LIDE Learning Center Incorporated

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SUMMER BRIDGE PROGRAM in MATHEMATICS

SEMI-DETAILED LESSON PLAN

Teacher RICHARD U. ALCANTARA Grade Level and Learning Area MATH (9,10&11)
Date & Time May 6, 2025 Session 2

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards The learner demonstrates understanding of the basic concepts of algebra.
B. Performance The learner is able to apply the concepts of equations to solve real-life problems with precision and
Standards accuracy.
C. Learning Using problem-based activities, the students will be able to:
Competencies/ Objectives a. define quadratic equation;
b. illustrate quadratic equations;
c. solve problems involving quadratic equations; and
d. express the importance of the concept.
D. Content SOLVING QUADRATIC EQUATIONS BY EXTRACTING THE SQUARE ROOT
Within Curriculum:
1. Simplifying Algebraic Expressions (M9AL-IIg-1)
2. Fundamental Operations on Integers (M7NS-Ic-d-1)
Across Curriculum:
E. Integration 1. ESP - Masusi at matalinong pagpapasiya para sa kaligtasan. (EsP5PPP – IIIc – 26)
Focus Skills:
1. Numeracy (calculation, and problem solving)
2. Literacy (reading comprehension, and explanation)
Meta Cognition for stating knowledge
II. LEARNING RESOURCES
A. References

• Grade 9 Mathematics: Patterns and Practicalities – Patterns and Practicalities by Gladys C.

1. Teacher’s Guide Nivera and Minie Rose C. Lapinid
pages/ Textbook pages • Realistic Mathematics 9: Scaling Greater Heights by Allen L. Tuliao, Elizabeth P. Jimenez, et
al
2. Learner’s Materials Math 9 Quarter 1
pages/Handouts
3. Additional Materials
from Learning Resource
(LR) Portal

B. Other Learning
Resources (Optional)

III. TEACHING AND LEARNING PROCEDURES

Class Rules:
1. Be Respectful – Listen attentively, speak kindly, and value everyone's ideas and contributions.
Setting the Policies, 2. Be Inquisitive – Ask thoughtful questions and seek to understand concepts deeply.
Guidelines and 3. Be Collaborative – Work well with your peers, share ideas, and support each other's learning.
Procedure 4. Be Honest – Take responsibility for your actions, express your thoughts truthfully, and uphold
integrity in all tasks. Actively participate in the activity and discussion for you to receive
corresponding points.
Thought-provoking Review Questions (HOTS Questions)
B. Review/Drill 1. How can we identify linear equations?
2. How do we solve linear equations?
(Engage using Think Break and Inquiry based strategy)
B. Establishing a
purpose for the
a) Consider this problem.
lesson A carpenter has 729 square paving tiles to cover a square conference room. Each tile is one square
foot. Find the number of paving tiles in each side of the room.
 b) Revelation of Objectives and Perceived Purpose

Questions to ponder: (Values Integration: ESP - Masusi at matalinong pagpapasiya para sa kaligtasan.
(EsP5PPP – IIIc – 26)

1. What mathematical equation can be expressed based on the given problem?

2. How important it is to have a correct and accurate planning and sound decision in terms
of solving problems?
3. If you are to solve the problem, what value/s are needed?
4. How important to manifest such a value?
5. As a competent LIDEan, how can you show such values in some other situations?
6. What concept is necessary in solving the problem?
7. What do you think is our lesson for today?

➢ Discussion of key terms.

➢ Presentation and discussion.

Solving Quadratic Equations

1. What is Quadratic Equation? How can we easily distinguish a quadratic equation?
2. What is the degree of quadratic equations?
3. How can we easily distinguish graphs of quadratic equations?

Key Concepts

➢ A second-degree equation in one variable is an equation that can be expressed in the form:
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
where 𝑎, 𝑏, and 𝑐 are real numbers, and 𝑎 ≠ 0.
➢ A quadratic equation is said to be in standard form when all the nonzero terms are on the left
side of the equation and the powers of the variables are in descending order.
➢ In this equation 𝑥 represents a variable, where as 𝑎, 𝑏, and 𝑐 are constants where 𝑎 is not equal
to zero.
➢ In standard form, 𝑎 must be a positive real number. If the value of 𝑎 is zero then the equation is
linear. Hence, 𝑎 is the quadratic coefficient, 𝑏 is the linear coefficient, and 𝑐 is the constant.
➢ The solutions to a quadratic equation are called its roots.

There are two kinds of quadratic equations: the complete and incomplete equations.
1. Complete quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0
2. Incomplete quadratic equation
• 𝑎𝑥 2 + 𝑐 = 0
C. Presenting
examples/ instances • 𝑎𝑥 2 + 𝑏𝑥 = 0
of the new lesson • 𝑎𝑥 2 = 0
Examples:
Determine the values of 𝑎, 𝑏, and 𝑐 in the following:
Equation 𝑎 𝑏 𝑐
1. 3𝑥 2 + 6 = 0 3 0 6
2. 2𝑥 2 − 5𝑥 = 0 2 -5 0
3. 𝑥 2 + 𝑥 − 6 = 0 1 1 -6
2
4. 12𝑥 − 9 + 4𝑥 = 0 4 12 -9
5. −𝑥 + 2𝑥 2 = 0 2 -1 0
2
6. 4𝑥 − 7𝑥 + 2 = 0 -7 4 2
2
7. 5𝑥 + 4𝑥 = 0 4 5 0
8. 7𝑥 2 = 0 7 0 0
2
9. 6𝑥 − 3𝑥 + 5 = 0 6 -3 5
10. 10 + 3𝑥 2 − 5𝑥 = 0 3 -5 10

SOLVING QUADRATIC EQUATIONS BY EXTRACTING SQUARE ROOTS

Square Root Property

If 𝑥 2 = 𝑛, and 𝑛 > 0, then 𝑥 = √𝑛 or 𝑥 = −√𝑛.

➢ Square Root Property involves taking the square involves taking the square roots of both sides
of a quadratic equation.
➢ This is applied when the term containing the second-degree term with 1 as its numerical
coefficient is isolated.
 Discussion of illustrative example.
Example 1:

Solution:

Example 2:

Solution:

*Individual Critical Thinking Activity/Independent Learning: Ask the students to answer the
D. ACTIVITY
problems on the activity sheet provided.
*Collaboration/Brainstorming Activity: Ask the students to compare, and discuss their answers
within their group. Groupings is determined by columns.
*Creative Thinking Activity: Ask each group to illustrate the problem.
After two minutes, select a group to illustrate the problem on the board, and write the solution.
RUBRIC FOR PROBLEM SOLVING
Criteria Exemplary (5) Proficient (4) Beginner (3) Score

Mathematic Shows complete Shows nearly complete Shows partial

al undestanding of the undestanding of the undestanding of the
Knowledge problem; uses problem; uses problem; uses
mathematical mathematical language mathematical
language (terms, (terms, symbols, signs, language (terms,
symbols, signs, representations) with symbols, signs,
representations) insignificant errors to representations)
effectively and describe operations, with major errors to
accurately to describe concepts, and describe operations,
operations, concepts, processes. concepts, and
and processes. processes.
 Procedural Executes algorithms Executes algorithms Contains
Knowledge completely and completely with minor computational errors
illustrates the problemerrors in illustrating the with major errors in
correctly; solution problem; computations illustrating the
process is complete are generally correct problem; solution
and sytematic with minor errors; process is
solution process is incomplete and
nearly complete and somewhat
sytematic unsystematic
TOTAL SCORE

➢ Discussion and checking of correct answers.

➢ *Communication Activity: Ask the selected group to select a representative to discuss their
E. Analysis
solutions in front of the class.
*Presentation, discussion and checking of answers

F. Abstraction/ Answer the following (HOTS Questions):

Generalization 1. What have you learned from the activities today?
2. How do we solve quadratic equations by extracting the square root method?
3. Why do we need to develop a good problem-solving skill?
Integration of Contextualized/Real-life Problem:

Problem: A carpenter has 729 square paving tiles to cover a square conference room. Each tile is
G. Application one square foot. Find the number of paving tiles in each side of the room.

Expected Answer: Therefore, there are 27 paving tiles in each side of the room.

H. Evaluating ➢ Ask the students to answer the problems on the given activity sheet.
Learning

I. Closure ➢ Revisiting the objectives/learning outcomes.

J. Agreement/Assignment Ask the students to answer the problems on the given activity sheet.

V. REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this
week. What works? What else needs to be done to help the students learn? Identify what help your
VI. REFLECTION
instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who
earned 80% on the
formative assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners have caught
up with the lesson

D. No. of learners who

continue to require
remediation

Prepared by:

RICHARD U. ALCANTARA
Mathematics Teacher