ST VINCENT FERRER SEMINARY

JUNIOR HIGH SCHOOL

#104 Seminario St. Jaro, Iloilo City

GRADE 9 LEARNING MODULE- MATHEMATICS

FIRST QUARTER

Time frame: 25
Quarter No. 1 QUADRATIC FUNCTIONS
meetings
Big Idea:
Content The learner demonstrates understanding of quadratic equations,
Standard: inequalities and functions, and rational algebraic equations.
Quadratic Functions
The learner is able to investigate thoroughly mathematical
Big Idea:
relationships in various situations, formulate real-life problems
Performance involving quadratic equations, inequalities and functions, and
Standard: rational algebraic equations and solve them using a variety of Solve
strategies.
Essential Students will understand that there are real life problems that can be solved by
Understanding: quadratic functions.
Essential
Why is quadratic function useful in our daily life?
Question:
Students on their own will be able to solve real life problems involving quadratic
Transfer Goal:
functions to make projects.

Concepcion was one of the places in Iloilo that was greatly struck by the typhoon
Yolanda; wherein many roads and bridges were greatly damaged. So your company is
planning to have a bridge project in that certain place. As an architect of your company,
your manager assigned you to come up with a model of a bridge and this will be
presented in front of the manager and head committees. Your output and presentation
Transfer Task: will be evaluated based on the content of the presentation, designs, understanding,
practicality of the output, and application of concepts in quadratic functions.

Legend:
G- Goal R – Role A – Audience
S – Situation P - Product S – Standards

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 The Learner…

1. illustrates quadratic equations.

2. solves quadratic equations by: (a) extracting square roots; (b) factoring; (c)
completing the square; and (d) using the quadratic formula.
3. characterizes the roots of a quadratic equation using the discriminant.
4. describes the relationship between the coefficients and the roots of a quadratic
equation.
5. solves equations transformable to quadratic equations (including rational algebraic
equations).
6. solves problems involving quadratic equations and rational algebraic equations.
Learning
7. models real-life situations using quadratic functions.
Competencies:
8. represents a quadratic function using: (a) table of values; (b) graph; and (c)
equation.
9. transforms the quadratic function defined by y = ax2 + bx + c into the form y = a(x –
h)2 + k.
10. graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of
symmetry; (e) vertex; (f) direction of the opening of the parabola.
11. analyzes 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.
12. determines the equation of a quadratic function given: (a) a table of values; (b)
graph; (c) zeros.
13. solves problems involving quadratic functions.
ASSESSMENT EVIDENCES
Product/ Performance Task Evidence at the level of
performance
Evidence at the level of understanding
(mentioned in the learning Assessment of the application of
The learner should be able to demonstrate
plan) quadratic function in real-life
understanding of the key concepts of sets and
situation is based on the
real numbers using the six facets of
Evaluated using Analytic following suggested criteria:
understanding:
Rubric
Learner can model the real-life
Explaining Empathy
situations involving quadratic
Interpreting Self-knowledge
function through graphing,
Applying
writing the equation and
Perspective
interpreting the data.

ANALYTIC RUBRIC
OUTSTANDING SATISFACTORY DEVELOPING PERCENT
CRITERIA
4 3 2 AGE
Presentation covers all Presentation includes Presentation includes
CONTENT elements relating to the essential knowledge essential information
bridge design in depth with about the bridge design. about the bridge but 30%
details and examples. Details are presented. lacks of details.

Design is complex, detailed, Design is simple and Design is limited and 20%
DESIGN and shows imagination and shows some imagination shows repetition of
creativity. Numerous and creativity. Few single ideas. Few
alternate concepts and concepts and solutions concepts and solutions
solutions are included. are included. are included.

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 Effectively demonstrates Demonstrates Concepts of quadratic
thorough understanding of understanding of the functions are slightly
the importance of the importance of the applied in designing and
UNDERSTANDI concepts of quadratic quadratic functions in constructing a model.
20%
NG functions in designing and designing and
constructing the model. constructing the model.

Creative and precise Concepts of quadratic Concepts of quadratic

APPLICATION utilization of concepts of functions were partly functions were
OF THE quadratic functions. utilized in inappropriately utilized
30%
CONCEPTS OF in the design and
QUADRATIC construction of the
FUNCTIONS model.

LEARNING PLAN
QUADRATIC EQUATIONS, INEQUALITIES, AND
I. ACQUISITION LESSON NO. 1
FUNCTIONS
Lesson 1.1 Quadratic Equations
Activity 1.1: FILM SHOWING
The video you are about to see will flash before you some scenes that you encounter in real life. These
are scenes that we never cease to appreciate for their aesthetic beauty. Have you ever wondered why they are
constructed in a particular way?

Perfect Shots of Man’s Ingenuity

Take a glimpse of man’s ingenuity as you watch this video(http://www.youtube.com/watch?
v=D87sogoU68. Pay attention to the commonalities that you see in the different shots flashed before you.

PROCESS QUESTIONS:
1. How many of the pictures shown are familiar to you?
2. What are the common things that you notice among the pictures?
3. What kind of paths are shown in the objects?
4. Can the scenes also use linear path? Why ?or Why not?
5. If you were to draw the curved paths on a graphing paper, what characteristics could you
name? Contrast this with a linear path.

The real situations that you saw in the video show you one of the many situations where we can
encounter quadratic functions in real life. As you go through all the activities in this module, think of this
question: How can various real-life situations involving maximum and minimum values be solved and analyzed?
Activity 1.2: Anticipation-Reaction Guide

Let us begin by answering the Anticipation-Reaction Guide. You will be shown statements related to
quadratic Equations. Your task is to fill in the anticipation column by writing the letter A if you agree
with the statement and letter D if you disagree with the statement.

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 Anticipation Quadratic Equations Reaction
1. An equation of the form 0=ax+by+c is a quadratic
equation.
2. The standard form of a quadratic equation is
ax2+bx+c=0, where a,b, and c can be any real number.
3. All quadratic equations can be solved through
factoring method.
4. In solving quadratic equations using completing the
square method, there is a need to write the equation in
standard form.
5. The roots of a quadratic equation will always be real
numbers.
6. The completing the square method and the quadratic
formula are used to solve quadratic equations which are
not factorable.
7. The discriminant tells us the nature of the roots of a
certain quadratic equation.
8. Imaginary numbers are possible roots of a quadratic
equation.
9. The roots of a quadratic equation will always be
distinct numbers.
10. In solving problems involving quadratic equations, it
is possible to have one of the roots to be considered as
extraneous.

Well, those are your thoughts and ideas about our lesson. Let’s start a new activity to future explore on
the important key concepts about quadratic equations.

Activity 1.3: Quadratic Equations in Real Life

Materials:box, centimeter ruler
Directions: A
1. Find the dimensions of the box. 2. Find the area of each face.
_____width Area of A:_______
_____ length Area of B:_______ C
_____height Area of C:_______ B

3. Suppose the dimensions of the box are as shown:

Width:x
Height: x+3
Length: 2x+5

Find the area of each face in terms of x.

Area of A:
Area of B:
Area of C:

4. Suppose the actual areas of the faces are as follows:

Area of A: 75cm2
Area of B: 120 cm2

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 Area of C: 40 cm2

Write three different equations representing the three areas. Each equation will help you
solve for x.
Equation for area of A:______
Equation for area of B:______
Equation for area of C:______

5. What is the value of x?

6. Substitute the value of x in the dimensions of the box and solve for the areas of A, B, C. Did you
obtain the areas given in number 4?

You just tried finding out how quadratic equations can be used to model and solve real-
life problems. It is now time to learn more about quadratic equations. What you will learn in the
next sections will also enable you to do the final project which involves looking at real-life
situations that involve decision making and coming up with sound recommendations.

Your goal in this section is to learn and understand key concepts of quadratic equations.
You will learn the important skills that are necessary in order to understand the succeeding
lessons in this module. It is advised that for every new term that you encounter, be sure to define
it in your own words aside from the definitions presented to you.

Defining a Quadratic Equation

Activity 1.4: Concept Formation

This activity will allow them to define a quadratic equation. Provide the first page from this link
(http://www.mth.msu.edu/̴ kadyroval/lectures/Lecture 04.pdf ).

After reading the article, can you paraphrase what you have read by coming up with your own
definition of a quadratic equation? Write your definition inside the box below.

Now that you are able to define what quadratic equation is, let us now find out whether you can
classify the equations inside the box into two, one for examples of quadratic equations and the other
as non-examples of quadratic equations.

3
−3 x −2 x=5
2
2 x−x =−10 2 x−5=x

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 8 x−2=x x ( x −1 )=−1 √ 2 x −2=x+3
( x−2 ) ( x+ 4 )=7 2
( √ x ) −2 x2 =−4
4
100 x =25
2
( x 3 ) −x +1=0
It is now time to check your answer.

From the examples which you listed down under non quadratic examples, can you explain why these
are classified as non quadratic?
NON QUADRATIC EXPLAINATION
3
−3 x −2 x=5
8 x−2=x
2
( x 3 ) −x +1=0
2 x−5=x
√ 2 x −2=x+3
4
100 x =25

Activity 1.5: Form and Coefficient

After defining what a quadratic equation is, let us now look at how quadratic equations are written in
standard form. In this activity, you will also identify the coefficients in the transformed equations.
Read pages 6-7 of your book.

Now, try the next examples below and see whether you know how to write quadratic equations in
standard form and identify a, b and c.

1. 6+3 x 2=−3 x
2. 2 x 2=9
3. ( x +1 ) ( x +2 ) =0

Process Questions:
1. When is a quadratic equation written in standard form?
2. What are the things that you need to remember when identifying a,b, and c?
3. Go back to the exercise that you just did. Do all examples have values for all of a, b and c?
4. How do you classify quadratic equations with complete set of coefficients? What about
equations with incomplete coefficients?

Activity 1.6: Mind Map

After finding out the different concepts which are important in understanding quadratic equations,
let us now put together the concepts you learned by completing the mind map below.

Quadratic Equations

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 Also called

If a=0 Standard form important condition

If b≠0 If b=0

Activity 1.7: The Roots are Not Far Beyond Your Reach
After learning the different preliminary concepts on quadratic equations, it is now time to learn how
to solve for the roots of a quadratic equation. You will be watching four videos on the various
methods that you can use to solve quadratic equations.

As you watch each of these videos, pay attention to the following:

1. List down the steps involved in each method.

Methods Steps
Process Questions:
Extracting the 1. What is involved in each method?
Roots 2. Name the algebraic skills needed in each
Factoring method.
3. Does each method have limitations?
Completing the 4. Why are the numerous methods needed
square to solve quadratic equations?
Quadratic
Formula

2. Highlight differences in the various methods.

3. List down the algebraic skills that are needed in each method.

Methods Steps

Extracting the Roots

Factoring

Completing the square

Quadratic Formula

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 You are not yet expected to master these methods. You are only expected to look at each
method and make comparisons
Activity No. 1.8: Extracting the Roots

Let us look at the first method of solving for the roots of a quadratic equation. Before you practice, let
us look at several illustrative examples that will show the use of this method.

1. x 2+ 4=102
2
x =98 Subtract 4 from both
sides.
x=± √ 98 Use the square root
principle.
x=± √ 49 ∙ 2 Factor the radicand.
x=± 7 √ 2 Simplify the radical.

2. ( x +2 )2=25 .
√ ( x+ 2 ) =√ 25
2 Use the square root
principle.
x +2=± 5 Simplify the radical.
x=± 5−2 Subtract 2 from both
sides.

3. ( 4 x−7 )2=−20
√ ( 4 x −7 ) =√−20
2 Use the square root
principle.

LESSON 1.2 Solving Quadratic Equations

Using Square Root Method

Activity 1.9: Skill Booster

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 After looking at several examples that show how to solve quadratic equations by extracting the roots,
let us now find out whether you can do the solving. Answer the worksheet found below.

Solve each equation by using the square root property.

Practice

1. 4 t 2=108 2. ( p+6 )2=9 3. ( x +5 ) ( x−5 )=11 Process Questions:

1. How different is the new method

from the previous one?
2. Why call the method solving
4. 3 x 2=600 5. 6. quadratic equations by factoring?
2
3 ( 4 x −1 ) =27 ( x +3 ) ( x−3 )=18 3. List down the factoring techniques
that you used for solving.

Using a powerpoint presentation, discuss and illustrate on how to solve quadratic equations by
factoring.

Activity 1.10: Constant Correct Practice Makes Perfect

It is now time to practice using the new method that you learned. Answer the worksheet.
Solve for the roots mentally.

Quadratic Equation Root 1 Root 2

1. ( x +5 ) ( x−2 )=0

2. t ( 6 t +5 )=0
3. ( 2 m−7 ) ( m−3 )=0
4. 6 y ( 4 y+ 9 )=0

( 12 )(2 x− 13 )=0
5. x +

Solve each equation by factoring.

6. 2 x 2−x=15 8. 8 m2−22 m+ 8=0

7. 3 x 2−6 m=24 9. x 2−36=0

Check your own answer after showing the correct ones. Let them answer exercises on pages 13-17 by
pair.
Activity No. 11: The Killer Snake
Let the learners answer page 18 of their book individually.

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 Reflection Entry No. 1
The game checker is played between two people and requires tactics and strategy. It is a mental game, much
like chess, where every move counts. Capturing the pieces of your opponent is the means to win the game.
How is life similar to the game of checkers? How are they different? In real life, does doing whatever it takes
to win-including foul tricks, make you a real winner?

Completing the Square Method

Activity 1.12: You Complete Me

Let the learners answer the activity on the textbook on page 23.

Discuss the examples on the textbooks on how to solve quadratic equations by completing the square.
Let the students do the succeeding exercises.

Process Questions:
1. Why is completing the square necessary in solving for the roots of a quadratic equation?
2. Compare the new method that you learned with the previous methods.
3. List down the steps involved in the method.
4. Why is important to follow the steps carefully?

Comprehension Check: Let the students answer the exercises on page 31 of the textbook numbers 26-
59.
Activity 1.13: What is better than coffee at keeping people awake in the morning?

Let the learners answer the worksheet on page 34 of the textbook.

Reflection Entry No. 2
Do you remember who said these popular lines? “I need to be complete.” “You complete me.”
The first line was said by Sam Milby in a vitamin commercial. The second was popularized by Tom
Cruise in the movie Jerry Maguire.
What do you think makes a person feel complete?

LESSON 1.3 The Quadratic Formula

Solving Using Quadratic Formula

Activity 1.13: Deriving the Quadratic Formula

Let them watch the video from the this Write the quadratic
link(http://www.youtube.com/watch? equation in general
v=3ayhvAl3leY. ) As they review the method, form.
try to fill out the worksheet at the right. Divide both sides by a.

Isolate the terms

containing the variable.
Complete the square by

( )
2
b
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sides.
Simplify.
 Process questions:
1. When deriving the quadratic formula, what
other methods were done?
2. Describe the process of solving quadratic
equations using quadratic formula.
3. Compare quadratic formula from factoring and
completing the square.
4. Why is it important to learn this method?

Give examples in solving quadratic equations using quadratic formula on page 37-40 of their textbook.

Activity 1.14: 3-2-1 Chart

In this activity, you will be asked to complete the 3-2-1 Chart regarding the special products that you
have discovered.

Three things you found out:

1. __________________________________________________________________
2. __________________________________________________________________
3. __________________________________________________________________

Two interesting things:

1. __________________________________________________________________
2. __________________________________________________________________

One question I still have:

1. __________________________________________________________________

Reflection Entry No. 3

We can say that the quadratic formula is a very dependable partner in solving quadratic equations.
When the factoring and square root methods do not work, and when you think that the completing the
square method is tedious to do, the quadratic formula can be counted on to give the roots. Are you anything
like the quadratic formula to your family and friends? How?

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 Worksheet No. 1: let the students answer “What is ghostly about a dead rattlesnake?” on p. 47 of their
textbook.
Written Exercises: Let the students answer exercises on pp. 44-45 of their textbook.

Activity no. 1.15: The Choice Is Yours

After learning the different methods of solving quadratic equations, let us now find out whether you
know how to determine which method would be appropriate in solving each given equation.

1. 49 x 2−25=0 1
2
1 1
4. x − x+ =0
12 2 3
2. 2 x 2+5=7 x
( )
2
1
5. x +1 =49
3
3. 2 x 2+8 x=3 6. ( x−1 ) ( x−2 )=10
Process Questions:
1. How many items did you solve correctly?
2. Which method did you use the most? Why?
3. What realizations have you made for yourself after doing the exercise?

Activity 1.16: In Tabular Form

Complete the table below.
Methods Advantages Disadvantages
Square Root
Property
Factoring

Completing the
Square
Quadratic Formula

II. MEANING MAKING LESSON 1.4 Application of Quadratic Equations

Let the students practice answering the sample problems on pp. 50-51.

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 Let them answer selected problems on Problem Solving Task on pp. 56-57
Activity No. 1.17: Memory Lane
Can you still recall rational algebraic equations? Let them watch the video from this link
(http://www.virtualnerd.com/algebra-1/rational –expressions-functions/solve/example-
solutions/equation-definition )

After watching, answer the process questions that follow.

1. What is a rational equation?
2. How is rational equation different from a rational equation?
3. How do you think will you solve a rational equation?

Activity No. 18: Making Connections

Quadratic equations and rational algebraic equations are related to each other. Many rational
algebraic equations when solved will lead to quadratic equations. Let us look at the example below.

Process Questions:

1. Describe the given e

2. How did the equatio
3. What generalization

( y +1 ) ( y−1 ) (
2
+
y +1 y −1
1
)=( 1 ) ( y +1 ) ( y−1 )
2 ( y−1 ) + ( y +1 )= ( y+ 1 )( y −1 )
2
2 y−2+ y +1= y −1
2
y −3 y=0
y ( y−3 ) =0
y=0 ,3

Now that you have learned from the given illustrative examples how rational algebraic equations can
lead to quadratic equations, it is now time to make more connections by watching videos on
applications of rational algebraic equations in real life.

Video 1: http://www.youtube .com/watch?v=r6N8mDRNktw

Process Questions:
1. In which aspect of life can the concept of rational algebraic equations be used?
2. How can the concept facilitate the solution to the real life problems?

Video 2: http://www.youtube.com/watch?v=fG-zjUR9nM8

Process Questions
1. What did you see in the video?
2. In which aspect of life can the concept of rational algebraic equations be used?
Activity No. 1.19: Try It!
Let us see if you know how to solve rational algebraic equations that lead to quadratic equations. Try

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 to answer the two problems below.

( ) ( )
2
x x
1. 3 +7 −6=0
x +1 x +1

( ) ( )
2
x +2 x+2
2. 9 −6 + 1=0
x−1 x+1

Activity No. 1.20: Muddiest Point

In this activity, you will complete the journal below.

The part of the lesson that I still find confusing is __________________________________________

because____________________________________________________________________________.

Activity No. 1.21: Root Investigation

Fill out the table with the needed information.

EQUATIONS 2
b −4 ac ROOTS
ROOT 1 ROOT 2
2
1. x + 4 x−21=0
2. x 2−3 x−18=0
3. x 2+ x−1=0
4. x 2+ 4 x + 4=0
5. x 2−2 x+1=0

Process Questions:
1. Describe the value that you got under the column b 2−4 ac .
2. For each kind of number you got under the second column, observe the root.
3. What generalizations can you make?

Activity No. 1.22: It’s Discriminant

Do you ever
wonder what
b −4 ac stands
2

for? Why don’t

you watch this
video
(http://www.youtube.com/watch?v=SkUATohNR78)

Process Questions:
1. What is a discriminant?
2. Why is getting the discriminant important?
3. What are the different values that a discriminant could have?

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 Activity No. 1.23: Showcase Your Skills
Solve for the discriminant of the following equations and describe the nature of the roots.

Equation Discriminant Nature of Roots

1. 3 x 2+5 x−9=0
2. 6 a 2+17 a−14=0
3. ( 3 b−1 ) (2 b+5)=3
4. 4 z ( z−1 ) =19
5. 12 p 2−4 p+ 3=0

Find the values of k for each given conditions.

6. x 2−6 x +k =0 for which the equation has two distinct real solutions.
7. x 2−kx +2 k =0 for which the equation has two equal real roots.

Activity No. 1.24: Soul Mates: Roots and Coefficients

In this activity, let us find out whether the roots of quadratic equation are related with the
coefficients.
Let them watch the video from this link (http://www.youtube.com/watch?v=IghrjwE-QoU)

Process Questions:
1. What new concept did you learn from watching the video?
2. How are the roots of the quadratic equation related to the coefficient?
3. How can you use these concepts to master your skills in quadratic equations?
4. Outline the steps presented in the video.

Reflection Entry No.4

Do you want to be an astronaut and travel in outer space? Or do you want to be a pilot and fly the
distant skies? Astronauts and pilots go through hundreds of hours of rigorous training to achieve the mental
and physical strength and the endurance needed to do these high-risk, high-profile, high-paying jobs.
Endurance is the inward strength to withstand stress and to do your best in any situation. How much are you
willing to endure to achieve your dreams?

LESSON 1.5 Quadratic Inequalities

Solving Quadratic Inequalities

Challenge Problem:
Vertical Leap Record. Guinness Book of World Records reports that German shepherds can make
vertical leaps of over 10 ft. when scaling walls. If the distance s (in feet) off the ground after t seconds
is given by the equation s=−16 t 2 +24 t +1, for how many seconds is the dog more than 9 feet off the
ground? Justify/Explain your answer.
(note: Highlight the given and the phrase which illustrates inequality)

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 Answer Justification

Process Questions:
1. How do you find the activity?
2. How did you come up with your decision?
3. What supports you with your decision?
4. How can we use equations and inequalities to solve real-life problems where certain quantities are
unknown?
5. How do quadratic inequalities help us solve real life problems?
6. 6. How can various real-life situations involving maximum and minimum values be solved and
analyzed?

Activity No. 1.24: KWL Chart

Answer the question in the first and second columns only.

What I know about What I want to know about What I learn about
quadratic inequalities? quadratic inequalities? quadratic inequalities?

Activity No. 1.25: Classify Me!

Study and analyze each situation in the first column then write the inequality model illustrated in the
situation and classify this as linear or quadratic inequality.

Situations Inequality Model Classification: Linear

or Quadratic
1. You are on a treasure-diving ship that is
hunting for gold and silver coins. Objects collected
by the divers are placed in a wire basket. One of
the divers signals you to reel in the basket. It feels
as if it contains no more than 50 pounds of
material. If each gold coin weighs about 0.5 ounce
and each silver coin weighs about 0.25 ounce,
what are the different amounts of coins that could
be in the basket?

2. For a drug to have a beneficial effect, its

concentration in the bloodstream must exceed a
certain value, which is called the minimum
therapeutic level. Suppose that the concentration
c (in mg/L) of a particular drug t hours after it is
taken orally is given by c=20t(t2+4). If the
minimum therapeutic level is 4 mg/L, determine
when this level is exceeded.

3. You are a car dealer. You have ₱63,360,000

available to purchase compact cars and sports

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 utility vehicles
Process for your lot. The compact car costs
Questions:
₱495 000 and the
1. How do yousports utility
find vehicle costs
the activity?
₱990 000. If x represents the number of compact
2. Which of the situations/problems illustrate linear inequality? Quadratic inequality?
cars and y represents the number of sports utility
vehicles3. you
How does linear inequality differ from quadratic inequality?
purchase.
4. How do you identify them?
4. The 5. Howdistance
braking do quadratic
d (in inequalities help us
feet) of a certain carsolve real life problems?
travelling
6. vHow
mi/hr
canisvarious
given by the equation
real-life d=v+
situations involving maximum and minimum values be solved and
(v2/20). Determine
analyzed? the velocities that result in
braking distance of less than 75 ft?

Demonstrate on how to solve and how to graph quadratic inequalities and give more examples when
needed.
Activity No. 1.26: Find Mr. X
Let the learners answer exercises on page 64 numbers 1-20.
Process Questions:
1. How do you find the activity?
2. How the solutions of quadratic inequalities are obtained?
3. How do you know that the interval is a solution to the given inequalities?
4. How are quadratic inequalities I two variables solved and graphed?

Activity No. 1.25: 3-2-1 Pause

Three things I learned about Two things I want to know One thing I don’t understand
illustrating and solving more
quadratic inequalities

Discuss and give illustrations about solving real-life problems involving quadratic inequalities.

Grade9-Mathematics
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 Process Questions:
1. How did you find the problem?
2. How was the problem solved?
3. How can quadratic inequality help us solve real life problems?
4. How can various real-life situations involving maximum and minimum values be solved and analyze

Let the learners answer problem solving on page 66 of their textbook.

Activity No. 1.26: KWL Chart (Revisit)
Answer in the third column only.
What I know about quadratic What I want to know about What I learn about quadratic
inequalities? quadratic inequalities? inequalities?
Use graphic organizer

Quadratic Functions and their

III. TRANSFER LESSON 1.6
Graphs

Have you ever asked yourself why PBA star players are good in free throws? How do angry bird expert
players hit their targets? Do you know the secret key in playing this game? What is the maximum height
reached by a falling object given a particular condition?

Motivate the students by assuring them that they will be able to answer the above questions and they
will learn a lot of applications of the quadratic functions as they go on with the lessons.
Review of the Domain and range of Relations and Functions
Let the students do the explore part on page 67 of their textbook.
This will lead to the discussion of Function
Discuss and illustrate on how to graph quadratic functions in different forms. Use examples on pages
70-80 of their textbooks.
Reflection entry No. 3
Angelo finds studying less interesting than chatting with his friends on facebook and playing computer
games. But he has assignments to do and projects to complete.

Grade9-Mathematics
Prepared by: Joemar Steve B. Pano Page 18
 Determination is aiming to accomplish the right goals at the right time.
How strong are you in ignoring distractions? If you were Angelo, what will you prioritize-playing computer
games or doing your assignments and projects?

Activity 1.27: Technology Link

Introduce to the learners on how to use the software like Graphmatica and geogebra. Demonstrate on
how to use these softwares.

Let them work the worksheet on page 82 of their textbook.

Activity No. 1.28: Concept Map

Sum-up what you have learned by writing it on a concept map.

Activity 1.29: Application

Illustrate the different real life situations where quadratic equations can be used.
Give exercise involving application of quadratic functions in real life.

PERFORMANCE TASK
Bridge Project:

Concepcion was one of the places in Iloilo that was greatly struck by the typhoon Yolanda; wherein many
roads and bridges were greatly damaged. So your company is planning to have a bridge project in that certain
place. As an architect of your company, your manager assigned you to come up with a model of a bridge and this
will be presented in front of the manager and head committees. Your output and presentation will be evaluated
based on the content of the presentation, designs, understanding, practicality of the output, and application of
concepts in quadratic functions.

END

Grade9-Mathematics
Prepared by: Joemar Steve B. Pano Page 19