NATIONAL COLLEGE OF SCIENCE AND TECHNOLOGY

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www.ncst.edu.ph

DETAILED LESSON PLAN IN BASIC MATHEMATICS

Time: 1 hour

I. GENERAL STANDARDS
A. Program Standards
B. Content Standards
C. Performance Standards

II. LEARNING OBJECTIVES

At the end of the lesson, 100% of the students with 90% proficiency should be able to:
A. Recite the quadratic formula.
B. Know the steps in solving quadratic equations using the quadratic formula.
C. Use the quadratic formula in finding the roots of quadratic equations.
D. Develop positive attitude and cooperation in systematized critical thinking.

III. SUBJECT MATTER

Solving Quadratic Equations Using the Quadratic Formula

IV. REFERENCE
http://www.purplemath.com/modules/solvquad4.htm
http://www.mathguide.com/lessons/Quadratics.html

V. MATERIALS
Graphic Organizer, Visual Aid, Worksheet, Board and Marker

VI. LEARNING TASK

Teacher‟s Activity Student‟s Activity

A. 1. Daily Routine

“Everybody please stand. (The students will stand.

Check your surroundings for any garbage The students will arrange their chairs and
lying around. Arrange your seats. Okay, pick up the papers and trash on the floor.)
settle down. Remain standing.

Student A, kindly lead the prayer.” (Student A will lead the prayer.)

“Ok, thank you Student A.

Good morning, BS-Psych 1st year! My name “Good morning, ma‟am!”
is Ma‟am Joy and I will be your demo
teacher for this morning. I hope that you will
all participate in our activities and
discussions for today. Are you okay with
that?” “Yes, ma‟am.”

“By the way, is everyone present? Let‟s (The students will say present.)
check your attendance. Please say present
when I say your name.”

2. Review

“Before we begin to our lesson, what have (Student B) “Our previous topic was all
you learned previously in your last about graphing the quadratic equation.”
meeting?”

“Ok, good. So how do we graph a quadratic (Student C) “We substitute some values
equation?” to the variable and plot our answers in
the Cartesian plane.”
“Very good, Student C. Thank you.”

3. Motivation

“Since you are all familiar with quadratic “Yes, ma‟am.”

equation, do you believe then that every
quadratic equation can be represented by
the form – ”

“Ok. Given the example , “ stands for 2, stands for and

can you tell me what are the , , and stands for .”
stand for?”

“Very good. On that cue, let‟s have a game. “Yes, ma‟am.”

For this game, we‟ll need two groups. (The
teacher will divide the class as she seems fit
for the activity) I have here a puzzle and
what you‟re all going to do is match the
given quadratic equations to the given value
of , and ‟s. You must be able to form a
shape out of those puzzle pieces. Are we
clear?”

“The group that will be able to complete the (The group will race to complete the
puzzle first will get these stickers that you puzzle on the board.)
will attach to your worksheet later on.
Each sticker is equivalent to 2 points which
will be added to your quiz later.”
B. Activity

“What you did back there is one of the steps

in solving quadratic equations. You are
already one step ahead of our topic for
today which is solving the quadratic
equations using the quadratic formula.”

“The quadratic formula is formally stated as:

“Let us now figure out how to use this “Yes, ma‟am!”

formula in solving any quadratic equation. I
have here the steps in solving quadratic
equation using the quadratic formula. The
problem though is they are not arranged
properly. Could you help me organize them?

“In order for us to identify the correct steps, “Step 1 is to make sure the quadratic
let‟s try solving one quadratic equation. For equation is in standard form.”
this example, , what do you
think is the first thing that we should do?”

“Okay. Good. Will you place that step as our (The student will place said step in its
first procedure?” proper order.)

“Thanks you. In this example, is this in “Yes ma‟am.”

standard form?”

“Very good. After we verify that, what‟s “Identify , , and . Pay close attention
next?” to plus and minus signs.”
“Correct. Please put that step as our second (The student will place said step in its
procedure.” proper order.)

“In this example, what are those?” “ = 1 b = 1 and = –30.”

“Okay, then. How about the third step?” “Step 3 is to plug , , and into the
formula.”

“Excellent. Please place that as our step 3.” (The student will place said step in its
proper order.)

“Now step 3 says plug , , and into the

formula. Let‟s do that.”
√ √

“Very good. What is now our step 4?” “Step 4 is to simplify.” (The student will
place said step in its proper order.)

“All right. Step 4 says we simplify. Under “First is to simplify the numerator and
step 4, there are four sub steps. What do denominator.” (The student will place said
you think comes first?” step in its proper order.)

“Correct. In our example, how will we do √

that?”
√

“Excellent. Now, what‟s step 4.b?”

“Step 4.b is to split into two answers. One
with a „+’ sign, one with a „–‘ sign.” (The
student will place said step in its proper
order.)

“Very good. How will we do that in our

example?”
“Step 4.c says to simplify two numerators
“We‟re almost done. What‟s next?”
if possible.” (The student will place said
step in its proper order.)

“In step 4.d, we divide.” (The student will

“Okay, and lastly, What is step 4.d?”
place said step in its proper order.)
“All right. What are our answers?

C. Analysis

“There are a few things that we need to talk “Ma‟am, because of the plus or minus
about right away. Notice that we have two sign ( ) wherein we split our answers into
answers. How did we get those two answers two in step 4.b.”
for each equation?”

“Very good. Now, look at our given “Two, ma‟am.”

equations. What is the highest exponent
that we have in our example equations?

“Okay, good. Do you think it‟s a coincidence “No, ma‟am.”

that we also got two answers for each of
them?”

“What can you tell me then about the “I think the value of the highest exponent
relationship between highest/degree in an equation indicates the number of
exponent of an equation to its number of answers/solutions we will get.”
answers/solutions?”

“Okay. Thank you. Very good!”

D. Abstraction

“In any equation, the highest exponent will “Yes, ma‟am.”

always tell you the number of solutions.
That is why in a quadratic wherein the
highest exponent is 2, the number of
solutions is also 2. Do you understand?”

“The reason why we look for those two

solutions is so that we could graph the
quadratics without having to plug in random
values of x‟s which is what you did in your
last meeting. Those two solutions will tell
you the points where your parabola crosses
the x-axis.”

“Now, there are other ways of solving

quadratic equations, but the quadratic
formula is the general method that we can
use because it is the only method that works
for every quadratic equation that you can
think of. It is stated as follows – ”
√

Where, , , and are just numbers; they

are the "numerical coefficients" of the
quadratic equation in the standard form –
.
“If it's not in standard form, you'll have to do
some rearranging to get everything in the
right order. After you get your equation in
standard form, you'll need to identify the
values of , , and .
‘ ‟ will always be the coefficient of the
2 – term,

„ ‟ will be the coefficient of the –term,

and
‘c’ will be the constant at the end.

“So for the quadratic formula to work,

you must have your equation arranged in “Yes, ma‟am.”
the standard form first. Do you understand?”

“Also you must be cautious with the signs.

The trick is to always put parentheses “Yes, ma‟am.”
where you substitute the letters for
numbers. Do this and you will not get
confuse on your computations. Are we
clear?”

“Just follow the steps religiously and you‟re “The formula is difficult to memorize.”
good to go. Do you still have concerns?”

“Well, let‟s put it in a song.”

(The teacher will sing the formula to the
tune of Jingle Bells)

“♫ X equals negative b plus or minus

radical, b squared minus 4ac all divided by
2a! ♫
“You have to join me this time.”
(Everybody will sing.)
“♫ X equals negative b plus or minus
radical, b squared minus 4ac all divided
by 2a! ♫”

“One more time, just the class this time.” (The class will sing.)
“♫ X equals negative b plus or minus
radical, b squared minus 4ac all divided
by 2a! ♫”

“Very good!. For sure, you will never forget

the formula anymore.”
E. Application
“Now I have here another set of puzzle. You
will solve each quadratic equation using the
quadratic formula to find the solutions so
that you could match it with another piece of
puzzle on which the solutions were written
and be able to form a shape.
F. Evaluation
“For your quiz, get your copy of the
worksheet. Find the values of the
coefficients and solve the following
quadratic equations using the quadratic
formula.”
1.
2.
(The students will be randomly called to
complete the puzzle on the board.)
(The class will be provided with a
worksheet containing a set of equations to
be solved. At the end of this exercise,
randomly selected students will write their
solutions on the board.)
1.
a = 1, b = 8, c = -9
√
2.
 a = 1, b = -4, c = -32
√

3.
3.
a = 1, b = -9, c = 20
√

4.
4.
a = 1, b = 6, c = -27
√

√
 G. Assignment

“For your assignment, I have here a form for
each of you that you have to complete.
Recite/sing from memory the quadratic
formula to one teacher, one family member,
and one additional person of your choice.
“You need to hand them over your copy of
this form so that they could check if you
were able to recite accurately the quadratic
formula.
(The students will each receive a copy of
the form. They will recite the quadratic
formula in front of one teacher, one family
member and one person of their choice.
Their proof that they had done their task is
in the signatures of those they had recited
from.)

“Afterwards, you have to get their signatures

as proof that you had actually recited/sang
the quadratic formula.”

Prepared by:

Christene Joy L. Jeresano

BSEd – Math 32E1