REPUBLIC OF THE PHILIPPINES

DEPARTMENT OF EDUCATION
DIVISION OF CITY SCHOOLS - MANILA
GEN. EMILIO AGUINALDO INTEGRATED SCHOOL – HIGH SCHOOL

DATE:                            DAY:                              LESSON#:     

DAILY LESSON PLAN FOR MATHEMATICS 9
I. OBJECTIVES
Illustrates quadratic equations. (M9AL-Ia-1)
a. Write a quadratic equation in standard form.
b. Identify quadratic equations.
c. Appreciate the importance of quadratic equations.

II. CONTENT
Illustrations of Quadratic Equations

III. LEARNING RESOURCES

A. References
1. Teachers guide pp. 14-18
2. Learner’s Materials pp 11-15
3. Website
http://math.tutorvista.com/algebra/quadraticequation.htm
http://library.thinkquest.org/20991/alg2/quad.htm
B. Other Learning Resources
Grade 9 LCTG by DepEd Cavite Mathematics 2016, laptop, Monitor/Projector, Activity Sheets

IV. LEARNING RESOURCES

A. Reviewing previous lesson or presenting the new lesson
Do you Remember these Products?
Find each indicated product then answer the question follows.
1. 3(x2+7)
2. 2s(s-4)
3. (w+7)(w+3)
4. (x+9)(x-2)
5. (2t-1)(t+5)
6. (x+4)(x+4)
7. (2r-5)(2r-5)
8. (3-4m)2
9. (2h+7)(2h-7)
10. (8-3x)(8+3x)

a. How did you find each product?

b. In finding each product what mathematics concepts or principles did you apply? Explain
c. How would you describe the products obtained?

B. Establishing a purpose for the lesson

Another Kind of Equation!

Below are different equations. Use these equations to answer the questions that follow.
x2-5x+3=0 9r2-25=0
\
9-4x=15 r2=144

t2-7t+6=0 2s+3t=-7

c=12n-5 8k-3=12

6p-q=10

1. Which of the given equations are linear?

2. How do you describe linear equations?
3. Which of the given equations are not linear? Why?
How are these equations different from those which are linear? What common characteristics do
these equations have?

C. Presenting examples/ instances of the lesson

A quadratic equation in one variable is a mathematical sentence of degree 2 that can be written in
the following standard form
ax2 + bx + c = 0, where a, b, and c are real numbers and
a ≠ 0. In the equation, ax2 is the quadratic term, bx is the linear term, and c is the constant term.

Example 1
2x2 – 6x – 15 = 0 is a quadratic equation in standard form with a =2 b = -6 and c =-15.

Example 2
2x (x – 4) = 18 is a quadratic equation. However, it is not written in standard form. To write the
equation in standard form, expand the product and make one side of the equation zero as shown
below.
2x(x – 4)= 18→ 2x2– 8x = 18
2x2 – 8x – 18 = 18 -18
2x2 – 8x – 18 = 0
The equation becomes
2x2 – 8x –18 = 0 which is in standard form.
In the equation
2x2 - 8x -18 = 0
a = 2, b = - 8, c = - 18.

D. Discussing new concepts and practicing new skills #1

Tell whether each equation is quadratic or not quadratic. If the equation is not quadratic, explain.
2
a. x + 7x + 12 = 0
b. -3x (x + 5) = 0
c. 12 – 4x = 0
d. (x + 7) (x – 7) = 3x
e. 2x+ (x + 4) = (x – 3)+ (x – 3)

E. Discussing new concepts and practicing new skills #2

a. What is a quadratic equation?

b. What is the standard form of quadratic equation?
c. In the standard form of quadratic equation, which is the quadratic term?
linear term? constant term?
d. Why is a in the standard form cannot be equal to 0?
F. Developing mastery (Leads to Formative Assessment 3)

Write each equation in standard form then identify the values of a, b, and c.
2
a. 2x + 5x – 3 = 0
2
b. 3 -2x = 7
c. x (4x + 6) = 28
d. (3x-7)(5x+2)

G. Finding practical applications of concepts and skills in daily living.

New houses are being constructed in CalleSerye. The residents of this new housing project use a
17m long path that cuts diagonally across a vacant rectangular lot. Before the diagonal lot was
constructed, they had to walk a total of 23 m long along the two sides if they want to go from one
corner to an opposite corner. Write the quadratic equation that represents the problem if the
shorter side is x. Identify the values of a, b, and c.

H. Generalizing and abstractions about the lesson

2
A quadratic equation is an equation of degree 2 that can be written in the form ax + bx + c = 0,
where a, b, and c are real numbers and a ≠ 0.

I. Evaluating learning

Write fact if the equation is quadratic and bluff if the equation is not quadratic.
2
1. x + x – 3 = 0
2
2. 24x + 81 = x
2 2
3. x = 2x (6x + 4)
2
4. 2x = 7x
5. 5 – x + (2x - 3) = 12

J. Additional activities for application or remediation

1. Give 5 examples of quadratic equations written in standard form. Identify the values of a, b, and
c.
2. Study solving quadratic equation by extracting the square root.
a. Do you solve a quadratic equation by extracting the square root?
b. Give the procedure.

VI. REFLECTION

1. No. of learners who earned 80% on the formative assessment

2. No. of learners who require additional activities for remediation.
3. Did the remedial lessons work? No. of learners who have caught up with the lesson.
4. No. of learners who continue to require remediation
5. Which of my teaching strategies worked well? Why did these work?
6. What difficulties did I encounter which my principal or supervisor can help me solve?
7. What innovation or localized materials did I use/discover which I wish to share with other
teachers?