DETAILED LESSON PLAN in GRADE 9 MATHEMATICS

Name: Section: 9-Amber

Subject and Year Level: Grading: First (1st) Quarter Date: November 18,2023
Mathematics 7 Week: 1-2 Time: 9:00 AM - 10:00 AM

Learning Competency Solves quadratic equations by: (b) Code: M9AL-Ia-b-2.1

factoring.
Key Concepts to be Quadratic equations are second-degree algebraic expressions and are
developed of the form ax² + bx + c = 0. The term "quadratic” comes from the Latin
word "quadratus" meaning square, which refers to the fact that the
variable x is squared in the equation.
I. Learning Objectives
Knowledge Define zero-product property and enumerate the steps in factoring
quadratic equations.
Psychomotor Solve word problems pertaining to real-world scenarios involving
quadratic equations by factoring.
Affective Show perseverance and determination in accomplishing the given task.
Values Appreciate one’s solution in solving quadratic equations by factoring.
II. Content
Topic Solving Quadratic Equation by Factoring
References ● Orines, F. B., Diaz, Z. B., Mojika, M. P., Manalo, C. B., Suzara,
J.L.,Mercado, J.P.,Esparrago, M.S.,& Reyes, N.V (2018). Next
Century Mathematics Algebra. pp 7-11 .Philippines: Phoenix
Publishing House
RESOURCES PowerPoint Presentation, Laptop, Projector, Red Ball, Blue Ball,
Speaker, Basket, Pentel Pen.
III. PROCEDURE
Teacher’s Task Student’s Task
“Good morning class. Please (Students stand and pray)
stand for the prayer.”

“In the name…”

“Good morning, Ma’am! It’s nice to
“Good morning my dear see you. Welcome and Mabuhay.”
students.”

“Kindly arrange your chairs and

pick up the pieces of paper or (The students complied)
trash under your chairs.”
“Thank you, Ma’am.”
“Please be seated.”
Introductory Activity “Yes, Ma’am.”
(5 mins.) “Is everyone around? Secretary,
please check the attendance.”
“Did I give you any
“No, Ma’am”
assignments?”

“Could someone give a quick

overview of what we had
discussed last meeting?"
((Some students are raising their
hands))
“Yes, de los Reyes?”
“We solved quadratic equations by
extracting square roots, Ma’am.”

“Very Good, de los Reyes.”

 “Last meeting we discussed
solving quadratic equations by
extracting square roots.”
“Now, let’s proceed to our new
topic this morning. But before
that, let’s have a quick activity
first. It is called “2 Truths and a
lie”.

Instructions:
1. Each of the students will
come up with two true
statements and one false
statement about
themselves. The
2. The teacher will give the
class two colored balls.
The red ball will indicate
the statement giver, while
the blue ball will indicate
the guesser.
3. The teacher will play
music, once the music
stops, the students
holding the balls will do
their corresponding tasks.
4. If the guesser correctly
guessed which of the
statements were the truth
and which is the lie, then
A. Motivation the statement giver will
answer the question the
(10 mins.)
teacher had prepared
beforehand.
5. If the guesser guessed
incorrectly, then he/she
will answer the question.
6. The game continues with
students passing the
balls and taking turns
being both the giver and
the guesser. Everyone is
encouraged to enjoy the ((The students complied and enjoyed
game, have fun with the the activity))
questions, and learn
interesting things about
their classmates.

The following are the questions:

1. In your own words, what
do you think is the zero
product property?
2. Do you follow certain
steps in solving quadratic (Answer may vary)
equation? What are they?
3. Among the different
method of solving
algebraic equations,
which do you think is the
easiest and why?
4. Among the different
 method of solving
algebraic equations,
which do you think is the
eas and why?
5. Can you name the
different methods of “It is about solving quadratic
solving algebraic equations, Ma’am”
expressions? (Answer may vary)

“Are you familiar with the

questions you answered in the
activity? Yes, Manicar.

“Yes, Manicar, Very Good. We

will be tackling how to solve
quadratic equations.”

“With that, our topic for today is

SOLVING QUADRATIC
EQUATIONS BY FACTORING.”

“Our learning objective for today

is…

“a. Define a zero-product property.

Everyone, please read.”
b. Enumerate the steps in factoring
quadratic equations.
c. Solve quadratic equations by
factoring.”
B. Presentation
“Let us start with our first
(10 mins.)
learning objective: define
zero-product property. Can
anyone tell us the definition of
zero-product property? Anyone?
No idea? That’s alright…

Zero-product property is… If two

numbers A and B are multiplied
together and the resulting
product is 0, then at least one of
the numbers must be 0.

If AB = 0, then either A=0 or

B=0, or both A and B = O.”
It means that whatever you
multiply to zero, the result is
always zero.”
“Do you get it, class?”
“Let’s proceed. Now it’s about
the steps in solving quadratic
equations by factoring.
Now,does anyone here know
what are the steps in solving
algebraic expressions by
factoring?”
“Yes, Aying”
“Wow, that is very good, Aying.
You almost got all the steps
right. I can really see that you
had studied in advance. Keep it
up! So, these are actually the
steps in solving quadratic
equations by factoring…”
Kindly read everyone…
“To fully understand those steps,
let’s have an example.”
“Yes, Ma’am”
(Aying raises his hands)
“I think to solve a quadratic
expression ma’am, you need to first
transform the equation into the
standard form which is
2
𝑎𝑥 + 𝑏𝑥 + 𝑐 = 0. Then, you need to
find two numbers that when multiplied
are equal to the last term and add up
to the middle term when added. Then
you solve for the values of x. Then,
the last step is to substitute the
acquired value of x to the equation to
see if it can satisfy the equation. ”
“STEPS TO SOLVE QUADRATIC
EQUATION BY FACTORING
1. Transform the quadratic equation
into standard form ax² + bx + c = 0 if
necessary.
2. Factor the quadratic expression.
3. Apply the zero-product property by
setting each factor of the quadratic
expression equal to zero.
4. Solve each resulting equation.
5. Check the values of the variable
obtained by substituting each original
equation.”
 (Some students are raising their
hands)
“Let us follow the steps to solve
this equation. First, Step 1. We "𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0, Ma’am”
will transform the given equation
into a standard form.”

“What is the standard form of

quadratic equation?”

“Yes, Berame.”

“That is right, very good. Going

back to our topic, step 1…

Next, step 2…

In step 2,to factor it out, find two

numbers that multiply to the last
term (12) and add up to the
middle term (7).we can now
have our factors for the given
equation. Moving on to step 3…

Apply the zero-product property

by setting each factor of the
quadratic expression equal to
zero.

Next is step 4…

Solve each resulting equation.

And for our last step, we need to

check if the values of x are
correct.
 “None so far, Ma’am”

Okay, that’s it. Any questions,

class?” (The students complied with the task)
“Let’s have another example …

(Some students are raising their

hands)

2
“The factor sir of 16𝑥 + 18𝑥 = 0 is
6x (x + 3) = 0. Therefore, the values
I want you to solve it. Find its of our x are zero (0) and negative
roots by factoring this equation.” three (-3).”

(After a minute…)
“Yes, Ma’am”
“What is the answer class?
Anyone?” (Everyone gives him a round of
applause)
“Yes, Cabalhug.”

“Okay. Do you have the same

answer as Mr. Cabalhug?”
(All students are raising their hands)
“Okay. Very Good. Good job and
thank you, Cabalhug. That’s
(Mr. Ybañez stands up and does what
correct. Give him a round of
his teacher asks him to do)
applause.”

“Now, to check our example. “No, Ma,am”

Anyone who wants to do the
checking?”

“Yes,Ybañez.”

“Very Good, Ybañez.”

“That’s it for today's lesson

 class. Do you have any
questions?”

“Since there are no questions. I

will be the one to ask questions.
Again, what is the meaning of
zero-product property?” (Sayson raises her hand.)

“Yes, Sayson.” “If two numbers A and B are

multiplied together and the resulting
product is 0, then at least one of the
numbers must be 0. If AB = 0, then
either A=0 or B=0, or both A and B =
O, Ma’am.”

“Very Good, Sayson. How about “Ma’am, Ma’am, Ma’am!”

the steps? Who can give the (All are raising their hands)
first step?”

“Yes, Arong.” “The first step is to transform the

quadratic equation into standard form
ax² + bx + c = 0 if necessary.”

“Very Good Arong. How about (All students are raising their hands)
the next step?”

D. Analysis “Yes, Abundo.” “The next step is to factor the

(5 mins.) quadratic expression, Ma’am”
“The third step is to apply the
zero-product property by setting each
factor of the quadratic expression
equal to zero.”

“Very Good Abundo. How about (All students are raising their hands)
the third step?”

“Yes, Espinosa?” “Ma’am, the fourth step is to solve

each resulting equation.”

“Very Good, Espinosa. How (Montifalcon raises

about the last step?” her hands)

“Yes, Montifalcon?” “The last and final step is to check the

values of the variable obtained by
substituting each original equation”
“Very Good Montifalcon. Wow! It
seems that everyone paid
attention to our discussion
earlier.”

E. Abstraction “You might be wondering, why

(5 mins.) do we need to learn how to
solve quadratic equations?”

The teacher will ask the

following questions:
1. How can we apply it in
 real life?
2. Why is learning how to
solve quadratic equations
important? (Answer may vary)
3. Can you give me a
scenario where solving
quadratic equations can
be applied?

“Solving quadratic equations by

factoring is a useful skill in real
life. In business, it helps with
profit optimization and cost
management. In fields like
physics and engineering, it's
handy for understanding things
like projectile motion and
structural design. In biology, it
aids in studying population
growth. In daily activities like
construction and personal
finance, factoring helps with
calculations and
decision-making. So, knowing
how to factor quadratic
expressions is a versatile tool “Yes, Ma’am”
for making smart choices in both
work and personal life. That’s
why we should learn it. Do you
understand ?”

IV. APPLICATION
“Now we will have another
activity.”

Instructions:

1. The students will be

grouped into 4.
2. Each group will be given
2 mins. to analyze and
solve different scenarios
involving solving
quadratic equations.
Application 3. Then, they will present a
(10 mins.) short roleplay about
their answers.

The following are the

scenarios:

1. The area of a
rectangular garden is
2
𝑥 + 8𝑥 + 16 square
meters. Find the
dimensions of the
garden.
 2. Sarah lost her wallet.
She retraced her steps
and found that the
distance she walked (𝑑)
in minutes is modeled
by the quadratic
expression
2
𝑑(𝑡) = 𝑡 + 6𝑡, where 𝑡
is the time in minutes.
Determine the time it
took for Sarah to lose
her wallet.

3. Jason deposited money

into a savings account
that earned interest.
After (𝑡) years, the total
amount in the account is
given by
2
𝐴(𝑡) = 2𝑡 + 5𝑡 + 3.
Find how many years it
takes for the account to
reach $100.

4. Tim launched a toy

rocket into the air. The
height of the rocket (ℎ)
in seconds is modeled
by the quadratic
equation
2
ℎ(𝑡) = 3𝑡 + 15𝑡 + 15
(The students complied with the given
Determine the time it
task)
takes for the rocket to
reach the ground.

ANSWER KEY:

1. The dimensions of the

rectangular garden are
(𝑥 + 4) meters (length)
and (𝑥 + 4) meters
(width).

2. Sarah lost her wallet

after 𝑡 = 0 minutes. the
time it took for her to
lose her wallet is 𝑡 = 0
minutes.
 3. It takes 𝑡 = 1 year for
the savings account to
reach $100.

4. The time it takes for the

toy rocket to reach the “Thank you Miss’
ground is 𝑡=0
second(launch) 𝑡 = 5
seconds (landing).1

“Now let us give everyone a

round of applause. That was
an excellent performance. You
did an excellent job!”

V. ASSESSMENT

“To know if you truly

understand the lesson. Let’s
have a short quiz. Answer it in
10 minutes. By pair in a one
(1) whole sheet of paper.” “Okay, Miss”

Directions;
A. Factor the following:

2
1. 𝑥 + 6𝑥 + 9

2
2. 𝑥 − 4

2
3. 4𝑥 − 1

2
4. 𝑥 + 10𝑥 + 21

2
Assessment 5. 9𝑥 − 16.
(10 mins.)

B. Solve for x.

2
1. 𝑥 − 5𝑥 + 6 = 0

2
2. 2𝑥 − 8𝑥 = 0

2
3. 3𝑥 + 12𝑥 = 0

2
4. 2𝑥 + 5𝑥 − 3 = 0

2
5. 𝑥 − 7𝑥 + 12 = 0

ANSWER KEY:
A.
1. (𝑥 + 3)(𝑥 + 3)
2. (𝑥 − 2)(𝑥 + 2)
3. (2𝑥 + 1)(2𝑥 − 1)
 4. (𝑥 + 7)(𝑥 + 3)
5. (3𝑥 − 4)(3𝑥 + 4)
(All are done submitting their papers)
B.
1. 𝑥 = 2 𝑜𝑟 𝑥 = 3 “Okay, Ma’am
2. 𝑥 = 0 𝑜𝑟 𝑥 = 4
3. 𝑥 = 0 𝑜𝑟 𝑥 =− 4
4. 𝑥 =− 3 𝑜𝑟 𝑥 = 1/2
5. 𝑥 = 3 𝑜𝑟 𝑥 = 4

“Time’s up. Submit your paper

in front. In the count of 1… 2…
3… 4… 5…”

“I’ll be the one to check it

because we don’t have time.”

VI. ASSIGNMENT
“For your assignment, please
answer it in your assignment
notebook. We’ll check it next
class. Okay?” “Yes, Ma’am”

Directions: Find the value of x

of the following the equations:
Assignment
(3 mins.) 2
1. 𝑥 − 5𝑥 + 6 = 0
2
2. 2𝑥 − 8𝑥 = 0
2
3. 3𝑥 + 12𝑥 = 0
2
4. 2𝑥 + 5𝑥 − 3 = 0
2
5. 𝑥 − 7𝑥 + 12 = 0

VII. CONCLUDING ACTIVITY

“Now that will be all for today.
Stand up every and let us
pray.”
(The students will stand up and pray)

Concluding Activity “In the name of the father…”

(2 mins.)
“Please don’t forget your
assignment and I will see you “Goodbye and thank you Ma’am and
again next meeting. Goodbye, Sir. See you again next meeting”
everyone.”

Prepared by:

Students

Corrected by: