Grade 9 LESSON PLAN

Lesson Plan in Mathematics 9

Prepared by: Jonathan Ian S. Ubas Teaching Date: October 17 -18, 2022

Content Standards:
Demonstrates understanding of key concepts of quadratic equations , inequalities and functions ,
and rational algebraic equations
Performance Standards:
Is able to investigate thoroughly mathematical relationships in various situations , formulate real
life problems involving quadratic equations, inequalities and functions, and rational algebraic
and solve them using a variety of strategies

Learning Competency and Code: Characterizes the roots of a quadratic equation using the
discriminant (M9AL-Ic-1)
Quarter: FIRST

I. Objectives:
At the end of 60 minutes, 85% of the learners are expected to:
1. identify values of a , b and c of a quadratic equation;
2. find the roots of the quadratic equation;
3. find the discriminant of a quadratic equations through the quadratic formula.
II. Content:
Subject Matter: The Nature of the Roots of a Quadratic Equation
Integration:
Values Education: The value of patience, accuracy and cooperation
Science: Problem solving
Strategies: Drill and cooperative learning,
Materials: Activity sheets and Visual aids
References: Learners’ Module 9, pp. 56 - 61

III. Learning Tasks:

Preliminary Activities: ( 3 minutes )

 Prayer
 Checking of attendance
 Setting the mode of the classroom

A. ELICIT: (4 mins.)
Let the students participate the activity.
Activity 1 : YES-NO-STAND-UP Game
In this game, the teacher will tell the students that answering yes means stand up
and answering no means sit down. Next, the teacher will ask students some
random and mathematical questions to check their understanding.

Questions:
1. Do you like chocolates?
 2. Do you like to hurt people?
3. Do you love math?
4. Is √ 49 = 7 ? Yes
5. Is 25 a perfect square? Yes
6. Is √−15 a rational number? No
7. Is 100 not a perfect square? No
5
8. Is a rational number? Yes
12
9. Is 9 a perfect cube ? No
10 Is 289 a perfect square ? Is it a rational number? Is it a real number?
Yes, Yes, Yes
11. Is x – 8x + 16 = 0 a quadratic equation?
2
Yes
12. Are you familiar with discriminant in a quadratic equation?
Questions from the activity:
Which of the mathematical statements above are familiar to you?
What is the standard form of the quadratic equation? ax2 + bx + c = 0
What is the form of a discriminant? b2 – 4ac

B. ENGAGE: (7 mins)
 Let the students do Activity 2
Activity 2: Write the following quadratic equations in standard form, ax² + bx + c = 0, then identify the
values of a, b, and c. Answer the questions that follow.
Answers
1. x2 + 5x = 4 ; x2 + 5x - 4 = 0 a = ___1_ b = ___5__ c = __- 4_
2. -4x2 = 8x – 3 ; 4x2 + 8x + 3 = 0 a = ___4_ b = ___8__ c = ___3_
3. 10x – 1 = 4x2 ; 4x2 – 10x + 1= 0 a = ___4__ b = __-10_ c = ___1_
4. 15 + 8x – 3x2 = 0 ; 3x2 – 8x – 15 = 0 a = ___3__ b = __-8__ c = __-15
5. 3x(x – 14 ) = 12 ; 3x2 – 42x –12 = 0 a = __ 3__ b = __- 42_ c = _ -12_

Questions:
a. How did you write each quadratic equation in standard form?
b. Aside from your answer, do you think there is another way of writing each quadratic
equation in standard form? If YES, show then determine the values of a, b, and c.

C. EXPLORE: (12 mins)

 Learners will be group by 4
 The group will be given set of values of a , b and c. They will be asked to evaluate the expression b2 –
4ac.
Answers
1. a = 1, b = 5, c=4 b2 – 4ac =(5)2 – 4(1) (4) = 25 – 16 = 9
2. a = 2 b=1 c = -21 b2 – 4ac = 169
3. a = 4 b=4 c=1 b2 – 4ac = 0
4. a = 1 b = -2 c = -2 b2 – 4ac = 12
5. a = 9 b=0 c = 16 b2 – 4ac = -576
 Asked them if they were able to evaluate the expression and what is the importance of the expression b2
– 4ac in determining the nature of the roots.

D. EXPLAIN: ( 8 mins)
The teacher will display a chart in determining the type of root or solution.
 The
number
represented
by b2 – 4ac,
under the radical sign is called the discriminant of the quadratic equation. The nature of the roots can be
determined by finding the value of the discriminant.
The nature of the roots determined by the value of the discriminant can be summarized in three cases:
Case 1: If b2- 4ac is zero, the roots are real and equal.
Case 2. If b2 – 4ac is positive and a perfect square, the roots are rational.
: If b2 – 4ac is positive but not a perfect square, the roots are irrational.
Case 3 : If b2 – 4ac is negative, there are no real roots / imaginary
Give example for each case.

E. ELABORATE: (13mins)
Let them do the activity by group and have a representative for each group to discuss the answer of the
given questions in front.

1. Complete the table below using your answers in the previous activity.
Equation b2 – 4ac Roots
1.
2.
3.
4.
5.
Answers
Equation b2 – 4ac Roots
1. x +5x +4 = 0
2
9 -1 or - 4
2. 2x + x – 21 = 0
2
169 -7/2 or 3
3. 4x2 + 4x + 1 = 0 0 ½
4. x – 2x – 2 = 0
2
12 1+ √ 3∨1−√3
5. 9x + 16 = 0
2
- 576 no real roots

2. How would you describe the roots of quadratic equation when the value of b2–4ac is 0? positive
and perfect square? positive but not perfect square? negative?
Answers:
If b2–4ac is zero, the roots are real and equal.
If b2–4ac is positive and a perfect square, the roots are rational.
If b2–4ac is positive but not a perfect square, the roots are irrational.
If b2–4ac is negative, there are no real roots.
3. Which quadratic equation has roots that are real numbers and equal? rational numbers?
Irrational numbers? not real numbers?
Answers:
Real and equal roots: 4x2 + 4x + 1 = 0
Rational roots: 2x2 + x – 21 = 0 , x2 +5x +4 = 0 and 4x2 + 4x + 1 = 0
 Irrational roots: x2 – 2x – 2 = 0
No real roots: 9x2 + 16 = 0
4. How do you determine the quadratic equation having roots that are real numbers and equal?
rational numbers? irrational numbers? not real numbers
F. EVALUATE: (12 mins)
A. Complete the table below.
Equation b2 – 4ac Roots
1. 3x - 2x + 7 = 12
2
64 2 , -2/3
2. 2x2 – 3x = -2 -7 no real roots
3. x2 + 6x + 4 = 0 20 −3+ √5, −3−√5
B. Consider the situation below and answer the questions that follow.
A basketball player throws a ball vertically with an initial velocity of 100ft/sec. The distance of
the ball from the ground after t seconds is given by the expression 100t – 16t².
1. What is the distance of the ball from the ground after 6 seconds?
Answer: 24 feet
2. After how many seconds does the ball reach a distance of 50 ft. from the
ground? Answer: 0.55 and 5.70 seconds
3. How many seconds will it take for the ball to fall to the ground?
Answer: 6.25 seconds
4. Do you think the ball can reach the height of 160 ft.? Why? Why not?
Answer: No. The highest point is when t = 3.125 s, when the ball has a
height of 156.25 feet.
G. EXTEND: (3 mins)
Let them create two quadratic equations and give the discriminants and roots.
Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other teacher? __

Mastery level:
No. of students got 75% proficiency level: _______
Instructional decision:
a. Reteach
b. Proceed

Prepared by: Noted by:

JONATHAN IAN S. UBAS ROBERT JOY FLORES

Teacher I Department Head
(MATHEMATICS)

Approved by:

LAILA L. JUBELAG PhD

School Principal
Lesson Plan in Mathematics 9
Prepared by: Jonathan Ian S. Ubas Teaching Date: October 19 – 20, 2022

Content Standards:
Demonstrates understanding of key concepts of quadratic equations , inequalities and functions ,
and rational algebraic equations
Performance Standards:
Is able to investigate thoroughly mathematical relationships in various situations , formulate real
life problems involving quadratic equations, inequalities and functions, and rational algebraic
and solve them using a variety of strategies

Learning Competency and Code: Characterizes the roots of a quadratic equation using the
discriminant (M9AL-Ic-1)

Quarter: FIRST

I. Objectives:
At the end of 50 minutes, 85% of the learners are expected to:
1. use the discriminants to determine the number and types of solutions;
2. describe the nature of roots of quadratic equation;
3. appreciate the use of discriminants in real-life situations.

II. Content:
Subject Matter: The Nature of the Roots of a Quadratic Equation
Integration:
Values Education: The value of patience, accuracy and cooperation
Strategies: Think- pair - share and cooperative learning
Materials: Activity sheets and visual aids,
References: Learners’ Module 9 and Grade 9 Mathematics (Patterns and Practicalities)

III. Learning Tasks:

Preliminary Activities: ( 3 minutes )

 Prayer
 Checking of attendance
 Setting the mode of the classroom:
A. ELICIT: (2 mins.)
Ask few students about the lesson discussed last meeting.
1.What is the discriminant of x2 – 8x + 16 = 0? Ans. 0
2. Give the discriminant of the equation x2 – 4x = 1. Ans. 20
3. Why do we need to determine the discriminant of the quadratic equation?

B. ENGAGE: (8 mins)
 Let the students do the Activity : What Is My Nature?. After the activity let them compare and discuss
their answer with their partner
Determine the nature of the roots of the following quadratic equations using the
discriminant. Answer the questions that follow.
Answers:
1. x + 6x+ 9 = 0
2
discriminant : _9_ nature of the roots: rational and equal
2. x2 + 9x+ 20 = 0 discriminant: _1_ nature of the roots: rational and not equal
3. 2x2 – 10x + 8 = 0 discriminant: _36 nature of the roots: rational and not equal
4. 3x2 – 5x = -4 discriminant: _-23 nature of the roots: not real
5. 10x2 – 4x = 8 discriminant: 336 nature of the roots: irrational and not equal
 Questions:
a. How did you determine the nature of the roots of each quadratic equation?
b. When do you say that the roots of a quadratic equation are real or not real numbers?
rational or irrational numbers? equal or not equal?
c. How does the knowledge of the discriminant help you in determining
the nature of the roots of any quadratic equation?

C. EXPLORE: (12 mins)

Group the students with 5 members in each group. Let them choose their leader, secretary, and a
reporter Let them do the activity by group and have a representative for each group to discuss the
answer of the given questions.
Mang Pablo wants to make a table which has an area of 6m2. The length of the table
has to be 1m longer than the width.

a. If the width of the table is p meters, what will be its length?

Ans. Length = p + 1
b. Form a quadratic equation that represents the situation.
Ans. p ( p + 1 ) = 6 or p2 + p – 6 = 0
c. Without actually computing for the roots, determine whether the
dimensions of the table are rational numbers. Explain.
Ans. Yes. A positive discriminant implies two distinct roots
d. Give the dimensions of the table. Ans. 3 m by 2 m

D. EXPLAIN: ( 8 mins)
The teacher then will asked the students what they had learned about discriminants in the previous
discussion. Then present the table below that shows the possible number and types of solutions of a quadratic
equation.
Discriminant
b2 – 4ac Number and types of solutions
Positive Two real solutions
Zero One real solution
Negativ Two complex but not real solutions
e

E. ELABORATE: (14mins)
Answer the following questions
1. Describe the roots of a quadratic equation when the discriminant is
a. zero. Ans. The roots are real numbers and equal.
b. positive perfect square. The roots are rational and not equal.
c. positive but not perfect square The roots are irrational and not equal.
d. negative. There are no real roots.
Give examples for each.

2. How do you determine the nature of the roots of quadratic equation?

Ans. Find the value of the discriminant of the quadratic equation.
3. Danica says that the quadratic equation 2x2 + 5x– 4 = 0 has two
possible solutions because the value of its discriminant is positive. Do
you agree with Danica? Justify your answer. Ans. Yes
4. When the quadratic expression ax² + bx + c is a perfect square trinomial,
do you agree that the value of its discriminant is zero?
Justify your answer by giving at least two examples.
Ans. Yes , examples: x2 + 4x + 4 = 0 ; x2 + 10x + 25 = 0

F. EVALUATE: (10 mins)

 a. Complete the given table.
Quadratic Equation Real Nature of Roots Discriminant
ax2 + bx + c = 0 roots b2 – 4ac
x2 – 1 = 0 1 , -1 Two unequal real roots (0)2 – 4(1) ( -1) = 4
1. x + 2x – 3 = 0
2

2. x2 - 2x + 1 = 0
3. 2x2 – 8x + 3 = 0
4. 2x2 + 3x + 4 = 0
b. For what value(s) of k will the equation x2 + kx + 25 = 0 have no solution? Explain
Answers:
Quadratic Equation Real Nature of Roots Discriminant
ax2 + bx + c = 0 roots b2 – 4ac
x2 – 1 = 0 1 , -1 Two unequal real roots (0)2 – 4(1) ( -1) = 4
1. x + 2x – 3 = 0
2
1 , -3 Two unequal real roots (2)2 – 4 (1) (-3) = 16
2. x2 - 2x + 1 = 0 2 Two equal real roots (-2)2 – 4 (1) (1) = 0
2∓√
3. 2x – 8x + 3 = 0
2
10 Two unequal real roots (-8)2 – 4 (2) (3) = 40
2
4. 2x + 3x + 4 = 0
2
No real root (3)2 – 4(2)(4) = - 23
b. k < 10 . If k is less than 10 , the radicand in √ b2−4 ac will be negative.

G. EXTEND: (3 mins)
Cite two or more real – life situations where the discriminant of a quadratic equation is being applied or
illustrated

Reflection:
A. No. of learners achieve 80%: ____
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ___
D. No. of learners who have caught up the lesson: ___
E. No. of learners who continue to require remediation: ___
F. Which of my teaching strategies worked well? Why did these work? ___
G. What difficulties did I encounter which my principal or supervisor help me solve? ___
H. What innovation or localized materials did I used/discover which I wish to share with other teacher? __

Mastery level:
No. of students got 75% proficiency level: _______
Instructional decision: