Republic of the Philippines

Bangsamoro Autonomous Region in Muslim Mindanao

Ministry of Basic, Higher and Technical Education
Schools in the 63 Barangays within the Special Geographical Area of BARMM
SIMONE HIGH SCHOOL
Simone, Kabacan, Cotabato

SCHOOL SIMONE HIGH SCHOOL GRADE LEVEL 9

TEACHER ANALIZA A. DUMO LEARNING MATHEMATICS
DAILY DETAILED AREA
LESSON PLAN TEACHING
DATE AND 09/05/2023(7:30-8:30) QUARTER FIRST
TIME
I.OBJECTIVES: MONDAY

1. Content The learner demonstrates understanding of the key concepts of quadratic

Standards equations, inequalities and functions, and rational algebraic equations.
2. 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
3. Learning
Competencies/ Illustrates quadratic equations.
Objectives:
The learner
A. COGNITIVE identify quadratic equations.

B. PSYCHOM Write a quadratic equation in standard form.

OTOR
C. AFFECTIVE Discuss the importance of quadratic equations.

II. CONTENT Illustrations of Quadratic Equations

III.
LEARNINRESOURCE
S
References

Teacher’s Guide pp. 13-18

Learner’s Materials pp. 11-16
Textbook Mathematics Learner’s Material 9

Additional Materials Mathematics Quarter 1-Module 1 Illustrating Quadratic Equation Week 1 Learning Code -
from Learning M9AL-Ia-1
Resource (LR) portal
Other Learning Manila paper, Activity Sheets
Resources
IV. PROCEDURES

A. Reviewing ACTIVITY 1(page 11)

previous lesson Do You Remember These Products?
or presenting
the new lesson Find each indicated product then answer the questions that follow.
1. 3(x2+7)
2. 2s(s-4)
3. (w+7) (w+3)
4. (x+9) (x-2)
5. (2t-1) (t+5)
6. (x+4) (x+4)
7. (2r-5) (2r-5)
8. (3-4m)2
9. (2h+7) (2h-7)
10. (8-3x) (8+3x)

a. How did you find each product?

b. In finding each product, what mathematics concepts or principles did you
apply? Explain.
c. How would you describe the products obtained?
B. Establishing a ACTIVITY 2(page 12)
purpose for the Another Kind of Equation!
lesson
Below are different equations. Use these equations to answer the questions that
follow.
 9-4x=15 r2=144 x2-5x+3=0 9r2-25=0

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?
C. Presenting A quadratic equation in one variable is a mathematical sentence of degree 2
examples/ that can be written in the following standard form
instances of the ax2 + bx + c = 0, where a, b, and c are real numbers and
lesson a ≠ 0. In the equation, ax2 is the quadratic term, bx is the linear term, and c is the
constant term.

Example 1
2x2 +6x – 3 = 0 is a quadratic equation in standard form with a =2 b = 6 and
c =-3

Example 2
3x (x – 2) = 10 is a quadratic equation. However, 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.
3x (x – 2) = 10→ 3x2– 6x = 10
3x2 – 6x – 10 = 10 -10
3x2 – 6x – 10 = 0
The equation becomes
3x2 – 6x –10 = 0 which is in standard form.
In the equation
3x2 - 6x -10 = 0
a = 3, b = - 6, c = - 10.
D. Discussing new ACTIVITY 3 (page 14)
concepts and QUADRATIC OR NOT QUADRATIC
practicing new Identify which of the following equations are quadratic and which are not. If the
skills #1 equation is not quadratic, explain.
a. x2 -5x + 10 = 0
b. 3x (x -2) = -7
c. 12 – 4x = 0
d. (w-8) (w+5) = 14 e.

e. 6-2x+3x2 =0
E. Discussing new a. What is a quadratic equation?
concepts and b. What is the standard form of quadratic equation?
practicing new
c. In the standard form of quadratic equation, which is the quadratic term?
skills #2
linear term? constant term?
d. Why is a in the standard form cannot be equal to 0?
F. Developing ACTIVITY 4 (page 15)
mastery SET ME TO YOUR STANDARD
(Leads to Formative Write each equation in standard form then identify the values of a, b, and c.
Assessment 3) a. 3X-2x2 = 7
b. 3 -2x2 = 6X
c. x (4x + 6) = 28
d. 2X(x-3) = 15
G. Finding practical
Represent each situation using quadratic equation.
applications of
Jody is constructing a model house. He wants each window to have an area of
concepts and
315 cm2, and he wants the length of each window to be 6 cm more than the
skills in daily
width.
living
H. Making A quadratic equation is an equation of degree 2 that can be written in the form ax2
generalizations + bx + c = 0, where a, b, and c are real numbers and a ≠ 0.
and abstractions
about the lesson
I. Evaluating Write fact if the equation is quadratic and bluff if the equation is not quadratic.
learning 1. x2 + x – 3 = 0
2. 24x + 81 = x2
3. x2 = 2x (6x2 + 4)
4. 2x2 = 7x
5. 5 – x + (2x - 3) = 12
 J. Additional
activities for 1. Give 5 examples of quadratic equations written in standard form. Identify the
application or values of a, b, and c.
remediation
V. REMARKS
VI. REFLECTION

1. No. of learners
who earned
80% on the
formative
assessment
2. No. of learners
who require
additional
activities for
remediation.
3. Did the remedial
lessons work?
No. of learners
who have
caught up with
the lesson.
4. No. of learners
who continue to
require
remediation
5. Which of my
teaching
strategies
worked well?
Why did this
work?
6. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
7. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

Prepared by:
ANALIZA A. DUMO
Teacher I
Submitted To:

MAANO A. KADINGILAN
Head Teacher I