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Math 9 Sample Lesson Plan Quarter1 - Week 1 Day 1

MATH (Davao City National High School)

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QUARTER I
Week 2 – Day 1

Subject: MATH Grade Level: 9

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

The learner is able to investigate thoroughly mathematical

relationships in various situations, formulate real- life
Performance Standard problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them
using a variety of strategies.
Competency 2: Solves quadratic equations by :
a) extracting square roots, b) factoring, c) comple-
Competency ting the square, and d) using the quadratic
formula.
(M9AL-Ia-b-1)
I. OBJECTIVES
Knowledge:
 Recalls concepts on factoring polynomials.
Skills:  Solves quadratic equations by factoring.
Affective:  Develops logical reasoning.
II. CONTENT SOLVING QUADRATIC EQUATION BY FACTORING

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages
2. Learner’s Materials
Pages
3. Textbook Pages
4. Additional Materials
5. Learning Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing or presenting
the new lesson
Teacher’s Guide (TG) in Mathematics 9, pp. 27-33
Learner’s Module (LM) in Math 9, pp. 24-27
Intermediate Algebra for Second Year pp. 48-49
TV, LAPTOP
EASE Module Second Year Quadratic Equations, Module 3
Chapter 2 Quadratic Equations pp 47-53
ACTIVITY: Factor the following polynomials.
a. x2-6x+8 b.x2+4x-5 c. 6x-2x+8

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Expected answers:
a. (x-4)(x-2) b) (x+5)(x-1) c. 4(x+2)

**Note to the Teacher:

Ask the students to work in pairs.

B. Establishing a purpose for Motive Question:

the lesson What type of special product is x2-6x+8=0? How many
values of x can be obtained from this product?
Possible Answers:
( product of two binomials, two)
C. Presenting examples of Present the following examples:
the new lesson 1) x2-6x+8=0
Solution:
a. find the factors of the left member of equation: (x-4)(x-
2)=0
b. apply the zero product property : (x-4)=0; (x-2)=0
c. solve each resulting equation : x-4=0 x=2
x-4=0 x=2
solution:
d. check the values of the variable obtained by substituting
each in the equation :

4 2
42 -6(4) + 8 =0 22 -6(2) + 8 =0
16 – 24 + 8 =0 4 – 12 + 8 =0
0 =0 0=0
2
2) ( x+ 2) = 9
Solution:
a. find the product and equate to zero : x2 +4x +4 = 9
x2 +4x – 5 = 0
b. find the factors of the left member of equation(x+4)(x-1)=0
c. apply the zero product property : (x+5)=0; (x-1)=0
d. solve each resulting equation : : x+5=0 ; x-1= 0
x= -5 : x=1
solution:
e. check the values of the variable obtained by substituting
each in the equation :

-5 1
(-5 + 2)2 = 9 ( 1 + 2)2 = 9
-32 = 9 32 = 9
9=9 9=9

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D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing Mastery
G. Finding practical
applications of concepts
and skills in daily living
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GROUP ACTIVITY : FACTOR Then Solve !!!
Direction : Solve the following quadratic equations by
factoring. Answer the questions that follow.
1) x2 + 7x = 0 2) x2 – 25 = 0
2
3) 4s + 9 = 12s 4) x2 -10x + 25 =0
5) 11r + 15 = -2r2 6) 81 – 4x2 = 0
Questions :
1. How did you find the solutions of each equation?
(expected answer : by applying the process on finding
solutions by factoring)
2. What mathematics concepts/principles did you apply in
finding the solutions?
(expected answer : factoring quadratic polynomials and
zero product property)
3. Compare your answers with those of your groupmates.
Did you arrive at the same solutions? If NOT, explain.
( Answers may vary )
ACTIVITY: (Work in pairs) How Well Did I Understand?
Direction: Answer the given question.
 Patricia says that it`s more appropriate to use
the method of factoring than extracting square
roots in solving the quadratic equation 4x2 -9 =
0. Do you agree with Patricia? Explain your
answer.
( answer may vary)
ACTIVITY: Group Activity
Direction: Solve the following quadratic equation :
1) x2 + 8x = 9 2) x2 –x – 20 = 0
3) y ( y-7) = 44 4) 4x2 + 9x = 9
5) 4a2 -12a = -5
Note to the teacher:
 Assign only one given to each group.
 Ask each group to present their answer.
Expected answer:
1) 2)
GROUP ACTIVITY : ( Use the same grouping as in the
previous activity).
Answer This: A computer manufacturing company would like
to come up with a new laptop computer such that its monitor is
80 square inches smaller than the present ones. Suppose the
length of the larger monitor of the larger computer is 5 inches
longer than its width and the area of the smaller computer is 70
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square inches. What are the dimensions of the monitor of the

larger computer? (expected answer :
H. Making Generalizations GUIDE QUESTION:
and abstractions about *How do you solve quadratic equations by factoring?
the lesson Expected Answer: Quadratic Equations can be solved using
the following steps:
a) write in standard form.
b) find the factors of the left member of equation.
c) apply the zero product property.
d) solve each resulting equation.
e) check the values of the variable obtained by
substituting each in the original equation.

I. Evaluating learning WRITTEN TEST:

Direction: Solve each quadratic equation by factoring.
1) x2 + x – 12 = 0 2)x2 -12x = 36
(Expected answers: 1) 2))
J. Additional Activities for GROUP ACTIVITY : ( expected answers are highlighted)
application or *We get the word mathematics from the Greek word
remediation mathematics. What does it mean?
“__ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __”
6 11 7 2 3 7 1 6 4 3 9 1 12 5 10 11 10 8
To find the term, find the solutions of the of the given
quadratic equation on the blank above the numbers
corresponding to the solutions.

QUADRATIC EQUATION SOLUTIONS

1) x2 -4x + 4 = 0 t
2) x2 +11x + 28 = 0 r
2
3) 4x + 11x + 6 = 0
4) -10x2 -7x - 4 = 0
5) 2x2 +9x + 4 = 0
6) 7x2 -27x - 4 = 0
7) x2 -2x - 25 = 0
8) 3x2 +11x + 6 = 0 s
2
9) 1- x = 0
10) x2 - 16 = 0
11) 9x2 - 25= 0 o
2
12) 3x +7x -6 = 0 a
Expected answer :
disposedtolearning

V. REMARKS

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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?
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Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__local poetical composition
The lesson have successfully delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
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activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

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( ask the students to answer the given question orally)

What new insights do you have about solving quadratic equations by factoring? How
would you connect this to real life? ( answers may vary)

ATTACHMENT
Session: 1 (1 day)

Content: Direct Variation

DISCUSSIONS:
A variable y varies directly as variable x if and only if . The
constant is called the variation constant or the constant of
proportionality. If we know one pair of values that varies directly, then
we can find k. Once k is known, we can write the equation of variation
and use it to determine other values.
In the same manner, that a variable y varies directly as the square
2
of x is expressed as y kx .
Direct variation is also related to proportion. Let (x 1,y1) and (x2,
y1
k
y  kx y1 kx1 x
y ) be any two solutions for
2 , then or 1 . Similarly
y2 y1 y2
k
y2 kx2
you have or x2 . Since we can equate x1 and x2 to k ,
y1 y2

it follows that x1 x2 .

SUPPLEMENTARY ACTIVITIES

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

DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.

2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.

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DIRECTION: Which of the equations is of the form and shows

direct relationship?

1.
2. y = 5x
3. y=x
4. y= x2 + 1
5. y = 3x2

DIRECTION: Write an equation for the following statements:

1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.

DIRECTION: Write an equation to describe these situations.

1. N varies directly as s .
2. R varies directly as the fourth root of M
3. The surface area A of a sphere varies directly as the square of the radius r .

DIRECTION: Read the phrases below. Tell whether each of the phrases

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below represents a direct variation. If they do, write the equation to

describe the situation:
1. The time spent in walking to the rate at which a person walks.
2. The cost of life insurance to the age of the insured person.
3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.
5. The distance an airplane flies to the time travelling.

DIRECTION: Read the following situation then answer the question that
follow:

1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Variation

Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

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

Philippines: Rex Book Store.

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

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

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

Philippines;

C. INTERNET SOURCES:

www.google.com.ph

Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books

Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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