I.

OBJECTIVES
The learner demonstrates understanding of key concepts of quadratic equations, inequalities and
A. Content Standards
functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in various situations,
B. Performance
formulate real-life problems involving quadratic equations, inequalities and functions, and rational
Standards
algebraic equations and solve them using a variety of strategies.
C. Learning 1. Transform quadratic function in General Form to Vertex Form by using the completing the square
Competencies/Objecti 2. Transform quadratic function in General Form to Vertex Form by using the derived formula for the
ves
vertex
Write for the LC code
for each 3. Transform quadratic function in Vertex Form to General Form
II. CONTENT Transforming Quadratic Function
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials Mathematics 9
pages
3. Textbook pages
4. Additional Materials LDM Math 9
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Elicit: (The activities in this section Daily Routine
draw out prior knowledge from the
students)
Math Tricks
Procedure:
1. Choose a number from 1 to 10 (whole number)
2. Multiply it by 2
3. Multiply by 5
4. Divide to the original number
5. Subtract 7
6. Tell that the answer is 3

1. Pick 1 to 9
2. Multiply your number by 2
A. Review previous 3. Add 10 to the total
lesson or presenting 4. Divide it by 2
the new lesson 5. Subtract the number you picked
6. The answer is 5
Review
Activity 1: Describe Me!
Students are grouped into three. Each group will describe quadratic
function in terms of equation, table of values and graph. Group will be
graded base on the rubrics.

Rubrics for Presentation

Content 30%
Organization of Presentation 20%
Understanding 50%

B. Establishing a Engage: (The activities in this From the groupings above, each group will choose representative to
purpose for the lesson section will stimulate their thinking arrange the face rubiks cube. First group who arrange correctly will
and help them access and connect
C. Presenting prior knowledge as a jumpstart to have a chance to answer the question. Each correct answer will be
examples/instances of the present lesson) added to the score from the first activity.
the new lesson
Activity 2: Who Am I? (10 minutes)

D. Discussing new Explore: (In this section, students
concepts and will be given time to think, plan,
investigate, and organize collected
practicing new skills
information; or the performance of
#1 the planned/prepared activities
from the students’ manual with
data gatherings
Guess a word or words according to the clue/hint.
1. What is the gerund form of transform? Ans. Transforming
2. What do you call an army officer of a very high rank? Ans.
General
3. What verb is used to make something into a particular
shape? Ans. Form
4. What S has something set up and established by authority as
a rule for the measure of quantity, weight, extent, value, or
quality? Ans. Standard
5. What do you call a polynomial of the second-degree
function? Ans. Quadratic Function
1. T__ __ NS __ OR ___ ____ ____ G
2. G __ NE ___ ___ L
3. F __ __ M
4. ST__ __D___ ___D
5. Q __ __ __ RA__ ___ ___ F___ ___C ___ ___ ___ N
Group students into three and let them follow the given steps in
transforming general form to vertex form of quadratic equation and
vice versa. Each group will choose representative to explain their
work.
(Students will be grouped according to job offered: Entrepreneurs 9
slots, Builders 9 slots, Athletes 9)
Activity 3: Follow Me Closely (15 minutes)
A. Transform y = 3x2 – 6x + 8 in the form of y = a(x-h) 2+ k and
give the values of h and k.
1. Group the terms containing with x by putting it inside the
parenthesis.
y = (______) + 8
2. Factor out.
y = ___ (______) + 8
3. By completing the square, create a perfect square trinomial
of the expression inside the parentheses. Take half the
coefficient of the x–term, square it, and add it to the first
blank and subtract the same value from the constant term
and multiply it by the value of a.
y = 3 (x2 – 2x + ___) + 8 – 3(___)
4. Simplify and express the perfect square trinomial as a
square of a binomial.
Y = 3 (_______)2 + ______
5. Give the value of h = _______
6. Give the value of k = ______
B. Express y = 3x2 – 6x + 8 in the vertex form
−b
y = a(x - h)2 + k using the formula h = and k =
2a
4 ac−b ²
4a
1. Give the values of a, b and c in the quadratic function.
y = 3x2 – 6x + 8
 −b
2. Solve for h using the formula h =
2a
4 ac−b ²
3. Solve for k using the formula k =
4a
4. Substitute the values of h and k in the vertex form
5. y = a(x - h)2 + k

C. Express y = 3(x – 1)2 + 5 into general form

1. Expand (x – 1)2
2. Multiply it by 3
3. Add 5
4. Write the quadratic function in the general form
y = ax2 + bx + c.

Ask some questions after presenting the assigned topic.

Explain: (In this section, students Activity 4: Partners In Crime 10 minutes
will be involved in an analysis of In this activity students will get a partner from the other group and
their exploration. Their
understanding is classified and answer the equation written at the back of their chosen job.
modified because of reflective
activity) 1. Transform y = (x – 2)2 – 3 into general form y = ax2 + bx + c
F. Developing mastery
2. Transform y = 2x2 – 4x + 4 into vertex form using completing
the square
3. Transform y = x2 – 4x + 1 into vertex form using the formula
−b 4 ac−b ²
h= , k=
2a 4a
G. Finding practical Elaborate: (This section will give Ask students who among them are fun of sports. Ask students to
applications of students the opportunity to expand identify what sports are showing parabolic concept. Choose one
and solidity/concretize their
concepts and skills in sport given by the students and perform it in class. Ask the following
understanding of the concept
daily living and/or apply it to a real-life question.
H. Making situation.) Questions
generalizations and 1. In which sports, thus parabolic model can be seen?
abstractions about 2. Choose students to perform the sports.
the lesson 3. Ask students what motion formed by the object.
4. In this motion formed, can we determine the maximum
height of the ball?
5. Introduce how quadratic function be used in projectile
motion.

Activity 5: Inside-Outside the Circle (Kagan, 1994)

1. Form two circles facing to each other. Students from outer
side holding the activity A while students from inner side of
the circle is the activity B.
2. Listen to your teacher regarding the instruction of the
activity.
Arrange the following steps by putting number.
A. Transforming quadratic function from general form to vertex
form using completing the square.
____Simplify and express the perfect square trinomial as a
square of a binomial.
____Group the terms containing x
___Factor out.
___By completing the square, create a perfect square
trinomial of the expression inside the parentheses.
___Give the value of h
___Give the value of k

B. Transforming vertex form to general form.

 ____Multiply the perfect square trinomial by the value of a
____Add k
____Expand (x - h)2
____Simplify by adding like terms.

Evaluation: (This section will Paper and Pencil Test

provide opportunities for concept
check test items and answer key
which are aligned to the learning Choose the letter that you think is the best answer to each
objectives, content and question
performance standard and address
the misconception if occur)

I. Evaluating learning

Extend: (This section gives

J. Additional activities situation that explains the topic in a
for application or new context, or integrate it to
remediation another discipline, societal
concern)
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.
B. No. of learners who require
additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching 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?