LESSON PLAN IN MATHEMATICS 9

Grade 9 FIRST QUARTER September 01, 2023 (Friday) PAGE

NO.
8:45-9:45 (G9- Honesty)
Time & 10:00-11:00 (G9- Hope)
Section 11:00-12:00 (G9-Humility)
2:00-3:00 (G9- Modesty)

I. OBJECTIVES
The learner demonstrates an understanding of key concepts of quadratic
A. Content Standards equations, inequalities and functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in
B. Performance various situations, formulate real-life problems involving quadratic equations,
Standards inequalities and functions, and rational algebraic equations, and solve them using
a variety of strategies.
The learner…
illustrates quadratic equations. (M9GE-Ia-1)
identify if the quadrilateral is a parallelogram using the given condition;
C. Learning c) appreciate the importance of quadrilaterals in real life
Competencies identify if the quadrilateral is a parallelogram using the given condition;
c) appreciate the importance of quadrilaterals in real life
identify if the quadrilateral is a parallelogram using the given condition;
c) appreciate the importance of quadrilaterals in real life
At the end of the lesson, the learner will be able to
identify if the quadrilateral is a parallelogram using the given condition;
c) appreciate the importance of quadrilaterals in real life
identify if the quadrilateral is a parallelogram using the given condition;
D. Learning c) appreciate the importance of quadrilaterals in real life
Objectives identify if the quadrilateral is a parallelogram using the given condition;
c) appreciate the importance of quadrilaterals in real life
- Define and identify quadratic equations.
- differentiate a quadratic equation from linear equations in one variable.

II. CONTENT ILLUSTRATIONS OF QUADRATIC EQUATIONS

III. LEARNING
RESOURCES
A. References
Math Teacher’s Guide: Module 1. Lesson 1, pages 14-17
1. Teacher’s Guide pages

2. Learners’ Materials Learner’s Material for Mathematics 9, pages 11-14

pages
B. Other Learning
Resources
IV. PROCEDURES
A. Drill ➤ Let the students answer this orally.
Perform the indicated operations.
1. 14- (-1) 3. 2ab + ab
2. 13b + (-3b) 4. 4x(x2) 5. 5xy – (-3xy)
Review
➤Let the learners answer the following questions.
- What is a polynomial?
- What is a linear equation?
- What are the different forms of linear equations?

pg. 1 (Sept. 01, 2023)

B. Establishing a ➤ Today, we will discuss another type of equation, the quadratic equation.
purpose for the Quadratic equations are a fundamental concept in algebra and mathematics.
lesson. They describe a wide range of phenomena in science, engineering, economics,
and more. Let us begin lesson 1 of this module by assessing your knowledge of
the different mathematics concepts previously studied and your skills in
performing mathematical operations. This knowledge and skills will help you
understand quadratic equations.

(In this part of the lesson, the teacher will read/state the objectives and allow
learners to ask questions about the new lesson or the purpose of learning the
new lesson.)
C. Presenting Learning Task 1. Do You Remember These Products?
examples/ instances of ➤ (Note to the Teacher)
the new lesson. - Divide the class into groups of five members. Provide each group with activity
sheets with instructions and questions to answer. Process all groups’ answers.

Activity 1: Do You Remember These Products?

Find each indicated product then answer the questions that follow.
1. 3(x2+ 7) 3. (w + 7)(w + 3) 5. (x + 4)(x + 4)
2. 2s(s – 4) 4. (2r – 5)(2r – 5)

Guide Questions:
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 )

D. Discussing new ➤Learning Task 2. Another Kind Of Equation!

concepts and - Use the same grouping as in activity 1.
practicing new skills - Provide each group with activity sheets with instructions and questions to
#1 answer.
-Randomly select 2 groups to present their answers.
➤ Directions: Below are different equations. Use these equations to answer the
questions that follow.

x2-5x+3=0 9r2-25 = 0 C =12n-5 9 -5x = 15

Guide Questions:
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?
Note to the Teacher: The teacher discusses the definition and other concepts.
of Quadratic Equations
➤Learning Task 3. Quadratic or Not Quadratic?
E. Discussing new - Let the learners answer the activity orally.
concepts and Directions: Identify which of the following equations are quadratic and which
practicing new skills are not. If the equation is not quadratic, explain.
#2 1. 3m + 8 = 15 3. 25 – r2 = 4r 5. 12 – 4x = 0
2. x – 5x + 10 = 0
2
4. 3x(x – 2) = –7

pg. 2 (Sept. 01, 2023)

F. Developing Mastery ➤ Learning Task 3. I Am Quadratic!
(Leads to Formative Which of the following are quadratic equations?
Assessment 3)
(a) 3 x² + 11x + 10 = 0
(b) x + 1x = 4
(c) x - 5x = x²

➤Learning Task 4. Does It Illustrate Me?

G. Finding practical Tell whether or not each of the following situations illustrates quadratic
applications of equations. Justify your answer by representing each situation in a mathematical
concepts and skills in sentence.
daily living 1. The length of a swimming pool is 8 m longer than its width and the area is
105 m2.
2. Edna paid at least Php1,200 for a pair of pants and a blouse. The cost of the
pair of pants is Php600 more than the cost of the blouse.
H. Making Answer the following questions.
Generalizations and 1. What is a quadratic equation?
abstractions about the 2. How can you identify a quadratic equation from the other equations?
lesson 2. How are quadratic equations different from linear equations?
I. Evaluating learning Multiple Choice
Directions: Write the letter that you think is the best answer to each question on
your answer sheet.
1. What do you call a second-degree polynomial equation that can be written in
the form 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0, where a, b and c are real numbers and 𝑎 ≠ 0?
A. Linear Equation C. Quadratic Equation
B. Linear Inequality D. Quadratic Inequality
2. Which of the following is not a quadratic equation?
A. 8𝑘 – 3 = 12 C. 𝑥2 – 5𝑥 + 3 = 0
B. 9𝑟2 – 25 = 0 D. (2𝑥 + 5) (𝑥 – 1) = −6
3. What is the linear term in the quadratic equation 3𝑥2 +7𝑥 + 1= 0?
A. 3x2 B. 1 C. 7x D. –7x
4. What is the constant term in the quadratic equation 3𝑥2 +7𝑥 + 1= 0?
A. 3x2 B. 1 C. 7x D. –7x
5. Which of the following situations illustrates a quadratic equation?
A. A garden’s length is 7m longer than its width and the area is 18 square
meters.
B. A lot costs P4,000 per square meter and the area is 120 square meters.
C. Joey paid at least P2,000 for the shirt and pants. The cost of the pants is P700
more than the shirt.
D. The length of a rectangular board is 3m longer than the width and the
perimeter is 25m.

J. Additional activities ➤Learning Task 5. Identify Me!

for application or Which of the following is a quadratic equation? For those that are,
remediation identify the value of a, b, and c.
1. 𝑥2 – 6𝑥 + 2 = 0 4. (𝑥 − 1) (𝑥 + 2) = 𝑥(𝑥 + 5)
2. 3𝑥 + 5 = 0 5. (𝑥 + 2) (𝑥 – 3) = 5
2
3. 2𝑥 + 7𝑥 = 15
This is an ICT-aided lesson.
V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What
VI. REFLECTION else needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so you
can ask them relevant questions when you meet them.
Honesty-
A. No. of learners who earned 80% on the
formative assessment Humility-
Hope-
pg. 3 (Sept. 01, 2023)
 Modesty-
B. No. of learners who require additional
activities for remediation
Honesty-
Humility-
Hope-
Modesty-

Honesty-
C. Did the remedial lessons work? No. of Humility-
learners have caught up with the lesson Hope-
Modesty-
Unity-
Honesty-
D. No. of learners who continue to require
remediation Humility-
Hope-
Modesty-
E. Which of the teaching strategies worked One of the teaching strategies that worked well in this lesson is collaborative
well? Why did these work?
learning.
F. What difficulties or challenges can my
principal or supervisor help me solve?
G. What innovation or localized material did
I use/discover that I wish to share with other
teachers?

Prepared by:

SAMUEL M. GIER
MT-II

Checked by:

LENGIE D. GABI, EdD

SSP-II

pg. 4 (Sept. 01, 2023)