I.
LEARNING COMPETENCIES:
At the end of the class, 100% of the students should be able to learn 75% of the lesson and be
able to:
illustrates problems into quadratic equation and rational algebraic equations;
translate mathematical sentence into mathematical equation;
solve real-life situation involving quadratic equations; and
cite real-life situation involving quadratic equations.
II. SUBJECT MATTER:
Subject : Mathematics 9
Topic : SOLVING PROBLEMS INVOLVING QUADRATIC EQUATIONS
Reference : Mathematics 9 – Learners Material, pages 88 – 94, Internet
Materials : Chalk and board
III. LESSON PROCEDURE:
A. Pre-activities
1. Daily Activities
a. Prayer
b. Checking of Attendance
c. Collecting of Assignments
2. Motivation
Emphasize the students that solving quadratic equation is a skill that they need for
them to solve problems involving mathematical concepts. This skill helps the
students to develop their critical thinking by representing a real-life situation by an
equation.
Title: TRANSLATE INTO…..
Direction: Use a variable to represent the unknown quantity, and then write
an equation from the given information.
a) The area of a concrete rectangular pathway is 350m 2 and its perimeter pathway
is 90 m. What is the length of the pathway?
b) The length of the tarpaulin is 3 ft. more than thrice its width and its area is
126ft2. What is the length of the tarpaulin?
B. Presentation:
Introduce the topic as related to their war-up activity. They present a situation
involving quadratic equation. Now, in order to master the mathematical equation
based from the given situation; they need to formulate expressions and equations
to describe which we are now our next topic.
C. Discussion:
Before proceeding to examples, let the students give a brief summary of the
situations.
Provide them with an opportunity to relate and connect their responses in this new
lesson.
Let the students read and understand some important notes ion quadratic equations
and their applications to solving real-life problems.
Tell them that they need to study carefully the examples given.
Give examples:
The length of a rectangular floor is 5 m longer than its width. The area of the floor
is 84 m2.
Questions:
1. What expression represents the width of the floor?
x ,( x+5)
2. Formulate an equation relating the width, length and the area of the floor.
Explain how you arrived at the mathematical sentence.
x ( x +5 ) =84
3. How would you describe the equations you formulated?
The equation is a quadratic equation that can be written in the form
ax 2 +bx +c=0.
4. Using the equation, how will you determine the length and the width of the
floor?
Transform the quadratic equation to the form ax 2 +bx +c=0 and solve for
its roots using any method.
5. What is the width of the floor? How about its length?
Width is 7 meters and length is 12 meters.
Give more examples and try to do a board work for the learners especially to the
slow learners.
o A rectangular table has an area of 27 ft2 and the perimeter of 24 ft. What
are the dimensions of the table?
o An amusement park wants to place a new rectangular billboard to inform
visitors of their new attractions. Suppose the length of the billboard to be
placed is 4 m longer than its width and the area is 96 m 2. What will be the
length and the width of the billboard?
D. Generalization:
Give the students a brief summary of the lesson.
Tell them that they will read and understand some important key in solving
applications on quadratic equations.
Tell them to study carefully the given of different situations.
E. Application:
Title: LET ME TRY!
Direction: Three groups are formed. Answer the following.
Group 1: A projectile that is fired vertically into the air with an initial velocity of 120 ft/sec can be
modelled by the equation s=120t −16 t 2 . In the equation, s id the distance in feet of the projectile
above the ground after t seconds. How long will it take for a projectile to react 216 feet?
Group 2: The length of a rectangular parking lot is 36 m longer than its width. The area of the
parking lot is 5,152 m2. What is the length and width of a parking lot?
Group 3: The perimeter of the swimming pool is 86 m and its area is 45 m 2. What is the
length and width of the swimming pool?
IV. ASSESSMENT:
Title: Find those missing
Direction: Find the solution set of the following:
1 x 2
BOYS: − =
x 6 3
4 t
+ =−2
t−3 2
GIRLS: 3 s ( s−2 )=12 s
s +2 s−2 −1
− =
2s 4 2
V. ASSIGNMENT:
Title: MY UNDERSTANDING OF EQUATIONS TRANSFORMABLE INTO QUADRATIC
Direction: Answer the following:
1. How do you transform a rational algebraic equation into a quadratic equation?
Explain and give examples.
2. How do you determine the solutions of quadratic equations? How about rational
algebraic expressions transformable into quadratic equations?
3. Suppose a quadratic equation is derived from a rational algebraic equation. How do
you check if the solutions of the quadratic equation are also the solutions of
algebraic equations?
