those equations which are not linear and identify their common
characteristics. They should be able to tell that each of those equations which are not linear
contains polynomial of degree 2.

➤ Activity 2: Below are different equations. Use these equations to answer the questions that
follow.

1. Which of the given equations are linear?

2. How do you describe linear equations?
3. Which of the given equations are not linear? Why?
4. How are these equations different from those which are linear?
5. What common characteristics do these equations have?

 Discuss some important notes on quadratic equations and examples.

DAY 2

Page | 2
 B. Firm Up:
 Let the students apply the key concepts of quadratic equations.
 In this activity, the students will identify which equations are quadratic and which are not. If the
equation is not quadratic, ask them to explain why.

➤ Activity 3: Quadratic or Not Quadratic?

1. 3m + 8 = 15 6. 25 – r2 = 4r
2. x2 – 5x + 10 = 0 7. 3x(x – 2) = –7
1
3. 12 – 4x = 0 8. ¿h – 6)= 0
2
4. 2t2– 7t = 12 9. (x + 2)2 = 0
5. 6 – 2x + 3x2 = 0 10. (w – 8)(w + 5) = 14

 Let them explain how they expressed the equations in the form ax 2 + bx + c = 0. Ask them to
discuss with their classmates the different mathematics concepts or principles they applied in
writing each quadratic equation in standard form

Activity 4 : Write each quadratic equation in standard form, ax 2 + bx + c = 0 then identify the
values of a, b, and c.

NOTE:
June 12 (Wednesday) – Holiday
 Araw ng Kalayaan

DAY 3
C. Deepen:
➤ Activity 5: Dig Deeper!
Answer the following questions.
1. How are quadratic equations different from linear equations?
2. How do you write quadratic equations in standard form? Give at least 3 examples.
3. The following are the values of a, b, and c that Edna and Luisa got when they expressed
5 – 3x = 2x2 in standard form. Edna: a = 2; b = 3; c = -5 Luisa: a = -2; b = -3; c = 5
Who do you think got the correct values of a, b, and c? Justify your answer.
4. Do you agree that the equation 4 – 3x = 2x2 can be written in standard form in two different
ways? Justify your answer.

Page | 3
 5. The members of the school’s Mathematics Club shared equal amounts for a new Digital
Light Processing (DLP) projector amounting to Php25,000. If there had been 25 members more
in the club, each would have contributed Php50 less.
a. How are you going to represent the number of Mathematics Club members?
b. What expression represents the amount each member will share?
c. If there were 25 members more in the club, what expression would represent the amount
would share?
d. What mathematical sentence would represent the given situation? Write this in standard form
then describe.

DAY 4
D. Mini Transfer:

The students will give examples of quadratic equations written in standard form and name some
objects or cite real-life situations where quadratic equations are illustrated like rectangular gardens,
boxes, a ball that is hit or thrown, two or more people working, and many others

Activity 6: Where in the Real World?

1. Give 5 examples of quadratic equations written in standard form. Identify the values of a, b,
and c in each equation.

2. Name some objects or cite situations in real life where quadratic equations are illustrated.
Formulate quadratic equations out of these objects or situations then describe each.

JUNE 17 – 20, 2019

I- LEARNING COMPETENCY
Lesson 2: Solve Quadratic Equations

II- LEARNING TARGET/S

1. find the square roots of a numbers.
2. describe and give examples of quadratic equations with real solutions, one real solution,
and no real solutions.
3. formulate and solve quadratic equations by extracting square roots.

III- SUBJECT MATTER

Lesson 2A: Solving Quadratic Equation by Extracting Square Roots

E- Math 10
Page :
Orlando A. Oronce
Marilyn O. Mendoza

IV- PROCEDURE:

Page | 4
DAY 1
A. Explore:
 the students will perform the Activity 1 .(Find my roots?)
To find the square roots of a numbers and answer the questions that follow .
(review the concepts of rational and irrational numbers.)
 Ask the students to perform Activity 2. ( What make a statement True?)
This activity provides the students with an opportunity to recall finding solutions of
linear equations, an important skill that they need in order to solve quadratic
equations.
B. Firm up:
 The students will find the solutions of three different quadratic equations in as many
ways as they can. At this point, the students should realize that a quadratic equation has
at most two real solutions or roots
 Ask the students to perform Activity 3. ( Learn to Solve Quadratic Equations!!!)

x2 =36 t2 -64=0 2m2 -100=0

Process Questions:
1. Describe and compare the given equations .
2. Solve each equation in as many ways as you can .Determine the values of each variable
make each equation true.
3. How did you know that the values of the variable really satisfy the equation?
4. Aside from the procedures that you followed in solving each equation, do you think there
are other ways of solving it?
5. How did you determine the solutions of each equation?
6. How many solutions does each equation have? Explain your answer.
7. What can you say about the quadratic equation based on the t solutions obtained?

DAY 2

 Discuss some important notes on solving quadratic equations by extracting square roots
and the examples presented.


 Activity 4 . (Practice and Application, I, nos. 6-11)

DAY 3
C. Deepen:
Page | 5
  Provide the students with opportunities to think deeply and test further their
understanding of solving quadratic equations by extracting square roots by doing
activity 5 and 6.

D. Mini – Transfer( Self – Assessments)

1. What did you learn about the topic on solving equation by extracting square roots?
2. How did you learn them?

JUNE 21, 2019

NOTE:
(Friday am - irregular class)
( Friday pm - no afternoon class)
Unstable power supply

JUNE 24 -28, 2019

I- LEARNING COMPETENCY
Solve Quadratic Equations by Factoring

II- LEARNING TARGET/S

1. find the factors of polynomials
2. represent real - life situations by mathematical concepts
3. interpret Zero Product Property
4. formulate and solve quadratic equations by factoring

III- SUBJECT MATTER

Lesson 2B : Solving Quadratic Equation by Factoring
E- Math 10
Page :
Orlando A. Oronce
Marilyn O. Mendoza

IV- PROCEDURE:

DAY 1
A. Explore:
 Recall the and apply the different mathematics concepts or principles in factoring
polynomials.

B. Firm up
 Activity 1: Man Hole ( Goup activity)

Page | 6
 ( Let them to illustrate the given situation using a diagram and write expressions and
equation that would represent measures of quantities involved. )
Directions: Use the situation below to answer the questions that follow.
1. Draw a diagram to illustrate the given situation.
2. How are you going to represent the length and the width
of the pathway? How about its area?
5. What expression would represent the area of the cemented
portion of the pathway?
4. Suppose the area of the cemented portion of the pathway is
19.5 m2. What equation would describe its area?
5. How will you find the length and the width of the pathway?

 Activity 2: Think – Pair – Share

(Equations analysis)
Why is the Product Zero?

x+7=0 x- 4 = ( x+7)(x-4) =0
Process Questions:
0
1. How would you compare the three equations?
2. What value(s) of x would you make each equation true?
3. How would you know if the value of x that you got satisfies each equation?
4. Compare the solutions of the given equations ?
5. Are the solutions of x +7 = 0 and x - 4 = 0 the same as the solutions of ( x+7)(x-4) =0?
Why?
6. How would you interpret the meaning of the equation ( x+7)(x-4) =0?
DAY 2

 Discuss the steps in solving quadratic equation by factoring.

 Let the student to apply the concepts and principles in solving quadratic equations by
factoring
Activity 3: Factor then solve! ( Practice and Application I, nos. 1-5)

C. Deepen
 The students should be able to answer the important question.
( How does finding solutions of quadratic equations facilitate in solving real-life
problems and in making decisions?)
 Self-assessment

DAY 3 - 4
D. Mini – Transfer
Their goal in this section is to apply their learning to real-life situations. They will be
given a practical task which will demonstrate their understanding of solving quadratic
equations by factoring.
Directions: Answer the following.

Page | 7
 Mr. Alojado would like to increase his production of milkfish (bangus) due to its high demand in
the market. He is thinking of making a larger fishpond in his 8000 sq m lot near a river. Help Mr.
Alojado by making a sketch plan of the fishpond to be made. Out of the given situation and the sketch
plan made, formulate as many quadratic equations then solve by factoring.
Rubric for Sketch Plan and Equations Formulated and Solved

4 3 2 1
The sketch plan is The sketch plan is The sketch plan is not The sketch plan is
accurately made, accurately made and accurately made but made but not
presentable, and appropriate. appropriate appropriate
appropriate.
Quadratic equation are Quadratic equation are Quadratic equation are Quadratic equation are
accurately formulated accurately formulated accurately formulated accurately formulated
and solved correctly. but not all are solved but are not solved but are not solved .
correctly. correctly.

JULY 1, 2019

NOTE:
(Meeting De Avance ) – a.m.
(SACB Election ) - p.m.

JULY 3-5, 2019

I- LEARNING COMPETENCY
Solve Quadratic Equations by Completing the Square

II- LEARNING TARGET/S

1. determine a number to make the expression a perfect square trinomial
2. solve quadratic equation by completing the square.
3. Find the solutions of the equation by completing the square.

III- SUBJECT MATTER

Lesson 2C : Solving Quadratic Equation by Completing the Square
E- Math 10
Page : 35-38
Orlando A. Oronce
Marilyn O. Mendoza

IV- PROCEDURE:

DAY 1
Page | 8
 E. Explore:
 Assess student’s prior knowledge using the pretest below.
 What should be added or subtracted to complete the square?
1. x2 + 14x
2. x2 - 10x
3. 4x2 – 16 x
 Solve the following equations.
1. x2 + 6x + 3 = 0
2. x2 - 18x -19 = 0
 Review perfect square trinomials.
 Show to class incomplete quadratic equations of the form ax 2 + bx = 0.

F. Firm up:
 Video clip (how to complete the quadratic equation)
 Discuss more examples and word problems that show the application of the lesson.
 let the students to work on TRY IT 1 and 3
DAY 2
G. Deepen:
 Ask the students to answer selected items from Practice and Application II- III.
 Ask the students to review their answers in the pre-test and make a necessary
revisions, if needed.
 Call on volunteers to share their learning experiences.

DAY 3
I- LEARNING COMPETENCY
Solve Quadratic Equations by Using the Quadratic Formula
II- LEARNING TARGET/S
1. derive the quadratic formula
2. solve quadratic equation by quadratic formula
3. Find the solutions of the equation by quadratic formula
III- SUBJECT MATTER
Lesson 2D : Solving Quadratic Equation by Quadratic Formula
E- Math 10
Page : 48 - 51
Orlando A. Oronce
Marilyn O. Mendoza

IV- PROCEDURE:

A. Explore:
 Review
 Write the quadratic equation in standard form
 Determine the values of a, b, and c
 Classify the trinomial as factorable or non- factorable.
Page | 9
 Complete each box. I II
*In Lot I , identify a,b, and c of the given a=
quadratic equation. b=
* In Lot II, evaluate b2 -4ac. c=
*In Lot III, classify the given trinomial as factorable
and non factorable.
*In Lot IV, give the factors of the quadratic trinomial . x2 + 3x +1
Write NA if it is non – factorable.

III IV

 Guide the class in deriving the quadratic formula.

DAY 4
B. Firm up:
 Discussion on solving quadratic equations using quadratic formula .
 In pairs, ask the students to do Try It 1.
 As for reinforcement , ask the students to do Practice and Application III.

C. Deepen:
 For individual work , answer selected exercises from Practice and Application I- II.
D. Mini- transfer:
 apply their learning to real – life situations .
 ( Show me the best floor- plan!)

NOTE:

July 1, 2019- pm (class suspended – heavy rain)

July 2, 2019 -pm ( SACB election)

Page | 10
 JULY 8 -10, 2019
DAY 1

….. continuation of the mini – transfer

 Reporting checking of their output .

DAY 2 - 3

 Written assessment ( individual)

 Oral assessment

JULY 11 -12, 2019

NOTE:
FIRST PRELIMINARY EXAMINATION

JULY 15 -19, 2019

I- LEARNING COMPETENCY
Characterize the Roots of Quadratic Equations using Discriminants
II- LEARNING TARGET/S
1. Identify the values of a, b, and c, of a quadratic equation,
2. find the discriminant; and
3. describe the nature of roots of quadratic equation.
III- SUBJECT MATTER
Lesson 3 : Nature of Roots of Quadratic Equations

 E- Math 10
page:
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 27-34

IV- PROCEDURE:

DAY 1
A. Explore:

Activity 1
Page | 11
 a. Rewrite each quadratic equation in standard form .
b. Find the roots of each resulting equation.
c. Using the quadratic equations identify the values of a,b, and c.
d. Using the values of a, b , and c , find the discriminant using b² - 4ac.
e. Complete the table.
a b c

1. x2 + 5x = 4 ____________ ___________ ____________

2. 4x2 + 1 = - 4x ____________ ___________ ____________
3. x2 - 2x = 2 ____________ ___________ ____________
4. 9x2 + 16 ____________ ___________ ____________

Standard form
b² - 4ac Roots
(Quadratic Equation)
1.

DAY 2

B. Firm up:
 Recall the quadratic formula. Point to students the discriminant of the equation.
 Instructional video (how the discriminant can be use in characterizing the roots of
the quadratic equations.) w/ follow – up questions.
 Let the student to demonstrate how the principles work using examples.
C. Deepen:
 Ask the students to answer selected exercises from Practice and Application I
( numbers 1-5)

D. Transfer:
Directions: Answer the following questions
1. Describe the roots of a quadratic equation when the discriminant is
a. zero.
b. positive perfect square.
c. positive but not perfect square
d. negative.

2. How do you determine the nature of the roots of quadratic equation?

DAY 3

I- LEARNING COMPETENCY
Page | 12
 The Sum and The Product of Roots of Quadratic Equations
II- LEARNING TARGET/S

 find the sum and the products of roots quadratic equations .

 solve real life problems involving the sum and products of roots of quadratic
equation.
III- SUBJECT MATTER
Lesson 4: The Sum and The Product of Roots Of Quadratic Equations

 E- Math 10
page:
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp.

IV- PROCEDURE:

A. Explore:
 Review the sum and product of rational numbers.

B. Firm up:
 Discussion on how the sum and product of the roots of the quadratic equation ax 2 +
bx + c = 0 can be determined using the coefficients a, b, and c.
 Ask the students to do try it number 4.
DAY 4

C. Deepen:
 do a guided practice using selected exercises from Practice and Application II.
 for individual work , ask the students to answer selected exercises from Practice
and Application III.

D. Transfer:
 Facilitate a spin off conduct a quick check using exit cards ( Lujan , 2011).

I Understand I Need Help I Need Practice I Understand

 I learned  I need help  I still confused  I learned

 The lesson with about…..  The lesson
helped  I have a  I need to helped
me… question: practice me…
me…
JULY 22 - 26, 2019

NOTE:

July 17, 2019 ( no classes – heavy rain)

Page | 13
DAY 1

* Lesson for July 22, 2019 (4th day of my LP last week)

I- LEARNING COMPETENCY
Solve equations transformable to quadratic equations including rational algebraic equations.
II- LEARNING TARGET/S

 Transform equations to quadratic equation.

 Represent quantities in real -life using rational algebraic expresssions.
 solve real life problems involving quadratic equations and rational algebraic
equations.
III- SUBJECT MATTER
Lesson 5: Equations That Become Quadratic

 E- Math 10
page:
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 93-98

IV- PROCEDURE:

DAY 2 - 4

A. Explore:
 Assess students’ prior knowledge using the pre-test.

Page | 14
Questions:
a. How did you find the sum or the difference of the rational algebraic expressions?
b. What mathematics concepts or principles did you apply in adding or subtracting the algebraic
expressions?
c. How did you simplify the resulting expressions?

B. Firm up:
 Show to class equations that can be transformed to quadratic equations.
including rational algebraic expressions.
 Discuss the steps in transforming equations to quadratic equations.
( See Extension )
 Demonstrate using illustrative examples how to transform equations to quadratic
equations.
 Let the students to apply their knowledge in solving real - life problems in solving
rational algebraic equations.
 In pairs, ask the them to answer Try It 1 and 2.

C. Deepen :

 For individual work. (Selected exercises from practice and application.)

D. Transfer:
 Let them to review their answers in the pre-test and make necessary revisions, if
needed.
 Individual assessment (QUIZ)

NOTE:

July 25, 2019 - no afternoon class (heavy rain )

July 26, 2019 - no afternoon class (General Assembly – half day only )

JULY 29, 2019

DAY 1

NOTE:
 Individual assessment

Page | 15
 JULY 30 -AUGUST 2, 2019

I- LEARNING COMPETENCY

 illustrate quadratic inequalities;

 solve quadratic inequalities; and
 solve problems involving quadratic inequalities.
II- LEARNING TARGET/S

 find the solution/s of a given mathematical sentences

 distinguish mathematical sentences which are quadratic and which are not quadratic
equations
 describe mathematical sentences which are not quadratic equations
 graph to represent the solution set of the mathematical sentence
 determine if a point is a solution of a given quadratic inequality in two variables.
 solve real life problems involving Quadratic Inequalities
III- SUBJECT MATTER
Lesson 6: Quadratic Inequalities

 E- Math 10
pages: 176 - 185 (old book)
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 105- 110

IV- PROCEDURE:

DAY 2

A. Explore:
 Assess students’ prior knowledge using a Three – Column chart .

What I know about What I do not know about What I want to know about
quadratic Inequalities quadratic Inequalities Quadratic Inequalities

B. Firm up:
 Perform Activity1 with guided questions ( by pair)
 In this activity, the students will solve linear inequalities in one variable and quadratic
equations. These mathematical skills are prerequisites to learning quadratic inequalities.
 Differentiate quadratic equations from other mathematical sentences by performing
Activity 2.

Page | 16
  In this activity, the students should be able to describe quadratic equations
and recognize the different inequality symbols being used in mathematical
sentences.
(the students should realize that there are mathematical sentences that
contain polynomials of degree 2 but are not quadratic equations. )
DAY 3
 Discuss the definition of Quadratic Inequalities and the steps in solving quadratic
inequalities.
 Demonstrate how to solve and graph quadratic system using illustrative examples.
 In triads, answer Try It exercises
 Discuss word problems to show applications of the lesson.
DAY 4

C. Deepen:
 For individual work , selected exercises from Practice Application.

D. Transfer/ Integration : ( Closure Activity)

 Facilitate a spin off conduct a quick check using exit cards ( Lujan , 2011).

I Understand I Need Help I Need Practice I Understand

 I learned  I need help  I still confused  I learned

 The lesson with about…..  The lesson
helped  I have a  I need to helped
me… question: practice me…
me…

Page | 17
 AUGUST 5 - 9, 2019
NOTE:

August 5 – 7, 2019 (No classes – heavy rain “ Typhoon Hanna)

August 8 - 9, 2019 Celebration of Math week

 1st day - film viewing (Math time )
 2nd day - a.m. Culminating Activity ( Math Club Members)
p.m. Awarding of Math and Science Club

AUGUST 12, 2019

NOTE:

Eid al- Adha ( Feast of Sacrifice)

AUGUST 13, 2019

Celebration of Buwan ng Wika 2019

AUGUST 14, 2019

(absent – migraine)
Given Activity:
 Solve and Graph Quadratic Inequalities

AUGUST 15 – 16 , 2019

FIRST PERIODICAL EXAMINATION

AUGUST 19, 2019
SEPTEMBER 6 , 2019
NOTE:

August 21, 2019 (Ninoy Aquino Day)

August 23, 2019 (Walk for A cause)
Kick off activity of Dwcsj Founding Anniversary

August 30 – September 2, 2019

 JUNIOR HIGH SCHOOL INTRAMURAL

September 6, 2019 (celebration of )

Page | 18
 MODULE 2
QUADRATIC FUNCTIONS

UNIT STANDARDS

Content Standard
The learner demonstrates understanding of key concepts of quadratic functions.
Performance Standard
The learner is able to investigate thoroughly the mathematical relationship in various situations,
formulate real-life problems involving quadratic functions and solve them using a variety of strategies.

I- LEARNING COMPETENCIES:
1.Model real – life situations using quadratic functions.
2. Represent q quadratic function using :
a. table of values
b. graph and
c. equation
3. Transform quadratic function defined by y = ax2 + bx + c into y = a(x-h)2 + k
4. Graph quadratic function:
a domain
b. range
c. intercepts
d. axis of symmetry
e vertex
f. direction of the opening of the parabola
5. analyze the effects of changing the values of a, h and k in the equation of quadratic functions
on its graph.
6. determine the equation of a quadratic function using
a. . table of values
b. graph and
c. zeros

II- LEARNING TARGETS

1.1 Model real -life problems using quadratic functions
1.2 Differentiate quadratic function form linear functions.
1.3 Transform quadratic function in general form into standard form and vice versa.
1.4 Illustrate quadratic some real -life situations that model quadratic functions.

2.1. Determine the domain, range, intercepts, axis of symmetry and the opening of
parabola.
2.2. To investigate and analyze the transformation of the graph of a quadratic
function.

Page | 19
 2.3. Use any graphing materials, or any graphing software like Photo math,
Graphcalc, GeoGebra, and the like in mathematical investigation activities.
2.4. Apply the mathematical concepts they learned in solving real-life problems.
3.1 Determine the zeros of a quadratic function in different methods.
3.2 derive the equation of a quadratic function given a table of values, graphs, and
zeros.
3.3 Apply the concepts learned in real-life problems and also to formulate their
own real-life problems involving quadratic functions.
4.1 Familiarized with the most common applications of quadratic function.
4.2 Solve real-life problems involving the quadratic function.
4.3 Formulate real-life problems and solve them in a variety of strategies using the
concepts of quadratic functions.

III- SUBJECT MATTER

1. Introduction to Quadratic Functions
2. Graphs of quadratic Functions
3. Finding the Equation of Quadratic Function Equation
4. Applications of Quadratic Functions

E- Math 10 ,pp.
Orlando A. Oronce
Marilyn O. Mendoza
DepEd Learning Material for Grade 9
pp.

IV- PROCEDURE:

DAY 1
A. Explore:

- Do the Exploration ( Group Activity)

Completing the table and identify the graph of the table .
(will lead to the definition of Quadratic Equation.)

B. Firm -up

- Discuss the key concepts of Quadratic Equation.

- Discuss how to represent quadratic functions using table of values.
- Discuss real – life situations that are modeled by quadratic functions.

Activity 2 : Identify me!

Directions: State whether each of the following equations represents a quadratic function or
not.

Page | 20
DAY 2
- Activity 2 : Parking Lot Problem
(Introductory activity to quadratic function.)
Directions: Solve the problem by following the procedure below.
Mr Santos wants to enclose the rectangular parking lot beside his house by putting a wire fence
on the three sides as shown in the figure. If the total length of the wire is 80 m, find the dimension of
the parking lot that will enclose a maximum area. Follow the procedure below:

A. In the figure above, if we let w be the width and l be the length, what is the expression for the
sum of the measures of the three sides of the parking lot?
B. What is the length of the rectangle in terms of width?
C. Express the area ( A) of the parking lot in terms of the width.
D. Fill up the table by having some possible values of w ad the corresponding areas,

Width (w) 5 10 15 20 25 30 35
Length
(l)

E. What you have

F. What is the dependent variable? independent variable?
G. From the table of values, plot the points and connect them using a smooth curve.
H . What do you observe about the graph?
- Introduce the parabola.
- Discuss the graph of function:
a domain
b. range
c. intercepts
d. axis of symmetry
e vertex
f. direction of the opening of the parabola

Page | 21
DAY 3
- Demonstrate the how to transform the quadratic function defined by
y = ax2 + bx + c into y = a(x-h)2 + k
 Completing the square

h=
−b 4 ac−b2
 k=
2a 4a

- Determine the parts of the parabola given the quadratic functions in the form
y = a (x-h)2 + k.

- Activity 3: Step by step ! ( In pairs)

DAY 4 - 5
- Discuss the effect of changing the values of a, h, and k in the equation y = a (x-h)2 + k .
- Activity 4: To the left to the right! Put me up put me down!

Direction: Form a group of 5 members each and perform the activity

Graph and answer the following questions.

- Discuss examples on determine the equation of a quadratic function.

Page | 22
 C. Deepen:
- For individual assessment (quiz)

D. Transfer:
- GRASPS

A. QUADRATIC DESIGN
(group of 5 members)
GOAL: Your task is to design a curtain in a small restaurant that involves a quadratic curve.
ROLE: Interior Designer
AUDIENCE: Restaurant Owner
SITUATION:
Mr. Andal, the owner of a restaurant wants to impress some of the visitors, as target clients, in
the coming wedding of his friend. As a venue of the reception, Mr. Andal wants a new ambience in his
restaurant. Mr. Andal requested you, as interior designer, to help him to change the interior of the
restaurant particularly the design of the curtains. Mr. Andal wants you to use parabolic curves in your
design. Map out the appearance of the proposed design for the curtains in his 20 by 7 meters restaurant
and estimate the approximate budget requirements for the cost of materials based on the height of the
design curve.
PRODUCT: Proposed plan for the curtain including the proposed budget based on the original garden.
STANDARDS FOR ASSESSMENT: You will be graded based on the rubric designed suitable for
your task and performance.

B. WEBQUEST. MATH IS ALL AROUND.

Directions: Make a simple presentation of world parabolic arches.
Task:
1. Group of 5 members. Choose someone you can depend on to work diligently and to do his fair share
of work.
2. In your free time, start surfing the net for world famous parabolic arches. As you search, keep a
record of where you go, and what you find on the site.
3. Complete the project by organizing the data you collected, including the name of the architect and the
purpose of creating the design.
4. Once you have completed the data, present it to the class in a creative manner. You can use any of the
following but not limited to them.  Multimedia presentation  Webpages  Posters 5. You will be
assessed based on the rubric for this activity.

SEPTEMBER 9-13 , 2019

DAY 1 & 2
*** due to some class’s interruption the individual assessment (application of quadratic functions) will
be given this Monday and Tuesday (checking of their learning experiences).

Page | 23
 MODULE 2
VARIATIONS
UNIT STANDARDS
Content Standard
The learner demonstrates understanding of key concepts of variations.
Performance Standard
The learner is able to formulate and solve accurately problems involving variations
I- LEARNING COMPETENCIES:
1. Illustrates the situations that involve the direct variations
II- LEARNING TARGETS:
a.1 identify and illustrate practical situations that involve variations
a.2 recognize relationship among quantities
a.3 write an equation for given statements
a.4 determine the relationship of quantities from tables and graphs
a.5 determine the constant of variation
a.6 determine the mathematical statement using a pair of values
III- SUBJECT MATTER
Lesson 1: Direct Variation

 E- Math 10
pages: 203
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 194-211

IV- PROCEDURE:

DAY 3
A. Explore:
- Do Activity 1 ( Agree or Disagree)
- KWH
B. Firm up:
- Discuss the key concepts of Direct Variations
- Demonstrate how to solve the value of a given variation
- Discuss real life problems involving direct variations.
- Answer TRY IT 1 &2
-

Day 4
C. Deepen:
Page | 24
 - Practice and Application I (1-16)

SEPTEMBER 16 - 20 , 2019
Day 1

- Quiz

D. Transfer: (Closure Activity)

- Tell the students to summarize what they have learned from this lesson.

Day 2
I- LEARNING COMPETENCIES:
1. Illustrates the situations that involve the Inverse Variations
II- LEARNING TARGETS:
a.1 identify and illustrates situations that involve inverse variations;
a.2 translate an inverse variation statement to relationship between two quantities using:
a. a table of values
b. a mathematical equation;
c. a graph, and vice versa.

III- SUBJECT MATTER

Lesson 1: Inverse Variation

 E- Math 10
pages: 214
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 213 -220

IV- PROCEDURE:

A. Explore:
- Introductory Activity (Who’s decreasing or decreasing!)
B. Firm -up:
- Discuss the key concepts of Inverse Variations
- Answer the situations about inverse variation
- Discuss the concepts behind the situations that they have encountered.

C. Deepen:
- Answer TRY IT 1

Day 3
Page | 25
NOTE:
September 18, 2019 (CAREER DAY)

Day 4

D. Transfer:
- Sharing of their learning experiences
*Review for the incoming 2nd Preliminary Examination

SEPTEMBER 25-27, 2019

NOTE:
September 23-24, 2019 – ( 2nd Preliminary Examination)

I- LEARNING COMPETENCY:
- Illustrates the situations that involve the Joint and Combined Variation

II- LEARNING TARGETS:

I can…
a. translate statements into mathematical sentences
b. find the constant of variation
c. solve for the values of missing variables
d. formulate the equation for the relationship of variables or quantities.
III- SUBJECT MATTER

Lesson 3: Joint Variation

Lesson 4: Combined Variation
 E- Math 9
pages: 251-255
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 215- 220

IV- PROCEDURE:
Day 3

A. Explore:
- Exploratory Activity.
1. Consider the two sets of triangles : ∆ ABC and ∆ PQR .

Page | 26
 2. Complete the table below by counting the square units for the given triangles.
a.
base ( AB) altitude ( CD) Area
I
∆ ABC
II
III
b.
base ( PQ) altitude ( RS) Area
I
∆ PQR
II
III

c. What will happen to the area when its base is unchanged and its altitude is doubled?
d. Are your observations in Number 3 true for ∆ PQR ?
- Guide student in making conjectures about joint variation. Consolidate students’ responses by
conducting whole discussion on joint variation.

B. Firm-up:
- Discuss the proportionality constant for joint variation.
- Demonstrate how to model situations using joint variation.

Day 4
- In pairs, answer Try It .
1. The area of a rhombus varies jointly with the lengths of the diagonals d 1 and d2. Find the
equation of joint variation if A= 24m2, d1 = 6m and d2 = 8m.
2. The area of a parallelogram varies jointly as its base and height .Find the equation of
joint variation if A= 184 sq. ft., b = 23 ft, and h = 8 ft.

SEPTEMBER 30 -
OCTOBER 4, 2019

Day 1
- Extend the discussion to combined variations.
-

Page | 27
  This relationship among variables will be well illustrated in the following examples.
** translating statements into mathematical equations using k as the constant of variation.
** example of combined variation where one the terms is unknown.
- Answer TRY It 4

Day 2
A. ( DVand IV Combined)
Using the k constant of variation , write the equation of variation for each of the ff:
1. W varies jointly as c and the square of a and inversely as b.
2. P varies directly as the square of x and inversely as s .
3. The electrical resistance R of a wire varies directly as its length l and
inversely as the square of its diameter.
4. The acceleration of a moving object varies directly as the distance it
travels and inversely as the square of the time it travels.
5. The pressure of a gas varies directly as its temperature and inversely as its
volume.

B. Solve the following:

1. If r varies directly as s inversely as the square of u, and r = 2 when s = 18 and u = 2, find:

a. r when u = 3 and s = 27.

b. s when u = 2 and r = 4.
c. u when r = 1 and s =36.

2. P varies directly as q and the square of r inversely as s.

a. Write the equation of the relation.

b. Find k if p = 40 when q = 5 , r = 4 and s = 6.
c. Find p when q = 8, r = 6 and s = 9.
d. Find s when p = 10, q = 5 and r = 2.

C. Deepen:
- Activity: (What to reflect and understand)
Who is this Filipino Inventor?
*** He is a Filipino mathematician who developed a board game called DAMATHS. The board game
applies the moves used in the Filipino board game DAMA to solve problems on the different concepts
of Mathematics . Who is he?
Direction: To find out, match the letter that corresponds to the answer to the numbered item on your
left . The letters will spell out the name of this Filipino Mathematician.
“z varies jointly as x and y”
E 8
1. Translate into variation statement
kb
2. If z = 36 when x = 3 and y = 2, find k. B a=
3. x is 4 when y =3 and z = 2. What is z if x = 8 and y = 6. h
1
The area of a triangle varies joint as its base b and height h. D
2
4. express the relation as a variation statement. kx
F z=
y
Page | 28
U 6
N a= kbh
A 44 cm2
 5. If the area is 15cm2 when the base is 5 cm.
and the height is 6 cm., find k.
6. If a = 65 cm2 when b = 10 cm and h = 13 cm,
find a when b = 8 cm and h = 11 cm.

Answer: ______ _____ _____ _____ _____ _____

1 2 3 4 5 6

Day 3
- checking of their activity.

D. Transfer:
Wrap It Up!
- On a sheet of paper, ask the students to summarize what they have learned from this lesson.
Provide real-life examples. Illustrate using variation statements and mathematical equations showing the
relation of quantities.

Note:

October 4, 2019 ( Celebration of World Teachers Day )

October 6, 2019 ( Family Day)
October 7, 2019 ( No Classes)

Page | 29
 OCTOBER 8-11,2019

I- LEARNING COMPETENCY:
- applies the laws involving positive integral exponents to zero and negative integral exponents.
- illustrates expressions with rational exponents.
- simplifies expressions with rational exponents.
- writes expressions with rational exponents as radicals and vice versa.

II- LEARNING TARGETS:

I can…
a. simplify the expressions with zero, negative integral, and rational exponents.
b. illustrate expressions with rational exponents.
c. formulate real – life problems involving rational exponents
d. solve with utmost accuracy
III- SUBJECT MATTER

Lesson 1: Zero , Negative and Rational Exponents

 E- Math 9
pages: 251-255
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 215- 220

Day 1

IV- PROCEDURE:
A. Explore:
-

Page | 30
* *(assessing their knowledge of laws of exponents. These knowledge and skills will help them
to understand zero, negative and rational exponents.)
Day 2

B. Firm-up:

Day 3

C. Deepen:
Page | 31
 - Answer Practice and Application
* Test II (4 - 12)
* Test III- ( 24-28)
* Test IV- ( 36 -40)

Day 4

D. Transfer:
(Closure Activity)

Page | 32
 OCTOBER 14 -18,2019

I- LEARNING COMPETENCY:
- perform operations on radical expressions.

II- LEARNING TARGETS:

I can…
- perform addition and subtraction on radical expressions.
III- SUBJECT MATTER

Lesson 2: Operation on Radicals

 E- Math 9
pages: 46-51
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 260 - 265

Day 1- 2

IV- PROCEDURE:
A. Explore:

B. Firm -up:
- Discussion
 Definition of like radicals
 Rule of Addition and Subtraction of Like Radicals
***(Explain that sometimes, we need to simplify expressions to produce like
radicals)
- Discuss more examples of Addition and Subtraction of Radicals
- Let them to answer Try It no.1 and 2

Page | 33
Day 3 - 4
C. Deepen:
- Answer
 Vocabulary Concepts ( 1-8)
 Practice and Application ( 1-15)

D. Transfer: ( Self- assessment)

1. What did you learn about the topic on adding and subtracting radicals?
2. How did you learn them?

OCTOBER 21 – 23 ,2019

I- LEARNING COMPETENCY:
- perform operations on radical expressions.

II- LEARNING TARGETS:

I can…
- perform multiplication on radical expressions.

III- SUBJECT MATTER

Lesson 2: Operation on Radicals

 E- Math 9
pages: 53 – 65
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 265 – 275

Day 1

IV – PROCEDURES:
A. Explore:

- Fill- in – the – Blanks Activity

Provided below is the process of multiplying radicals where x> 0 and y > 0. Carefully analyze the given
example then provide the solution for the rest of the problems. Then, answer the comclusion table that
follows.

Page | 34
*** Help the students to consolidate their conclusion.

Day 2

B. Firm up:
-

- Discuss more illustrative examples.

C. Deepen:

Page | 35
 - Multiplying the radicals through board activity.

D. Transfer:
-Decoding the message by performing the multiplication of radicals.

OCTOBER 24 -25 ,2019

Second Periodical Examination

OCTOBER 28 – 31 , 2019

I- LEARNING COMPETENCY:
- perform operations on radical expressions.

II- LEARNING TARGETS:

I can…
- perform division on radical expressions.
- rationalize the radical expressions.

ii- SUBJECT MATTER

Lesson 2: Operation on Radicals

 E- Math 9
pages: 67 – 73
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 276 – 285

Day 1

IV – PROCEDURES:
A. Explore:
- Introductory activity.
- Analyzing the given examples and perform the needed operations to transform the expression
to its equivalent value.

Page | 36
 - Process questions:
n
1. How can we simplify radicals if the denominator is of the form √ a?
2. How do you identify the radical to be multiplied to the whole expression?

Day 2

B. Firm up:
- Discuss the rules how to divide radicals.

- Discuss more illustrative examples.

- Multiplying the radicals through board activity.

Day 3
Page | 37
 C. Deepen:
- Perform the indicated operations. Then fill up the next table with the letter that corresponds to
the correct answer.

Day 4
- Long quiz
- Checking/ sharing their learning experiences.

D. Transfer: (Closure Activity)

- Tell the students to summarize what they have learned from this lesson.

NOVEMBER 01, 2019

ALL SAINTS DAY

Page | 38
 NOVEMBER 4 -7 2019

I- LEARNING COMPETENCY:
- solve equations involving radical expressions and
- solve problems involving radicals.

II- LEARNING TARGETS:

I can…
- identify mathematical concepts used to solve the problem.
- solve radical expressions
- apply understanding on radicals in solving real- life problems.

III- SUBJECT MATTER

Lesson 2:solving Radical Equations

 E- Math 9
pages: 74 – 76
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 286– 290

Day 1

IV – PROCEDURES:
A. Explore:
- K- W- L Chart ( Know about the solving radical equations)

Page | 39
Day 2

B. Firm up:
- Discuss the rules how to solve radical equation.

Day 3 – 4
- ( Board recitation)

NOVEMBER 08, 2019

No classes due to bad weather

NOVEMBER 11- 15, 2019

INTER- CATHOLIC SCHOOL SPORTS AND ACADEMIC MEET

NOVEMBER 18-20, 2019

Day 1
C. Deepen:
- let the students apply their understanding of solving radical equations to real-life problems.
- Problem solving and analyzing the given statements and answering the questions that follow.

Page | 40
Day 2
- Quiz
Day 3
D. Transfer:
- Accomplishing the KWL chart
- Journal Writing
“How can the knowledge of radical questions help us solve real- life problems?”

NOVEMBER 21-22 & 25, 2019

MODULE 5: QUADRILATERALS

I- LEARNING COMPETENCY:
- Identify the quadrilaterals that are parallelograms.

II- LEARNING TARGETS:

I can…
- demonstrate understanding the key concepts of quadrilateral
- determine the similarities and differences between quadrilaterals by looking at the side ,
angle, and diagonal measures.
- discover the properties of the special quadrilaterals.

III- SUBJECT MATTER

Lesson :Quadrilaterals
 E- Math 9
pages: 267 – 269
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 286– 290

Day 1

IV – PROCEDURES:
A. Explore:
- Act.1 ( Four – Sided Everywhere)
- Present the illustrations of Activity 1 and let the students answer the questions presented.
Questions:
a. What do you see in the illustrations above?

Page | 41
 b. Do you see parts that show quadrilaterals?
c. Can you give someone significance of their designs?
d. What are the different group / sets of quadrilateral?

- Activity 2:
In this activity, all students are doing the right plotting and connecting of points. Ask them to
answer the questions based on their drawings. They must be able to defend their answers using
the definitions of parallelogram.
(Plot the set of points in the Cartesian Plane. Connect each given set of points consecutively
to form quadrilateral. Identify whether the figure is a parallelogram or not and answer the
questions that follow.)

B. Firm up:
- discuss the properties of a quadrilaterals.
- True or false activity

Day 2
C. Deepen:
- QUIZ

Day 3
D. Transfer:

- Defense! Defense!
- This activity shall test the students’ ability to reason and defend why a given figure is a
parallelogram. They must be able to tell the condition/s that guarantee/s that the given figure
is parallelogram.

NOVEMBER 26-29, 2019

EMPLOYEES ANNUAL RETREAT 2019

DECEMBER 2 - 4, 2019
No classes due to Bagyong Tisoy

DECEMBER 5 -6 & , 2019

Page | 42
 I- LEARNING COMPETENCY:
- Describe the properties of quadrilaterals.
- Determine the conditions that guarantee a quadrilateral is a parallelogram.
- Use properties to find measures of angles, sides and other quantities involving
parallelograms .
- Demonstrate uses of quadrilaterals in real life.
- Solve problems involving parallelograms.
-
-
II- LEARNING TARGETS:
I can
- enumerate and describe the properties of a special parallelograms
- find the measures of angles , sides involving special parallelogram.
- solve real – life problems involving parallelogram.

III- SUBJECT MATTER

Lesson :Quadrilaterals
 E- Math 9
pages: 267 – 269
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 286– 290

Day 3

IV – PROCEDURES:

A. Explore:
- Draw and Discover:

Page | 43
10.
10. Using the cut out figures show that diagonals of a parallelogram bisect each other. Describe your
process.
11. With the help of the same cut out figures answer the question: Are the diagonals of a parallelogram
equal?
12. When is a quadrilateral said to be a parallelogram? Summarize your findings by completing the table
below:

Page | 44
Day 4

B. Firm up:
- Discuss the properties of special parallelograms

DECEMBER 9 - 13 & , 2019

Day 1

- Parallelogram Challenges

C. Deepen:
Page | 45
Day 2
- Rectangle challenge

- Rhombus challenge

Page | 46
Day 3
( I was absent – 12/12/2019)

D. Transfer :

- Given activity
( Practice & Application test II – III numbers 9- 17 ), page 297

Day 4

- Review Test

DECEMBER 16 -17, 2019

3rd Preliminary Examination

DECEMBER 18 , 2019
CHRISTMAS PARTY

DEC. 19- JAN. 5, 2019

CHRISTMAS VACATION

JANUARY 6 , 2020

RESUME OF CLASSES

Page | 47
 JANUARY 6-9 2020

I- LEARNING COMPETENCY:
- describes proportion
- applies fundamental theorems of proportion to solve problems involving proportions.
- illustrates similarity of figures.

II- LEARNING TARGETS:

I can…
- Describe proportion
- Solve unknown tem in proportion.
- Determine fundamental theorems of proportion.
- Solve problems involving proportions.
- Illustrate similar polygons.
- Identify corresponding angles and sides of similar polygons from similarity statement.
- Show enthusiasm in performing any assigned task.

III- SUBJECT MATTER

Proportion and Similar Polygons

 E- Math 9
pages: 282-266
Orlando A. Oronce
Marilyn O. Mendoza
 Learner’s Material Mathematics IX.
First Edition, pp. 356-367
 www. Analyzemath.com( activity sheet)

Day 1

IV – PROCEDURES:
A. Explore:
1. Pre-Assessment
Express the following as ratio:
1. 2 meters to 40 centimeters
2. 3 weeks to 6 days
3. 25 minutes to 2 hours
4. 6 years to 1.5 decades
5. a century to a decade
The teacher will show different pictures in the monitor and the learners will describe/explain what they
have noticed.

Page | 48
 1. Express the following ratios:
a. 1 m to 20 cm
Solution: 1 m = 100 cm
100 5
= ∨5 :1
20 1

b. 5 days to 2 weeks
5
Solution: 2 weeks = 14 days ∨5 :14
14
c. side of an equilateral triangle to its perimeter
Solution: P=3 s
s 1
=
3s 3
B. Firm -up:
 Discussing new concepts and practicing new skills #1

Unlock difficulties:
In the proportion a:b = c:d, a and d
are called the extremes of the proportion while b and c are the means.
in, the product of the means equals the product of the extremes

 Discussing new concepts and practicing new skills #2

-Guided Practice (Let’s Do This!)
- Application:Let’s Do More!

Day 2

C. Deepen :

* Developing mastery
- Are the following ratios proportional?
Answer with yes or no. If the answer is no, give a ratio, proportional to either of the
given ratios.
 Making generalizations and abstractions about the lesson
- Ratio is used to compare two or more quantities. Quantities involved in ratio are of
the same kind so that ratio does not make use of units. However, when quantities are of
different kinds, the comparison of the quantities that consider the units is called rate.
Proportion is the equality of two ratios.
Fundamental Rule of Proportion
w y
If w : x= y : z , then = provided that x ≠ 0 ; z ≠ 0 .
x z

Page | 49
  Evaluating learning
-Challenge yourself!
Supply the missing numbers or variables which will make the statement
proportionality.

3 ( ) () ()
1. = = =
4 12 20 24
2. () = 15 = 35 = () () = 15 = 35 = ()
6 18 ( ) 102 6 18 ( ) 102
2 () 12 22
3. = = =
() 35 66 ( )

 Think-Pair-Share
Solve for x in the proportionality.
x 5
1. =
3 9
5 4
2. =
x 7
5 2x
3. =
4 13
4. 2:3 = 11: (X+3)
5. (2X + 1) : 15 = X : 7

Day 3

D. Transfer :
Apply the fundamental law of proportion by finding the missing variable. Write the answer
on the blank before the number.
-Problem solving Activity

Day 4

- Quiz

JANUARY 13-16, 2020

Leave – ( high blood and flu)
Given Activities:
Day 1

IDENTIFY ME!

1. Look at the things inside the classroom and identify the similar sides or faces.
a. Books
b. Chalkboard
c. Table
Page | 50
 d. Walls
2. Find pairs of figures in your classroom that show similarity.

 Video /ppt about similarity of polygons

1. Answer each of the following.
a. When are two figures congruent?
b. Illustrate a pair of congruent figures
c. If ∆ ABC ≅ ∆≝¿, which are the congruent
sides? congruent angles?
2. Which figures seem to be similar? congruent?

Day 2
Activity:
A.

a. Name the corresponding sides of triangles I and II.

b. Find the ratio of the corresponding sides.
c. Determine the perimeter of triangles I and II
Answer the following.
1. How are the corresponding angles of the triangles related?
2. What do you notice about the lengths of the
corresponding sides of triangles I and II?
B. Tell whether the polygons in each pair are always, sometimes, or never similar.
1. Two rectangles
2. A regular hexagon and a regular octagon
3. Two squares

Day 3

A.

Two polygons are similar if they have the _________ but may have ___________.
Two polygons are similar if the corresponding sides are _________ and the corresponding
angles are __________.
The common ratio of the lengths of corresponding sides of similar polygons is also called the
_________ of the similar polygons.

Day 4

A. Given: Hexagon ABCDEF hexagon STWXYZ

Find the lengths of the sides of hexagon STWXYZ.
Give the ratio of the perimeters of the hexagon.

Page | 51
 B. Angelo wants to draw a triangle similar to the one below. Mrs. Valdez, his teacher suggests that
he double the length of each sides. How can Angelo draw a triangle?

JANUARY , 2020
Third Periodical Examination

JANUARY 23-24,2020

I- LEARNING COMPETENCY:
- proves the conditions for similarity of triangles,
a. by AA similarity theorem
b. by SSS similarity theorem
c. SAS similarity theorem
d. Similarity of Triangles using the Triangle Angle Bisector Theorem.
-
II- LEARNING TARGETS:
I can…
- Describe
a. AA Similarity Theorem.
b. SSS similarity theorem
c. SAS similarity theorem
d. Similarity of Triangles using the Triangle Angle Bisector Theorem.
- Prove the condition for similarity of triangles using
a. AA Similarity Theorem.
b. SSS similarity theorem
c. SAS similarity theorem
- apply the Triangle Angle-Bisector Theorem in solving for the unknown side of a triangle.

SUBJECT MATTER

 Similarity Theorem
- AA,SAS,SAS, and Triangle Angle-Bisector Theorem
 Learner’s Material Mathematics IX.
First Edition, pp. 368 -378
 www. Analyzemath.com( activity sheet)

Day 1

Page | 52
(checking of test papers)

IV – PROCEDURES:
A. Explore:
- Reviewing previous lesson or presenting the new lesson ( Analyze-Then-Solve Activity)
B. Firm -up:
- Presenting examples/instances of the new lesson( illustrative example)
- Discussing new concepts and practicing new skills #1
ACTIVITY
Write the statements or reasons that are left blank in the proof of AA Similarity Theorem.
Day 2
- Discussing new concepts and practicing new skills #2
Analysis of the different theorems

C. Deepen:
- Developing mastery
a. Use the SSS Similarity Theorem in writing an if-then statement to describe an illustration or
in completing a figure based on an if-then statement.
b. Write the statements or reasons that are left blank in the proof of SSS Similarity Theorem.
c. Write the statements or reasons that are left blank in the proof of AA Similarity Theorem.

Day 3

D. Transfer:

- If the triangles are similar, write a similarity statement between the two
triangles.

- If the triangles are similar, write a similarity statement between each pair of
triangles.

- Given the figure use SAS Similarity Theorem to prove that:

Page | 53
 JANUARY 27-31,2020

Day 1
- QUIZ

I- LEARNING COMPETENCY:
- proves the condition for Triangle Proportionality Theorem
- proves the conditions for similarity of triangles (Others involving Perimeters and Areas)
- proves the conditions for similarity of triangles
- proves the conditions for similarity of triangles

II- LEARNING TARGETS:

I can…
- State triangle proportionality theorem
- Apply triangle proportionality theorem
- Express relationships between perimeters and between areas of similar triangles.
- Prove the conditions for similarity of triangles involving area and perimeter ratios.
- Apply properties of similar triangles and proportional theorems to obtain properties of a
right triangle.
- Prove the conditions for similarity of right triangles.
- Identify and describe parts of a right triangle.
- Apply the right triangle similarity theorem to find the missing measure.
- Appreciate the value of right triangle similarity theorem in real-life situation.

III- SUBJECT MATTER

a. Triangle Proportionality Theorem
b. Relationships between Perimeters and between Areas of Similar Triangles
 Learner’s Material Mathematics IX.
First Edition, pp. 378-387
 www. Analyzemath.com( activity sheet)

Day 1 - 2

IV – PROCEDURES:
A. Explore:
- Reviewing previous lesson or presenting the new lesson
Activity:
THINK – PAIR – SHARE (Activity Card)
- Directions: Compute for the perimeter and area of the following triangles:

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 - Given a right triangle formed by popsicle sticks, use the two (2) remaining popsicle sticks to
form 3 right triangles

B. Firm -up:
- Discussing new concepts of Similarity Right Triangle.
(If two triangles are similar, there exists a relationship between their perimeter and between
their areas.)
- Presenting examples/instances of the new lesson.

- Activity:
-

Day 3

C. Deepen:
- practicing new skills

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 - Use the given figure to find the missing measure.
CD is the altitude to the hypotenuse of ΔACB. If r = 4 and s = 9, find h.

Day 4

D. Transfer :
A. Directions: Solve the following problems by applying the relationships between perimeters and
between areas of similar triangles.
1. . ∆ ALD ~ ∆ DUB. If AD = 1.8, DB = 1.2, and the perimeter of ∆ DUB is 3.4. Find the
perimeter of ∆ ALD.
2. If the areas of two similar triangles are 124 cm 2 and 225 cm2, find the ratio of their
corresponding sides.

B. Solve for unknown side.

2.

3.

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 February 3-7, 2020

DIVINE WORD COLLEGE 75th Founding Anniversary

February 10-14, 2020

I- LEARNING COMPETENCY:
- proves the conditions for similarity of right triangles
- apply the theorems to show that triangles are similar

II- LEARNING TARGETS:

I can…

- Illustrate special right triangles

- prove the special right triangles.
- solve problems involving special right triangles.
- Apply the Theorems to show the similarity of two triangles.
-Apply Theorems to show the similarity between two triangles.

III- SUBJECT MATTER

30- 60 – 90 Rigth Triangle
 Learner’s Material Mathematics IX.
First Edition, pp. 394-397

Day 1

IV – PROCEDURES:
A. Explore:
Activity 1: ARRANGE ME!
- Arrange the letters to form the word related to the figure.
NHPUTYESOE
EGSL
UCNORTEGN
RTGIH ALNEG
- What can you say about the legs of the triangle above?
- How about the angles opposite the legs?
- What do you call this triangle?
- Identify the following triangles as similar or congruent.

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 B. Firm -up:
- Discussing the new concept on 30- 60- 90 Right triangle theorem
- Presenting examples/instances of the new lesson.

Day 2-3

C. Deepen :
In a 30°-60°-90° Right Triangle
1. What relationship exists between the length of the side opposite the 30° angle and the length of
the hypotenuse?
2. How is the length of the longer leg related to the length of the other leg?

ΔGMA is a 30°-60°-90° triangle.

M
a 30 g
60°
G m° A
3. If m= 26 cm, find a and g
4. If g= 18 cm, find m and a.
5. If a = 30 cm, find m and g.
6. A cake is triangular in shape. Each side measures 1 foot. If the cake is subdivided equally into
two by slicing from one corner perpendicular to the opposite side, how long is that edge where
the cake is sliced?
7. Bryan is excited to connect his brand new stereo system to the television set. The directions say
that speakers should be in line with your television 12 feet apart as shown.
a. Find the distance between Bryan and the T.V set.
b. Find the distance between Bryan and each speaker.

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Day 4

D. Transfer :
A.
. Answer the following.
1. If triangle LOV and triangle ERV are right triangles, what are the right angles?
2. Are the answers in question #1 congruent? Why?
3. What do you mean by parallel?
4. If LO II ER what will be the congruent angles? Why?
5. How many parts of triangle LOV are congruent to triangle ERV? What are those?
6. Are triangles LOV similar to triangle ERV? Why?
7. What condition / Theorem?

B.
Mrs. Garcia, a Mathematics teacher, is 5 feet tall and casts a shadow of 4 feet at the same time that
the flagpole casts a 12 – foot shadow, what is the height of the flagpole?

a. What theorem can you apply to find the height of the flagpole?
b. What is the measure of the flagpole?

C.
< D is a right angle and BD ┴ AC. Find the missing part.

a. If AB = 9, and BC = 4, find BD
b. If AB = 12 and BC = 3, find DC
c. If AC =16 and AB =4, find AD.

February 17, 2020

Day 1

- Review Test for 4th Prelims

Day 2-3

February 18-19, 2020

4th Preliminary Examination

February 20-21, 2020

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Day 4
- Checking of test Papers
- Rationalization of 4th prelims

I- LEARNING COMPETENCY:
- proves the conditions for similarity of right triangles
- apply the theorems to show that triangles are similar

II- LEARNING TARGETS:

I can…

- Illustrate special right triangles

- prove the special right triangles.
- solve problems involving special right triangles.
- Apply the Theorems to show the similarity of two triangles.
-Apply Theorems to show the similarity between two triangles.

III- SUBJECT MATTER

45- 45- 90 Right Triangle
 Learner’s Material Mathematics IX.
First Edition, pp. 397-399

IV – PROCEDURES:
A. Explore:
-Reviewing previous lesson.

B. Firm -up:
- Write the statements or reasons that are left blank in the proof of 45°-45°-90° Right Triangle.
Given: Right Triangle with
Leg = l, Hypotenuse = h

l=
√2 h
Prove: h=√2 l 2
-
l 45° h
45°
l
- Presenting examples/instances
Illustrative example 1:
In the 45°-45°-90°triangle at the left, RS=16. Find PS.
Illustrative example 2:
Using the same figure, if PS = 12, find RS.
P
- Activity : COMPLETE ME! (Group Activity)
4
5° Page | 60

R 4
5° S
 Complete the table below applying the 45°-45°-90° right triangle theorem.

February 24- 28, 2020

Day 4
C. Deepen:
- Developing mastery
Boardwork/Seatwork
ΔABC is an isosceles right Δ with ∠C as the right ∠ .
1. If a=5 cm, find c.
2. If b=8 cm, find c.
3. If b=12.5 cm, find c.
4. If a= 23cm, find c

D. Transfer:
Finding practical applications of concepts and skills in daily living

A. Solve the following problem using the 45°-45°-90° Right Triangle Theorem.
1. A square-shaped handkerchief measures 16 inches on each side. You fold it along its
diagonal so you tie it around your neck. How long is this tie?
2. In preparation for the Feast in our Barangay, I would like to put tassel around a
square table cloth. If its diagonal measures 8 feet, what is the length of the tassel I need
to buy?

February 25, 2020

HOLIDAY

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 February 26-27, 2020
March 2, 2020
I- LEARNING COMPETENCIES
- Illustrate the six trigonometric ratios: sine, cosine, tangent, cosecant, secant and cotangent.
- finds the trigonometric ratios of special angles

II- LEARNING TARGETS:

I can …
- define the six trigonometric ratios.
- explain why the six trigonometric are trigonometric functions.
- demonstrate the six trigonometric ratio of special angles.

III- SUBJECT MATTER:

- Trigonometric Ratios of Acute Angles
E- Math 9; pp.
Learners Module ; pp.
Teachers Guide ;pp.

IV- PROCEDURES:

A. Explore:
- Review of the previous lesson and the different parts of a right triangle. (help the students to
recognize the side opposite and adjacent to a given angle.
- Hunt – a – word puzzle

B. Firm up:

- Discuss the six trigonometric ratios .

- Introduce the mnemonics in remembering the trigonometric ratios ( e.g., SOH-CAH-TOA).
- Illustrate how these ratios work using illustrative examples. Then in pairs, ask the students to
answer Try It 1-3.

- review the parts of a special angles.

- discuss the trigonometric ratios special angles
- Using Think – Pair – Share, ask the students to answer Try It 3-5.

C. Deepen:
- Do a guided practice using Vocabulary and Concept and Practice and Application I- IV.

D. Transfer:
A. For individual work, let the students to answer selected exercises from practice and
application VIII- XIII on trigonometric ratios of special angles.

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 March 3 - 6, 2020
I- LEARNING COMPETENCIES
- Illustrate the laws of sines.

II- LEARNING TARGETS:

I can …
- Illustrate Laws of of Sines
- Solve problems involving law on sine.
- Show mastery in applying law of sine.

III- SUBJECT MATTER:

- Law of Sines ( SAA case)
E- Math 9; pp.
Learners Module ; pp. 480-482
Teachers Guide ;pp. 298-300

IV- PROCEDURES:

A. Explore:

- Reviewing of the previous lesson

B. Firm up:
- Conduct a discussion on laws of sines.
- Help the students to identify cases best solved using the law of sines.
- Give illustrative examples to showe thew law of sines work in solving problems.
Example 1: ( ASA Case)
Example 2: ( AAS Case)
- Discuss examples of word problems that capture application of the laws of sines.
- In pairs, Ask the students to answer Try It 5 & 6
- Making generalizations and abstractions about the lesson

C. Deepen:
- Evaluating the learning.
Let the students answer more exercises.

D. Transfer:
-  Let the students apply the Law of Sines in finding the missing parts of given oblique triangles.
Ask the students to complete the puzzle.  

- Long Quiz

Page | 63
 March 9 - 13, 2020

I- LEARNING TARGETS :
I can…
- recall all the topics from first quarter up to Fourth Quarter
- answer questions with speed and accuracy
- exhibit honesty and self- reliance during the test

II- SUBJECT MATTER:

- Review test in Mathematics 9 ( ACHIEVEMENT TEST)
References:
Mathematics- Grade 9 Learner’s Module
E- Math 9
Materials:
Test questionnaires, Zip Grade answer sheet, pen, calculator

III- PROCEDURE:

A. Classroom Routine
-Prayer
-Classroom management
- checking of attendance
B. Review

Day 1
- RT 1 ( First and Second Grading )

Direction: Choose the letter of the correct answer.

2
1. It is a polynomial equation of degree two that can be written in the form ax +bx +c=0 , where a, b, and c are real
numbers and a ≠ 0.
A. Linear Equation B. Linear Inequality C. Quadratic Equation D. Quadratic Inequality
2. Which of the following is a quadratic equation?
2 3
A. 2 r +4 r−1=0 B. 3 t−7−¿12 C. s +5 s−14=0 D.
2
2 x −7 x≥3
3. In the quadratic equation 3 x2 +7 x−14=0 , which is the quadratic term?
2
A. x B. 7 x C. 3 x2 D. -14
4. Which of the following is in standard form?
5 x2 +2 x−6=0
A. B. 5 x2 + x=3 C. x 2=3 x−4 D.
2 x −6=5 x 2
2
5. What is the value of x if x =36 ?
A. -6 B. +6 C. -6, +6 D. none of the above
2
6. What are the roots/ solutions of this x +9 x+ 14=0 by factoring
A. x=7 , x=−2 B. x=−7 , x=−2 C. x=7 , x=2 D.
x=−7 , x=2
2
7. What is missing to make the quadratic equation x +12 x +___=0 perfect square?
A. 12 B. 24 C. 36 D. 48
8. Mina wants to get the sum of the roots, she gets the values of a, b and c what process will she do next?
−b b
A. substitute the values of a and b to a C. substitute the values of a and b to a

Page | 64
 c −c
B. substitute the values of a and c to a D. substitute the values of a and c to a
9. When the discriminant is negative, then the nature of the roots are ________________.
A. real, equal and one solution C. real, irrational, not equal and two solutions
B. real, rational, not equal and two solutions D. no real roots

10.What is the sum of the roots of the quadrctic equation 3x 2+15x-21 =0?
A. 15 B. 5 C. -5 D. -7
11. Which of the following quadratic equations has no real roots?
A. 6m2+4m =3 B. t2- 5t - 9 =0 C. 2s2- 4s =-4 D. 4r2+2r - 5 = 0
12. What is the product of the roots of the quadratic equation 3x 2+15x-21 =0?
A. -21 B. -5 C. 5 D. 21
13. The graph of y = x2+ 2 is obtained by sliding the graph of y = x2.
A. 2 units downward B. 2 units upward C. 2 units to the right D. 2 units to the
left
14. Determine the k so that the equation 9x2+kx+1= 0 will have just one real solution.
A. 3 B. 4 C. 5 D.6
15. The vertex of the quadratic equation f(x) = ( x + 1 )2 – 2 is
A. (1, -2) B. (-1, 2) C. (1, -2 ) D. (-1, -2 )
16. Consider the quadratic function f(x) = ( x + 3 )2 + 2, the axis of symmetry of the function is
A. x = 3 B. x = -3 C. x = 2 D. x = -2
17. If x varies directly as y and x = 35 when y = 7, what is the value of y when x = 25?
A. 5 B. 6 C. 7 D. 10
18. The table below shows that the distance d varies directly as the time t. Find the constant of variation and the equation which
describes the relation.

A. 1 B. 5 C. 2 D. 10

19. Y varies directly as x and inversely as the square of z is written as

x kx ky kz
A. y= B. y= C. x = D. y=
z z2 z x2
20. The length of a garden is 4 m more than twice its width and its area is 38 m2. Which of the following
equations represents the given situation?

- Checking of papers ( using the ZIP GRADE)

Day 2
- RT 2 ( Third and Fourth Grading )

1.

2.

Page | 65
 3. Which of the following is an incorrect characteristic of a radical in simplest form?
A. No fraction as radicands. C. No radical appears in the denominator of a fraction
B. No radicands with variable. D. No radicands have perfect square factors other than 1
4. What is the sum of 2 3 ,−5 2 , 10 3 ,14 2∧−3 2 ?
√ √ √ √ √
A. 34 √ 5 B. 18 √5 C. 6 √ 2+12 √3 D.12 √ 2+6 √3
3 3
5. What value of k will make the equation √k +4 √ = 2 k +3 true?
A. 4 B. 3 C. 2 D. 1

6. What is the simplified form of

√ 20 x +5 ?
√5 x
2 4 5 √ 4 x 2+ x √ 4 x 2+ x
A. √4 x +x B. 5x √4 x +x C.
x
D.
x
7. What is the length of the hypotenuse of a right triangle if its sides measure 5 inches and 4 inches?
A. 20
√ inches B . 41 √ inches C. 20 inches D. 41 inches
8. In a flagpole, a 10 meter rope is attached to the top of the pole from a point on the field. If the rope is 8 meters
away from the base, how high is the pole?
A. 1.41 meters B. 4.24 meters C. 6 meters D. 12.81 meters
9. Consecutive angles of a parallelogram are
A. complementary B. adjacent C. supplementary D. congruent
10. A quadrilateral with exactly one pair of parallel sides
A. square B. trapezoid C. rectangle D. rhombus

11. The figure below is a rhombus, if m< I = (4x)º and < E= ( 2x+ 60)º.
What is the measure of < 1?
A. 100 º C. 200º
B. 300 º D. 400 º
12. The figure below is a parallelogram. The diagonals AC and BD intersect at E.
If AE = 2x and EC = 12, what is x?
A.5 B. 6 C. 7 D. 8

13. How many congruent triangles are formed when a diagonal of parallelogram is drawn?
A. 1 B. 2 C. 3 D. 4

14. All of the following are properties of a parallelogram EXCEPT:

A. diagonals bisect each other. C. opposite angles are congruent
B. opposite sides are congruent. D. opposite sides are not parallel

15. The diagonals of a rectangle have lengths 5x – 11 and 2x + 25. Find the lengths of the diagonals.
A. 12 B. 24 C. 49 D. 60

16. The expression 4( tan 600) – sin 300 is equal to

−1
A. +4 √3 B. 8 √ 3 -1 C. 7- √3 D. −2 √3
2
17. Find the measure of cos θ = 0.95 to the nearest degree , given that θ is acute.

A. 180 B. 180 11’ C. 180 12’ D.190

18. Given the right triangle ∆ PQR as shown at the right. Find x .
A. 1.8 B. 2.4 C. 3.2 D. 3.8

19. If one angle of an isosceles triangle is 40 and AB=BC, find the value of other two angles.
A. 50,50º B. 60,60º C. 70,70 D. 80,80

20. A large totem pole is in the state of Washington is 100 feet tall. At a particular time of day, the Totem pole casts a
249 foot long shadow. Find the measure of <A to the nearest degree.
A. 68 º B. 45º C. 35 º D. 22 º
Page | 66
 - Checking of papers ( using the ZIP GRADE)

Day 3
- Rationalization of Review Test 1 and 2
Day 4
- Pre –Test ( preparation for the Achievement Test)

March 16, 2020

Signing of Clearance for my Math Subject

March 17-19, 2020

ACHIEVEMENT TEST

Page | 67