LEARNING PLAN IN MATH 9

First Quarter

Annotati
on
Content PATTERNS AND ALGEBRA
Demonstrate understanding of key concepts of quadratic equation,
Content Standards
inequalities and functions, and rational algebraic equation.
Is able to investigate thoroughly mathematical relationship in various
Performance situations, formulate real-life problems involving quadratic equation,
Standards inequalities and function, and rational algebraic expression and solve
them using a variety of strategies.
illustrates quadratic equations [M9AL-Ia-1]; and
Learning solves problems involving quadratic equations and rational algebraic
Competency/ies equations
[M9AL-Ie-1].
At the end of this lesson, the learner should be able to
• appropriately define and illustrate a quadratic equation;
Learning Objectives
• correctly transform a quadratic equation to its standard form; and
• accurately solve problems involving quadratic equations.
Time
2 hrs
Allotment/Frame
At the end of this lesson, the student should be able to answer the
following questions:
Essential
• What are the properties of quadratic equations?
Question/s:
• How is quadratic equation different from linear equation?
• How will you transform a quadratic equation to its standard form?
Reference/s QUIPPER-PLATFORM
 Online
 Offline
Materials
Value Focus ACCURACY, SIMPLICITY, JUSTICE
Preliminary Activity 1:
Activities Twisting the Area

Methodology:
1. Ask the students to recall the formulae for the area of a rectangle,
a square, and a triangle.
2. In their drill boards, let the students translate the following
sentences into mathematical equations.
a. The area of a rectangle whose dimensions are (x + 1) units and (x
+ 5) units is 32 square units.
b. The area of a square with side of x units is
125 square units.
c. The area of a triangle with base of (x + 1) units and height of (x +
2) units is 15 square units.

3. Challenge the students to write their answers

 following the given conditions below:
a. One side of the equation must be 0.
a. Similar terms must be combined.
b. The expression must be written such that the exponents of the
variables is arranged in descending order.

4. Afterwards, ask the students to answer the guide questions

provided below.

Spontaneous Prayer
 Prayer
 Checking of The teacher will check the attendance of the students
Attendance
Before starting the lesson, answer the following items. The above
skills are needed in studying the lessons in this unit. Show your
complete solution.
1. Translate the following to mathematical phrases or sentences.
a. The sum of 8 and y is 5.
b. Four less than the square of a number is 0.
c. Twice a number added to 6 is 4.
d. A number multiplied by 4 is added to the square of the number.
e. A number diminished by the difference of 6 and the number is 10.

 Review
  Motivation

Equations from Conditions!

Materials Needed: one drill board per group, 5 envelopes

(per group) with mathematical expressions written on
pieces of paper
Methodology:
1. Form groups of students with 5 members.
2. Discuss to the class that the objective of the game is to arrange the
pieces of paper containing mathematical expressions, so as to create
an equation.
3. Their answer, written in their drill boards, should
adhere to the following conditions:
a. One side of the equation must be 0.
b. Similar terms must be combined.
Introduction c. The expression must be written such that the exponents of the
variables is in descending order.

4. Distribute the envelopes to each group. Ask them to answer the

first envelope.
5. The first group to arrive at the correct answer gains a point.
6. The second round will follow the same instructions only this time
the contents of the second envelope will be used, and so on.
5. Afterwards, ask each group to answer the guide questions
provided below.
Interaction
 1. The length of a rectangle is one less than twice its width. The area
of the rectangle is 45 square units. Translate the mathematical
sentence into a mathematical equation and write the equation in
standard form.

2. The base of a parallelogram is one more than thrice its height x.

Integration
The area of the parallelogram is 30 square units. Translate the given
statement into a mathematical statement and write the equation in
standard form.

To summarize the lesson, ask students the following

questions:
 Wrap – Up
1. What is a quadratic equation?
2. What are the properties of quadratic equations?
3. How do we write a quadratic equation in its standard form?
To integrate values and build connection to the real world, ask
students the following questions:
1. What are the difficulties you encountered while determining
 Application
whether an equation is a quadratic equation or not? How about the
and Value
challenges you encounter while transforming a quadratic equation to
Integration
its standard form? How did you overcome them?
2. How can you apply the concept of quadratic equation in your daily
life as a student?
 Performance
 Task

Evaluation

Assignment

No. of Students
No. of Students No. of student/s that
Grade & Section Present who got _____% need/s Intervention/
Absent in
in Class and above Remediation
Class
Grade 9 – St. Lorenzo Ruiz

Prepared by: Conferred by:

___________________________ _____________________

GEE E. DAYMOTO, LPT JAKE G. CLAVEL, MAEd

Noted by:
___________________________

JEWEL MAE V. BAYNOSA, LPT