Republic of the Philippines

Department of Education
Region VI – Western Visayas
Schools Division of Iloilo
BINALIUAN NATIONAL HIGH SCHOOL
Binaliuan Mayor, Tigbauan, Iloilo

DAILY LESSON PLAN

in Mathematics 9
July 31, 2024
ROFER T. TUBOLA Grade 9 - Sapphire
Teacher I

QUARTER I Week 1 – Day 3

Content Standard The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and function, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in
various situations, formulate real- life problems involving quadratic equations,
Performance Standard
inequalities and functions, and rational algebraic equations and solve them using
a variety of strategies.
Competency Competency 1: Illustrates quadratic equations (M9AL-Ia-1)
I. OBJECTIVES
 Identify the quadratic term, linear term and constant term of a quadratic equation.
Knowledge:
 Distinguish a complete quadratic equation from an incomplete quadratic
Skills:
equation.
 Observe speed in answering the given exercises.
Affective:
II. CONTENT Terms of a Quadratic Equation

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Teacher’s Guide (TG) in Mathematics 9, pp. 14-18
2. Learner’s Materials Pages Learner’s Module (LM) in Math 9, pp. 11-14
3. Textbook Pages Intermediate Algebra p.45
4. Additional Materials  EASE Module Second Year Quadratic Equations Module 3 Chapter 2 Quadratic
Equations pp.44-46
 Attachment
5. Learning Resources (LR) LRMDS, QUADRATIC EQUATIONS
portal
B. Other Learning Resources www . google .com
IV. PROCEDURES
A. Reviewing or presenting ACTIVITY 1: Do you remember me?
the new lesson A. Pick out the quadratic equations from the list :
( answers are highlighted)
1) 2x - 5 = 0 5) –( x2 + 2x – 1) + 6 = 0
2) -12 = - 3x2 6) x3 = - 3x
3) x2 + 7 = 4x 7) z ( 15 – z ) – 1 = 0
2
3x
4) 3x2 + 2x2 = 0 8) =0
3
 B. Write your answers in A in standard form.
Expected Answers :
2) 3x2 – 12 = 0 3) x2 -4x + 7 = 0
2
4) 5x = 0 5) x2 + 2x -7 = 0
7) z2 -15z + 1 = 0 8) 3x2 = 0
B. Establishing a Why is it important to write quadratic equation in standard form?
purpose for the
lesson
C. Presenting ACTIVITY 2 : Group Activity
examples of the Use the Quadratic equations in activity 1 .
new lesson
* Identify the quadratic term, the linear term, and the constant term. Write your
answer in the given table :
(Answers are highlighted)
Standard form of Quadratic Linear term Constant
equation term term
a)3x2 – 12 = 0 3x2 0 -12
b)5x2 = 0 5x2 0 0
c)z2 -15z + 1 = 0 z2 -15z 1
d)x2 -4x + 7 = 0 x2 -4x 7
e)x2 + 2x -7 = 0 x2 2x -7
2 2 0 0
f)3x = 0 3x
D. Discussing new Points for discussion :
concepts and  Before identifying the quadratic term,the linear term, and the constant
practicing new term, write first the equation in standard form.
skills #1  From the standard form of quadratic equation : ax 2 + bx + c = 0, the
quadratic term is ax2 , the linear term is bx ,and the constant term is c .
E. Discussing new ACTIVITY 3 : (Group Activity)
concepts and A) Direction: Write each Quadratic equation in standard form and identify the
practicing new
quadratic term , the linear term, constant term, a, b, and c. Write your answer in
skills #2
the given table :
(Expected answers are highlighted)
2
a) x = 5x -6 d) 5x2 = -8x
b) 2(3x2 -1)=6x + 5 e) 7-x2 +4x=0
c) y(y-7)=44 f) x2 -35 = 2x - 35
Standard form of Quadratic Linear Constant Values of
equation term term term a,b,& c

a)x2-5x +6=0 x2 -5x +6 1,-5,6

b)6x2-6x-9=0 6x2 -6x -9 6,-6,-9
c)y2-7y-44=0 y2 -7y -44 1,-7,-44
d)5x2+8x=0 5x2 5x2 0 5,8,0
e)x2-4x-7=0 x2 x2 -7 1,-4,-7
f)x2-2x=0 x2 x2 0 1,-2,0

B. Which of the equations are considered complete? Incomplete

 Expected answers :
Complete : c,d,&e Incomplete : a,b & f
C. When do you consider an equation as complete? Incomplete?
Expected answers :
Quadratic equations are complete if the linear term, and
constant term are not zero.
Quadratic equations are incomplete if either of the
linear term, and constant term is not zero or both
zero.
F. Developing Mastery ACTIVITY: Group Activity

Board work: . 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 table.
(Expected answers are highlighted)
2
GIVEN : 1) 4x = -3x + 3
2) 3 = 6x2 – 12x
3) 81 = 9x2
Standard form Quadrati Linear Constant Values of a, Complete (C)or
of equation c term term term b,& c Incomplete(inc)
4x2+3x+3=0 4x2 +3x +3 4,3,3 C
6x2-12x-3=0 6x2 -12x -3 6,-12,-3 C
9x2 -81=0 9x2 0 -81 9,0,-81 inc

G. Finding practical Why is there a need to know the different forms of quadratic equations? Why
applications of is there a need to know also whether the quadratic equation is complete or
concepts and skills incomplete? What is its implication to life?
in daily living
H. Making What are the mathematical concepts of the days lesson
Generalizations EXPECTED ANSWER :
and abstractions Mathematical Concept:
about the lesson
*Complete Quadratic Equation
Standard form : ax2 + bx + c = 0
Where :
ax2 is the quadratic term
bx is the linear term
c is the constant term

*Incomplete Quadratic Equation

1) ax2 + bx = 0, where c=0
2)ax2+ c=0, where bx=0
3) ax2 = 0, where bx=0 and c=0

I. Evaluating learning Written Test :

 GIVEN : 1) 2X2 = 2X + 5
2) 1 = 5X2 + 7X
3) 81 = - x2
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 :
( Expected answers are highlighted)
Standard form of Quadrati Linear Constant Values of Complete (C) or
equation c term term term a,b,& c Incomplete(inc)
2x2-2x-5=0 2x2 -2x -5 2,-2,-5 C
2 2
5x +7x-1=0 5x 7x -1 5,7,-1 C
X2 +81=0 X2 0 81 1,0,81 Inc
J. Additional ASSIGNMENT: ( Work in group )
Activities for
application or *Prepare one realistic situation applying the concepts learned on quadratic
remediation equation 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 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 and supervisor
help me solve?
G. What innovation or
localized I used/discover
which I wish to share with
other teacher?

Prepared by: Checked:

ROFER T, TUBOLA LYDIO T. TERRE JR.

Teacher I Principal I

ATTACHMENT
 Content: Direct Variation

DISCUSSIONS:
A variable y varies directly as variable x if and only if ¿ kx . The constant is called the variation constant or the constant
of proportionality. If we know one pair of values that varies directly, then we can find k. Once k is known, we can write the
equation of variation and use it to determine other values.

In the same manner, that a variable y varies directly as the square of x is expressed as .

Direct variation is also related to proportion. Let (x 1,y1) and (x2, y2) be any two solutions for , then

or . Similarly you have or . Since we can equate and to , it follows that .

SUPPLEMENTARY ACTIVITIES

DIRECTION: Which of the following situations show direct variation?

1. Water pressure on a submarine depends on the depth.
2. The area of the face of a cube is related to its volume.
3. The cost of life insurance depends on the age of the insured person.
4. The age of a used car is related to its resale value.
5. The distance an airplane fly depends on its time of travel.

DIRECTION: Which of the equations is of the form y=kx and show direct relationship?
1. 3 x−2
2. y = 5x
3. y=x
4. y= x2 + 1
5. y = 3x2

DIRECTION: Write an equation for the following statements:

1. The length L of a person’s shadow at a given time varies directly as the height h of that person.
2. The cost of electricity C varies directly as the number of kilowatt-hour consumption I.
3. The volume V of a cylinder varies directly as its height h.
4. The weight W of an object is directly proportional to its mass m
5.The area A of a triangle is proportional to its height h.

DIRECTION: Write an equation to describe these situations.

1. varies directly as .
2. varies directly as the fourth root of
3. The surface area of a sphere varies directly as the square of the radius .

DIRECTION: Read the phrases below. Tell whether each of the phrases below represents a direct variation.
If they do, write the equation to describe the situation:
1. The time spent in walking to the rate at which a person walks.
2. The cost of life insurance to the age of the insured person.
3. The age of a used car to its resale value.
4. The amount of money raised in a concert to the number of tickets sold.
5. The distance an airplane flies to the time travelling.

DIRECTION: Read the following situation then answer the question that follow:

1. Your distance from lightning varies directly with the time it takes you to hear thunder. If you hear thunder
10 seconds after you see the lighting, you are about 2 miles from the lightning.
Question: Write a direct variation equation for the relationship between time and distance?

2. A recipe for 2 dozen corn muffins calls for 3 cups of flour. The number of muffins varies directly with the
amount of flour you use.
Question: Write a direct variation equation for the relationship between the number of cups of flour
and the number of muffins.