Instructional Planning

(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Detailed Lesson Plan (DLP) Format

Learning Area Appendix
DLP No. Grade Level Quarter Duration Date
Week 4 / Day 1 /
13 MATH 9 FIRST 60 minutes
June 26, 2017
4.2 Activity 1. x = 2 5. n = 2 or n = -3

2. s = 5 or s = -2 6. p = -4/3 or p = -1

3. r = 2 or r = -7

4. m = -2 or m = -1/2
5 minutes

4.5 Application 1. x = 7 or x = 3

2. x = 2 + √14
2
x = 2 - √14
2
3. x = 1 or x = 1/2

10 minutes

4.6 Assessment 1. x2 + 5x - 2 = 0 6. 8x2 + 25x - 200 = 0

2. s2 + 12s + 21 = 0 7. 3t2 + 14t - 4 = 0

Anlysis of Learners'
Products
3. 2t2 - 2t + 4 = 0 8. x2 - x - 5 = 0

4. 5r2 + 20r + 15 = 0 9. s2 - 6s - 43 = 0

5. 2m2 - 22m + 60 = 0 10. 7r2 + 22r - 41 = 0

 Instructional Planning
(The process of systematically planning, developing, evaluating and managing the instructional
process by using principles of teaching and learning - D.O. 42, s. 2016)

Learning Area Detailed Lesson Plan (DLP) Format

DLP No. Grade Level Quarter Duration Date
14 MATH 9 FIRST 60 minutes
Learning Competency/ies: Code:
Solves equations transformable to quadratic equations
(Taken from the Curriculum (including rational algebraic equations) M9AL - Ic - d - 1
Guide)

Key Concepts / Understandings

To transform the given quadratic equation from a rational algebraic equation.
to be Developed

Adapted Cognitive
Domain Process Dimensions OBJECTIVES:
(D.O. No. 8, s. 2015)

Knowledge
The Remembering
fact or condition of
knowing something
with familiarity
gained through
experience or explain how to transform equations to quadratic equations in the form ax 2 + bx
Understanding
association + c = 0.

find the solutions of equations transformable to quadratic equations in the form

Applying
ax2 + bx + c = 0 including rational algebraic equations.
Skills

The ability
and capacity
acquired through
deliberate, Analyzing
systematic, and
sustained effort to
smoothly and
adaptively carryout
complex activities
or the ability, Evaluating
coming from one's
knowledge,
practice, aptitude,
etc., to do
something
Creating

Attitude Valuing Possess positive outlook in life for a better individual.

 Values Valuing Service to humanity and soceital contribution.

2. Content EQUATIONS TRANSFORMABLE TO QUADRATIC EQUATIONS

Teachers Guide for mathematics 9 page 50 - 53, Learner's Materials for

3. Learning Resources
Mathematics 9 page 77 - 87, Laptop and projector

4. Procedures
4.1 Introductory Activity
Let the students give their learnings on the previous knowledge about the sum and
product of quadratic equation, methods in findings the roots and the standard form of
5 minutes quadratic equations.

Find the solution/s of the following quadratic equations. ( Group activity)

1. x 2 - 4x + 4 = 0 4.
4.2 Activity 2m2 + 5m + 2 = 0 2. s 2 - 3s - 10 = 0
5. 2n2 + 2n - 12 = 0 3. r 2 + 5r - 14 = 0
6. 3p2 + 7p + 4 = 0

Answer key: Refer to Teachers Guide page 50.

5 minutes
How did you transform the given quadratic equation?
4.3 Analysis

What mathematical approach did you apply?

5 minutes

4.4 Abstraction What are the different ways in transforming the given quadratic equation?

15 minutes
Transform and then find the solution/s of the following quadratic equations. Answer the
4.5 Application questions that follow.
1. x ( x - 10 ) = - 21
2. (x + 1 )2 + ( x - 3 )2 = 15
3. 1 / 3x + 4x / 6 = 1

Questions:
1. How did you solve each equation? What mathematics concepts or principles did you
apply to solve each equation?

2. Which equation did you find difficult to solve? Why?

3. Compare your answers with those of your classmates. Did you arrive at the same
answers? If NOT, explain.

10 minutes Answer key: Refer to Teachers Guide page 52.

 Directions: Transform each of the following equations to a
4.6 Assessment
quadratic equation in the form ax 2 + bx + c = 0.

1. x ( x + 5 ) = 2 6. 2x2 / 5 + 5x / 4 = 10

2. ( s + 6 )2 = 15 7. 2 / t - 3t / 2 = 7

Anlysis of Learners'
Products 3. ( t + 2 )2 + ( t - 3 )2 = 9 8. 3 / x + 4 / 2x = x - 1

4. (2r + 3 )2 + ( r + 4 ) 2 = 10 9. 6 / s + 5 + s - 5 / 2 = 3

5. (m - 4 )2 + ( m - 7 )2 = 15 10. 2 / r - 1 + 4 / r + 5 = 7

10 minutes Answer key: Refer to Teachers Guide page 51.

4.7 Assignment Preparing for a new

lesson The learners will give their insights about their learnings about
transforming equations into quadratic equations. They will
write it on a ticket style.

5 minutes
4.8 Concluding Activity
Let the learners share to their classmates their own interpretation about the quotation
" When your clarity meets your conviction and you apply action to the equation, your
5 minutes world will begin to transform before your eyes". ~ Lisa Nichols ~~

5. Remarks

6. Reflections

C. Did the remedial lessons work? No. of

A. No. of learners who earned
learners who have caught up with the
80% in the evaluation.
lesson.

B. No. of learners who require

D. No. of learners who continue to require
additional activities for
remediation.
remediation.

E. Which of my learning
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?

Prepared by:

Name: YONA BABE C. LABRADOR School: TUBURAN NHS

Position/
Designatio TEACHER I - MATHEMATICS Division: CEBU PROVINCE
n:
Contact
09202749925 Email address: labradorgabby@gmail.com
Number:
Quality Assured by: EDSEL M. URSAL