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QUARTER I
Week 1 – Day 3

Subject: MATH Grade Level: 9

Date: __________________
Content Standard
Session: 3
The learner demonstrates understanding of key concepts of
quadratic equations, inequalities and function, and rational
algebraic equations.

The learner is able to investigate thoroughly mathematical

relationships in various situations, formulate real- life
Performance Standard problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them
using a variety of strategies.
Competency 1: Illustrates quadratic equations
Competency
(M9AL-Ia-1)
I. OBJECTIVES
Knowledge:  Identify the quadratic term, linear term and constant
term of a quadratic equation.
Skills:  Distinguish a complete quadratic equation from an
incomplete quadratic equation.
Affective:  Observe speed in answering the given exercises.
II. CONTENT Terms of a Quadratic Equation

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 9, pp. 14-18
Pages
2. Learner’s Learner’s Module (LM) in Math 9, pp. 11-14
Materials Pages
3. Textbook Pages Intermediate Algebra p.45
4. Additional  EASE Module Second Year Quadratic Equations
Materials Module 3 Chapter 2 Quadratic Equations pp.44-46
 Attachment
5. Learning Resources LRMDS, QUADRATIC EQUATIONS
(LR) portal
B. Other Learning www . google .com
Resources
IV. PROCEDURES
A. Reviewing or ACTIVITY 1: Do you remember me?

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presenting the new A. Pick out the quadratic equations from the list :
lesson ( answers are highlighted)
1) 2x - 5 = 0 5) –( x2 + 2x – 1) + 6 = 0
2) -12 = - 3x2 6) x3 = - 3x
3) x2 + 7 = 4x 7) z ( 15 – z ) – 1 = 0
2
3x
4) 3x2 + 2x2 = 0 8) =0
3
B. Write your answers in A in standard form.
Expected Answers :
2) 3x2 – 12 = 0 3) x2 -4x + 7 = 0
4) 5x2 = 0 5) x2 + 2x -7 = 0
7) z2 -15z + 1 = 0 8) 3x2 = 0
B. Establishing a Why is it important to write quadratic equation in standard
purpose for the lesson form?
C. Presenting examples ACTIVITY 2 : Group Activity
of the new lesson Use the Quadratic equations in activity 1 .
* Identify the quadratic term, the linear term, and the
constant term. Write your answer in the given table :
(Answers are highlighted)
Standard form of Quadrati Linear Constant
equation c term term term
a)3x2 – 12 = 0 3x2 0 -12
b)5x = 0
2
5x 2 0 0
c)z -15z + 1 = 0
2
z 2 -15z 1
d)x -4x + 7 = 0
2
x 2 -4x 7
e)x + 2x -7 = 0
2
x 2 2x -7
f)3x = 0
2
3x 2 0 0
D. Discussing new Points for discussion :
concepts and  Before identifying the quadratic term,the linear
practicing new skills term, and the constant term, write first the
#1 equation in standard form.
 From the standard form of quadratic equation :
ax2 + bx + c = 0, the quadratic term is ax2 , the
linear term is bx ,and the constant term is c .
E. Discussing new ACTIVITY 3 : (Group Activity)
concepts and A) Direction: Write each Quadratic equation in standard
practicing new skills form and identify the quadratic term , the linear term,
#2 constant term, a, b, and c. Write your answer in the given
table :
(Expected answers are highlighted)
a) x = 5x -6
2
d) 5x2 = -8x
b) 2(3x -1)=6x + 5
2
e) 7-x2 +4x=0
c) y(y-7)=44 f) x2 -35 = 2x - 35

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Standard Quadratic Linear Constant Values

form of term term term of
equation a,b,& c
a)x -5x +6=0
2
x 2
-5x +6 1,-5,6
b)6x -6x-9=0
2
6x 2
-6x -9 6,-6,-9
c)y -7y-44=0
2
y 2
-7y -44 1,-7,-44
d)5x +8x=0
2
5x 2
5x 2
0 5,8,0
e)x -4x-7=0
2
x 2
x 2
-7 1,-4,-7
f)x -2x=0
2
x 2
x 2
0 1,-2,0
B. Which of the equations are considered complete?
Incomplete
Expected answers :
Complete : c,d,&e Incomplete : a,b & f
3. When do you consider an equation as complete?
Incomplete?
Expected answers :
Quadratic equations are complete if the linear term, and
constant term are not zero.
Quadratic equations are incomplete if either of the
linear term, and constant term is not zero or both
zero.
F. Developing Mastery ACTIVITY: Group Activity
Board work: . Write each Quadratic equation in standard
form and identify the quadratic term , the linear term,
constant term, a, b, and c, then identify further if it is
complete or incomplete. Write your answer in the table.
(Expected answers are highlighted)
GIVEN : 1) 4x2 = -3x + 3
2) 3 = 6x2 – 12x
3) 81 = 9x2
Standard Quadr Linear Const Value Complet
e (C)or
form of atic term ant s of a, Incompl
equation term term b,& c ete(inc)
4x2+3x+3=0 4x2 +3x +3 4,3,3 C
6x -12x-3=0
2
6x 2
-12x -3 6,-12,- C
3
9x -81=0
2
9x 2
0 -81 9,0,- inc
81
G. Finding practical Why is there a need to know the different forms of
applications of quadratic equations? Why is there a need to know also
concepts and skills in whether the quadratic equation is complete or incomplete?
daily living What is its implication to life?
H. Making What are the mathematical concepts of the days lesson?

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Generalizations and
abstractions about EXPECTED ANSWER :
Mathematical Concept:
the lesson
*Complete Quadratic Equation
Standard form : ax2 + bx + c = 0
Where2 :
ax is the quadratic term
bx is the linear term
c is the constant trm
*Incomplete Quadratic Equation
1) ax2 2 + bx = 0, where c=0
2)ax + c=0, where bx=0
3) ax2 = 0, where bx=0 and c=0
I. Evaluating learning Written Test :
GIVEN : 1) 2X2 = 2X + 5
2) 1 = 5X2 + 7X
3) 81 = - x2
Direction: Write each Quadratic equation in standard form
and identify the quadratic term , the linear term, constant
term, a, b, and c, then identify further if it is complete or
incomplete.Write your answer in the given table :
( Expected answers are highlighted)
Standard Quad Linear Consta Values of Complete
form of ratic term nt term a,b,& c (C) or
equation term Incomplete
(inc)
2x2-2x-5=0 2x2 -2x -5 2,-2,-5 C
5x2+7x-1=0 5x 2
7x -1 5,7,-1 C
X2 +81=0 X 2
0 81 1,0,81 Inc
J. Additional ASSIGNMENT: ( Work in group )
Activities for *Prepare one realistic situation applying the concepts
application or learned on quadratic equation and present it to the class in
remediation a unique way like math jingle math sayaw ,rap and so on.
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial

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lessons work? No. of

learners who have caught
up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching Strategies used that work well:
___ Group collaboration
strategies worked well? ___ Games
Why did these work? ___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks

F. What difficulties did I __ Bullying among pupils

__ Pupils’ behavior/attitude
encounter which my __ Colorful IMs
principal and supervisor __ Unavailable Technology
Equipment (AVR/LCD)
help me solve? __ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__local poetical composition

G. What innovation or The lesson have successfully delivered due to:

___ pupils’ eagerness to learn
localized I used/discover ___ complete/varied IMs
which I wish to share ___ uncomplicated lesson
___ worksheets
with other teacher? ___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials

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___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

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ATTACHMENT
Session: 1 (1 day)

Content: Direct Variation

DISCUSSIONS:
A variable y varies directly as variable x if and only if ¿ kx . The
constant is called the variation constant or the constant of
proportionality. If we know one pair of values that varies directly, then
we can find k. Once k is known, we can write the equation of variation
and use it to determine other values.
In the same manner, that a variable y varies directly as the square
of x is expressed as .
Direct variation is also related to proportion. Let (x 1,y1) and (x2,

y2) be any two solutions for , then or . Similarly

you have or . Since we can equate and to ,

it follows that .

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.

2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.

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DIRECTION: Which of the equations is of the form y=kx and shows

direct relationship?

1. 3 x−2
2. y = 5x
3. y=x
4. y= x2 + 1
5. y = 3x2

DIRECTION: Write an equation for the following statements:

1. The length L of a person’s shadow at a given time varies directly as the height h of that
person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.

DIRECTION: Write an equation to describe these situations.

1. varies directly as .
2. varies directly as the fourth root of
3. The surface area of a sphere varies directly as the square of the radius .

DIRECTION: Read the phrases below. Tell whether each of the phrases
below represents a direct variation. If they do, write the equation to
describe the situation:
1. The time spent in walking to the rate at which a person walks.
2. The cost of life insurance to the age of the insured person.
3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.

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5. The distance an airplane flies to the time travelling.

DIRECTION: Read the following situation then answer the question that
follow:

1. Your distance from lightning varies directly with the time it takes you to hear thunder.
If you hear thunder 10 seconds after you see the lighting, you are about 2 miles from
the lightning.
Question: Write a direct variation equation for the relationship between time and
distance?
2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins
varies directly with the amount of flour you use.
Question: Write a direct variation equation for the relationship between the
number of cups of flour and the number of muffins.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Variation

Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.com.ph

Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books

Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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