IBABANG TALIM INTEGRATED

School Grade  9
HIGH SCHOOL
Teacher RAIZA ANN E. LIPARDO Subject  Math
Grading
Date  October 5-9, 2020  First
LESSON Period
EXEMPLAR
Time 7:30am - 3:00pm No. of days 1

FIRST QUARTER-WEEK 1
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.

B. Performance The learner is able to investigate thoroughly mathematical relationships in various

Standards situations, formulate real-life problems involving quadratic equations, inequalities
and functions, and rational algebraic equations and solve them using a variety of
strategies.

C. Learning
Competencies The learner illustrates quadratic equations. (M9AL-Ia-1)

D. Most Essential Illustrates quadratic equations.

Learning
Competencies
(if available,
write the indicated
MELC)

E. Enabling  Identifies the degree of polynomials

Competencies
(if available,
write the attached
enabling
competencies)

F. Enrichment
Competencies
(if available,
write the attached
enrichment
competencies)

II. CONTENT QUARTER 1: PATTERNS AND ALGEBRA

LESSON 1: Illustration of Quadratic Equation

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide DepEd TG Math 9,p.

pages

2. Learner’s Materials DepEd LM Math 9,p. 11-17

pages

3. Textbooks

4. Additional Learning  EASE Module 1:Quadratic Equations

Resources https://lrmds.deped.gov.ph/detail/849

 Strategic Intervention Material (SIM) on Illustration of Quadratic

Equations https://lrmds.deped.gov.ph/detail/849

 B. List of Learning

Resources for
Development and
Engagement
Activities

IV. PROCEDURES

What I Need to Know

A. INTRODUCTION After going through this lesson, you are expected to:
1. Illustrate quadratic equations;
2. Identify if an equation is quadratic or not;
3. Demonstrate perseverance in performing a task

What’s New
In the previous year, you have learned how to solve first-degree equations in one
variable. These first degree equations are called linear equations where the highest
exponent of the variable is 1.
Below are different equations. Use these equations to answer the questions
that follow

1. x2 – 3x + 4 = 0 7. a2 + 3a – 6 = 0
1 2
5. x – 2x = 10
2. 3s + 7t = 4 2 8. 3d2 + d + 2 = 0

3. 6c – 8 = 1 3 9. h = 7s + 3
6. w–1=9
4
4. r2 – 25 = 0 10. 4g2 = 100

Guide Questions
1. Which of the given equations are linear?
2. Which of the given equations are NOT linear? Why?
 3. How are there equations different from those which are linear? What common
characteristics do these equations have?

(Do this in ____ minutes) (_________Approach)

B. DEVELOPMENT What’s In
In Grade 8, you have learned to factor different types of polynomials (polynomial
with common monomial factor, difference of two squares, perfect square
trinomials, among others). Listed below are factors of polynomials, find each
indicated product then answer the questions that follow.
1. 4(x2 + 2) 6. (x + 6)(x + 6)
2. -2(y2 – 1) 7. (k + 2)(k – 2)
3. 5a(a + 8) 8. (w + 5)(w – 1)
4. 9t(t – 2) 9. (p – 9)(p + 3)
5. -7z(2z – 8) 10. (2h – 1)(h – 3)
Questions:
a. How did you find each product?
b. In finding each product, what mathematics concept did you apply?
c. How would you describe the products obtained? Are the products
polynomials? If YES, what common characteristics do these polynomials have?

(Do this in ____ minutes) (_________Approach)

What is it
From the activities done, you were able to describe equations other than linear
equations, and these are quadratic equations. A quadratic equation in one variable
is a mathematical sentence of degree 2 that can be written in the standard form:
ax2 + bx + c = 0
where a, b and c are real numbers and a ≠ 0
In the equation, ax is the quadratic term, bx is the linear term, and c is the
2

constant term.

Example: 5x2 + 2x - 1 = 0
It is a quadratic equation written in standard form where a = 5, b
= 2, c = -1

 When b = 0 in the equation ax2 + bx + c = 0, it results to a quadratic

equation in the form ax2 + c = 0

Example: 2r2 + 12 = 0
It is a quadratic equation written in standard form where a = 2, b
= 0, c = 12

 When c = 0 in the equation ax2 + bx + c = 0, it results to a quadratic

equation in the form ax2 + bx = 0

Example: a2 – 2a = 0
It2yis2 a– quadratic
8y = 3 equation written in standard form where a = 1, b
=It-2, c =0
is a quadratic equation but it is NOT written in standard form.
To write the equation in standard form, make one side of the
equation zero as shown below:
2y2 – 8y = 3 → 2y2 – 8y – 3 = 3 – 3
2y2 – 8y – 3 = 0
The equation is now written in standard form where a = 2, b
= - 8, c = - 3
 4x(x – 5) = 7
It is a quadratic equation but it is NOT written in standard
form. To write the equation in standard form, expand the
product and make one side of the equation zero as shown
below:
4x(x – 5) = 7 → 4x2 – 10x = 7
4x2 – 10x – 7 = 7 - 7
4x2 – 10x – 7 = 0
The equation is now written in standard form where a = 2, b
= - 10, c = - 7

By definition, quadratic equation is a polynomial in degree 2 while linear equation

is polynomial in degree 1. Degrees of polynomial therefore are identified based on
its highest exponent.

Example: x3 – 2x2 + x + 1 = 0 degree: 3

2x + x + 1 = 0
2
degree: 2
x+1=0 degree: 1
Activity 1:
C. ENGAGEMENT Identify which of the following equations are quadratic and which are not. Write Q
if the equation is quadratic and NQ if it is not.
1. 3x + 2 = 7 6. 16 – g2 = 4g
2. 2z2 – 3z + 12 = 0 7. 5s(s – 1) = - 9
3. 15 + 4x = 0 8. 5(y – 8) = 0
4. a + 5a = 15
2
9. (c + 6)2 = 0
5. 14 – 3d + d = 0
2
10. (p – 7)(p + 2) = 13
Activity 2:
By definition, quadratic equation is a polynomial in degree 2 while linear equation
is polynomial in degree 1. Degrees of polynomial therefore are identified based on
its highest exponent. Can you identify the degree of the following polynomials?
Degree of
polynomial
1. 4x + 1 = 8
2. 2z2 – 3z + 12 = 0
3. 15 + 4x = 0
4. a3 + 5a2 = 15 - a
5. 1 – c + c2 = 0
6. 4x2(x2 – 5) = 3
7. (c + 6)(c + 2) = 0
8. 2x(x – 1) = 14
9. (5x2 + 4)(x – 7) = 0
10. (x + 1)(x – 1) = 0

Activity 3:
Write each quadratic equation in standard form, ax2 + bx + c = 0.
1. 4x2 + 5x = 8 6. (x + 2)(x + 3) = 0
 2. 7 – 2y = -3y2 7. (y + 7)(y + 1) = - 5
3. z2 = 7z – 12 8. (b + 3)(b – 1) = 7
4. 3w(w + 1) + 5 = 0 9. (g – 2)(g – 5) = -10
5. 6s(s – 2) = 9 10. (2x + 1)(x + 3) = 12
What I can do: What’s the area of our house?
Choose two (2) parts of the house from the choices below:
 living room
 dining room
 kitchen
 bedroom
 comfort room
 garage
 garden
Using any measuring devise appropriate and/or available (ruler, meter stick, tape
measure) get the area of the part of the house you chose by measuring the length
and the width and getting their product.

Questions:
1. How did you find the activity?
2. Were you able to get the area of the particular part of the house that you chose?
3. How is the activity related to the lesson you learned today?

(Do this in ____ minutes) (_________Approach)

Multiple Choice. Choose the letter of the best answer. Write the chosen letter on a
D. ASSIMILATION separate sheet of paper.

1. Which of the following equations illustrate a quadratic equation?

A. 3x2 < 6 C. 5y2 + 4y -1
B. w – 5 = 4 D. 3x2 – 7x + 8 = 0

2. In the form ax2 + bx + c = 0, which is the constant term?

A. ax2 C. c
B. bx D. 0

3. Which of the following polynomials is at second degree?

A. 5y3 – 3y + 2 = 0 C. g + 2 = 5g
B. 6x + 5x = 9
2
D. 2x – 1 = 0
4. What is the standard form of the equation 6x(x – 1) = 7?
A. 6x2 – 5x + 7 = 0 C. 6x2 – 6x – 7 = 0
B. 6x - 5x - 7 = 0
2
D. 6x2 - 6x + 7 = 0

5. What are the values of a, b, and c in the quadratic equation 9x + x2 = 3?

A. a = 9, b = 1, c=3
B. a = 9, b = 1, c=-3
C. a = 1, b = 9, c=3
D. a = 1, b = 9, c = -3

Does it illustrate me?

Tell whether or not each of the following situations illustrates quadratic equations.
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. Edna paid at least PhP 1, 200.00 for a pair of pants and a blouse. The cost of the
pair of pants is PhP 600.00 more than the cost of the blouse.
 3. A realty developer sells residential lots for PhP 4, 000.00 per square meter plus a
processing fee of PhP 25, 000.00. One of the lots the realty developer is selling
costs PhP 625, 000.00
4. A garden 7m by 12m will be expanded by planting a border of flowers. The
border will be of the same width around the entire garden and has an area of 92m2.

(Do this in ____ minutes) (_________Approach)

V. REFLECTION I understand that ______________________________________

(Reflection on the I realize that __________________________________________
Type of Formative
Assessment Used
for This Particular
Lesson)

Prepared by:

RAIZA ANN E. LIPARDO

Mathematics 9, Teacher

MATH 9 - LEARNING ACTIVITY SHEET

IBABANG TALIM NAME WEEK NO 1
INTEGRATED HIGH
SCHOOL SECTION TEACHER RA. LIPARDO
COMPETENCY: Illustrate quadratic equations.
Solves quadratic equations by extracting square roots.
Solves quadratic equations by factoring
Solves quadratic equations by completing the square

WRITTEN WORK
Activity 1: Activity 3.
A. Identify which of the following A. Factor the following expressions. DO NOT
equations are quadratic and which are not. SOLVE.
Write Q if the equation is quadratic and GIVEN ANSWER
NQ if it is not. 1. 4x2+16
2. x2-144
1. 15 + 4x = 0 3. x2+5x+6
2. a2 + 5a = 15 4. x2-3x-4
3. 14 – 3d + d2 = 0
4. 16 – g2 = 4g B. Solve by factoring. Show your solutions.
5. 5s(s – 1) = - 9 5-1. x2-81=0
B. Identify the degree of the following
7-1. x2-12x+20=0
polynomials?
 Teacher’s Note:
You may write your solution on a separate
sheet of paper, if needed. For more inquiries,
Msgr Account: Rai Lipardo
Contact No. 0963-8854-178

PERFORMANCE TASK
A. What’s the area of our house?
Choose two (2) parts of the house from the choices below:
 living room
 dining room
 kitchen
 bedroom
 comfort room
 garage
 garden
Using any measuring devise appropriate and/or available (ruler, meter stick, tape measure)
get the area of the part of the house you chose by measuring the length and the width and
getting their product.
Questions:
1. How did you find the activity?
2. Were you able to get the area of the particular part of the house that you chose?
 B. Analyze the problem and provide the needed information being asked.
Reyes Family plans on planting different vegetables in their garden. Mr. Reyes wants their 1000 sq
meters vacant lot be converted to their very own garden at home. Help Mr. Reyes and his family by
making a sketch plan of the garden. Out of the given situation and sketch plan made, formulate as
many quadratic equations then solve by factoring. You may use the rubric below to rate your work.

Directions: Based from the activity, answer the following questions:

1. What are the lessons that you have learned from the activity?
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________
2. How is factoring being applied in the activity?
__________________________________________________________________________________
__________________________________________________________________________________
____________________________________________________

Math 9 Quarter 1: Lesson 1 Week 1

Written Work 1.1

Name: ________________________________ Score:

Grade and Section: Date:

Activity 3:
Write each quadratic equation in standard
form, ax2 + bx + c = 0 then identify the
values of a, b, and c.
1. 4x2 + 5x = 8
2. 7 – 2y = -3y2
 Closure: Let’s see if you are ready for the next activity use the scoring guide
given below:
9-10-Proficient 7-8-Clearly Competent 6-7-Comfortable
4-5-Limited 1-3– Attempted
A score of 1-5 point requires a student to conduct another remediation from the
teacher on the given competency.
A score of 6-10 point means you are ready for the next activity.

Math 9 Quarter 1: Lesson 1 Week 1

Performance Task 1.1

Name: ________________________________ Score:

Grade and Section: Date:

What’s the area of our house?

Choose two (2) parts of the house from the choices below:
 living room
 dining room
 kitchen
 bedroom
 comfort room
 garage
 garden
Using any measuring devise appropriate and/or available (ruler, meter stick,
tape measure) get the area of the part of the house you chose by measuring
the length and the width and getting their product.
Closure: Let’s see if you are ready for the next activity use the scoring guide
given below:
9-10-Proficient 7-8-Clearly Competent 6-7-Comfortable
4-5-Limited 1-3– Attempted
A score of 1-5 point requires a student to conduct another remediation from the
teacher on the given competency.
A score of 6-10 point means you are ready for the next activity.