LEARNING PLAN IN MATH 9

School DOMINGO YU CHU NHS Grade Level 9

Teacher DIANA ROSE B. LATAYAN Learning Area MATHEMATICS
Session 3
October 5, 2023
9-EAGLE ( 8:30-9:30 )
9-UGARTE (10:00-11:00 )
9-HAWK ( 11:00-12:00 )
Teaching Date and Time Quarter FIRST (1ST)
Session 4
October 6, 2023
9-EAGLE ( 8:30-9:30 )
9-UGARTE (10:00-11:00 )
9-HAWK ( 11:00-12:00 )
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises
and remedial activities may be done for developing content knowledge and competencies. These
I. OBJECTIVES are assessed using Formative Assessment Strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in learning the lessons.
Weekly objectives shall be derived from the curriculum guides.
1. Content Standards The learner demonstrates understanding of key concepts of quadratic
equations, inequalities and functions, and rational algebraic equations.
2. Performance Standards 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.
Learning Competency: Solve equations transformable to quadratic
equations (including rational algebraic equations. (M9AL–Ic–d–1)
3. Learning Competencies/ 1. Enumerate the steps to transform equations to quadratic
Objectives 2. Solve equations transformable to quadratic equations (including
rational algebraic equations
3. Demonstrate interest in the activities
II. CONTENT MODULE 1: Quadratic Equations and Inequalities
Lessons 5 : Equations Transformable into Quadratic Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Mathematics 9: Teacher’s Guide pp. 50-53
2. Learner’s Materials
Mathematics 9: Learner’s Material pp. 77-87
pages
Empowering through Math by C. Dacanay and S. Demegillo pp. 39 - 53
3. Textbook pages
Next Generation Math pp. 78 – 83.
4.
Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Activity Sheets for Dependent Learning and Worksheet for Independent
Learning
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning systematically
IV. PROCEDURES by providing pupils/students with multiple ways to learn new things, practice the learning,
question their learning processes, and draw conclusions about what they learned in relation to
their life experiences and previous knowledge. Indicate the time allotment for each step.
 As a review, let the students do the exercises in groups of three
below:
Activity No. 1
Set Me to Your Standard!
Transform each quadratic equation in standard form. Write the
equation with a positive coefficient for the second degree term.
A. Review previous lesson 1. 3 x ( 4 x+ 5 )=7 ( 4 x+ 5 )
or presenting the new
lesson 2. x ( x +11 )=2 ( x+5 )
3. ( x − 3)2+ ( x −3 ) −2=0
Answer Key:
1. 12 x2 −13 x − 35=0
2. x 2+ 9 x −10=0
3. x 2 − 5 x + 4=0

B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills
#2
F. Developing mastery
(leads to formative
assessment 3)
G. Finding practical
applications of concepts
and skills in daily living
 The teacher lets the students realize the importance of their
knowledge and skills on a mathematical concept or principle
(PEMDAS) to understand the concepts of transforming equations into
quadratic and solving the roots.
 The teacher presents the same exercises for the next activity. Let
the students do the activity below in pair.
Activity No. 2.
What’s My Root?
Determine the roots of the following quadratic equations.
1. 12 x2 −13 x − 35=0
2. x 2+ 9 x −10=0
3. x 2 − 5 x + 4=0
Answer Key:
5 7
1. x 1=− ∧x 2=
4 3
2. x 1=−10∧x 2=1
3. x 1=1∧x 2=4
 The teacher discusses with the students the process of arriving at the
answer of each item on Activity 2. Furthermore, he/she asks the
students about the mathematical principle that they used in
rewriting each equation into standard form and in finding their roots.
 The teacher asks the students using the guide questions below:
1. What mathematical concepts or principles did you apply to write
each quadratic equation in standard form?
PEMDAS, Distributive Property, and Addition and Subtraction
Property of Equality
2. How about in solving the roots of the given quadratic equations
in Activity 2?
Zero-Product Property
 The teacher says all the items in Activity 2 can be solved using the
concept or principle of PEMDAS (Parenthesis, Exponent,
Multiplication, Division, Addition and Subtraction) in rewriting the
equations in standard form and then proceed to the different
methods in solving quadratic equations except for one. You may
apply substitution method for number 3 as shown below:
Solve: ( x − 3)2+ ( x −3 ) −2=0
Solution: Let u be the dummy variable.
2
u +u −2=0
( u+2 ) + ( u −1 )=0
u=−2∨u=1
x − 3=− 2∨x −3=1
x=1∨x =4
Solution set is {1, 4}
Rafael’s age, denoted
by x, satisfies the equation
(x − x) − 8 ( x − x ) + 12=0. Find Rafael’s possible age.
2 2 2
Answer Key:
(x 2 − x)2 − 8 ( x 2 − x ) + 12=0
( u )2 −8 ( u ) +12=0
( u −2 ) (u − 6)=0
Therefore, u=2∨u=6
If a = 2, then x = 2 or x = -1; and
If a = 6, then x = 3 and x = -2
Therefore, the roots of the given equation are -1, -2, 2 and 3. Since the
problem is asking for Rafael’s possible age, only the positive roots will be
considered. Hence, Rafael’s age is either 2 years old or 3 years old.
 H. Making generalizations  In groups of three, the teacher lets the students do a concept map or
and abstraction about schematic diagram on the process in solving equations that are
the lesson transformable to quadratic equation.
 The teacher gives formative assessment for the students to work out.

Write the following quadratic equations in standard form and then

solve the roots.
1. ( x +5 ) (x −5)=11
I. Evaluating Learning 2. 6 ( y+ 3)2 −5 ( y +3 ) −1=0
Answer Key:
1. x 1=6∧x 2=−6
1
2. x 1=− ∧x 2=1
6

J. Additional activities or
remediation.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help
VI. REFLECTION your instructional supervisors can provide for you so when you meet them, you can ask them
relevant questions.
A. No. of learners who earned 80% of
the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson work? No. of
learners who have caught up with
the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/ discover which I
wish to share with other teachers

Prepared by: Checked by:

DIANA ROSE B. LATAYAN LEONEL M. LANDICHO

Teacher III Master Teacher I
 Activity No. 1
Set Me to Your Standard!
Transform each quadratic equation in standard form. Write the equation with a positive
coefficient for the second degree term.
1. 3 x ( 4 x+ 5 )=7 ( 4 x+ 5 )
2. x ( x +11 )=2 ( x+5 )
2
1. (x − 3) + ( x −3 ) −2=0

Activity No. 1
Set Me to Your Standard!
Transform each quadratic equation in standard form. Write the equation with a positive
coefficient for the second degree term.
1. 3 x ( 4 x+ 5 )=7 ( 4 x+ 5 )
2. x ( x +11 )=2 ( x+5 )
2
1. ( x − 3) + ( x −3 ) −2=0

Activity No. 1
Set Me to Your Standard!
Transform each quadratic equation in standard form. Write the equation with a positive
coefficient for the second degree term.
1. 3 x ( 4 x+ 5 )=7 ( 4 x+ 5 )
2. x ( x +11 )=2 ( x+5 )
2
1. (x − 3) + ( x −3 ) −2=0
 Activity No. 1
Set Me to Your Standard!
Transform each quadratic equation in standard form. Write the equation with a positive
coefficient for the second degree term.
1. 3 x ( 4 x+ 5 )=7 ( 4 x+ 5 )
2. x ( x +11 )=2 ( x+5 )
2
1. (x − 3) + ( x −3 ) −2=0

Activity No. 1
Set Me to Your Standard!
Transform each quadratic equation in standard form. Write the equation with a positive
coefficient for the second degree term.
1. 3 x ( 4 x+ 5 )=7 ( 4 x+ 5 )
2. x ( x +11 )=2 ( x+5 )
2
1. ( x − 3) + ( x −3 ) −2=0

Activity No. 1
Set Me to Your Standard!
Transform each quadratic equation in standard form. Write the equation with a positive
coefficient for the second degree term.
1. 3 x ( 4 x+ 5 )=7 ( 4 x+ 5 )
2. x ( x +11 )=2 ( x+5 )
2
1. (x − 3) + ( x −3 ) −2=0

Activity No. 2.
What’s My Root?
Determine the roots of the following quadratic equations.
2
1. 12 x −13 x − 35=0
2
2. x + 9 x −10=0
2
3. x − 5 x + 4=0

Activity No. 2.
What’s My Root?
Determine the roots of the following quadratic equations.
2
1. 12 x −13 x − 35=0
2
2. x + 9 x −10=0
2
3. x − 5 x + 4=0

Activity No. 2.
What’s My Root?
Determine the roots of the following quadratic equations.
2
1. 12 x −13 x − 35=0
2
2. x + 9 x −10=0
2
3. x − 5 x + 4=0
 Activity No. 2.
What’s My Root?
Determine the roots of the following quadratic equations.
2
1. 12 x −13 x − 35=0
2
2. x + 9 x −10=0
2
3. x − 5 x + 4=0

Activity No. 2.
What’s My Root?
Determine the roots of the following quadratic equations.
2
1. 12 x −13 x − 35=0
2
2. x + 9 x −10=0
2
3. x − 5 x + 4=0

Activity No. 2.
What’s My Root?
Determine the roots of the following quadratic equations.
2
1. 12 x −13 x − 35=0
2
2. x + 9 x −10=0
2
3. x − 5 x + 4=0

Activity No. 2.
What’s My Root?
Determine the roots of the following quadratic equations.
2
1. 12 x −13 x − 35=0
2
2. x + 9 x −10=0
2
3. x − 5 x + 4=0