DETAILED LESSON PLAN IN MATHEMATICS 9

Catanduanes National
School Grade Level 9
High School
ROBERTO T. STA. Learning
Teacher Mathematics
ROSA Area
Teaching Date & October 24, 2023
Quarter FIRST
Time @ 4:15-5:00 PM

OBJECTIVES
Content Standards
Performance Standards
Learning
Competencies/Objectives
The learner demonstrates understanding of key
concepts of quadratic equations, inequalities and
functions, and rational algebraic equations.
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.
Characterizes the roots of a quadratic equation using
the discriminant.
(M9AL-Ic-1)

a. Evaluate the expression given the b2 – 4ac values of

a, b, and c
b. Use the discriminant in characterizing the roots of
quadratic equations
c. Appreciate the importance of discriminant

CONTENTS Nature of Roots of Quadratic Equation

I. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pp. 39-44
pages
2. Learner’s Material pp. 56-63
Pages
3. Textbook pages Our World of Math
pp. 21-25
4. Additional Materials http://www.purplemath.com/moduleiquadraticform.htm
from Learning
Resources http://www.algebrahelp.com/lessons/equation/
quadratic
5. Other Resources Grade 9 LCTG by DepEd Cavite Mathematics 2016,
activity sheets, laptop and monitor
II. PROCEDURES GENERAL INSTRUCTIONS for all Types of Learners
A. Reviewing previous Preliminary Activity:
 lesson or presenting
the new lesson 1. Evaluate the expression b2 – 4ac given the following
values of a, b, and c.
1. a = 1, b = 5, c = 4
2. a = 2, b = 1, c = -21
3. a = 4, b = 4, c = 1
4. a = 1, b = -2, c = -2
5. a = 9, b = 0, c = 16
Answers:
1. 9 4. 12
2. 169 5. -576
3. 0
B. Establishing a purpose 1. Where you able to find the value of the expression b2
for the Lesson - 4ac given the values of a, b, and c?
2. What do you think is the importance of the
expression b2 – 4ac in determining the nature of the
roots of a quadratic equation?
C. Presenting examples Essentialism Teaching Philosophy
or instances of the new The teacher discuss the discriminant and the nature of the roots.
lesson
The value of the expression b2– 4 ac is called the
discriminant of the quadratic equation ax2 + bx + c= 0
This value can be used to describe the nature of the
roots of a quadratic equation. It can be 0, positive and
perfect square, positive but not perfect square, or
negative.
1. When b2 – 4ac is equal to zero, then the roots
are real numbers and are equal.
2. When b2 – 4ac is positive and a perfect square,
then the roots are real, rational, and unequal.
3. When b2 – 4ac is positive and not a perfect
square, then the roots are real, irrational, and
unequal.
4. When b2 – 4ac is negative, then the roots are
not real or imaginary.

(Perennialism Teaching Philosophy)

The teacher will give the definition of terms.

Definition of Terms
Real numbers – is any positive or negative number.
This includes all integers and all rational and irrational
numbers.
Rational Numbers – is any number that can be written
as a fraction, where both the numerator and the
denominator are integers, and the denominators is not
equal to zero.
Irrational Numbers – any real number that cannot be
expressed as the quotient of two integers
Extraneous Root or Solution – This is a solution
 of an equation derived from an original equation.
However, it is not a solution of the original equation

The teacher discuss on how to solve for the discriminant

and describe the nature of the roots.
Examples:
1. x2 – 2x + 1 = 0
D = b2 – 4ac
D = (-2)2 – 4(1)(1)
D=4–4
D=0
Therefore the roots are real, rational, and equal.

2. 3x2 – x – 2 = 0
D = b2 – 4ac
D = (- 1))2 – 4(3)(-2)
D = 1 + 24
D = 25
Since D ˃ 0 and a perfect square
Therefore the roots are real, rational, and unequal.

3. x2 – 6x + 7 = 0
D = b2 – 4ac D = (-6))2 – 4(1)(7)
D = 36 – 28
D = 8 Since
D ˃ 0 and not a perfect square.
Therefore the roots are real, irrational and unequal.

4. x2 – 4x + 5 = 0
D = b2 – 4ac
D = (-4))2 – 4(1(5)
D = 16 – 20
D=-4
Since D ˂ 0 therefore the roots are not real or imaginary.

D. Discussing new Connect the lesson in the given preliminary activity that
concepts and the value of b2 – 4ac is the Discriminant and let them
practicing new Skills describe the nature of the roots.

1. a =1, b = 5, c = 4
2. a = 2, b = 1, c = -21
3. a = 4, b = 4, c = 1
4. a = 1, b = -2, c = -2
5. a = 9, b = 0, c = 16

Answer:
1. D = 9, the roots are real,
rational, and unequal
2. D = 169, the roots are
real, rational, and
 unequal
3. D = 0, the roots are real,
rational, and equal
4. D = 12, the roots are real,
irrational, and unequal
5. D = -576, the roots are
not real or imaginary

Follow-up Questions:

1. Can we determine the nature of the roots of a

quadratic equation without solving the equation?
2. Can we identify whether the roots are real, rational,
or irrational, equal or unequal?
3. When will the equation have no real roots?

E. Developing mastery Constructivism Teaching Philosophy

(Leads to formative The teacher will distribute the activity sheet to each
assessment) group. The leader in each group will facilitate the
activity and encourage their members to share ideas in
solving the task assigned to them

Group Activity
Solve for the discriminant of the following quadratic
equation and determine the nature of the roots.

Group 1:
1. p2 + 5p – 3 = 0
2. r 2 + 9r + 14 = 0
Group 2:
3. x 2 + 5x + 10 = 0
4. 2 x 2 – 7x = 30
Group 3:
5. x 2 + 6x + 9 = 0
6. 2 x 2+ 2x – 4 = 0
Answers:
1. D = 37, the roots are real, irrational, & unequal
2. D = 25, the roots are real, rational, & unequal
3. D = -15, the roots are not real or imaginary
4. D = 289, the roots are real, rational, & unequal
5. D = 0, the roots are real, rational, & equal
6. D = 36, the roots are real, rational, & unequal

A. Finding practical Directions: Study the situation below and answer the
applications and skills questions that follow.
in daily living Lola Nidora asks Rogelio to make a table which
has an area of 6m2. The length of the table has to be 1
m longer the width.
1. If the width of the table is p meters, what will be its
 length?
2. Form a quadratic equation that represents the
situation.
3. Without actually computing for the roots,
determine whether the dimensions of the table are
rational numbers. Explain.
4. Give the dimensions of the table.
Answer:
1. p + 1
2. p (p + 1) = 6
3. rational numbers because the roots are 2 and 3
4. 2m x 3m

B. Making If b2 –4ac = 0, the roots are real, rational and equal.

Generalizations and If b2 –4ac ˃ 0 and a perfect square, then the roots are
abstractions about the real, rational and unequal.
lesson If b2 –4ac ˃ 0 and not a perfect square, the roots are
unequal and irrational.
If b2 –4ac ˂ 0 the roots are not real or imaginary.

C. Evaluating Learning Integration to Araling Panlipunan

“Where do you like to go in Cavite?”

Direction: Characterize the nature of the roots of the
following quadratic equations using the discriminant.
Use the legend below.

Taal Volcano Water Camp Kaybiang Tunnel Aguinaldo Shrine

(real, rational, equal) (real,rational,unequal) (real,irrational,unequal) (not real, imaginary)

1. + 9x + 20 =0
2. + 6x + 13 = 0
3. – 5x = 4
4. – 2x – 5 = 0
5. + 8x + 16 = 0
Answers:
1. D = 1, the roots are real, rational, & unequal
(Water Camp)
2. D = -16, the roots are not real / imaginary
(Aguinaldo Shrine)
3. D = 73, the roots are real, irrational, & uneaqual
(Kaybiang Tunnel)
4. D = 64, the roots are real, rational, & unequal
(Water Camp)
5. D = 0, the roots are real, rational, & equal
(Taal Volcano)
D. Assignment Find the value of k in each quadratic equation in
order to have: Equal roots
a. kx 2 + 2x + 1 = 0
b. 2 x 2 + 4x + k = 0

1. REMARKS
2. Reflection

Prepared by: Checked and verified:

ROBERTO T. STA. ROSA RONIE T. TOLLEDO

Teacher III Master Teacher II

Noted:

MARIA ELIZABETH C. ABRASALDO

Head Teacher III