DETAILED MATHEMATICS LESSON PLAN

GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.

9 FIRST QUARTER SEPTEMBER 2, 2023 1

I. OBJECTIVES
Demonstrates understanding of key concepts of quadratic equations,
A. Content Standards
inequalities and functions, and rational algebraic equations
Is able to investigate thoroughly mathematical relationships in various
situations, formulate real - life problems involving quadratic equations,
B. Performance Standards
inequalities and functions, and rational algebraic equations and solve them
using a variety of strategie
illustrates quadratic equations.
C. Learning
a. Write a quadratic equation in standard form.
Competencies/Objective
b. Identify quadratic equations.
s
(M9AL - Ia – 1)
II. CONTENT Illustrations of Quadratic Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 14-18
2. Learner’s Materials
pp. 11-15
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Tv, Laptop
Resources
IV. PROCEDURES
A. Reviewing previous ENGAGE
lesson or presenting the Do You Remember These Products?
new lesson Find each indicated product then answer the questions that follow.
1. (w+7)(w+3)
2. (x+9)(x-2)
3. (2t-1)(t+5)
4. (x+4)(x+4)
5. (2r-5)(2r-5)
a. How did you find each product?
b. In finding each product, what mathematics concepts or principles did
you apply? Explain.
c. How would you describe the products obtained?
Another Kind of Equation!
Below are different equations. Use these equations to answer the
questions that follow.
B. Establishing a purpose
x2-5x+3=0 9r2-25=0 6p-q=10
for the lesson
9-4x=15 r2=144

t2-7t+6=0 2s+3t=-7

c=12n-5 8k-3=12

1. Which of the given equations are linear?

 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

2. How do you describe linear equations?

3. Which of the given equations are not linear? Why?
4. How are these equations different from those which are
linear?
5. What common characteristics do these equations have?

A quadratic equation in one variable is a mathematical sentence

of degree 2 that can be written in the following standard form
2
ax + bx + c = 0, where a, b, and c are real numbers and
2
a ≠ 0. In the equation, ax is the quadratic term, bx is the linear
term, and c is the constant term.

Example 1
2
2x – 6x – 15 = 0 is a quadratic equation in standard form
C. Presenting with a =2 b = -6 and c =-15.
examples/instances of
the new lesson Example 2
2x (x – 4) = 18 is a quadratic equation. However, it is not written
in standard form. To write the equation in standard form, expand
the product and make one side of the equation zero as shown
below.
2
2x(x – 4)= 18→ 2x – 8x = 18
2
2x – 8x – 18 = 18 -18
2
2x – 8x – 18 = 0
The equation becomes
2
2x – 8x –18 = 0 which is in standard form.
In the equation
2
2x - 8x -18 = 0
a = 2, b = - 8, c = - 18.
D. Discussing new concepts EXPLORE
and practicing new skills
Tell whether each equation is quadratic or not quadratic. If the equation
#1
is not quadratic, explain.
a. x2 + 7x + 12 = 0
b. -3x (x + 5) = 0
c. 12 – 4x = 0
d. (x + 7) (x – 7) = 3x
e. 2x+ (x + 4) = (x – 3)+ (x – 3)

a. What is a quadratic equation?

E. Discussing new concepts b. What is the standard form of quadratic equation?
and practicing new skills c. In the standard form of quadratic equation, which is the quadratic
#2 term? linear term? constant term?
d. Why is a in the standard form cannot be equal to 0?

F. Developing mastery Explain

(leads to Formative Write each equation in standard form then identify the values of a, b,
Assessment 3) and c.
a. 2x2 + 5x – 3 = 0
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

b. 3 -2x2 = 7
c. x (4x + 6) = 28
d. (3x-7)(5x+2)
G. Finding practical ELABORATE
applications of concepts New houses are being constructed in CalleSerye. The residents of this
and skills in daily living new housing project use a 17m long path that cuts diagonally across a
vacant rectangular lot. Before the diagonal lot was constructed, they had
to walk a total of 23 m long along the two sides if they want to go from
one corner to an opposite corner. Write the quadratic equation that
represents the problem if the shorter side is x. Identify the values of a,
b, and c.

H. Making generalizations A quadratic equation is an equation of degree 2 that can be written in

and abstractions about the form ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0
the lesson
Evaluate
Write fact if the equation is quadratic and bluff if the equation is not
quadratic.
1. x2 + x – 3 = 0
I. Evaluating learning
2. 24x + 81 = x2
3. x2 = 2x (6x2 + 4)
4. 2x2 = 7x
5. 5 – x + (2x - 3) = 12
1. Give 5 examples of quadratic equations written in standard form.
Identify the values of a, b, and c.
J. Additional activities for
application or 2. Study solving quadratic equation by extracting the square root.
remediation a. Do you solve a quadratic equation by extracting the square root?
b. Give the procedure

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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?

Prepared by

MYRA C. MIRALLES
Math 9 Teacher
Checked by
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

VERNON M. BARRAZA JR.

School Principal II

Noted by

MA. TERESA R. ALCONES Ph.D

Head Teacher 1

I. OBJECTIVES
Demonstrates understanding of key concepts of quadratic equations,
A. Content Standards
inequalities and functions, and rational algebraic equations
B. Performance Standards Is able to investigate thoroughly mathematical relationships in various
situations, formulate real - life problems involving quadratic equations,
inequalities and functions, and rational algebraic equations and solve them
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

using a variety of strategie

illustrates quadratic equations.
C.Learning a. Write a quadratic equation in standard form.
Competencies/Objectives b. Identify quadratic equations.
(M9AL - Ia – 1)
II. CONTENT Illustrations of Quadratic Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages pp. 14-18
2. Learner’s Materials
pp. 11-15
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Tv, Laptop
IV. PROCEDURES
A.Reviewing previous ENGAGE
lesson or presenting the new Do You Remember These Products?
lesson Find each indicated product then answer the questions that follow.
6. (w+7)(w+3)
7. (x+9)(x-2)
8. (2t-1)(t+5)
9. (x+4)(x+4)
10. (2r-5)(2r-5)
a. How did you find each product?
b. In finding each product, what mathematics concepts or principles did
you apply? Explain.
c. How would you describe the products obtained?
Another Kind of Equation!
Below are different equations. Use these equations to answer the
questions that follow.
B. Establishing a purpose for
x2-5x+3=0 9r2-25=0 6p-q=10
the lesson
9-4x=15 r2=144

t2-7t+6=0 2s+3t=-7

c=12n-5 8k-3=12
4. Which of the given equations are linear?
5. How do you describe linear equations?
6. Which of the given equations are not linear? Why?
4. How are these equations different from those which are
C. Presenting linear?
examples/instances of the 5. What common characteristics do these equations have?
new lesson
A quadratic equation in one variable is a mathematical sentence
of degree 2 that can be written in the following standard form
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

2
ax + bx + c = 0, where a, b, and c are real numbers and
2
a ≠ 0. In the equation, ax is the quadratic term, bx is the linear
term, and c is the constant term.

Example 1
2
2x – 6x – 15 = 0 is a quadratic equation in standard form
with a =2 b = -6 and c =-15.

Example 2
2x (x – 4) = 18 is a quadratic equation. However, it is not written
in standard form. To write the equation in standard form, expand
the product and make one side of the equation zero as shown
below.
2
2x(x – 4)= 18→ 2x – 8x = 18
2
2x – 8x – 18 = 18 -18
2
2x – 8x – 18 = 0
The equation becomes
2
2x – 8x –18 = 0 which is in standard form.
In the equation
2
2x - 8x -18 = 0
a = 2, b = - 8, c = - 18.
D. Discussing new concepts EXPLORE
and practicing new skills #1
Tell whether each equation is quadratic or not quadratic. If the equation
is not quadratic, explain.
f. x2 + 7x + 12 = 0
g. -3x (x + 5) = 0
h. 12 – 4x = 0
i. (x + 7) (x – 7) = 3x
j. 2x+ (x + 4) = (x – 3)+ (x – 3)

a. What is a quadratic equation?

E. Discussing new concepts b. What is the standard form of quadratic equation?
and practicing new skills #2 c. In the standard form of quadratic equation, which is the quadratic
term? linear term? constant term?
d. Why is a in the standard form cannot be equal to 0?

Explain
Write each equation in standard form then identify the values of a, b,
F. Developing mastery and c.
(leads to Formative e. 2x2 + 5x – 3 = 0
Assessment 3) f. 3 -2x2 = 7
g. x (4x + 6) = 28
h. (3x-7)(5x+2)
G. Finding practical ELABORATE
applications of concepts and New houses are being constructed in CalleSerye. The residents of this
skills in daily living new housing project use a 17m long path that cuts diagonally across a
vacant rectangular lot. Before the diagonal lot was constructed, they had
to walk a total of 23 m long along the two sides if they want to go from
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

one corner to an opposite corner. Write the quadratic equation that

represents the problem if the shorter side is x. Identify the values of a,
b, and c.

H. Making generalizations A quadratic equation is an equation of degree 2 that can be written in

and abstractions about the the form ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0
lesson
Evaluate
Write fact if the equation is quadratic and bluff if the equation is not
quadratic.
6. x2 + x – 3 = 0
I. Evaluating learning
7. 24x + 81 = x2
8. x2 = 2x (6x2 + 4)
9. 2x2 = 7x
10. 5 – x + (2x - 3) = 12
1. Give 5 examples of quadratic equations written in standard form.
Identify the values of a, b, and c.
J. Additional activities for 2. Study solving quadratic equation by extracting the square root.
application or remediation a. Do you solve a quadratic equation by extracting the square root?
b. Give the procedure

V. REMARKS
VI. REFLECTION
A.No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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?

Prepared by

MYRA C. MIRALLES
Math 9 Teacher
Checked by

VERNON M. BARRAZA JR.

School Principal II

Noted by
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

MA. TERESA R. ALCONES Ph.D

Head Teacher 1

I. OBJECTIVES
The learner demonstrates understanding of key concepts of quadratic equations,
A. Content Standards inequalities and functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities and
B. Performance Standards functions, and rational algebraic equations and solve them using a variety of
strategies.
C. Learning Illustrates quadratic equations
(M9AL-Ia-1
Competencies/Objectives
Illustration of Quadratic Equations
II. CONTENT
III. LEARNING RESOURCES
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

A. References
1. Teacher’s Guide pages Teacher’s Guide (TG) in Mathematics 9, pp. 14-18
2. Learner’s Materials Learner’s Module (LM) in Math 9, pp. 11-14
pages
3. Textbook pages
4. Additional Materials
from Learning Resource TV, Laptop
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
Engage
ACTIVITY 1: Do you remember these products?
A.Reviewing previous Find each indicated product then answer each question that follow.
lesson or presenting the new 1) 3(x2 + 7) 3) 2s (s – 4)
lesson 2) (w + 7) (w + 3 ) 4) ( 3 – 4m )2
5) (8 – 3x) ( 8 + 3x )

Motive Questions:
1. How did you find each product?
B.Establishing a purpose for 2. How would you describe the products obtained?
the lesson 3. What common characteristics do these polynomials have?
4. Why do you think there is a need to perform such mathematical tasks?

ACTIVITY 2: Another kind of equation:

Below are different equations. Use these equations to answer the questions
that follow:
C.Presenting x2-5x+3=0 r-25=0 6p-q=10 r2 = 144
2 2
examples/instances of the 2s+3t=-7 9r -25=0 t -7t+6=0 C=12n-5
new lesson
1. Which of the given equations are linear?
2. How do you describe linear equations?
3. Which of the given equations are not linear? Why?
How are these equations different from those which are linear?
What common characteristics do these equations have?
Explore

D.. Discussing new QUADRATIC EQUATION  is an equation which is in the second degree.
concepts and practicing new  it takes the form : ax 2 + bx + c = 0 where a ,b,
and c
skills #1
are real numbers and a  0.
Incomplete forms of Quadratic equation :
1) ax2 + c = 0; that is if b = 0
2) ax2 + bx = 0; that is if c = 0
3) ax2 = 0; that is if both b and is equal to 0
DEGREEE OF AN EQUATION is determined through the highest
exponent of the variable in an equation
E. Discussing new concepts
Activity 3: Does it illustrate me?
and practicing new skills #2 1. Ask the students to count 1-5 to form the groupings. (All number 1 will be in one
group, all number 2 is another group and so on)

Direction: Tell whether or not each of the following situations illustrate quadratic
equation. Justify your answer by representing each situation by a mathematical
sentence.
1. The length of a swimming pool is 8m longer than its width and the area is 105m 2.
2. A garden 7m by 12m will be expanded by planting a boarder of flowers. The
boarder will be of the same width around the entire garden and has an area of 92m 2.
 DETAILED MATHEMATICS LESSON PLAN
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9 FIRST QUARTER SEPTEMBER 2, 2023 1

3. Edna paid at least Php1,200 for a pair of pants and a blouse. The cost of the pair
of pant is Php600 more than the cost of the blouse.
4. A motorcycle driver travels 15kph faster than a bicycle rider. The motorcycle
driver covers 60 km in two hours less than the time it takes the bicycle rider to travel
the same distance.
5. A realty developer sells residential lots for Php4,000 per square meter plus a
processing fee of Php25,000.One of the lots the realty developer is selling cost
Php625,000
Expalain

Seatwork:
 Ask each student to prepare 5 pieces of 1/8 sheets of paper.
 Let them answer each given in 30 seconds, and ask them to pass their
answer sheets to the center after.
 A student seated at the center will sort out which answers are correct and
which are not. He/she has to record also the scores of each in the score
sheet as shown :
Name of Item Number
F. Developing mastery Student 1 2 3 4 5
(leads to Formative
Assessment 3)

Direction: Identify each equation as Quadratic or Not quadratic.

1. 3x – 2 = 0 3. ( x + 3 ) + 8 = 0
2. 2(x + 3)2 = 0 4. x3 – 3 = 0
5. x (x + 3) + 5 = 0

ELABORATE
G. Finding practical ACTIVITY 4: Group Activity
applications of concepts and Identify one problem in real-life that provides a realistic application of Quadratic
Equations.
skills in daily living
Guide Questions for Generalization:
H. Making generalizations
and abstractions about the  What is Quadratic Equation?
 Give the properties of Quadratic equation?
lesson  What are the incomplete forms of quadratic equations?
Evaluationritten Examination: (Expected answers are highlighted)

I. Which of the following equations are quadratic equations? Write Y if it is and N if

not.
1. 3x – 2 = 0.
2. x + 3x2 = 0.
3. 3x – 2 = 0.
4. x (x + 3 ) – 5 = 0
II. Multiple Choice : Write the letter and words of the correct answer:
5. Which of these equations illustrates quadratic equation?
a. (x + 3) + 8 = 0 c. x + y = 0
I. Evaluating learning b.2(x +3)2 = 0 d. x3 = 2x
6. It is a polynomial equation of degree 2?
a. quadratic equation c. quadratic inequality
b.linear equation d. linear inequality
7.Which of the following is the standard form of quadratic equation?
a) ax + b = 0 c)ax 2 + bx + c = 0
b)ax + b  0 d) ax 2 + bx + c  0
8. Which of the following real number in the quadratic equation form
ax2 + bx + c = 0 cannot be zero?
a) a b) b c) c d) none of these

ACTIVITY 5: Where in the Real World?

J. Additional activities for Name some objects or cite situations in real life where
application or remediation quadratic equations are illustrated. Formulate quadratic
quadratic equations out of these objects or situations then describe each.

V. REMARKS
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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?

Prepared by

MYRA C. MIRALLES
Math 9 Teacher
Checked by

VERNON M. BARRAZA JR.

School Principal II

Noted by

MA. TERESA R. ALCONES Ph.D

Head Teacher 1
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

ATTACHMENTS
Content: Quadratic Equations

Activity 1: Do you remember these products?

Find each indicated product then answer each question that follow.
1) 3(x2 + 7) 3) 2s (s – 4)
2) (w + 7) (w + 3 ) 4) ( 3 – 4m )2
5) (8 – 3x) ( 8 + 3x )
A. How did you find each product?
B. In finding each product what mathematical concepts or principles did
you apply?
C. How would you describe the products obtained? What common
characteristics do these polynomials have?

EXPECTED ANSWERS:
1) 3x2 + 21, 2) w2 + 10 w + 21, 3) 2s2 – 8s, 4) 9 -24m+16m2, 5) 64 – 9x2
A) Apply the mathematical concepts or principles previously learned.
B) Special products, Distributive Property of Multiplication and Long Method of multiplication.
C) Each product is a polynomial. Each contain one variable with 2 as the highest exponent.
 DETAILED MATHEMATICS LESSON PLAN
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9 FIRST QUARTER SEPTEMBER 2, 2023 1

Activity 2: Another kind of Equation:

Below are different equations. Use these equations to answer the questions
that follow:
x2-5x+3=0 r-25=0 6p-q=10 r2 = 144
2 2
2s+3t=-7 9r -25=0 t -7t+6=0 C=12n-5

1. Which of the given equations are linear?

2. How do you describe linear equations?
3. Which of the given equations are not linear? Why?
How are these equations different from those which are linear?
What common characteristics do these equations have?
Expected Answers :

Linear Equations Quadratic Equations

2
2s+3t=-7 x -5x+3=0
r-25=0 9r2-25=0
6p-q=10 t2-7t+6=0
C=12n-5 r2 = 144
*Linear Equations has 1 as its exponent of the variable while Quadratic
Equation has 2 as its highest exponent of the variable, hence the degree of
each mathematical sentence is 2.
*Both Linear Equations and Quadratic Equations contain variables.

DISCUSSION:

QUADRATIC EQUATION  is an equation which is in the second degree.

 it takes the form : ax2 + bx + c = 0 where
a ,b, and c

ACTIVITY 3: (EXPECTED ANSWERS)

1) Quadratic; x (x + 8) = 105  x2 + 8x = 105

 DETAILED MATHEMATICS LESSON PLAN
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9 FIRST QUARTER SEPTEMBER 2, 2023 1

where x is the width in meters of the swimming pool.

2) Quadratic; 4x2 + 38x =92  2x2 +19x =46
where x is the width in meters of the boarder of flowers.
3) Not Quadratic; x+ x + 600 > 1,200  2x + 600  1,200
where x is the cost in pesos of the blouse
4) Quadratic ; 2v2 +30v – 900 = 0  v2 + 15v -450 =0
where v is the speed in kph of the bicycle
5) Not Quadratic ; 4,000x + 25,000 = 625,000
where x is the number of square meters of lot.

DIRECTION:A: Identify which of the following equations are quadratic and which are not. If the
equation is not quadratic explain.

1) 3m + 8 = 15 6) 25- r2 = 4r
2) x2 -5x + 10 = 0 7) 2x ( x- 2 ) = -7
3) 12 – 4x = 0 8) ½ (h – 6) = 0
4) 2t2 – 7t = 12 9) (x + 2)2 = 0
5) 6 – 2x + 3x2 = 0 10) (w – 8) (w + 5) = 14

Expected Answers:
Quadratic Equations: Not Quadratic Equation
1) x2 -5x + 10 = 0 1) 3m + 8 = 15
2) 2t2 – 7t = 12 2) 12 – 4x = 0
3) 2t2 – 7t = 12 *these two are not
4) 6 – 2x + 3x2 = 0 quadratic because the
5) 25- r2 = 4r degree is not 2.
6) 2x (x- 2) = -7
7) (x + 2)2 = 0
8) (w – 8) (w + 5) = 14
B:

I. OBJECTIVES
The learner demonstrates understanding of key concepts of quadratic equations,
A. Content Standards inequalities and functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities and
B. Performance Standards functions, and rational algebraic equations and solve them using a variety of
strategies.
C. Learning Illustrates quadratic equations
(M9AL-Ia-1
Competencies/Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

pages
3. Textbook pages
4. Additional Materials
from Learning Resource TV, Laptop
(LR) portal
B. Other Learning Resources
IV. PROCEDURES
Engage

ACTIVITY 1:
A.Reviewing previous Study each equation carefully.
a) x2 + 5x – 6 = 0 e) 3y -5x = 1
lesson or presenting the new b) 5 – 3x = x2 f) –x + 2 = 0
lesson c) 2x + y = 0 g) x2 = 5x – 6
2
d) x = 2 + 3x h) 9x= 18
* Group the equations into two and call it Set A and Set B?
* What is your basis of grouping the equations?

Motive Questions: (refer to the quadratic equations in activity 1 to answer each

question below)
 What have you observed about the Quadratic Equations in activity 1?
B.Establishing a purpose for  Are these equations written in standard forms?
the lesson How can you tell if an equation is written in standard form?

ACTIVITY 2: Set me to your standard!

C.Presenting (use the same grouping as in activity 1 in this activity)
examples/instances of the Write each quadratic equation in standard form, ax2+bx+ c = 0.
1. 3x – 2x2 = 7 4. 2x(x+4)=(x-3)(x-3)
new lesson 2. 5 - 2x2 = 6x 5. (2x -1) 2 =(x – 1)2
3. (x + 3)(x + 4) = 0 6. (x + 2) 2 = 3(x – 2)
QUESTIONS:
1. How did you write each quadratic equation in standard form?
2. What mathematical concepts or principles did you apply? Discuss how you
applied these mathematical concepts or principles.
3. Which quadratic equations did you find difficult to write in standard form?
Why?
Explore
D.. Discussing new Steps in writing quadratic equations in standard form:
S 1 Find the product applying the mathematical concepts on special products. (if
concepts and practicing new written as factors)
skills #1 S2 Transform into the form ax2 + bx + c = 0 applying the transposition rule.

ACTIVITY 3:
 Ask the students to work in pairs.
E. Discussing new concepts Direction: Write each quadratic equation in standard form, ax2+bx+ c = 0.
and practicing new skills #2 1. (2x+7)(x-1)=0 4. (x-4)2 + 8 = 0
2. 2x(x-3) = 15 5. (x+7)(x-7)= - 3x
6-2x+3x2=0 7. (x+2) 2 =0
Expalain

ACTIVITY 3: Group Activity(answers are highlighted)

F. Developing mastery  Use the same grouping as in activity 1.
(leads to Formative  Fill up the table .
GIVEN PRODUCT STANDARD FORM
Assessment 3) 28 = x(x + 3) 28= x2 + 3x x2 + 3x – 28=0
x(x+ 3) – 5 = 0 x2 +3x-5 = 0 x2 +3x-5 = 0
(x - 4)(x - 2) = 0 x -6x+ 8 = 0
2
x2 -6x+ 8 = 0
ELABORATE
G. Finding practical ACTIVITY 4: Group Activity.
applications of concepts and Why is there a need to study the different forms of quadratic equations? What is its
skills in daily living implication to life?

H. Making generalizations
 What are the steps in writing quadratic equation into standard form?
and abstractions about the
lesson
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Evaluation

Written Examination:
I. Identify each equation as quadratic equation or not.
1. -8x(5+x)=0 3. Y(y+3) = 4
2. 5-3(x-2)=0 4. 7(p+1)(p-2)=p(p+4)
I. Evaluating learning II. Choose the letter of the best answer
5. Which equation is written in standard form?
a. -5n+n2-9=0 c. -2x2 = 0
b. x2 = -3x d. 3x2-4(x-2)=p(+4)
6. What is the standard form of the equation –(x 2+2x-1)+6?
a. –x2-2x+5=0 c. –x 2+2x-5=0
b. x -2x+5=0
2
d. –x 2-2x+5
. Group activity :(use the same grouping as in activity1)
J. Additional activities for  Prepare a group puzzle on quadratic equation.
Exchange the prepared puzzle of each group randomly and ask them to work on it by
application or remediation answering the puzzle of the other group..

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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?
Prepared by

MYRA C. MIRALLES
Math 9 Teacher
Checked by

VERNON M. BARRAZA JR.

School Principal II

Noted by
MA. TERESA R. ALCONES Ph.D
Head Teacher 1

ATTACHMENT

Content: Standard form of Quadratic Equation.

ACTIVITY1. A recall:
*Study each equation carefully.
a) x2 + 5x – 6 = 0 e) 3y -5x = 1
b) 5 – 3x = x2 f) –x + 2 = 0
c) 2x + y = 0 g) x2 = 5x – 6
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d) x2 = 2 + 3x h) 9x= 18
* Group the equations into two and call it Set A and Set B?
* What is your basis of grouping the equations?
EXPECTED ANSWERS:
SET A SET B
x2 + 5x – 6 = 0 2x + y = 0
5 – 3x = x2 –x + 2 = 0
x2 = 2 + 3x 9x= 18
2
5 – 3x = x 3y -5x = 1
* The grouping is based on the exponents of the variable.
ACTIVITY2( answers). Set me to your standard:
1. 2x2 -3x + 7 = 0 4. x2 + 14x – 9 = 0
2
2. 2x -5x + 6x = 0 5. 3x2 – 2x = 0
3. x2 + 7x + 12 = 0 6. -2x2 – 4x + 10 = 0
* answers of each group to the guide questions may vary.
DISCUSSION:

Steps in writing quadratic equations in standard form:

S1 Find the product applying the mathematical concepts on special
products. (if written as factors)
S 2 Transform into the form ax2 + bx + c = 0 applying the
transposition rule.

I. OBJECTIVES
The learner demonstrates understanding of key concepts of quadratic equations,
A. Content Standards inequalities and functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities and
B. Performance Standards functions, and rational algebraic equations and solve them using a variety of
strategies.
C. Learning Illustrates quadratic equations
(M9AL-Ia-1
Competencies/Objectives
Terms of a Quadratic Equation
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Teacher’s Guide (TG) in Mathematics 9, pp. 14-18
2. Learner’s Materials Learner’s Module (LM) in Math 9, pp. 11-14
pages
3. Textbook pages
4. Additional Materials TV, Laptop
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from Learning Resource

(LR) portal
B. Other Learning Resources
IV. PROCEDURES
Engage

ACTIVITY 1: Do you remember me?

A. Pick out the quadratic equations from the list :
1) 2x - 5 = 0 5) –( x 2 + 2x – 1) + 6 = 0
A.Reviewing previous 2) -12 = - 3x2 6) x3 = - 3x
lesson or presenting the new 3) x2 + 7 = 4x 7) z ( 15 – z ) – 1 = 0
lesson 3x
2
4) 3x2 + 2x2 = 0 8) =0
3
B. Write your answers in A in standard form.
2) 3x2 – 12 = 0 3) x 2 -4x + 7 = 0
4) 5x2 = 0 5) x 2 + 2x -7 = 0
7) z -15z + 1 = 0
2
8) 3x 2 = 0

B.Establishing a purpose for Why is it important to write quadratic equation in standard form?
the lesson ACTIVITY 2 : Group Activity
Use the Quadratic equations in activity 1 .
* Identify the quadratic term, the linear term, and the constant term. Write answer in
Presenting the given table :
Standard form of Quadratic Linear term Constant
examples/instances of the equation term term
new lesson a)3x2 – 12 = 0
b)5x2 = 0
c)z2 -15z + 1 = 0
d)x2 -4x + 7 = 0
e)x2 + 2x -7 = 0
f)3x2 = 0

Explore

D.. Discussing new Points for discussion :

concepts and practicing new  Before identifying the quadratic term,the linear term, and the constant
term, write first the equation in standard form.
skills #1 From the standard form of quadratic equation : ax2 + bx + c = 0, the quadratic
term is ax2 , the linear term is bx ,and the constant term is c
ACTIVITY 3 : (Group Activity)
A) Direction: Write each Quadratic equation in standard form and identify the
quadratic term , the linear term, constant term, a, b, and c. Write your answer in
the given table :
a) x2 = 5x -6 d) 5x 2 = -8x
b) 2(3x -1)=6x + 5
2
e) 7-x2 +4x=0
c) y(y-7)=44 f) x 2 -35 = 2x – 35
Standard form Quadratic Linear Constant Values of a,b,& c
of equation term term term
E. Discussing new concepts a)x2-5x +6=0
and practicing new skills #2 b)6x2-6x-9=0
c)y2-7y-44=0

d)5x2+8x=0
e)x2-4x-7=0
f)x2-2x=0
B. 1. Which of the equations are considered complete? Incomplete
2. When do you consider an equation as complete? Incomplete?
F. Developing mastery Explain
(leads to Formative Write each Quadratic equation in standard form and identify the quadratic term , the
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linear term, constant term, a, b, and c, then identify further if it is complete or

incomplete. Write your answer in the table.
GIVEN : 1) 4x2 = -3x + 3 2) 3 = 6x2 – 12x
3) 81 = 9x 2

Standard Quadrat Linea Consta Value Complete

form of ic term r nt term s of (C)or
Assessment 3) equation term a, Incomplete(in
b,& c c)
4x2+3x+3
=0
6x2-12x-
3=0
9x2 -81=0

ELABORATE
G. Finding practical
Why is there a need to know the different forms of quadratic equations? Why is
applications of concepts and there a need to know also whether the quadratic equation is complete or
skills in daily living incomplete? What is its implication to life?

H. Making generalizations What are the mathematical concepts of the days lesson?
and abstractions about the
lesson
Evaluation
Written Test :
GIVEN : 1) 2X2 = 2X + 5 2) 1 = 5X2 + 7X
3) 81 = - x 2

Direction: Write each Quadratic equation in standard form and identify the quadratic
term , the linear term, constant term, a, b, and c, then identify further if it is
complete or incomplete.Write your answer in the given table :

Quadratic Linea Constant Values of Complete (C) or

I. Evaluating learning Standard term r term term a,b,& c Incomplete(inc)
form of
equation
2x2-2x-5=0
5x2+7x-1=0

X2 +81=0

ASSIGNMENT: ( Work in group )

J. Additional activities for *Prepare one realistic situation applying the concepts learned on quadratic equation
application or remediation and present it to the class in a unique way like math jingle math sayaw ,rap and so
on.

V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for remediation
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?
G. What difficulties did I encounter which my principal or supervisor can help me solve?
H. What innovation or localized materials did I use/discover which I wish to share with other
teachers?

Prepared by
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1

MYRA C. MIRALLES
Math 9 Teacher
Checked by

VERNON M. BARRAZA JR.

School Principal II

Noted by

MA. TERESA R. ALCONES Ph.D

Head Teacher 1

I. OBJECTIVES
Demonstrates understanding of key concepts of quadratic equations,
D. Content Standards
inequalities and functions, and rational algebraic equations
Is able to investigate thoroughly mathematical relationships in various
situations, formulate real - life problems involving quadratic equations,
E. Performance Standards
inequalities and functions, and rational algebraic equations and solve them
using a variety of strategie
illustrates quadratic equations.
F. Learning
a. Write a quadratic equation in standard form.
Competencies/Objective
b. Identify quadratic equations.
s
(M9AL - Ia – 1)
II. CONTENT Illustrations of Quadratic Equations
III. LEARNING RESOURCES
C. References
1. Teacher’s Guide pages pp. 14-18
2. Learner’s Materials
pp. 11-15
pages
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3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
D. Other Learning
Tv, Laptop
Resources
IV. PROCEDURES
K. Reviewing previous ENGAGE
lesson or presenting the Do You Remember These Products?
new lesson Find each indicated product then answer the questions that follow.
11. (w+7)(w+3)
12. (x+9)(x-2)
13. (2t-1)(t+5)
14. (x+4)(x+4)
15. (2r-5)(2r-5)
a. How did you find each product?
b. In finding each product, what mathematics concepts or principles did
you apply? Explain.
c. How would you describe the products obtained?
Another Kind of Equation!
Below are different equations. Use these equations to answer the
questions that follow.
L. Establishing a purpose
x2-5x+3=0 9r2-25=0 6p-q=10
for the lesson
9-4x=15 r2=144

t2-7t+6=0 2s+3t=-7

c=12n-5 8k-3=12

7. Which of the given equations are linear?

8. How do you describe linear equations?
9. Which of the given equations are not linear? Why?
M. Presenting 4. How are these equations different from those which are
examples/instances of linear?
the new lesson 5. What common characteristics do these equations have?

A quadratic equation in one variable is a mathematical sentence

of degree 2 that can be written in the following standard form
2
ax + bx + c = 0, where a, b, and c are real numbers and
2
a ≠ 0. In the equation, ax is the quadratic term, bx is the linear
term, and c is the constant term.

Example 1
2
2x – 6x – 15 = 0 is a quadratic equation in standard form
with a =2 b = -6 and c =-15.

Example 2
2x (x – 4) = 18 is a quadratic equation. However, it is not written
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in standard form. To write the equation in standard form, expand

the product and make one side of the equation zero as shown
below.
2
2x(x – 4)= 18→ 2x – 8x = 18
2
2x – 8x – 18 = 18 -18
2
2x – 8x – 18 = 0
The equation becomes
2
2x – 8x –18 = 0 which is in standard form.
In the equation
2
2x - 8x -18 = 0
a = 2, b = - 8, c = - 18.
N. Discussing new concepts EXPLORE
and practicing new skills
Tell whether each equation is quadratic or not quadratic. If the equation
#1
is not quadratic, explain.
k. x2 + 7x + 12 = 0
l. -3x (x + 5) = 0
m. 12 – 4x = 0
n. (x + 7) (x – 7) = 3x
o. 2x+ (x + 4) = (x – 3)+ (x – 3)

a. What is a quadratic equation?

O. Discussing new concepts b. What is the standard form of quadratic equation?
and practicing new skills c. In the standard form of quadratic equation, which is the quadratic
#2 term? linear term? constant term?
d. Why is a in the standard form cannot be equal to 0?

Explain
Write each equation in standard form then identify the values of a, b,
P. Developing mastery and c.
(leads to Formative i. 2x2 + 5x – 3 = 0
Assessment 3) j. 3 -2x2 = 7
k. x (4x + 6) = 28
l. (3x-7)(5x+2)
Q. Finding practical ELABORATE
applications of concepts New houses are being constructed in CalleSerye. The residents of this
and skills in daily living new housing project use a 17m long path that cuts diagonally across a
vacant rectangular lot. Before the diagonal lot was constructed, they had
to walk a total of 23 m long along the two sides if they want to go from
one corner to an opposite corner. Write the quadratic equation that
represents the problem if the shorter side is x. Identify the values of a,
b, and c.

R. Making generalizations A quadratic equation is an equation of degree 2 that can be written in

and abstractions about the form ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0
the lesson
S. Evaluating learning Evaluate
Write fact if the equation is quadratic and bluff if the equation is not
quadratic.
11. x2 + x – 3 = 0
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12. 24x + 81 = x2
13. x2 = 2x (6x2 + 4)
14. 2x2 = 7x
15. 5 – x + (2x - 3) = 12
1. Give 5 examples of quadratic equations written in standard form.
Identify the values of a, b, and c.
T. Additional activities for
application or 2. Study solving quadratic equation by extracting the square root.
remediation a. Do you solve a quadratic equation by extracting the square root?
b. Give the procedure

V. REMARKS
VI. REFLECTION
H. No. of learners who earned 80% in the evaluation
I. No. of learners who require additional activities for remediation
J. Did the remedial lessons work? No. of learners who have caught up with the lesson
K. No. of learners who continue to require remediation
L. Which of my teaching strategies worked well? Why did these work?
M. What difficulties did I encounter which my principal or supervisor can help me solve?
N. What innovation or localized materials did I use/discover which I wish to share with other
teachers?

Prepared by

MYRA C. MIRALLES
Math 9 Teacher
Checked by

VERNON M. BARRAZA JR.

School Principal II

Noted by

MA. TERESA R. ALCONES Ph.D

Head Teacher 1

l
 DETAILED MATHEMATICS LESSON PLAN
GRADE LEVEL QUARTER / DOMAIN WEEK & DAY NO PAGE NO.
9 FIRST QUARTER SEPTEMBER 2, 2023 1