I.

Objectives
At the end of the lesson, the students should be able to:
 determine the nature of the roots of a quadratic equation;

 use the discriminant to know the nature of the roots of a quadratic equation; and

 appreciate the value of using the discriminant.

II. Subject Matter

A. Topic: The Nature of the Roots of a Quadratic Equation
B. Reference: K to 12 Grade 9 Learner’s Material In Mathematics, pages 65-76
C. Materials: Power Point, chalkboard, traditional IMs
D. Values integration: To value patience and humility.

III. Procedure
A. Daily Routine Teacher’s Activity Student’s Activity

 Greetings “Good Afternoon, class!” “Good Afternoon, Ma’am!”

 Prayer “Ms./Mr. (student’s name), (student will lead the prayer)

may you lead the prayer here
in front?”

 Classroom “Before you take your seat, (students will do as told)

Cleanliness kindly pick all the pieces of
trash under your chair, and
arrange your chair properly.”

 Checking of “Secretary, would you mind “Yes, Ma’am.”

attendance to check the attendance for
today?”

B. Review of previous Teacher’s Activity Student’s Activity

topic

“Who among you can still (students will raise their hands)
remember our topic last
meeting?

“Yes, (student’s name).” “Ma’am, the previous lesson

was all about finding the roots
of a quadratic equation using the
quadratic formula.”

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 “You have a sharp memory.
That’s good!”

“So, then what’s the (students will raise their hands)

quadratic formula?”

“Yes, (student’s name).” “The Quadratic formula is

−𝑏±√𝑏 2 −4𝑎𝑐
𝑥= ”
2𝑎
“Very good!”

Now, all of you, what’s the (students will answer in chorus)

quadratic formula again? −𝑏±√𝑏2 −4𝑎𝑐
“𝑥 = ”
2𝑎

“Very good, class! Give

yourselves a round of
applause!”
C. Motivation Teacher’s Activity Student’s Activity

 The teacher will “Class, I have a short activity (the students will listen
introduce the activity here, and I want all of you to attentively)
to the students. participate. The title of the
activity is Which is Real?
Which is Not Real? ”

 The teacher will give

“So, class, the thing you (the student will do as told)
the instruction.
should do is to tell whether
the images that will be
presented on screen are ‘real’
or ‘not real’. Okay, brace
yourselves. Are you ready,
guys?” “Yes, Ma’am!”

(after 5 minutes) (after 5 minutes)

“Okay class, the activity

that we’ve made can be
connected to our topic for
today.”

D. Lesson Teacher’s Activity Student’s Activity

Proper/Discussion

 The teacher will “Today, we’re going to find

connect the lesson out the nature of the roots of
from the motivation. a quadratic equation. Yes,

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 just like the activity we’ve
done earlier, we’re also going
to tell if the roots of a
quadratic equation is real or
not real.”

“Remember that the roots of

a quadratic equation can be
determined using the
quadratic formula:

−𝑏 ± √𝑏 2 − 4𝑎𝑐
𝑥=
2𝑎

“I have here three quadratic

equations. Let us find out the (the students will listen
roots, as well as their nature. carefully)
So, this time, you will use the
quadratic formula. Is it clear, “Yes, Ma’am!”
class?"

“Who wants to answer no.1? (students will raise their hands)

…no.2?...no.3?”

“Yes, (students’ names).”

Given #1: Answer:

𝑥 2 + 6𝑥 + 6 = 0 a= 1; b=6; c=6
−6 ± √(−6)2 − 4(1)(6)
𝑥=
2(1)

−6 ± √36 − 24
𝑥=
2

−6 ± √12
𝑥=
2
−6 ± √43
𝑥=
2
−6 ± 2√3
𝑥=
2

𝒙𝟏 = −3 + √3 𝒙𝟐 = −3 − √3
⸫ the roots are real numbers and
unequal

Given #2: Answer:

𝑥 2 − 6𝑥 + 9 = 0 a= 1; b=-6; c=9
𝑥
−(−6) ± √(−6)2 − 4(1)(9)
=
2(1)

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 6 ± √36 − 36
𝑥=
2

6 ± √0
𝑥=
2
6±0
𝑥=
2
𝒙𝟏 = 3 𝒙𝟐 = 3
⸫ the roots are real numbers and
equal

Answer:
Given #3: a= 1; b=4; c=6
𝑥 2 + 4𝑥 + 6 = 0 −(4) ± √(4)2 − 4(1)(6)
𝑥=
2(1)

−4 ± √16 − 24
𝑥=
2

−4 ± √−8
𝑥=
2
−4+√−8 −4−√−8
𝒙𝟏 = 𝒙𝟐 =
2 2
⸫ the roots are not real numbers

 If the students get “Very good. Everybody, give

the correct answers them a round of applause.”

“But, did you know that we

can able to tell the nature of
the roots of a quadratic
equation in an easy way?
Well, thanks to
Discriminant!”

“The number 𝑏 2 − 4𝑎𝑐 which

appears under the radical sign
in the quadratic formula is
called discriminant. By
calculating the discriminant
before solving the quadratic
equation, we can predict
whether the solutions will be
real numbers or not.”

Note: Let 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 =
0 be a quadratic equation,
where a, b, and c are real
numbers.

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 Discriminant Solutions
𝑏 2 − 4𝑎𝑐 > 0 There are
two real
unequal
roots.

𝑏 2 − 4𝑎𝑐 = 0 There is
one (equal)
real root.
𝑏 2 − 4𝑎𝑐 < 0 There are Answers:
no real 1. 𝑥 2 − 14𝑥 + 45 = 0
roots. 2. 𝑥 2 − 18𝑥 + 80 = 0
3. 𝑥 2 − 6𝑥 + 9 = 0
4. 𝑥 2 + 9𝑥 = 0
Example 1 : 5. 𝑥 2 − 12𝑥 − 45 = 0
Find the sum and product of
roots of the quadratic
equation
x² -5x + 6 =0”
“What is a, b and c in the
given equation?”

“Yes, (student’s name).”

“Very good! Everybody, give

him/her a round of applause.”

“So the sum of the roots

−𝑏 −(−5)
= 𝑎 = 1 =5
and the product of the roots
𝑐 6
=𝑎= 1=6

Example 2 :
Find the sum and product of
roots of the quadratic
equation
x² - 6 =0

“What is a, b and c in the

given equation?”

“Yes, (student’s name).”

“Very good! Everybody, give

him/her a round of applause.”

“So the sum of the roots

−𝑏 0
= 𝑎 = 1 =0
and the product of the roots
𝑐 −6
= 𝑎 = 1 = -6”

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 “Now, we are going to look
at some quite different
problems on sum and product
of the roots of a quadratic
equation examples. What if
the given are the roots and
not the quadratic equation?

Example 3:
Write a quadratic equation
knowing that the sum of its
roots is 5 and its product is 6.
Then the equation will be:
𝑥 2 + 5𝑥 + 6 = 0
This method is faster than
doing the product of roots.

Example 4:
Write a quadratic equations
1
whose roots are -3 and 2
Yes, this question can be
answered by simply
multiplying the factors
formed by these
1
roots: (𝑥 + 3) (𝑥 − 2) = 0
But, let's put our new
formulas to use and apply the
relationship between the
roots and the coefficients and
constants.

Who wants to find the

quadratic equation?”

“Yes, (student’s name).”

“Very good! Everybody, give

him/her a round of applause.”

“It seems that you already

mastered our topic for today

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 now let’s proceed to our quiz
for today”

Quiz:
Here are the roots.Where is
the trunk?
Write the quadratic equation
in the form ax2 + bx + c = 0
given the following roots.
1. 5 and 9
2. 8 and 10
3. 6 and 3
4. -9 and 0
5. -3 and 15

E. Generalization Teacher’s Activity Student’s Activity

 The teacher will ask “What have you learned for (student will raise their hands)
the students what today?”
they have learned for
today and what they
think is the
importance of this
lesson.
“Yes, (student’s name).” “We have learned that the sum
of the roots of quadratic
−𝑏
equation is 𝑎 and the product of
the roots of quadratic equation is
𝑐
.”
𝑎

“Very good, (student’s

name). Another?” (student will raise their hands)

“Yes, (student’s name).” “We have learned that we can

find the quadratic equation
through the sum and product of
the roots ”

“Very good (student’s

name).”

“So now, let’s relate it in real

life. As you can see, we were
able to find the quadratic
equation by solving
backwards through the use of
the sum and product if its
roots. Just like that we should
look backward on where we
came from. We can’t find the
roots if there’s no equation,

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 we can’t find the roots if
there’s no trunk or tree. Just
like us, we are not here today
if we were not us yesterday.
So we should always keep
our feet on the ground.”

F. Evaluation Teacher’s Activity

Find the sum and product of

 The teacher will give the quadratic equation given Answers:
the instruction. below.
1. 𝑥 2 + 5𝑥 + 1 = 3𝑥 2 + 5 5
1. 2, 2
6
1 2
2. (𝑥+1) + (𝑥−4) = 2 9
2. 2 , −3

−1 1
3. ,3
3. 3x² + x + 1 = 0 3

−5 5
4. 3x² + 7x = 2x – 5 4. ,3
3

5. 3x² - 7x + 6 = 5 7 1
5. ,
3 3

G. Agreement
Answer activity # 5: This is my sum and this is my product. Who am I? In book Mathematics
Module Grade 9 pages 71-72. And study Quadratic Inequalities and answer the following
questions:
1. How can we solve quadratic inequality?
2. How can I graph an inequality?

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