QUARTER I

Week 1 – Day 2

Subject: MATH Grade Level: 9

Date: __________________ Session: 2
The learner demonstrates understanding of key concepts of
Content Standard quadratic equations, inequalities and function, and rational
algebraic equations.
The learner is able to investigate thoroughly mathematical
relationships in various situations, formulate real- life problems
Performance Standard involving quadratic equations, inequalities and functions, and
rational algebraic equations and solve them using a variety of
strategies.
Competency 1: Illustrates quadratic equations (M9AL-
Competency
Ia-1)
I. OBJECTIVES
Knowledge:  Give the steps in transforming quadratic equations in
standard form.
Skills:  Write quadratic equations in standard form.
Affective:  Observe standard in describing quadratic equations.
STANDARD FORM OF QUADRATIC EQUATION.
II. CONTENT
(M9AL-Ia-1)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Teacher’s Guide (TG) in Mathematics 9, pp. 14-18
2. Learner’s Materials Pages Learner’s Module (LM) in Math 9, pp. 15-17
3. Textbook Pages Intermediate Algebra p.45
4. Additional Materials  EASE Module Second Year Quadratic Equations Module 3
Chapter 2 Quadratic Equations pp.44-46
 Attachment
5. Learning Resources (LR) portal LRMDS, QUADRATIC EQUATIONS
B. Other Learning Resources  Integrated Mathematics III
 Intermediate Algebra pp.41-48
IV. PROCEDURES
A. Reviewing or presenting the new ACTIVITY 1:
lesson Note to the Teacher:
 Divide the class into groups of five members.
 Provide each group with activity sheets (refer to activity
sheet 1) with instructions and questions to answer.
 Process all groups’ answers.
B. Establishing a purpose for the lesson Motive Questions: (refer to the quadratic equations in
 activity 1 to answer each question below)
 What have you observed about the Quadratic Equations
in activity 1?(possible answer: the degree of each
equation differs)
 Are these equations written in standard forms?
(expected answer : no)
 How can you tell if an equation is written in standard
form?(expected answer: if it is written in the form
ax+c=0 or ax2+bx=c=0)
C. Presenting examples of the new ACTIVITY 2: Set me to your standard!
lesson (use the same grouping as in activity 1 in this activity)
Write each quadratic equation in standard form, ax2+bx+ c = 0.
1. 3x – 2x2 = 7 4. 2x(x+4)=(x-3)(x-3)
2. 5 - 2x2 = 6x 5. (2x -1)2 =(x – 1)2
3. (x + 3)(x + 4) = 0 6. (x + 2)2 = 3(x – 2)
QUESTIONS:
1. How did you write each quadratic equation in standard
form?(Possible answer: by applying mathematical
concepts/principles previously learned)
2. What mathematical concepts or principles did you apply?
Discuss how you applied these mathematical concepts or
principles.(Possible answers: special products, rule on
transposition rule)
3. Which quadratic equations did you find difficult to write
in standard form? Why?( answers may vary)

D. Discussing new concepts and The teacher discusses the concepts of writing quadratic
practicing new skills #1 equations in standard form. (Refer to Worksheet –Discusssion)

E. Discussing new concepts and ACTIVITY 3:

practicing new skills #2  Ask the students to work in pairs.
Direction: Write each quadratic equation in standard form,
ax2+bx+ c = 0.
1. (2x+7)(x-1)=0 4. (x-4)2 + 8 = 0
2. 2x(x-3) = 15 5. (x+7)(x-7)= - 3x
3. 6-2x+3x =0
2
6. (x+2)2 =0
F. Developing Mastery ACTIVITY 3: Group Activity(answers are highlighted)
 Use the same grouping as in activity 1.
 Fill up the table .
GIVEN PRODUCT STANDARD
FORM
28 = x(x + 3) 28= x + 3x
2
x + 3x – 28=0
2

x(x+ 3) – 5 = 0 x2 +3x-5 = 0 x2 +3x-5 = 0

(x - 4)(x - 2) = 0 x2 -6x+ 8 = 0 x2 -6x+ 8 = 0
G. Finding practical applications of ACTIVITY 4: Group Activity.
concepts and skills in daily living Why is there a need to study the different forms of quadratic
equations? What is its implication to life?
( Answers may vary )
 H. Making Generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional Activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
Guide Question for Generalization:
 What are the steps in writing quadratic equation into
standard form?
(Expected answer:
Steps to follow:1. Find the product. 2. Transform into the
form ax2+ bx + c = 0 applying the transposition rule.)
Written Examination: (Expected answers are highlighted)
I. Identify each equation as quadratic equation or not.
1. -8x(5+x)=0 3. Y(y+3) = 4
2. 5-3(x-2)=0 4. 7(p+1)(p-2)=p(p+4)
II. Choose the letter of the best answer
5. Which equation is written in standard form?
a. -5n+n2-9=0 c. -2x2 = 0
b. x2 = -3x d. 3x2-4(x-2)=p(+4)
6. What is the standard form of the equation –(x2+2x-1)+6?
a. –x2-2x+5=0 c. –x2+2x-5=0
b. x -2x+5=0
2
d. –x2-2x+5
Group activity :(use the same grouping as in activity1)
 Prepare a group puzzle on quadratic equation.
 Exchange the prepared puzzle of each group randomly
and ask them to work on it by answering the puzzle of
the other group.
____ of Learners who earned 80% above
___ of Learners who require additional activities for remediation
___
___Yes ___No
____ of Learners who caught up the lesson
___
___ of Learners who continue to
require remediation
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method

F. What difficulties did I encounter
which my principal and supervisor help
me solve?
G. What innovation or localized I
used/discover which I wish to share
with other teacher?
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
__ Bullying among pupils
__ Pupils’ behavior/attitude
__ Colorful IMs
__ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__local poetical composition
The lesson have successfully delivered due to:
___ pupils’ eagerness to learn
___ complete/varied IMs
___ uncomplicated lesson
___ worksheets
___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks
 ATTACHMENT
Session: 1 (1 day)

Content: Standard form of Quadratic Equation.

ACTIVITY1. A recall:

*Study each equation carefully.

a) x2 + 5x – 6 = 0 e) 3y -5x = 1
b) 5 – 3x = x2 f) –x + 2 = 0
c) 2x + y = 0 g) x2 = 5x – 6
d) x = 2 + 3x
2
h) 9x= 18
* Group the equations into two and call it Set A and Set B?
* What is your basis of grouping the equations?
EXPECTED ANSWERS:
SET A SET B
x2 + 5x – 6 = 0 2x + y = 0
5 – 3x = x2 –x + 2 = 0
x2 = 2 + 3x 9x= 18
5 – 3x = x 2
3y -5x = 1

ACTIVITY2( answers). Set me to your standard:

1. 2x2 -3x + 7 = 0 4. x2 + 14x – 9 = 0
2. 2x2 -5x + 6x = 0 5. 3x2 – 2x = 0
3. x2 + 7x + 12 = 0 6. -2x2 – 4x + 10 = 0
* answers of each group to the guide questions may vary.

DISCUSSION:

Steps in writing quadratic equations in standard form:

S1 Find the product applying the mathematical concepts on special

products. (if written as factors)

S 2 Transform into the form ax2 + bx + c = 0 applying the

transposition rule.