School Grade Level 9

Teacher Learning Area MATHEMATICS

Time and Date Quarter 1st

I. OBJECTIVES The learner demonstrates understanding of key concepts

of quadratic equations, inequalities and functions and
rational algebraic equations
A. Content The learner is able to investigate thoroughly mathematical
Standard relationships in various situations, formulate real-life
problems involving quadratic equations, inequalities and
functions, rational algebraic equations and solve them
using a variety of strategies.
B. Performance Analyse the effects of changing the values of a, h, and k in
Standard the equation y= a (𝑥 − ℎ)2 + k of a quadratic function on
its graph.

C. Learning Analysing the effects of changing the values of a, h, and k

Competencies/ in the equation y = a(𝑥 − ℎ)2 + 𝑘 of a quadratic
Objectives function on its graph when:
(Write LC Subtask 1 ( Day 1)
Code for i. h and k are equal to zero where a ≠ 0
each.) ii. h is not equal to zero and k= 0
Subtask 2 ( Day 2)
iii. h = 0 and k ≠ 0
iv. h ≠ 0 and k ≠ 0
II. CONTENT GRAPHS OF QUADRATIC FUNCTION
III. LEARNING
RESOURCES
A. References
1. Teacher’s 98-99
Guide pages
2. Learner’s Mathematics Grade 9 Learner Material, pp.143-145
Materials
pages
3. Textbook
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources

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IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing The teacher will review on the effects of changing the value
previous of a, h, and k in the equation
lesson y = a(𝑥 − ℎ)2 + 𝑘 of a quadratic function when h is not
equal to zero and k = 0.

Describe the trend/ behavior of a graph of quadratic function

(blue parabola) by relating it to the red parabola with a
corresponding function.

B. Establishing a
purpose for the
lesson

Can you describe the effects of changing the value of k to

the graph of 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 when h = 0 and k is not equal
to 0? (refer on figure 1) and when h and k are not equal to
zero?
(refer on figure 2)

Note: The teacher will show the graphs of quadratic

functions in figures 1 and 2 using Desmos app. Type the
functions one by one in the Desmos app so that the
students would realize the trend of the graphs of quadratic
function while following the question above.

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C. Presenting Figures 1 and 2 are examples of changing the trend/
examples/insta behavior of the graph of quadratic function 𝑦 = 𝑎(𝑥 − ℎ)2 +
nces of the 𝑘 because of the change in the value of k.
new lesson
Today, you will learn on how to describe the effects of
changing the values of a, h, and k in the equation
y = a(𝑥 − ℎ)2 + 𝑘 of a quadratic function on its graph when:
 h = 0 and k is not equal to 0
 h and k are not equal to zero
D. Discussing Discovery Approach (Group Activity)
new concepts The teacher will group the students consisting of at most 10
and practicing members. (Note: The teacher should advise the students to
new skills #1 bring android phone beforehand.)

Directions: Graph the set of functions provided in the table

to same Cartesian plane using Desmos app and then
complete the table.

Group 1

Group 2

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Ask the following questions in the deliberation of students’
output:
1. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 when k >
0?
The graph of 𝑓(𝑥) = 𝑎𝑥 2 shifted k units upward if k
> 0.
2. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 when k<
0?
Answer: The graph of 𝑓(𝑥) = 𝑎𝑥 2 shifted k units to
the downward if k< 0.

Examples:
Describe the trend/ behavior of a graph of quadratic function
(blue parabola) by relating it to the red parabola with a
corresponding function.

Group 3

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Group 4

Group 5

Ask the question below in the deliberation of students’

output:
1. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 if h≠ 0
and k≠ 0 in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 ?

Examples:
Describe the trend/ behavior of a graph of
quadratic function (blue parabola) by relating it to the red
parabola with a corresponding function.

130
 E. Discussing
new concepts
and practicing
new skills #2
F. Developing The teacher will provide an assessment whether the graph
Mastery of quadratic function 𝑓(𝑥) = 𝑎𝑥 2 shifted upward or
(Leads to downward in the form 𝑦 = 𝑎(𝑥 − ℎ)2 and whether the graph
formative of quadratic function 𝑓(𝑥) = 𝑎𝑥 2 shifted h units horizontally
assessment 3) and k units vertically in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘. (see
worksheet 2a and 2b) .

G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making The teacher will ask the questions below:
generalizations  In general for a > 0 ,
and 1. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 if k >
abstractions 0 in the form 𝑦 = 𝑎(𝑥 − ℎ)2?
about the 2. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 if k <
lesson 0 in the form 𝑦 = 𝑎(𝑥 − ℎ)2?
3. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 if h≠
0 and k≠ 0 in the form 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 ?

I. Evaluating The teacher will provide a formative assessment. (please

learning see worksheet 4A and 4B)

J. Additional
activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation

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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?

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 WORKSHEET 2A
Activity 3: SHIFT ME UP or DOWN

Describe the trend/ behavior of a graph of quadratic function (blue parabola)

by relating it to the red parabola with a corresponding function.

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 WORKSHEET 2B
Activity 4: SHIFT ME!

Describe the trend/ behavior of a graph of quadratic function (blue parabola)

by relating it to the red parabola with a corresponding function.

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 WORKSHEET 4A
Activity 3: SLIDE ME UP or DOWN

Describe the trend/ behavior of a graph of quadratic function (blue parabola)

by relating it to the red parabola with a corresponding function.

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 WORKSHEET 4B
Activity 4: SLIDE ME!
Describe the trend/ behavior of a graph of quadratic function (blue parabola)
by relating it to the red parabola with a corresponding function.

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 KEY TO CORRECTION

WORKSHEET 4A

1. The graph of f(x) = 𝑥 2 shifted 8 units upward.

2. The graph of f(x) = 𝑥 2 shifted 2 units downward.
11
3. The graph of f(x) = 𝑥 2 shifted units downward.
2
7
4. The graph of f(x) = 2𝑥 2 shifted units upward.
2
5. The graph of f(x) = −3𝑥 2 shifted 12 units downward.

WORKSHEET 4B

1. The graph of f(x) = 𝑥 2 shifted 4 units to the right and 3 units upward.
2. The graph of f(x) = 𝑥 2 shifted 6 units to the left and 8 units upward.
13
3. The graph of f(x) = 2𝑥 2 shifted 7 units to the right and units downward.
2
4. The graph of f(x) = −3𝑥 2 shifted 1 unit to the left and 13 units downward.
1 1
5. The graph of f(x) = 𝑥 2 shifted unit to the right and 9 units upward.
2 2

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