Republic of the Philippines

PROVINCE OF BUKIDNON
Municipality Of Don Carlos
DON CARLOS POLYTECHNIC COLLEGE
Purok 2, Población Norte, Don Carlos, Bukidnon

Detailed Lesson Plan

In
Mathematics Grade 9

Submitted by:
Matt Roy L. Mahinay

Submitted to:
Vernie Lacorte

Teacher

May 2024
 Republic of the Philippines
PROVINCE OF BUKIDNON
Municipality Of Don Carlos
DON CARLOS POLYTECHNIC COLLEGE
Purok 2, Población Norte, Don Carlos, Bukidnon

DETAILED LESSON PLAN IN MATHEMATICS 9

I. OBJECTIVES
At the end of this lesson, 75% of the learners should be able to:

a) translate mathematical statements into algebraic equations

b) realize the role of systematic planning in solving problems

c) solve a variety of word problems involving quadratic equations.

II. SUBJECT MATTER

a. Topic: Solving Problems Involving Quadratic Equations

b. References: Mathematics–Grade 9 Learner’s Material 1st Edition, (pp.

104-113)

c. Materials: PowerPoint Presentation

d. Teaching Strategies: Interactive Discussion with the use of PowerPoint

Presentation

e. Values Integration: Determination, Interest, and Socialization

 III. PROCEDURE
Teacher's Activity Learner's Activity
A. Preliminary Activity
1. Greetings
Good morning/afternoon everyone Good morning/afternoon sir.

2. Prayer
Before anything else please all stand for our
prayer. (learner) please lead the prayer. “In the name of the Father, and of the Son,
and the Holy Spirit, Amen….. In Jesus name we
pray Amen!…. In the name of the Father, and
3. Classroom Management
of the Son,and the Holy Spirit, Amen ”
Before you take your seat please pick up the
pieces of paper and arrange your chairs
properly.
You may now take your seats. Thank you sir.
4. Checking of Attendance
Now I will be checking your attendance first.
Who's absent today? “No one is absent today sir.”
Okay, very good there's no absent today.
B. Review
“ Now, can anyone tell us about what we have
discussed last meeting?” (Students will raise their hands.)
(The teacher will call a name.) “Sir, we've discussed last meeting the
Equations Transformable to Quadratic
Equations.”
“Very good, then who can give an equations
that is transformable into quadratic equation?
(The teacher will call a name.) (Students will raise their hands)
“x(x-5)=36 —» x²-5x-36"
“Very good, it seems that you really “(x+5)²+(x-5)²=0 —» 2x²+6x-8=0”
understand our topic last meeting.”
“Now, before we move on to our new topic,
let us have an activity first.”
“Are you ready?”

“Yes sir”
C. Motivation
Okay, this activity is called “Fact or Bluff".
Now I am going to group you into two(2). I'm
going to flash the word problems on the TV
together with the given equation, what you're
going to do is that you analyze the problem
and the equation if it is true/fact or false/bluff.
I will give you 1 minute to analyze then after
that you should raise your answers. Is that Yes sir.
clear?
Okay, very good. So now let's start!
Problem 1: One integer is 4 less than twice
another integer, and their product is 96.
(n)(2n-4)=96
(students raised their answer)
Is it a fact or a bluff? Raise your answer.
Problem 2. The product of two consecutive
(students raised their answer)
positive odd integers is 99. (x+2)=99
Is it a fact or a bluff? Raise your answer.
Problem 3: The product of two consecutive
even integers increased by five is 85. (x) (students raised their answer)
(x+2)+5=85
Is it a fact or a bluff? Raise your answer.
Problem 4. The product of two consecutive (students raised their answer)
odd integers is 195. (n)(n+2)=195
Is it a fact or a bluff? Raise your answer.
Problem 5. An architect is designing the
entryway of a restaurant. She wants to put a
triangular window above the doorway. Due to
energy restrictions, the window can only have
an area of 120 square feet and the architect
wants the base to be 4 feet more than twice (students raised their answer)
the height. 120=½(2h+4)
Is it a fact or a bluff? Raise your answer.
Okay, Since group 1/2/3 got the highest score, (Students are clapping)
they will receive 25 points and the rest of the
group will receive 20 points. Clap your hands
everyone.
D. Presentation of the Lesson
“Based in our activity, do you have any idea
what would be our next topic? “Solving problems involving quadratic
equation sir"
Yes, that's correct.
Before we move to our discussion, here's our
objectives:
Declaration of Objectives
At the end of this lesson, 75% of the learners
should be able to:
a. translate mathematical statements
into algebraic equations.
b. realize the role of systematic planning
in solving problems.
c. solve a variety of word problems
involving quadratic equations.
E. Discussion
Solving problems involving quadratic
equations involves translating real-world
situations into mathematical expressions
represented by quadratic equations and
then finding the solutions to these
equations. These problems typically
involve finding unknown quantities such as
distances, areas, speeds, or other physical
quantities.
Here are the general steps to solve word
problems involving quadratic equations:

1. Read and analyze the problem

2. Represent the Unknown

3. Form an Equation
 4. Solve the equation

5. Checking/Prove

6. Make a Conclusion

By following these steps and applying the

principles of solving quadratic equations to
real-world scenarios, you can effectively solve
word problems involving quadratic equations
and find solutions that accurately address the
given situation. Yes sir.

Am I clear class?

Okay very good. “For you to better

understand our lesson, lets have an
examples.
Example 1. The length of a rectangle is 7
inches more than its width, it area is 228
inches². Give the dimensions of the
rectangle.
Now let us use the steps in solving a
problem:

 Read and analyze the problem (Students are listening)

-length of a rectangle is 7 inches more
than its width.
-area is 228 inches²

 Represent the Unknown

-Let the width of the rectangle be: x
-Let the height of the rectangle be (x + 7)

 Form an Equation
(x)(x + 7) = 228

 Solve the equation

(x)(x + 7) = 228
 x² + 7x = 228
x²+7x-228 = 0
(x+19)(x-12)=0
x+19=0 x-12=0
x=-19 x=12

 Checking/Prove
if x = 12
(x)(x + 7) = 228
(12)(12+7)= 228
(12)(19) = 228
228 = 228

 Make a Conclusion
Therefore, the width of the rectangle is 12
and its height is 19.
Example 2. The product of two
consecutive even integers increased by 5
is 85. What are the integers?

 Read and analyze the problem

-Two consecutive even integers.
-Their product increased by 5 is 85.

 Represent the Unknown

-Let the 1st integer be: x
-Let the 2nd integer be: (x+2)
-Let their product be: (x)(x + 2)

 Form an Equation
(x)(x + 2) + 5 = 85

 Solve the equation

(x)(x + 2) + 5 = 85
 x²+2x+5-85 = 0
x²+2x-80 = 0
(x+10)(x-8) = 0
(x+10) = 0 (x-8) = 0
x = -10 x=8

 Checking/Prove
if x = -10 if x = 8
(x)(x+2) +5 = 85 (x)(x+2)+5 =
85
(-10)(-10+2) + 5 = 85 (8)(8+2)+5 =
85
(-10)(-8)+5 = 85 (8)(10) +5=85
80+5=85 80+5=85
85 = 85 85 = 85

 Make a Conclusion
Therefore, the two consecutive even
integers are 8, 10 and -10, -8.

Example 3. What positive number exceeds 3

times its reciprocal by 2?

 Read and analyze the problem

- positive number

- 3 times its reciprocal by 2

 Represent the unknown

- let the positive number be: x

- let its reciprocal be: 1/x

 Form an Equation

x= 3(1/x) + 2

 Solve the equation

x= 3(1/x) + 2

x= (3/x) + 2

x[x= (3/x) + 2]x

x²=3+2x

x²-2x-3=0

(x-3)(x+1)=0

(x-3)=0 (x+1)=0

x=3 x=-1

 Checking/Prove

if x=3

x= 3(1/x) + 2

3= 3(1/3) + 2

3=(3/3) +2

3=1+2

3=3

 Make a conclusion

Therefore, the positive number that exceeds 3

times its reciprocal by 2 is 3.

F. Application

“For you to better understand our lesson, lets

have an activity”

“I will divide you into three groups, each of the

group will going to give the answer of what is
being asked and present it in front, are we
clear class?” “Yes sir."

(The teacher group the students)

“Okay, I will give you 5 minutes to share your

ideas to your group mates.”
“Okay, your time is up!”

“Are you all ready?”

“Yes sir."
1. The area of the concrete pathway is 350m²
and its perimeter pathway is 90m. What is the
length of the pathway?

2. A rectangular lot has an area of 240m².

What is the width of the lot if it requires 64m
of fencing materials to enclose it?

3. The area of a garden is 160m². Suppose the

length of the garden is 3m more than twice its
width. What is the length of the garden?

“Okay Group 1/2/3 you may now present” (Group 1 presented)

(Group 2 presented)
(Group 3 presented)
“Okay, arrange your chairs and go back to
your proper seats”

G. Generalization

“Clap yourselves to the effort you gave in our

activity class.” (students clapped)
“A while ago we discuss about solving
problems involving quadratic equation."

How many steps that we used in solving the “6 steps sir"

problem?

What are those steps? " Read and analyze the problem, represent the
unknown, form an Equation, solve the
equation, Checking/Prove and make a
Okay very good! conclusion"

Take note class that in solving problems

involving quadratic equation, you can also use
quadratic formula and completing the square.
In our discussion earlier we focused only in
using factoring. Is that clear? " Yes sir"
 IV. EVALUATION
Directions: In a 1 whole sheet of paper, solve the following problems and show your
solutions. (10 points each)
1. The product of two consecutive positive even integers is 168. Find the integers.
2. The sum of the squares of two consecutive even numbers is 340. Find the numbers.
3. The length of a tarpaulin is 3ft. more than thrice its width and its area is 126ft². What
is the length of the tarpaulin?
4. Mario and Kenneth work in a car wash station. The time that Mario takes in washing
a car alone is 20 minutes less than the time that Kenneth takes in washing the same
car. If both of them work together in washing the car, it will take them 90 minutes.
How long will it take each of them to wash the car?
V. ASSIGNMENT
Direction: Solve the following problems using the quadratic formula and completing the
square.
1. A rectangular garden has an area of 84 m² and a perimeter of 38 m. Find its length and
width.
2. A children’s park is 350 m long and 200 m wide. It is surrounded by a pathway of
uniform width. Suppose the total area of the park and the pathway is 74,464 m². How
wide is the pathway?
3. A car travels 20 kph faster than a truck. The car covers 350 km in two hours less than the
time it takes the truck to travel the same distance. What is the speed of the car? How
about the truck?
4. Jane and Maria can clean the house in 8 hours if they work together. The time that Jane
takes in cleaning the house alone is 4 hours more than the time Maria takes in cleaning
the same house. How long does it take Jane to clean the house alone? How about
Maria?
5. If an amount of money P in pesos is invested at r percent compounded annually, it will
grow to an amount A= P(1 + r)² in two years. Suppose Miss Madrigal wants her money
amounting to Php200,000 to grow to Php228,980 in two years. At what rate must she
invest her money?

PREPARED BY:
MATT ROY L. MAHINAY
BSED MATH 3