Subject MATHEMATICS Grade Level: 9

Unit Topic: Quadratic Equation and Functions Quarter: II

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER GOAL PERFORMANCE TASK

Students on their own and in TRANSFER

the long run will be formulate Case Analysis
and solve accurately real-life
problems involving radicals
using scientific investigations

PERFORMANCE
STANDARD
The learner is able to formulate
and solve accurately real-life
problems involving radicals.

ACQUISITION MAKE MEANING

 illustrates situations that involve the following
variations: (a) direct; (b) inverse; (c) joint; (d) EQ: How can mathematical
combined.
formulas in scientific
 translates into variation statement a relationship
between two quantities given by: (a) a table of investigations be determined?
values; (b) a mathematical equation; (c) a graph,
and vice versa. EU: Students will understand
 solves problems involving variation that real-life problems can be
 applies the laws involving positive integral formulated and solved
exponents to zero and negative integral
exponents through scientific
 simplifies expressions with rational exponents. investigations
 writes expressions with rational exponents as
radicals and vice versa.
 derives the laws of radicals.
 simplifies radical expressions using the laws of
radicals
 performs operations on radical expressions.
 solves equations involving radical expressions
 solves problems involving radicals.

CONTENT STANDARD

The learner demonstrates

understanding of key concepts of
variation and radicals.

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 LEARNING PLAN

EXPLORE
In this unit, you will identify other similar related quantities in real life and how
they increase or decrease with respect to another quantity.

Consider these questions: How can mathematical formulas in scientific

investigations be determined? How can a quantity be influenced by another?

Map of Conceptual Change:

WHAT I KNOW? WHAT I WANT TO WHAT I’VE

KNOW LEARNED

LEARNING COMPETENCY
FIRM-UP (ACQUISITION)
a. illustrates situations  E-Math LM 9 p. 210, p. 232
that involve the Title: Practice and Application II (p. 210) and Practice and
following variations: Application IV
(a) direct; (b) inverse;
(c) joint; (d) combined
(M9AL-IIa-1)
b. translates into variation
statement a relationship
between two quantities
given by: (a) a table of
values; (b) a
mathematical equation;
(c) a graph, and vice
versa.
(M9ALIIa-b-1)

simplifies expressions with  E-Math LM 9 p. 143,

rational exponents. Title: Practice and Application III (mixed learning)
(M9ALIIe-1)

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 writes expressions with  E-Math LM 9 p. 143,
rational exponents as Title: Practice and Application I and II (mixed learning)
radicals and vice versa.
(M9ALIIf-1)

simplifies radical  E-Math LM 9 p. 166

expressions using the laws Title: Practice and Application I (mixed learning)
of radicals
(M9ALIIg-1)

performs operations on  E-Math LM p. 172, p. 185

radical expressions. Title: Practice and Application II (p. 172), Practice and Application II
(M9AL-If-g-1) and III (p. 185) (mixed learning)

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 Link for uploading of student’s output: https://classroom.google.com/u/0/c/MzgwNDE3MTg3MDky

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 Clickable Links:
1. https://www.youtube.com/watch?v=pKb7fJfXt88

2. https://www.youtube.com/watch?v=MQ-9m664ELo

3. https://www.youtube.com/watch?v=P0NwWwrwQy4

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 4. https://www.youtube.com/watch?v=2n_YQ__GLPI

5. https://www.youtube.com/watch?v=Dvuewn8BdnY

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 LEARNING DEEPEN (MAKE MEANING)
COMPETENCY
solves problems E-
involving variation Math
(M9ALIIb-c-1)

Learning Material 9 p. 238 (Scaffold For Transfer 1)

derives the laws of Situation Analysis (Scaffold for Transfer 2)

radicals.
( M9AL-IIf-2 )
DVD FOR RENT
Description: Read and analyze the situation below. Answer completely
using the skills you’ve learned in this lesson.

Zander’s Digital World rents out DVDs. The manager observed that the
weekly total number of rentals varies directly with the total inventory, and
varies inversely with the cost of each rental. Last week’s total rental is 300
DVDs when its inventory was 960 and the cost per rental was Php25. If its
inventory does not change, what would be the effect on the weekly total
number rent if the cost per rental will be increased to Php 30?
Will it be beneficial for the store?

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 Process Questions:
1. What is asked in the problem?
2. What are the given?
3. What method will you use?
4. How did you come up with your solution?

solves equations E-Math Learning Material 9 p. 201 (Scaffold for Transfer 3)

involving radical
expressions
(M9ALIIi-1)
solves problems
involving radicals.
(M9ALIIj-1)

Assess your own understanding of the discussions and activities in this module accomplishing the exit
sheet below.
Disagree Agree Strongl
y Agree
1. I found this topic interesting
2. I understood all the lessons
3. I learned something new
4. I need more clarifications about the topic
5. I could use this information in real life.
Questions/Clarifications about the topic:
__________________________________________________________________________
______________________________________________________________________________________________________________________
__.
Learning TRANSFER
Competency
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 formulate and
solve accurately Performance Task:
real-life problems The Disaster Reduction Management Council will be having its conference
involving radicals. about disasters and how to measure its effect. As an expert in this field, you are
invited to present a case analysis regarding the factors that leads to natural
disasters. Your presentation will be evaluated according to the following
standards: mathematical concept, clarity of the graphics and representations ,
accuracy of data, fluency of presentation, and organization of the presentation.

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 Criteria 4 3 2 1
Excellent Proficient Progressing Beginning
Use of The The The The
Mathematic presentatio presentatio presentatio presentatio
al concept n shows n shows n shows n does not
deep adequate limited show
understandi understandi understandi understandi
ng of the ng of the ng of the ng of the
relevant relevant relevant relevant
ideas and ideas and ideas and ideas and
processes. processes. processes processes
Main All sub and sub - and sub -
concepts are concepts are concepts concepts
accurately organized don’t don’t
presented in and consistently branch out
an in-depth consistently branch out from the
way that branch out from the main idea.
makes from the main idea.
connections main idea.
between
each
information.
All sub
concepts are
logically
organized.
Clarity of All graphics All graphicsFew Many
the graphics and used are and graphics graphics
and original and representatiand and
representati appropriate ons used arerepresentati representati
ons and appropriate ons used are ons used are
attractive which partially inappropria
which enhanced appropriate te and
enhanced the topic which poorly
the topic and aid in enhanced selected and
and aid on comprehens the topic don’t
comprehens ion; clear and give a enhance the
ion; and well- little aid in topic. Some
properly situated. comprehens graphics are
and well- ion; ill placed.
situated. confusing
and wrongly
placed in
some parts.
Accuracy of The data are The data are The data The data
Data credibly correct. contain contain
accurate Math minor major
and precise. concepts errors. errors.
Math and Some math Inappropria
concepts procedures concepts are te math
and are applied used but not concepts or
procedures correctly. all of the procedures
are detailed Use of necessary are used. No
and applied strategy that ones. Some evidence of
appropriatel leads to a strategies a strategy or
y. Use of solution is used are the strategy
efficient evident. inappropria shown is
strategy that te. inappropria
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leads te.
directly to a
correct
solution is
 Institutional Core  Quality
Values  Commitment
 Sound Reasoning

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