Republic of the Philippines

Department of Education
Region VI - Western Visayas
Schools Division of Iloilo
Dingle National High School
Licu-an, Dingle, Iloilo

DETAILED LESSON PLAN IN MATHEMATICS 9

Subject: Mathematics Quarter: 3rd Quarter Date:

Session: Week: Grade Level: Grade 9
Content Standard The learner demonstrates understanding of key concepts of
quadratic equations, inequalities, and functions, and rational
algebraic equations.
Performance Standard The learner is able to investigate thoroughly mathematical
relationships in various situations, formulate real-life problems
involving quadratic equations, inequalities and functions, and rational
algebraic equations and solve them using a variety of strategies.
Competency Competency 14: Analyzes the effects of changing the value of a, h
and k in the equation y = a(x - h)² + k of a quadratic function on its
graph. (M9AL-li-2)
I. OBJECTIVES
Knowledge Gives the basic properties of the graph of quadratic function with
emphasis on the value of a, h and k.
Skills Analyzes the effects on the graph of the changes in a, h and k in
f(x) = a(x - h) + k.
Attitude Shows accuracy in translating parabolas.
Values Value accumulated knowledge as means of new learning.
II. CONTENT Graphs of a Quadratic Function
III. LEARNING
RESOURCES
A. References
1. Teacher's Guide Teacher's Guide (TG) in Mathematics 9
Pages pp. 97-102
2. Learner's Materials Learner's Material in Mathematics 9
Pages pp. 143-151
3. Textbook Pages
4. Additional Graphing Board and Graphing Paper
Materials
5. Learning
Resources (LR)
portal
B. Other Learning Visual Aids
Resources
IV. PROCEDURES Teacher's Activity Learner's Activity
A. Daily Routine 1. Prayer Good morning/afternoon Sir!
Good morning/afternoon class!
Before we start our new lesson,
let's have first a prayer. So,
please all stand.
Our Father, who art in heaven,
Hallowed be thy name,
Thy kingdom come,
Thy will be done,
On earth as it is heaven.
Give us this day our daily bread,
and forgive us our sins,
As we forgive those who sins
against us.
 Republic of the Philippines
Department of Education
Region VI - Western Visayas
Schools Division of Iloilo
Dingle National High School
Licu-an, Dingle, Iloilo

And lead us not into temptation,

But deliver us from evil. Amen.

2. Greetings Good morning/afternoon Sir!

Good morning/afternoon once
again class. Before you take your
seats, please pick up same
pieces of papers or dirt and
arrange your chair properly.
You may now take your seats. (Different responses)
So, how's your day class?

3. Checking of Attendance
Please go back to your proper
seat.
(Checking thru seating plan)
B. Review Guide Questions for Review:
 How will you describe the
graph of a quadratic
function?
 How will you know if the
parabola opens upward
or downward?
Expected Answers:
 The graph of quadratic
function is a parabola.
 To do that, you must
determine the value of a
from the function. If it is
greater than 0, the graph
opens upward and if it is
less than 0, then the graph
opens downward.

 When can you say if the  When it is opens upward,

parabola has a minimum it has a minimum point
or maximum point? and when it is opens
downward, it has a
maximum point. This is
represent by the value of k
in the vertex.
C. Presentation of From our previous lesson, you
New Lesson already know how to graph the
quadratic function, how to
determine its vertex, if it is
opening upward or downward,
the axis of symmetry and
minimize or maximum point.

Today, we will dig deeper on

what will happen to the graph of
the quadratic function when
there is a change in the values of
a, h and k.

Note: The teacher will go back to

the learning competency and the
objectives of the topic.
 Republic of the Philippines
Department of Education
Region VI - Western Visayas
Schools Division of Iloilo
Dingle National High School
Licu-an, Dingle, Iloilo

Learning Competency:
 Analyzes the effects of
changing the value of a, h
and k in the equation
y = a(x - h)² + k of a
quadratic function on its
graph.

Objectives:
 Gives the basic
properties of the graph of
quadratic function with
emphasis on the value of
a, h and k.
 Analyzes the effects on
the graph of the changes
in a, h and k in
f(x) = a(x - h) + k.
 Shows accuracy in
translating parabolas.
 Value accumulated
knowledge as means of
new learning.

D. Presenting Illustrative Example:

Examples of New The teacher will divide the class
Lesson into four groups. Let the learners
draw the assigned geaphs on the
graphing paper and analyze.
They must summarize their
observations on a piece of
paper.

Note to the Teacher:

Guide the learners as they
perform the activity to make
sure that they are on the right
track and to check if everyone is
participating.

Group 1: (Answer may varies)

Draw the graph of y = x², y = 2x²
and (½)x² on the same Cartesian
plane.

Group 2: (Answer may varies)

Draw the graphs of y = x²,
y = (x + 2)² and y = (x - 2)² on the
same Cartesian plane.

Group 3: (Answer may varies)

Draw the graphs of y = x²,
y = x² + 2 and y = x² - 2 on the
same Cartesian plane.
 Republic of the Philippines
Department of Education
Region VI - Western Visayas
Schools Division of Iloilo
Dingle National High School
Licu-an, Dingle, Iloilo

Group 4: (Answer may varies)

Draw the graphs of y = x²,
y = (x - 1)² + 2 and y = (x - 1)² - 2
on the same Cartesian plane.

E. Discussing New Note to the Teacher:

Concepts and Guide the learners as go along
Practicing New with the lesson.
Skills
Key Concepts:
A. In the graph of y = ax² + bx +
c, the larger the |a| is, the
narrower is the graph.

Example:
For each set of functions, tell
which graph is narrower or
wider.
1. f(x) = 2x² and f(x) = 3x²
2. f(x) =( -½)x² and f(x) = -2x²
Expected Answers:
1. The graph of f(x) = 3x² is
narrower than the graph of
f(x) = 2x² because 3 is greater
than 2.

2. The graph of f(x) = -2x² is

narrower the the graph of
f(x) =( -½)x² because 2 is greater
than ½.
For a > 0, the graph opens
upward.
B. To graph y = (x -h)², slide the
graph of y = ax² horizontally h
units. If h > 0 slides it to the right,
if h < 0 slides it to the left. The
graph has vetex (h, 0) and its
axis is in the line x = h.

Example:
Given are the following
functions. Tell the directions of
each graph, if it translates or
slides to the right or to the left of
the reference graph f(x) = x². Expected Answers:
1. f(x) = (x + 4)² 1. The value of h in the function is
2. f(x) = (x - 4)² -4, so the parabola translates or
slides to the left of the reference
graph.

2. The value of h in the function is

4, so the parabola translates or
slides to the right of the reference
graph.
C. To graph y = ax² + k, slide the
graph of y = ax² vertically k units.
If k > 0, slide it upward, if k < 0,
 Republic of the Philippines
Department of Education
Region VI - Western Visayas
Schools Division of Iloilo
Dingle National High School
Licu-an, Dingle, Iloilo

slide it downward. The graph has

vertex (0, k) and its axis of
symmetry is the line x = 0
(y - axis).

Example:
Graph each function and tell the
direction of each graph, if it
translates or slides upward or
downward. Consider the graph
of f(x) = x² as your reference
graph.
Expected Answers:
1. y = x² + 6
1. k = 6 in y = x² + 6, thus we can
2. y = x² - 4
say that is translates or slides
upward.
2. k = -4 in y = x² - 4 which means
the graph translates or slides
downward.
D. To graph y = a(x - h)² + k, slide
the graph of y = ax² horizontally
h units and vertically k units. The
graph has a vertex (h, k) and its
axis of symmetry is the line
x = h.

Example:
Tell the direction of the graph of
the quadratic function, if it is
slides to the left or right and
slides upward or downward.
Considering f(x) = x² as the
reference graph.
1. f(x) = -2(x - 3)² + 3
2. f(x) = (x + 2)² - 2
Expected Answers:
1. The value of h is 3, so the
parabola translates or slides to
the right and the value of k is 3,
so the parabola translates or
slides upward.
2. The values of h is -2, so the
parabola translates or slides to
the left and the value of k is -2, so
the parabola translates or slides
downward.

F. Developing Individual Activity:

Mastery A. Using f(x) = x² as the
reference graph, which graphs
opens wider or narrower?
1. (a) y = 3x² + 2 and
(b) y = ⅓x² - 5
2. (a) y = -4x² - 4 and
(b) y = -¼x² + 2
Expected Answers:
A.
1. The graph of (a) is narrower
than the graph of (b).
2. The graph of (a) is narrower
that the graph of (b).
 Republic of the Philippines
Department of Education
Region VI - Western Visayas
Schools Division of Iloilo
Dingle National High School
Licu-an, Dingle, Iloilo
B. Which graphs translates or
slides to the right or to the left of
the origin?
1. f(x) = (x + 3)²
2. f(x) = 3(x - 4)²
3. f(x) = -(x - 2)²
4. f(x) = 2(x + 2)²
C. Which graphs translates or
slides upward or downward from
f(x) = x²?
1. f(x) = 3x² - 4
2. f(x) = -2x² + 3
D. Tell the location of the graph
of the following quadratic
function based on the values of
h and k.
1. f(x) = -3(x - 3) + 5
2. f(x) = (x + 4)² - 3
G. Making Guide Questions for Generalization:
Generalization  What happens to the
and Abstractions parabola when the value
about the Lesson of |a| becomes larger?
 What can you say when
the value of h in the
quadratic function is
greater than 0? Less than
0?
 What happens to the
parabola when the value
of k changes?
H. Evaluating Evaluation:
Learning A. Using f(x) = x² as the
reference graph, which graph is
wider or narrower?
1. y = 2x² - 2 and y = x² + 4
2. y = -3x² + 3 and y = -½x² - 2
B. Which graphs translates or
slides to the right or to the left of
the origin?
1. f(x) = (x - 3)²
2. f(x) = 4(x + 2)²
Expected Answers:
B.
1. Slide to the right
2. Slide to the left
3. Slide to the left
4. Slide to the right
Expected Answers:
C.
1. Downward
2. Upward
Expected Answers:
D.
1. Slide 3 units to the right and
slide 5 units upward.
2. Slide 4 units to the left and
slide 3 units downward.
Expected Answers:
 The parabola bacomes
narrower as |a| becomes
larger.
 When h is greater than 0,
the graph slides to the
right, but when h is less
than 0, it slides to the left.
 As the value of k changes,
the graph of a quadratic
function is slides upward
when k is greater than 0
and slides downward
when k is less than 0.
Expected Answers:
A.
1. The graph of y = 2x² - 2 is
narrower than the graph of
y = x² + 4.
2. The graph of y = -3x² + 3 is
narrower that the graph of
y = -½x² - 2.
Expected Answers:
B.
1. Slide to the right
2. Slide to the left
 Republic of the Philippines
Department of Education
Region VI - Western Visayas
Schools Division of Iloilo
Dingle National High School
Licu-an, Dingle, Iloilo

3. f(x) = -2(x - 4)² 3. Slide to the right

4. f(x) = 3(x + 3)² 4. Slide to the left

C. Which graphs translates or Expected Answers:

slides upwards or downwards C.
from y = x²? 1. Downward
1. f(x) = x² - 6 2. Upward
2. f(x) = 3x² + 1

D. Tell the location of the Expected Answers:

location of the graph of the
following quadratic functions
based on the values of h and k.
1. f(x) = (x + 2)² + 3
2. f(x) = 2(x - 2)² - 3
D.
1. Slide 2 units to the left and
slide 3 units upward.
2. Slide 2 units to the right and
slide 3 units downward.

I. Assignment
V. REMARKS
VI. REFLECTION
A. No. of learners A. ___ No. of learners who earned 80% on the formative assessment.
who earned 80%
on the formative
assessment
B. No. of learners B. ___ No. of learners who require additional activities for
who require remediation.
additional
activities for
remediation
C. Did the remedial C. Did the remedial lesson work? ___ No. of learners who have
lesson work? No. caught up with the lesson.
of learners who
have caught up
with the lesson
D. No. of learners D. ___ No. of learners who continue to require remediation.
who continue to
require
remediation
E. Which of my Strategies used that work well:
teaching ___ Group Collaboration
strategies worked ___ Games
well? Why did ___ PowerPoint Presentation
these work? ___ Answering Preliminary Activities/Exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete LMs
___ Availability of Materials
___ Student's eagerness to learn
 Republic of the Philippines
Department of Education
Region VI - Western Visayas
Schools Division of Iloilo
Dingle National High School
Licu-an, Dingle, Iloilo

___ Group member's Cooperation in doing their tasks

F. What difficulties ___ Bullying among students
did I encounter ___ Student's behavior/attitude
which my ___ Colorful LMs
principal or ___ Unavailable Technology
supervisor can ___ Equipment (AVR/LCD)
help me solve? ___ Science/Computer/Internet Lab
G. What innovation
or localized
materials did I
used/discover
which I wish to
share with other
teachers?

Prepared by:

ERWIN Y. SALUTIS
Practice Teacher