School Grade Level 9

Teacher Learning Area MATHEMATICS

Time and Date Quarter 1st

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard quadratic equations, inequalities and functions, and rational
algebraic equations
B. Performance The learner is able to investigate thoroughly mathematical
Standard relationships in various situations, formulate real-life
problems involving quadratic equations, inequalities and
functions and rational algebraic equations and solve them
using a variety of strategies.
C. Learning Analyse the effects of changing the values of a, h, and k in
Competencies/ the equation y= a (𝑥 − ℎ)2 + k of a quadratic function on its
Objectives graph.
(Write LC
Code for
each.)
II. CONTENT Analysing the effects of changing the values of a, h, and k
in the equation y = a(𝑥 − ℎ)2 + 𝑘 of a quadratic
function on its graph when:
Subtask 1 ( Day 1)
i. h and k are equal to zero where a ≠ 0
ii. h is not equal to zero and k= 0
Subtask 2 ( Day 2)
iii. h = 0 and k ≠ 0
iv. h ≠ 0 and k ≠ 0

III. LEARNING GRAPHS OF QUADRATIC FUNCTION

RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s 98-99
Materials
pages
3. Textbook Mathematics Grade 9 Learner Material, pp.143-145
pages
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources

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IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing The teacher will provide a graph of the functions y =𝑥 2 and
previous y = -𝑥 2 . He will post it on the board and then let the students
lesson complete the table given below.

B. Establishing a
purpose for the
lesson

Can you describe and compare the effects of changing the

value of a to the graph of 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 when vertex is
at the origin (figure 3) and when the vertex is not in the origin
but constant (refer to figure 4)? Do you think the effect of
changing the value of a when the vertex is at (0,0) is the
same way as the effect of changing the value of a when the
vertex is at constant value?

(Note: The teacher will show the graphs of quadratic

functions in figures 3 and 4 using desmos app. Type the
functions one by one in the Desmos app so that the
students would realize the trend of the graphs of quadratic
function while following the question above.)

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 Figures 3 and 4 are examples of changing the trend/
C. Presenting behavior of the graph of quadratic function 𝑦 = 𝑎(𝑥 − ℎ)2 +
examples/ 𝑘 because of the change in the values of a, h, and k.
instances of
the new lesson Today, you will learn on how to describe the effects of
changing the values of a, h, and k in the equation y =
a(𝑥 − ℎ)2 + 𝑘 of a quadratic function on its graph when:
1. h and k are equal to zero or constant
2. h is not zero and k = 0
D. Discussing Discovery Approach (Group Activity)
new concepts
and practicing The teacher will group the students consisting of at most 10
new skills #1 members. (Note: The teacher should advise the students to
bring android phone beforehand.)

Directions: Graph the set of functions provided in the table

to the same Cartesian plane using Desmos app and then
complete the table.

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Note: Clear to the students that the manner of describing
the behavior of the graphs of quadratic function is
dependent to the reference graph.

Ask the following questions in the deliberation of students’

output:
 What is the effect as the value of a gets larger to
the graph of 𝑦 = 𝑥 2 where the vertex is at (0,0)?
 Do you think the effect of changing the value of a
when the vertex is at (0,0) is the same way as the
effect of changing the value a when the vertex is at
its constant value?
 What is the effect of changing the value of a and
getting its absolute value to the graph of the
function 𝑦 = −𝑥 2 ?
 What will be the trend/behavior of the graph of the
function 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘 as the absolute value
of a becomes larger?
Answer: In the graph of 𝑦 = 𝑎(𝑥 − ℎ)2 + 𝑘, the larger the
|a|, the narrower is the graph

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Examples: Tell whether the graph of the function becomes
narrower or wider in relation to the red parabola.

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Ask the following questions in the deliberation of students
‘outputs:
1. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 when h
> 0?
The graph of 𝑓(𝑥) = 𝑎𝑥 2 shifted h units to the right
if h > 0.
2. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 when h<
0?
Answer: The graph of 𝑓(𝑥) = 𝑎𝑥 2 shifted h units to
the left if h< 0.

Examples:
Describe the trend/ behavior of a graph of quadratic function
(blue parabola) by relating it to the red parabola with a
corresponding function.

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 NOTE: The teacher may provide other similar set of group
activity and examples.
E. Discussing
new concepts
and practicing
new skills #2
F. Developing The teacher will provide exercises to analyze whether the
Mastery given graph of quadratic function 𝑓(𝑥) = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 gets
(Leads to narrower or wider and whether it shifts to the right or to the
formative left.
assessment 3) (see worksheet 1a and 1b)
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making The teacher will ask the following questions:
generalizations  What happens to the graph of the function 𝑦 = 𝑎𝑥 2
and as the |𝑎| becomes larger?
abstractions  In general for a > 0 ,
about the 1. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 If h >
lesson 0 in the form 𝑦 = 𝑎(𝑥 − ℎ)2?
2. What happens to the graph of 𝑓(𝑥) = 𝑎𝑥 2 if h <
0 in the form 𝑦 = 𝑎(𝑥 − ℎ)2?

I. Evaluating The teacher will provide a formative assessment. (please

learning see worksheet 3A and 3B)

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 J. Additional
activities for
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson 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?

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 WORKSHEET 1A
ACTIVITY 1: MAKE ME NARROW OR WIDE

Determine whether the trend /behavior of graph of the function becomes narrower or
wider as the value of a changes where the red parabola is the reference graph. Then,
identify whether the absolute value of a becomes smaller or larger.

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 WORKSHEET 1B
ACTIVITY 2: SLIDE ME TO THE RIGHT OR TO THE LEFT

Describe the trend/ behavior of a graph of quadratic function (blue parabola) by

relating it to the red parabola with the given corresponding function:

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 WORKSHEET 3A
ACTIVITY 1: LET’S GET NARROWER OR WIDER

Determine whether the trend /behavior of graph of the function becomes narrower or
wider as the value of a changes where the red parabola is the reference graph. Then,
identify whether the absolute value of a becomes smaller or larger.

124
 WORKSHEET 3B
ACTIVITY 2: SHIFT ME TO THE RIGHT OR TO THE LEFT

Describe the trend/ behavior of a graph of quadratic function (blue parabola) by

relating it to the red parabola with the given corresponding function:

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