9

CATCH-UP FRIDAYS

Lesson Script in
Mathematics
Quarter 1 Week 1A

Catch-Up Fridays
Lesson Script in Mathematics
Quarter 1: Week 1A
SY 2024-2025

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Published by the Department of Education

Development Team of the Lesson Script

Writer: Daisy R. Acas
Content Evaluator: Syville Niño U. Dumanon
Language Evaluator: Violah Elsha J. Mindanao
Illustrator: Rene Y. Sumagang
Layout Artist: Michael Jan R. Mendoza
Management Team
Chairperson: Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Federico P. Martin, CESO IV

Assistant Regional Director

Mala Epra B. Magnaong

CLMD Chief

Members: Marie Emerald A. Cabigas, PhD – EPS LRMS Region X

Marino O. Dal, PhD – EPS Math Region X
Romeo V. Balandra II – EPS Region X
Analisa C. Unabia, PhD – EPS LRMS Valencia City
Rustico Y. Jerusalem, EdD – EPS LRMS Iligan City
Eugene Daguio, PhD – EPS Math, Iligan City
Lorraine C. Olavides – Edrea – EPS Math, Lanao del Norte
 LESSON SCRIPT IN MATHEMATICS 9

Week 1 Day 5 Date:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learner demonstrates understanding of key concepts of
A. Content
quadratic equations, inequalities and functions, and rational
Standards
algebraic equations.
The learner is able to investigate thoroughly mathematical
relationships in various situations, formulate real-life problems
B. Performance
involving quadratic equations, inequalities and functions, and
Standards
rational algebraic equations and solve them using a variety of
strategies.
C. Learning The learner illustrates quadratic equations. M9AL-Ia-1
Competencie
s
At the end of the session, learners will be able to:
1. identify the given equations if it is quadratic or not;
D. Learning
2. illustrate quadratic equations; and
Objectives
3. cite situations in real life where quadratic equations are
illustrated.
II. CONTENT
Subject Matter Illustrations of Quadratic Equations
Area for Integration Reading and Health Education
Reading: Share prior knowledge about a text topic

Theme Health Education: Nature, prevention, and control of emerging and

reemerging diseases

Quadratic equations have many applications in daily life because

they are crucial to human survival. Quadratic equations must be
Key Concept/Skill for
used directly or indirectly in every field that involves calculating
Integration
speed, area, or profit. Construction workers use quadratic equations
to calculate the area before starting a project.

III. LEARNING RESOURCES

Education, Jennifer Gunner M.Ed. 2022. “Examples of Quadratic
Equation.” In YourDictionary.
https://examples.yourdictionary.com/examples-of-quadratic-
equation.html.

“Lesson Plan in Mathematics 9 (Illustrations of Quadratic Equations).”

2020. Slide show. SlideShare. August 29, 2020.
A. References https://www.slideshare.net/slideshow/lesson-plan-in-mathematics-
9-illustrations-of-quadratic-equations/238325055.

“Math9 Quarter 1 Module 1 Final-V3-1- Revised - Mathematics

Quarter 1-Module 1 Illustrating Quadratic.” Studocu. Accessed July
16, 2024. https://www.studocu.com/ph/document/palawan-state-
university/college-algebra/math9-quarter-1-module-1-final-v3-1-
revised/26117241.
B. Other Mathematics 9 Learner’s Material, Department of Education
Learning
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 LESSON SCRIPT IN MATHEMATICS 9

Oronce, Orlando A. & Mendoza, Marilyn O. Exploring Mathematics II

Resources
(Intermediate Algebra). Manila, Philippines: Rex Book Store Inc.
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Teacher: Good day, class! Let us recall how to multiply polynomials.
Please do remember the knowledge you’ve learned when you were in
Grade 7 and in Grade 8. Now, how do you multiply two polynomials?

Learners: To multiply two polynomials, multiply each term of one

polynomial by each term of the other polynomial then simplify by
combining similar terms if needed.

Teacher: Let us study the following examples. I want you to multiply

a. 𝑥 ( 𝑥 + 5 )
and simplify the given expressions.

b. (𝑥 + 3) ( 𝑥 – 2)

Activating Prior Learners: (Boardwork Activity-Students will show their

Knowledge complete solutions on the board.)
(5 minutes)

follows: 𝑥 ( 𝑥 + 5 ) = 𝑥2 + 5𝑥 and (𝑥 + 3) ( 𝑥 – 2) = 𝑥2 + 𝑥 – 6
(The expected answers of the students shown on the board will be as

Teacher: Let us analyze the solution and answer of your classmates

by answering the following questions. How will you describe the
products obtained?

Learner: The product of two linear polynomial is always a quadratic

polynomial.

Teacher: What is the degree of each product?

Learner: The degree of each product is 2.

Teacher: It shows that you really understand the lesson on
multiplying two polynomials of degree one. At the end of our lesson,
Lesson you are expected to:
Purpose/Intention 1. identify the given equations if it is quadratic or not;
(2 minutes) 2. illustrate quadratic equations; and
3. cite situations in real life where quadratic equations are
illustrated.
Teacher: Now, who can define quadratic equation in one variable?

Learners: A quadratic equation in one variable is of the form 𝑎𝑥2 +

𝑏𝑥 + 𝑐 = 0 where 𝑎, 𝑏, and 𝑐 are real numbers and 𝑎≠0. This form of
quadratic equation is written in standard form. In this equation, 𝑎𝑥2 is
the quadratic term, 𝑏𝑥 is the linear term, and 𝑐 is the constant term.
Lesson Language In addition,
Practice a in the quadratic term is the coefficient of x 2 which may be
(5 minutes) positive or negative but not equal to zero.
b in the linear term is the coefficient of x which may be
positive, negative or zero.
c is the constant term which may be positive, negative or zero.

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 LESSON SCRIPT IN MATHEMATICS 9

During/Lesson Proper
Teacher: There are situations that represent other functions that is
equally important as linear function. Perform the activity below to
find out.

(The teacher will present/distribute a copy of the text and give the
learners enough time to read the text.)

Vegetable Garden
In the middle of a crisis
where establishments are closed
and prime commodities are hard to
find, we think of having our own
Reading the Key vegetable garden. This way, we can
Idea/Stem get our supplies of vegetable right
(5 minutes) in our own backyard.
Aling Garing is a resourceful
person that is why she is planning
to convert her rectangular vacant
lot at the back of her house into a
vegetable garden. She remembered
that the area of her vacant lot is
15m2. She also recalled that the
length is 3 meters longer than the
width. Without even starting to
cultivate the soil, Aling Garing is
already excited to harvest her
favorite vegetables soon.
Developing Teacher: Let’s investigate the measurement of Aling Garing’s
Understanding of vegetable garden by answering these questions: What equation
the Key Idea/Stem would represent the attributes of the rectangular garden? Do you
(10 minutes) think you can use this equation to find the dimensions of the
rectangular garden? Why or why not?

Learner: Answer: First, let us identify and represent the unknowns

in the problem. If we let x be the width of the rectangular garden,
then the length will be x + 3 since it is 3 more than the width. That
is,
x = width of the garden
x + 3 = length of the garden
15 (square meters) = area of the rectangular garden

Then we can represent the dimensions as shown in the figure:

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 LESSON SCRIPT IN MATHEMATICS 9

𝐴 = 𝑙𝑤, where 𝑙 is the length and w is the width. Hence, in the given
The area (A) of any rectangle can be solved by the formula:

𝐴 = 𝑙𝑤
figure:

15=𝑥(𝑥 + 3)
15=𝑥 + 3𝑥
Substituting to the area formula

𝑥2 + 3𝑥 – 15 = 0 Addition Property of Equality

2
Distributive Property

Teacher: From the previous activity, would you like to be Aling

Garing?
Learners: Despite of the crisis, we should be like Aling Garing.

Teacher: How are you going to take this crisis?

Learners: We must make this crisis an opportunity to develop and

strengthen ourselves.

Teacher: Going back to our equation 𝑥2 + 3𝑥 – 15 = 0, since it is

written in standard form, we can easily identify the values of a, b and
c. Look at the table below to understand it better.

Teacher: At this point, I would like you to complete the following

Deepening
table based on the example I provided earlier. Your task is to fill in
Understanding of
the given table with the corresponding equations, terms, and the
the Key Idea/Stem
corresponding values of a, b and c.
(10 minutes)
Quadratic Quadratic Quadratic Linear Constant a b c
Equation Equation Term Term Term
in 2
ax bx c
Standard
form
2
3 x + 2 x=9
( x−5 ) ( 2 x+3 )=7

Answer:
Quadratic Quadratic Quadratic Linear Constant a b c
Equation Equation Term Term Term
in ax
2
bx c
Standard
form
2
3 x + 2 x=9
2
3 x + 2 x−9=03 x
2
2x −9 3 2 -9

( x−5 ) ( 2 x+3 )=7 2

2 x −7 x−8=02𝑥2 – 7𝑥 –8 2 -7 -8

After/Post-Lesson Proper
Making
Generalizations and Teacher: To summarize our lesson for today, I want you to answer
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 LESSON SCRIPT IN MATHEMATICS 9

the following questions.

Question for targeted competency.

1. What is a quadratic equation in one variable?
Answer: A quadratic equation in one variable is a

standard form: 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0 where 𝑎, 𝑏, and 𝑐 are real

mathematical sentence of degree 2 that can be written in the

numbers and 𝑎≠0.

values of 𝑎, 𝑏, and 𝑐?
Abstractions 2. How to write a quadratic equation in standard form given the

Answer: In writing the equation given the values of 𝑎, 𝑏, and 𝑐,

(2 minutes)

substitute the given values of 𝑎, 𝑏, and 𝑐 in the standard form

of quadratic equation 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0.

3. How to write a quadratic equation given two linear equations

being multiplied to each other?
Answer: In writing an equation given two linear equations
being multiplied to each other, expand the product and make
one side of the equation zero.

Evaluating Learning
(6 minutes) Teacher: Now, to test yourself, please do the following as indicated:

1. 𝐴=𝜋𝑟2
A. Which of these equations describe a quadratic equation?

2. 𝑥+4𝑥2=0
3. (𝑥−2)2−5=0

5. 𝑥2=0
4. (𝑥+3)+8=0

Answers: 1, 2, 3 and 5 are quadratic equations

B. Represent the following situations using quadratic equation in
standard form.
1. If the square of a number is added to 8 times the number, the
result is 100.
Answer: x 2+ 8 x=100
2. Mr. Apoloan wants to lay out a rectangular playground with an
area of 30 square feet. The desired length will be 7 times the
width.
Answer: 7 x 2−30=0
C. Write the letter of the correct answer on your answer sheet.

1. Given a, b, and c are real numbers and 𝑎≠ 0, which of the

A. 𝑎𝑥2 + 𝑏𝑥 + 𝑐 = 0 C. 𝑎 = 𝑏𝑥 + 𝑐
following is the standard form of quadratic equation?

B. 𝑎𝑥 + 𝑏 + 𝑐 = 0 D. 𝑎𝑥 + 𝑏2 + 𝑐 = 0

2. Which of the following is a quadratic equation?

B. (𝑥 + 1) (𝑥 – 2) = 𝑥 D. 2𝑥3 + 𝑥2 – 5 = 0
A. 3𝑥 + 5 = 0 C. (𝑥 + 2) (𝑥 – 3) = 5
2

3. Given (𝑥 – 1)2 + 3 = 2𝑥 + 1, find the value of the constant

term.
A. 1 B. 3 C. -1 D. -3

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 LESSON SCRIPT IN MATHEMATICS 9

4. Which of the following is equivalent to 𝑥2 + 4𝑥 – 7 = 0?

A. (𝑥 + 1) (𝑥 – 7) = 0 C. (𝑥 + 5)(𝑥 – 3) = 6
B. (𝑥 + 4) (𝑥 – 3) = 5 D. (𝑥 + 1)(𝑥 + 3) = 10

5. When the quadratic equation (𝑥 + 5) (2𝑥 – 3) = 2(𝑥 + 1) is

written

A. 𝑎 = 4, 𝑏 = 19, 𝑐 = −17 C. 𝑎 = 1, 𝑏 = −5, 𝑐 = 17

in standard form, what are the values of a, b, and c.

B. 𝑎 = 2, 𝑏 = 5, 𝑐 = −17 D. 𝑎 = 2, 𝑏 = 10, 𝑐 = 17
6. Which of the following situations illustrates a quadratic
equation?
A. A garden’s length is 7m longer that its width and the area is 18
square meters.
B. A lot costs P4,000 per square meter and the area is 120
square meters.
C. Joey paid at least P2,000 for the shirt and pants. The cost of
pants is P700 more than the shirt.
D. The length of a rectangular board is 3m longer than the width
and the perimeter is 25m.
7. Express the statement in quadratic equation: “A rectangular
field with an area of 120m 2 has its length 12m. longer than the

A. 𝑥2 −12𝑥 −120 = 0 C. 𝑥2 + 12𝑥 – 120 =0

width.”

B. 𝑥 + 12𝑥 + 120 = 0
2
D. 𝑥2 – 12𝑥 + 120 = 0
8. Ryan is constructing a playhouse. He wants each window to
have an area of 315 cm2. Which of the statements below forms
the quadratic equation that best describes the situation?
A. The length of each window is 4 less than the square of the
width.
B. The length of each window is 6 cm more than the width.
C. The area of the window is twice its width.

9. The area of a square with side s is 144 𝑐𝑚2. Which quadratic

D. The sum of the length and width is twice its area.

C. 𝑠 (𝑠 + 1) = 144
equation represents the area of the square?

B. 𝑠2 = 144
A. 4𝑠 = 144

10. A rectangular lot has an area of 132 𝑚2 and a perimeter of

D. (𝑠+1)2 = 144

46𝑚. Which of the following quadratic equations illustrates

A. 𝑥2− 23𝑥 + 132 = 0 C. 𝑥2 + 46𝑥 – 132 = 0

the given situation?

B. 𝑥2 + 23𝑥 + 132 = 0 D. 𝑥2 – 46𝑥 + 132 = 0

Answers: 1. A 6. A
2. C 7. C
3. B 8. D
4. D 9. B
5. B 10. A

Additional Activities
for Application or After dealing with examples of quadratic equations and possible
Remediation (if situation that can represent quadratic equation, think and reflect.
applicable) How will quadratic equations help you in solving real-life problems
and making decisions?

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 LESSON SCRIPT IN MATHEMATICS 9

Write a real-life word problem that will lead you to forming

quadratic equation. Provide an illustration of the problem and guide
questions such that it will be expressed as quadratic equation in
standard form.

Remarks
Reflection