GRADES 9 Grade

School 9
DAILY LESSON Level
LOG Learning
Teacher MATHEMATICS
Area
Teaching Dates
Quarter FIRST
and Time
Grade Level Section Grade 9 Zeus, Athena, Hestia, Hermes & Ares
The learner demonstrates understanding of key concepts of quadratic equations,
Content Standard inequalities and function, and rational algebraic equations.

The learner is able to investigate thoroughly mathematical relationships in various

Performance situations, formulate real- life problems involving quadratic equations, inequalities and
Standard functions, and rational algebraic equations and solve them using a variety of strategies.

Competency Competency 1: Illustrates quadratic equations (M9AL-Ia-1)

a. Write a quadratic equation in standard form.
I. OBJECTIVES b. Identify quadratic equations.
c. Appreciate the importance of quadratic equations.
II. CONTENT Illustration of Quadratic Equations

III. LEARNING RESOURCES

References

Teacher’s Guide
pp. 14-18
Pages

Learner’s Materials
pp. 11-15
Pages

Textbook Pages

Additional Materials
http://math.tutorvista.com/algebra/quadraticequation.htm
from Learning http://library.thinkquest.org/20991/alg2/quad.htm
Resources (LR) portal

Other Learning Grade 9 LCTG by DepEd Cavite Mathematics 2016, laptop, Monitor/Projector,
Resources Activity Sheets

IV. PROCEDURES

Reviewing or Do You Remember These Products?

presenting the new Find each indicated product then answer the questions that follow.
1. 3(x2+7) 6. (x+4)(x+4)
lesson 2. 2s(s-4) 7. (2r-5)(2r-5)
3. (w+7)(w+3) 8. (3-4m)2
4. (x+9)(x-2) 9. (2h+7)(2h-7)
5. (2t-1)(t+5) 10. (8-3x)(8+3x)
1. How did you find each product? Possible answers: By using the Distributive property/
 By using the FOIL method

2. In finding each product, what mathematics concepts or principles did you apply?
Explain how you applied these mathematics concepts or principles.

Possible answers: The concepts of multiplying, adding, and subtracting polynomial

expressions. I use the Distributive property and the FOIL method in finding the products
of the two given polynomials.

c. How would you describe the products obtained? Are the products polynomials? If
YES, what common characteristics do these polynomials have?

Possible answers: The products are all polynomials of degree 2.

Establishing a purpose The teacher lets the students realize that there are a lot of real-life situations or
for the lesson problems that can be modelled or solved by a polynomial expression or equation of
degree 2.

Presenting examples
of the new lesson A Real Step to Quadratic Equations
Directions: Use the situation below to answer the questions that follow.
Mrs. Jacinto asked a carpenter to construct a rectangular bulletin board for
her classroom. She told the carpenter that the board’s area must be 18 square feet.
1. Draw a diagram to illustrate the bulletin board.
Area = 18 ft2

2. What are the possible dimensions of the bulletin board? Give at least 2 pairs of
possible dimensions.
Possible dimensions of the bulletin board: 2 ft by 9 ft and 3 ft by 6 ft.
3. How did you determine the possible dimensions of the bulletin board?
Find two positive numbers whose product equals 18. (Area = length x width)
4. Suppose the length of the board is 7 ft. longer than its width. What equation
would represent the given situation?
Let w be the width (in ft). Then the length is w+7. Since the area is 18, then
w(w+7) = 18. (Other variables can be used to represent the length or width of the
bulletin board.)
5. How would you describe the equation formulated?
Taking the product on the left side of the equation formulated in item 4 yields w 2 + 7w =
18. The highest exponent of the variable involved is 2.
 6. Do you think you can use the equation formulated to find the length and the width
of the bulletin board? Justify your answer.

Discussing new A quadratic equation in one variable is a mathematical sentence of degree 2 that can be
concepts and written in the following standard form
ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0.
practicing new skills In the equation,
#1 ax2 is the quadratic term,
bx is the linear term, and
c is the constant term.

Example 1
2x2 – 6x – 15 = 0 is a quadratic equation in standard form with
a =2 b = -6 and c =-15.

Example 2
2x (x – 4) = 18 is a quadratic equation. However, it is not written in standard form. To
write the equation in standard form, expand the product and make one side of the
equation zero as shown below.

2x(x – 4)= 18→ 2x2– 8x = 18

2x2 – 8x – 18 = 18 -18
2x2 – 8x – 18 = 0
The equation becomes
2x2 – 8x –18 = 0 which is in standard form.
In the equation
2x2 - 8x -18 = 0
a = 2, b = - 8, c = - 18.

Discussing new Tell whether each equation is quadratic or not quadratic. If the equation is not
concepts and quadratic, explain.
practicing new skills
a. x2 + 7x + 12 = 0
#2 b. -3x (x + 5) = 0
c. 12 – 4x = 0
d. (x + 7) (x – 7) = 3x
e. 2x+ (x + 4) = (x – 3)+ (x – 3

Developing Mastery Write each equation in standard form then identify the values of a, b, and c.
a. 2x2 + 5x – 3 = 0
(Leads to Formative b. 3 – 2x2 = 7
Assessment 3) c. x (4x + 6) = 28
d. (3x-7) (5x+2) = 0

Finding practical Does it illustrate me?

applications of Directions: Tell whether or not each of the following situations illustrate quadratic
concepts and skills in equation. Justify your answer by representing each situation by a mathematical
daily living sentence.
1. The length of a swimming pool is 8m longer than its width and the area is 105m 2.
2. A garden 7m by 12m will be expanded by planting a boarder of flowers. The boarder
 will be of the same width around the entire garden and has an area of 92m2.
3. Edna paid at least Php1,200 for a pair of pants and a blouse. The cost of the pair of
pant is Php600 more than the cost of the blouse.
4. A motorcycle driver travels 15kph faster than a bicycle rider. The motorcycle driver
covers 60 km in two hours less than the time it takes the bicycle rider to travel the same
distance.
5. A realty developer sells residential lots for Php4,000 per square meter plus a
processing fee of Php25,000. One of the lots the realty developer is selling cost
Php625,000.

Making The teacher summarizes the lesson by asking the students to answer the following
Generalizations and questions:
abstractions about the 1. What is a quadratic equation?
lesson
A quadratic equation in one variable is a mathematical sentence of degree 2 that can
be written in the following standard form.
ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0
In the equation, ax2 is the quadratic term, bx is the linear term, and c is the constant
term.
2. How do you write quadratic equations in standard form?
Quadratic equations can be written in standard form ax2 + bx + c = 0 by using the
different mathematics concepts or principles, particularly the distributive property and
the addition/subtraction property of equality.
3. How can you tell if a given situation illustrates quadratic equation or not?
By analyzing the situation and formulating the equation based on the given in the
problem or situation.

Evaluating learning
I. Which of the following equations are quadratic equations? Write Y if it is and N if not.
1. 3x – 2 = 0. ( N)
2. x + 3x2 = 0. (Y)
3. 3x – 2 = 0. (N)
4. x (x + 3 ) – 5 = 0 (Y)
II. Multiple Choice : Write the letter and words of the correct answer:
5. Which of these equations illustrates quadratic equation?
a. (x + 3) + 8 = 0 c. x + y = 0
b.2(x +3)2 = 0 d. x3 = 2x
6. It is a polynomial equation of degree 2?
a. q uadratic equation c. quadratic inequality
 b.linear equation d. linear inequality

7.Which of the following is the standard form of quadratic equation?

a) ax + b = 0 c)ax 2 + bx + c = 0
b)ax + b  0 d) ax2 + bx + c  0
8. Which of the following real number in the quadratic equation form ax 2 + bx + c = 0
cannot be zero?
a) a b) b c) c d) none of these
Additional Activities for application or
remediation

REMARKS

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?