Learning Area Mathematics

Learning Delivery Modality Online Distance Modality

School PULO NHS Grade Level Grade 9
LESSON Teacher Patrocenio F. Morgado Learning Area Mathematics
EXEMPLAR Teaching Date Quarter First Quarter (Week 1)
Teaching Time No. of Days 1 day

At the end of the lesson, learners are expected to:

I. OBJECTIVES a. Illustrates quadratic equations.

b. Determine the values of a, b and of the quadratic equations.
c. Appreciate the process of writing quadratic equation in standard form.

A. Content The learner demonstrates understanding of the key concepts of quadratic

Standards equations, inequalities and functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in various
B. Performance situations, formulate real-life problems involving quadratic equations, inequalities
Standards and functions, and rational algebraic equations and solve them using a variety
of strategies.
C. Most Essential
1. Illustrates quadratic equations.
Learning
2. Solves quadratic equations by:(a) extracting square roots; (b) factoring;
Competencies (c) completing the square; and (d) using the quadratic formula.
(MELC)
D. Enabling
Competencies
(If available, write Identifies the degree of polynomials.
the attached
enabling
competencies)

Illustrations of Quadratic Equations

II. CONTENT
A. References

a. Teacher’s pages 6 - 12
Guide Pages
b. Learner’s
Material pages 6 - 12
Pages
c. Textbook
Pages
d. Additional
Materials
from
Learning
Resources
B. List of
Learning
Resources for
Development
and
Engagement
Activities
IV. PROCEDURES

A. Introduction What I need to know?

The learners will read the different objectives of the lesson.

At the end of the lesson, the learners are expected to:

a. Illustrates quadratic equations.
b. Determine the values of a, b and of the quadratic equations.
c. Appreciate the process of writing quadratic equation in standard form.

What is New?
In order for the learners to have clear idea on the different objectives presented,
they will answer first this activity.

You learned about linear equation in one variable which is in the form of
ax + b = 0, where a is not 0 otherwise the equation is constant. Quadratic
equation is in the form of ax2 + bx + c = 0 and a cannot be zero otherwise
the equation will become linear equation.

Learning Task 1. Group the given equations into two based on observed
common properties.

What I know?
To test what they already know, they need to answer the activity below.

B. Development Find each indicated product then answer the questions that follow.
1. 3(x2+7) 3. (x+4) (x+4)
2. 2s(s-4)
What is in?

➢ A quadratic equation in one variable is a mathematical sentence of

degree two that can be written in the following standard form: ax2 + bx +
c = 0 where, a, b and c are real numbers a ≠ 0. In this equation, ax2 is the
quadratic term (degree two), bx is the linear term (degree one) and c is
the constant term (degree zero).
What is it?

To completely understand the solutions of linear inequality here are some

examples for the learners.

Illustrative Examples:
 1. 2x + 5 = 0 is not a quadratic equation in one variable. It is a linear
equation in one variable.
2. 2x2 – x – 1 = 0 is a quadratic equation in standard form with a = 2, b = -1,
and c = -1.
3. 3x – 4 = 5x2 is a quadratic equation not in standard form, in this case we
need to express it in its standard form to identify the values of a, b and c.

To write it: 3x – 4 - 5x2 = 5x2 - 5x2 (Subtraction Property of Equality)

3x – 4 – 5x2 = 0 (Arrange the terms)

( – 5x2 + 3x – 4 = 0) -1 (Obtain a > 0, by multiplying – 1to
each term of the equation.)
5x2 – 3x + 4 = 0
In this form, a = 5, b = -3 and c = 4.

4. (2x + 3)(x – 1) = 0 is also a quadratic equation but is not written in

standard form.
Expanding :
2x(x – 1) + 3(x – 1) = 0
2x2 – 2x + 3x – 3 = 0 (Distributive Property)
2x + x – 3 = 0
2 (Combining similar terms)
In this form, a = 2, b = 1 and c = -3.

When b = 0, in the equation ax2 + bx + c = 0, the result is a quadratic

equation of the form ax2 + c = 0. For example: x2 – 16 = 0, 25x2 – 81 = 0 and
5x2 = 500. Furthermore, when c = 0, the quadratic equation is reduced to
ax2 + bx = 0. That is, in x2 + 3x = 0 and 5x2 – x = 0, there is no constant term, c
= 0.

C. Engagement What’s more?

The learners will solve the first activity about solving quadratic equations.

The learners were provided with varying activities to determine their strengths or
weaknesses in identifying the solution of a linear equation.
 D. Assimilation What I have learned?

To test what they have learned, learners need to know how to solve quadratic
equations using the four method.

What I can do? (Assessment)

The learners will answer the post - test provided to determine if there will be
changes on their scores before and after the delivery of lesson.

V. REFLECTION The learners will be asked to complete the statements below:

(Reflection on I understand that ___________________________________.
the type of I realize that ________________________________________.
Formative
Assessment used
for this Particular
Lesson)

Prepared by:

PATROCENIO F. MORGADO
Pulo National High School
Master Teacher I

Noted by:

MR. EDGAR NUEVA

Magister Servus, VP