QUARTER I

Week 1 – Day 1

Subject: MATH Grade Level: 9

Date:
Session: 1
__________________
The learner demonstrates understanding of key
concepts of quadratic equations, inequalities and
Content Standard function, and rational algebraic equations.

The learner is able to investigate thoroughly

mathematical relationships in various situations,
formulate real- life problems involving quadratic
Performance Standard equations, inequalities and functions, and rational
algebraic equations and solve them using a variety
of strategies.

Competency 1: Illustrates quadratic equations

Competency
(M9AL-Ia-1)
I. OBJECTIVES
Knowledge: Recognize and give examples of Quadratic
Equation.

Skills: Illustrate Quadratic Equation.

Attitude: Answer given exercises with honesty and accuracy.
II. CONTENT Illustration of Quadratic Equations

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 9, pp. 14-18

Pages

2. Learner’s Learner’s Module (LM) in Math 9, pp. 11-14

Materials Pages

3. Textbook Pages Intermediate Algebra p.45

4. Additional  EASE Module Second Year Quadratic Equations

Materials Module 3 Chapter 2 Quadratic Equations pp.44-
46
 Attachment
 5. Learning LRMDS, QUADRATIC EQUATIONS
Resources (LR)
portal

B. Other Learning www . google .com

Resources

IV. PROCEDURES
A. Reviewing or ACTIVITY 1: Do you remember these products?
presenting the new Note to the Teacher:
lesson  Divide the class into groups of five members.
 Provide each group with activity sheets (refer to
activity sheet 1) with instructions and questions
to answer.
 Process all groups’ answers.

B. Establishing a
purpose for the Motive Questions:
lesson 1. How did you find each product? (expected
answer: The different methods of finding products of
polynomials are used such as distributive property,
FOIL method …)
2. How would you describe the products obtained?
(expected answer: Each product is a polynomial)
3. What common characteristics do these
polynomials have? (expected answer : Each
polynomial contains one variable)
4. Why do you think there is a need to perform such
mathematical tasks? ( answers may vary )
C. Presenting ACTIVITY 2: Another kind of equation:
examples of the 1. Use the same grouping as in activity 1.
new lesson 2. Refer to Activity sheet 2 for the given and
questions.
D. Discussing new The teacher discusses the definition and other
concepts and concepts of Quadratic Equations.
practicing new skills (Refer to Worksheet 1–Discusssion 1)
#1

E. Discussing new Activity 3: Does it illustrate me?

concepts and 1. Ask the students to count 1-5 to form the
practicing new skills groupings. (All number 1 will be in one group, all
#2 number 2 is another group and so on)
2. Refer to activity sheet 3 for the instructions.
Direction: Tell whether or not each of the following
situations illustrate quadratic equation. Justify your
answer by representing each situation by a
 mathematical sentence.
1. The length of a swimming pool is 8m longer than
its width and the area is 105m2.
2. A garden 7m by 12m will be expanded by
planting a boarder of flowers. The boarder will be of
the same width around the entire garden and has an
area of 92m2.
3. Edna paid at least Php1, 200 for a pair of pants
and a blouse. The cost of the pair of pant is Php600
more than the cost of the blouse.
4. A motorcycle driver travels 15kph faster than a
bicycle rider. The motorcycle driver covers 60 km in
two hours less than the time it takes the bicycle rider
to travel the same distance.
5. A realty developer sells residential lots for Php4,
000 per square meter plus a processing fee of
Php25, 000.One of the lots the realty developer is
selling cost Php625, 000.
F. Developing Mastery Seatwork:
 Ask each student to prepare 5 pieces of 1/8
sheets of paper.
 Let them answer each given in 30 seconds,
and ask them to pass their answer sheets to
the center after.
 A student seated at the center will sort out
which answers are correct and which are not.
He/she has to record also the scores of each
in the score sheet as shown :
Name of Item Number
Student 1 2 3 4 5

Direction: Identify each equation as Quadratic or

Not quadratic.
1. 3x – 2 = 0 3. ( x + 3 ) + 8 = 0
2
2. 2(x + 3) = 0 4. x3 – 3 = 0
5. x (x + 3) + 5 = 0
G. Finding practical ACTIVITY 4: Group Activity
applications of Identify one problem in real-life that provides a
concepts and skills realistic application of Quadratic Equations.
in daily living Support your answer.
(Answers may vary)
H. Making Guide Questions for Generalization:
 Generalizations
and abstractions  What is Quadratic Equation?
about the lesson (Expected answer: Quadratic Equation- is an
equation in the second degree)
 Give the properties of Quadratic equation?
(The properties of Quadratic Equations are as
follows: a) it is a second degree equation b)it has
the form ax2+bx + c=0 where a, b & c are real
numbers and a cannot be zero )
 What are the incomplete forms of quadratic
equations?
Expected answers :( ax2 = 0, ax2 +bx = 0, ax2 + c =
0)
I. Evaluating learning Written Examination: (Expected answers are
highlighted)
I. Which of the following equations are quadratic
equations? Write Y if it is and N if not.
1. 3x – 2 = 0. ( N)
2. x + 3x2 = 0. (Y)
3. 3x – 2 = 0. (N)
4. x (x + 3 ) – 5 = 0 (Y)
II. Multiple Choice : Write the letter and words of the
correct answer:
5. Which of these equations illustrates quadratic
equation?
a. (x + 3) + 8 = 0 c. x + y = 0
2
b.2(x +3) = 0 d. x3 = 2x
6. It is a polynomial equation of degree 2?
a. quadratic equation c. quadratic inequality
b.linear equation d. linear inequality
7. Which of the following is the standard form of
quadratic equation?
a) ax + b = 0 c)ax2 + bx + c = 0
b)ax + b  0 d) ax2 + bx + c  0
8. Which of the following real number in the
quadratic equation form ax2 + bx + c = 0 cannot be
zero?
a) a b) b c) c d) none of
these
J. Additional ACTIVITY 5: Where in the Real World?
Activities for (use the same grouping as in activity 3)
application or Name some objects or cite situations in real life
remediation where quadratic equations are illustrated. Formulate
quadratic equations out of these objects or situations
then describe each.
V. REMARKS

VI. REFLECTION

A. No. of learners who

earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did
I encounter which my
principal and
supervisor help me
solve?
G. What innovation or
localized I
used/discover which I
wish to share with
other teacher?
 ATTACHMENTS

Session: 1 (1 day)

Content: Quadratic Equations

Activity 1: Do you remember these products?

Find each indicated product then answer each question that follow.

1) 3(x2 + 7) 3) 2s (s – 4)

2) (w + 7) (w + 3 ) 4) ( 3 – 4m )2

5) (8 – 3x) ( 8 + 3x )

A. How did you find each product?

B. In finding each product what mathematical concepts or principles did

you apply?

C. How would you describe the products obtained? What common

characteristics do these polynomials have?

EXPECTED ANSWERS:
1) 3x2 + 21, 2) w2 + 10 w + 21, 3) 2s2 – 8s, 4) 9 -24m+16m2, 5) 64 – 9x2
A) Apply the mathematical concepts or principles previously learned.
B) Special products, Distributive Property of Multiplication and Long Method
of multiplication.
C) Each product is a polynomial. Each contain one variable with 2 as the
highest exponent.

Activity 2: Another kind of Equation:

 Below are different equations. Use these equations to answer the
questions that follow:
x2-5x+3=0 r-25=0 6p-q=10 r2 = 144
2 2
2s+3t=-7 9r -25=0 t -7t+6=0 C=12n-5

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?
How are these equations different from those which are linear?
What common characteristics do these equations have?
Expected Answers :

Linear Equations Quadratic Equations

2
2s+3t=-7 x -5x+3=0
r-25=0 9r2-25=0
6p-q=10 t2-7t+6=0
C=12n-5 r2 = 144
*Linear Equations has 1 as its exponent of the variable while
Quadratic Equation has 2 as its highest exponent of the variable,
hence the degree of each mathematical sentence is 2.
*Both Linear Equations and Quadratic Equations contain variables.
DISCUSSION:

QUADRATIC EQUATION  is an equation which is in the second degree.

 it takes the form : ax2 + bx + c = 0 where a ,b, and c
are real numbers and a  0.
Incomplete forms of Quadratic equation :
1) ax2 + c = 0; that is if b = 0
2) ax2 + bx = 0; that is if c = 0
3) ax2 = 0; that is if both b and is equal to 0
DEGREEE OF AN EQUATION is determined through the highest exponent of the
variable in an equation.

ACTIVITY 3: (EXPECTED ANSWERS)

1) Quadratic; x (x + 8) = 105  x2 + 8x = 105

 where x is the width in meters of the swimming pool.
2) Quadratic; 4x2 + 38x =92  2x2 +19x =46
where x is the width in meters of the boarder of flowers.
3) Not Quadratic; x+ x + 600 > 1,200  2x + 600  1,200
where x is the cost in pesos of the blouse
4) Quadratic ; 2v2 +30v – 900 = 0  v2 + 15v -450 =0
where v is the speed in kph of the bicycle
5) Not Quadratic ; 4,000x + 25,000 = 625,000
where x is the number of square meters of lot.

DIRECTION:A: Identify which of the following equations are quadratic and which
are not. If the equation is not quadratic explain.

1) 3m + 8 = 15 6) 25- r 2 = 4r
2) x2 -5x + 10 = 0 7) 2x ( x- 2 ) = -7
3) 12 – 4x = 0 8) ½ (h – 6) = 0
4) 2t2 – 7t = 12 9) (x + 2)2 = 0
5) 6 – 2x + 3x2 = 0 10) (w – 8) (w + 5) = 14

Expected Answers:
Quadratic Equations: Not Quadratic Equation
1) x2 -5x + 10 = 0 1) 3m + 8 = 15
2) 2t2 – 7t = 12 2) 12 – 4x = 0
3) 2t2 – 7t = 12 *these two are not
4) 6 – 2x + 3x2 = 0 quadratic because the
5) 25- r2 = 4r degree is not 2.
6) 2x (x- 2) = -7
7) (x + 2)2 = 0
8) (w – 8) (w + 5) = 14