Professional Documents
Culture Documents
2. Learner’s
Materials
3. Textbook
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Find the LCM of the Translate the verbal phrases Study the situation below. Review:
lesson or presenting following expressions: into algebraic expressions. The sum of two numbers is Analyze, study and solve the
the new lesson a. The ratio of x and 4. 36. Describe the following given problem.
b. 3 less than thrice a number representations:
1. c. The sum of twice a number _________1. Let x be the
1. Coco Martin has a
vacant lot in his
and 8 _________2. 36–x be the
backyard. He wants to
d. The ratio of a number x and ________ 3. x(36-x) be the
make as many
2. six increased by two rectangular gardens
e. A certain number decreased
by two as possible such that
3. the length of each
garden is 3m longer
than its width. He also
wants the length of
the garden with the
smallest area to be
4m.
B. Establishing a 1. How did you find the 1. What words serve as clues to Cite an example or situation 1. Illustrate the different
purpose for the LCM of the following what operation symbol is to be in real life where the concept rectangular gardens
lesson expressions? used? of the quadratic equation that Coco Martin could
2. What mathematics 2. What must be considered in and rational algebraic make.
concepts or principles did translating verbal phrases to equation is applied. 2. What are the
you apply? dimensions of the
mathematical phrases and vice
3. Did you find any
versa? different gardens that
difficulty in performing
Coco Martin wants to
the task? 3. In translating a verbal phrase
make?
to an algebraic expression, a
3. What is the area of
single word can make a
difference. Thus, every word in each garden in item 2?
the statement must be 4. What is the area of the
interpreted correctly. In what smallest garden that
way does it affect our dealings Coco Martin can
make? How about the
with others?
area of the largest
garden? Explain your
answer.
C. Presenting Example 1: Solve the Example 1: if the square of a Example. A tank fitted with Example. The denominator
examples/ rational Algebraic number is added to 3 times, the two pipes is to be filled with of a fraction is 4 more than
instances of the sum is 108. Find the number. water. One pipe can fill it in the numerator. If both the
lesson
equation Solution: Let x be the number 15 hours. After it has been numerator and the
open for 3 hours, the second denominator of the fraction
a. Multiply both sides pipe is opened and the tank are increased by 1, the
of the equation by is filled in 4 hours more.
the LCM of all How long would it take the resulting fraction equals .
denominators. In (x +12) (x – 9) = 0 second pipe alone to fill the
the given Find the fraction.
x + 12 =0 x – 9 = 0 tank?
equation, the LCM x = -12 x=9 Analysis:
is 4x. Example 2. The speed at which Let x be the time in hours for
water travels in a pipe can be the second pipe alone to fill Let x, the numerator of the
measured by directing the flow the tank. fraction
through an elbow and Then: Rate x Time = Part Filled Then, x + 4 is the
measuring the height its spurts Rate x Part denominator.
out on the top. If the elbow Time Filled
b. Write the resulting height is 10cm, the equation Increasing both of these
quadratic equation relating the height of the water First 7 expressions by 1, the
in standard form. above the elbow (in cm) and its Pipe resulting equation is
velocity v (in cm/sec) is given by
Second 4
(h + 10). Find v if h = Pipe
c. Find the roots of 2cm.
the resulting Solution: substitute the
equation using value of h in the formula: Solution: Solution:
any of the
The LCD is (x + 5)(2).
methods of
Multiplying both sides by the
solving quadratic
LCD
equations. Try = 1960 (12)
factoring in finding = 23520
the roots of the
equation.
= 153.36 cm/sec.
8x = 60 2 (x +1) = x + 5
2x + 2 = x + 5
x – 3 = 0 or x – 8 = 0 x=3
x = 3 or x = 8
the fraction is
The second pipe alone can
2.
3.
4.
5.
G. Finding practical What is the agricultural Use a variable to represent the Make a design or sketch Play the role of….
applications of product that is usually unknown quantity, and then plan of a table than can be By Group:
concepts and skills in known as source of write an equation from the given Cite and role play a situation
daily living income of information. Explain how you made out of in real – life situation where
Maragondonians? arrived at your answer. (Group plywood and 2” x 3” x 8’ the concept of quadratic and
students into 5 and let them wood. Using the design or rational algebraic equation is
Solve the following work on these for 20 min) sketch plan, formulate applied. Formulate and solve
equations. Copy the Group 1 – Find the area and problems that involve problems out of these
letter corresponding to perimeter of one rectangular quadratic equations, then situations.
each equation and write pathway in your school campus. solve in as many ways as
it above the Group 2 – Find the length of possible.
corresponding answer in fencing materials needed to
the boxes below that enclose a rectangular lot of
contain the answer code. administration building in your
school campus.
Group 3 – Find the area and
perimeter of any rectangular
garden in your school campus.
Group 4 – Find the area and
perimeter of the tarpaulin
needed that will fit to the wall of
the stage in your school
campus.
Group 5 – Number of hollow
blocks (5” x 4”) needed to
concretize the 3 walls of your
school campus Pavilion
including the 2 layered hollow
blocks below the ground.
H. Making STEPS IN There are conditions in a given There are conditions in a There are many types of
generalizations and TRANSFORMING problem which when translated given problem which when applied problems involving
abstractions about RATIONAL ALGEBRAIC to the equation form in one translated to the equation rational equation. Success in
the lesson EXPRESSION INTO variable lead to a quadratic form in one variable lead to solving them depends upon:
QUADRATIC equation and two answers are a quadratic equation and 1. Correct analysis of the
EQUATION obtained. In some problems, a two answers are obtained. In problem
set of answers can be some problems, a set of 2. Proper labeling of the
Multiply both sides
discarded. For instance, answers can be discarded. variable(s)
of the equation by negative dimensions of For instance, negative 3. Accurate statement of
the LCM of all rectangles and the negative time dimensions of rectangles the mathematical
denominators. In are disregarded. and the negative time are sentence
the given disregarded. 4. Systematic derivation
equation. of the truth set, and
Write the resulting 5. Proper translation into
the solution set
quadratic equation
in standard form.
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.
c. Did the remedial
lessons 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?