School Grade Level 9

Teacher Learning Area MATHEMATICS

Time and Date Quarter 1st

I. OBJECTIVES
The learner demonstrates understanding of the key
A. Content concepts of quadratic equations, inequalities and
Standards functions, and rational algebraic equations.
The learner is able to investigate thoroughly
B. Performance mathematical relationships in various situations,
Standards formulate real – life problems involving quadratic
equations, inequalities and functions, and rational
algebraic equations and solve them using a variety
of strategies.

C. Learning The learner characterizes the roots of a

Competencies / quadratic equation using the discriminant.
Objectives (M9AL – Ic – 1)

II. CONTENT Roots of a quadratic equation using Discriminant

III. LEARNING
RESOURCES
A. References

1. Teaching Teaching Guide For Mathematics Grade 9

Guide Pg. 39 - 44
2. Learners’ Mathematics Learning Material Grade 9
Material Pg. 56 - 65
3. Textbooks
B. Additional
Materials

IV. PROCEDURES Advanced Learners Average Learners

A. Reviewing Present a table showing a quadratic equation and
previous its roots then let the students describe the
lessons or characteristics of the roots.
presenting the (Use worksheet # 1)
new lesson.

B. Establishing a Without solving, will it be possible to describe the

Purpose for the roots given the quadratic equation?
Lesson

33
 Given the quadratic Given the quadratic
equation,compute the equation and the
value of the expression values of a, b and c,
b2 – 4ac and describe compute the value of
C. Presenting its characteristics. the expression b2 –
Examples/ 4ac and describe its
Instances of (Use Worksheet # 2) characteristics.
the Lesson
(Let the students realize (Use Worksheet
that writing first the # 2)
quadratic equation in
standard form and the (Let the students realize
values of a, b and c, that writing first the
facilitates in obtaining quadratic equation in
the values of the standard form and the
discriminant.) values of a, b and c,
facilitates in obtaining
the values of the
discriminant.)

Reflect on the table the value of the

D. Discussing discriminant, its roots obtained and their
New Concepts characteristics.
and Practicing (Use Worksheet # 3)
New Skills # 1
(Answers will come from worksheet #1 and #2 )

Accomplishing the table will lead to generalization.

Explain :
1. Without solving the values of the given
E. Discussing quadratic equation, how did you determine
New Concepts the nature of its roots?
and Practicing 2. If the value of the discriminant is
New Skills # 2 a. zero,
b. perfect square number
c. not a perfect square number
d. negative
What is the nature of the roots?

34
 Determine the nature of the roots of a quadratic
equation using the discriminant.
F. Developing Activity 7: What Is My Nature?, LM, p. 62
Mastery (Make them realize that the value of the
discriminants facilitates in determining the nature of
the roots of the quadratic equations.)

Activity 6: Let’s Shoot That Ball!, LM, p. 59

G. Finding
Practical (Answering the related questions will help to find out
Application of how the discriminant of a quadratic equation is
Concepts in illustrated in real – life situations.)
Daily Living

The value of the discriminant b2 – 4ac can be used

H. Making to describe the nature of the roots of a quadratic
generalization equation.
and abstraction a. If b2 – 4ac is zero, the roots are real and
about equal.
the lesson b. If b2 – 4ac is positive and perfect square, the
roots are rational and unequal.
c. If b2 – 4ac is positive and not a perfect
square, the roots are irrational and unequal.
d. If b2 – 4ac is negative, there are no real roots.

Solve each question and Solve each questions

explain how you get the and explain how you get
correct answer. the correct answer.
I. Evaluating Activity 9: How Well Activity 9: How Well
learning Did I Understand The Did I Understand The
Lesson?, LM, p. 63 Lesson?, LM, p. 63
nos. 1 – 5 nos. 1 – 4 and
Activity 8 : Let’s Make
A Table

Cite two more real life Activity 10: Will It or

situations where the Will It Not?, LM, p. 64
J. Additional discriminant of a
activities for quadratic equation is
application or being applied or
remediation illustrated.

35
WORKSHEET # 1
I AM THE TRUNK, WHAT DOES MY ROOTS LOOK LIKE?
QUADRATIC EQUATION ROOTS CHARACTERISTICS
1. x2 - 4x + 4 = 0 2 2 equal, real number
2. x2 + 6x – 7 = 0 -7 1 Two, rational numbers
3. 3x2 – 17x + 10 = 0 2/3 5 Two, rational
numbers
4. x2 – 2x – 2 = 0 1+ 3 1- 3 Irrational numbers
5. 2x2 - 3x + 3 = 0 No real roots

WORKSHEET # 2 WHAT’S MY VALUE?

QUADRATIC a b c b2 – 4ac Characteristics
EQUATION
1. ( x – 2 )2 = 0 1 -4 4 0 zero
2. x2 + 6x = 7 1 6 -7 64 Perfect square
3. 17x – 10 = 3x2 3 -17 10 289 Perfect square
4. x2 – 2 = 2x 1 -2 -2 12 Not a perfect
square
5. 2x2 = 3 ( x – 1 ) 2 -3 3 -15 negative

WORKSHEET # 3 COMPLETE ME!

QUADRATIC b2 – 4ac Characteristics Roots Characteristics
EQUATION
1, x2 - 4x + 4 = 0
2. x2 – 6x – 7 = 0
3. 3x2 – 17x + 10 = 0
4. x2 – 2x – 2 = 0
5. 2x2 – 3x + 3 = 0
Note: Expressions written in red is the correct answer.

36
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. OBJECTIVES
The learner demonstrates understanding of the key
A. Content concepts of quadratic equations, inequalities and
Standards functions, and rational algebraic equations.
The learner is able to investigate thoroughly
B. Performance mathematical relationships in various situations,
Standards formulate real – life problems involving quadratic
equations, inequalities and functions, and rational
algebraic equations and solve them using a variety
of strategies.
C. Learning The learner describes the relationships between
Competencies / the coefficients and the roots of a quadratic
Objectives equation. ( M9AL – Ic – 2 )
II. CONTENT Relationships between Coefficients and Roots of a
Quadratic Equation
III. LEARNING
RESOURCES
A. References
1. Teaching Teaching Guide for Mathematics Grade 9
Guide Pg. 45 – 49
2. Learners’ Mathematics 9
Material Pg. 66 – 75
3. Textbooks

B. Additional
Materials
IV. PROCEDURE Advanced Learners Average Learners
Prepare a table showing the quadratic equations,
the values of a, b and c and their roots. Let the
A. Reviewing students compute the sum and product of the roots.
previous ( Use Worksheet #1 )
lessons or Compute and identify a pattern how the sum and
presenting the product of the roots are related with the coefficient
new lesson. of a quadratic equation.
(Students should realize that the sum and product
of roots of a quadratic equation are equal to -b / a
and c / a respectively.)
Using the table presented, will it be possible to
B. Establishing a identify the quadratic equation given the roots?
Purpose for the
Lesson
37
 Activity 5: This Is My Sum and This Is My
Product. Who Am I?, LM, p. 71
C. Presenting Name the quadratic equation given the sum and
Examples/ product of the roots. Justify your answer by
Instances of obtaining the roots of the equation.
the Lesson (Worksheet #2)
(Students should learn that the quadratic equation
can be determined given the sum and product of the
roots. Then analyse the correctness of answers by
placing it on the table.)

Activity 8 : Think Of These Further!, LM, p. 74

D. Discussing
New Concepts Prove that the quadratic equation is obtained when
and Practicing the roots are equated to the given variables and the
New Skills # 1 binomials formed are multiplied.

(Use Worksheet # 3)
E. Discussing Discuss some ways of determining the quadratic
New Concepts equation, the roots, and their sum and product if the
and Practicing other quantity needed is missing.
New Skills # 2
(Use Worksheet # 4)
Explain :
1. Do you think it is always convenient to use
the values of a, b, and c of a quadratic
equation in determining its roots? Why or
F. Developing why not?
Mastery 2. How did you determine the quadratic
equation given its roots?
3. What do you think is the significance of
knowing the sum and product of the roots of
a quadratic equation?
4. Are there other ways of getting the quadratic
equation given the roots?
Activity 4: What The Sum and Product Mean To
G. Finding Me…, LM, p. 68
Practical
Application of (In this activity, the students should realize that the
Concepts in dimensions of the garden represent the roots of the
Daily Living quadratic equation. The sum of the roots represents
one half the perimeter of the garden and the product
of the roots represents the area of the garden.

38
 Using the values of a, b and c in a quadratic
H. Making equation written in standard form and its roots, the :
generalization Sum of the Roots = - b / a
and abstraction and the
about Product of the Roots = c / a
the lesson Given the sum and product of the roots, the
quadratic equation becomes :
x2 – (sum of the roots x) + (product of the roots)
Activity 6 : Here Are The Roots. Where Is The
Trunk ?, LM, p. 72

Guess the quadratic equation in the form ax2 + bx

I. Evaluating + c = 0 given the roots.
learning
(Students should come to think of getting the sum
and product of roots to arrive at the required
quadratic equation.)
Activity 7 : Fence My Lot!, LM, p. 73

The activity will help the students apply the

knowledge of the sum and product of roots of the
quadratic equation in determining the measures of
the unknown quantities.
Activity 9: Let’s Make a Scrapbook!
J. Additional Create a scrapbook containing real – life situations
activities for that illustrate the application of the sum and product
application or of the roots of quadratic equations.
remediation

39
WORKSHEET # 1 CAN YOU RELATE?
SUM OF PRODUCT
QUADRATIC
a b c ROOTS THE OF THE
EQUATION
ROOTS ROOTS
1. x2 + 7x + 12 = 0 1 7 12 -3 -4 7 12
2. 2x2 - 3x – 9 = 0 2 -3 -9 -3 /2 3 3/2 -9/2
3. x2 – 5x + 6 = 0 1 -5 6 2 3 5 6
4. 4x2 +6x + 15 = 0 4 16 15 -3/2 -5/2 -4 15/2
5. 3x2 + 2x – 16 = 0 3 2 -16 2 -8/3 -2/3 -16/3

WORKSHEET # 2
This Is My Sum and This Is My Product. Who Am I?
SUM OF THE PRODUCT OF ROOTS
ROOTS THE ROOTS
1. x2 + 4 x + 3 = 0 -4 3 1 3
2, x2 + 4 x – 21 = 0 -4 -21 -3 7
3. 2x2 - 3x = 0 3/2 0 0 3/2
4. 3x2 - 10x – 8 = 0 10/3 -8/3 -2/3 4

WORKSHEET # 3 Where Do I Came From?

FACTORED FORM OF GENERAL FORM
EQUATED TO A
ROOTS LINEAR EQUATION QUADRATIC OF QUADRATIC
VARIABLE X
EQUATION EQUATION
3 4 X=3 X=4 X–3=0 X–4=0 (X – 3)( X – 4) = 0 X2 – 7x + 12 = 0
7 -8 X=7 X = -8 X–7=0 X+8=0 (X – 7)( X + 8) = 0 X2 + 8x – 56 = 0
3/2 2/5 X = 3/2 X = 2/5 2x – 3 = 0 5x – 2 = 0 (2X – 3)( 5X – 2) = 0 10X2 – 19x + 6 = 0

WORKSHEET # 4 WHERE ARE YOU?

SUM PRODUCT
QUADRATIC EQUATION OF THE ROOTS ROOTS
1. x2 – x - 20 = 0 1 -20 5 -4
2. 5m2 + 20m + 20 = 0 -4 4 -2 -2
3. 2x2 + 7x – 15 = 0 13 / 2 15 / 2 3/2 -5
4. x2 - 10x + 21 = 0 10 21 7 3
5. x2 + 18x – 40 = 0 - 18 -40 -20 2

Note: Expressions in red are the correct answers.

40
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. OBJECTIVES
A. Content The learner demonstrate understanding of key concepts of
Standard quadratic equations and rational algebraic equation.
B. Performance The learner is able to investigate thoroughly mathematical
Standard relationships in various situations, formulate real-life
problems involving quadratic equations and rational
algebraic equations and solve them using a variety of
strategies.
C. Learning Solve equations transformable to quadratic equations
Competencies/ (including rational algebraic equations)
Objectives M9AL-Ic-d-1
Write the LC Subtask 1 – Solve equations transformable to quadratic
code for each equations that are not written in standard form (excluding
rational algebraic quadratic equation)

II. CONTENT SOLVING EQUATIONS TRANSFORMABLE TO QUADRATIC

EQUATIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 50-53
Guide pages
2. Learner’s Pages 79-87
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources

IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS

A. Presenting the Which of the following quadratic equations are in standard

new lesson form? Why is it so?
1. 𝑥 2 + 3𝑥 + 6 = 0 4. 2𝑥 2 − 5𝑥 + 1 = 0
2. 𝑥(𝑥 − 5) = 36 5. (2𝑟 + 3)2 + (𝑟 + 4)2 = 10
3. (𝑥 − 4)2 + 8 = 0 6. 𝑥 2 − 7𝑥 + 12 = 0
What do you notice about the other quadratic
equations not written in standard form?

41
B. Establishing a Consider the following non-standard quadratic equations
purpose for the which are already given.
lesson 1. 𝑥(𝑥 – 5) = 36
2. (𝑥 − 4)2 + 8 = 0
3. (2𝑟 + 3)2 + (𝑟 + 4)2 = 10
How can we solve these quadratic equations?
(This is what we will discuss today.)

C. Presenting Advanced Learner Average Learner

examples/insta 1. Study the following 1. Study the following
nce of the new examples and make a examples and make a
lesson. flow chart of the steps of flow chart of the steps
finding the solution/roots of finding the
of a quadratic equation. solution/roots of a
 Find the quadratic equation.
solutions/roots of the  Find the
quadratic equation. solutions/roots of
a. (𝑥 − 4)2 + 8 = 0 the quadratic
b. (2𝑟 + 3)2 + (𝑟 + 4)2 equation.
= 10 a. 𝑥(𝑥 – 5) = 36
b. (𝑥 + 3)2 − 1 = 0
2. What properties were
applied in every step that 2. What properties were
you discover? applied in every step
that you discover?
D. Discussing Group Activity Group Activity
new concepts Find the solutions/roots of Find the solutions/roots of
and practicing the quadratic equation. the quadratic equation.
new skills # 1 1. (𝑥 − 4)2 + 8 = 0 1. 𝑥(𝑥 − 5) = 36
2. (2𝑟 + 3)2 + (𝑟 + 4)2 =10 2. (𝑥 + 3)2 − 1 = 0
(pls. see attached (pls. see attached
worksheet no. 1) worksheet no. 1)
Let the students explain their Let the students explain
works. their works.
E. Discussing
new concepts
and practicing
new skills # 2
F. Developing Group Activity
Mastery Let the students solve the equations.
A student will present his/her solution on the board and let
the others compare it.
Advanced Learner Average Learner
1. (𝑥 + 2)2 + (𝑥 − 2)2 = 16 1. (𝑥 − 3)2 = −5
2. (𝑡 − 2)2 + (𝑡 − 3)2 = 9 2. (𝑠 + 12)2 = 30
(pls. see attached (pls. see attached
worksheet no. 2) worksheet no. 2)
Let the students explain their Let the students explain
works. their works.

42
 G. Finding Advanced Learner Average Leaner
practical 1. Nathaniel has a 1. Karen has two
applications of rectangular lot to be numbers in her
concepts and fenced by 28 m. mind. One of the
skills in daily barbed wire. The number is 5 less
living area of his lot is 45 than the other. Their
sq. m. What are the product is 24. What
dimensions of the are the numbers?
rectangular lot?
H. Making What will you do first in order to solve non-standard
generalizations quadratic equation?
and What are the steps in solving quadratic equations?
abstraction
about lesson.
I. Evaluation Advanced Learner Average Learner
2
1. (𝑚 − 4) + (𝑚 − 1. (𝑟 + 2)2 = −6
2
7) = 15 2. (𝑡 − 3)2 = 9
2 2
2. (𝑡 + 4) + (𝑡 − 6) =
18
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in case of
re-teaching or ;lack of time, transfer of lesson to the
following day, in cases of class suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your student’s progress. What works? What
else needs to be done to help the students learn?
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation

43
E. Which of my
teaching
strategies
worked? Why
did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?

44
 WORKSHEET NO. 1
(Advanced Learner)
Directions: Fill–up the table completely.

1. (𝑥 − 4)2 + 8 = 0
Algebraic Equation Reason
1. 1. Transposition
2. 2. Extracting the Square root
3. 3. APE

2. (2𝑟 + 3)2 + (𝑟 + 4)2 = 10

Algebraic Equation Reason
1. 1. Square of a Binomial
2. Combine like terms and
2.
Transposition
3. 3. Divide all term by 5
4. 4. Transposition
5. 5. Factor
6. 6. Zero Product Property
7. 7. APE

WORKSHEET NO. 1
(Average Learner)
Directions: Fill – up the table completely.

1. 𝑥(𝑥 − 5)2 = 36
Algebraic Equation Reason
1 1. Distributive Property
2 2. Transposition
3 3. Factor
4 4. Zero Product Property
5 5. APE

2. (𝑥 + 3)2 − 1 = 0

Algebraic Equation Reason

1. 1. Square of a Binomial
2. 2. Combine like terms
3. 3. Factor
4. 4. Zero Product Property
5. 5. APE

45
 WORKSHEET NO. 2
(Advanced Learner)
Direction: Please fill-up the table completely.

1. (𝑥 + 2)2 + (𝑥 − 2)2 = 16
Algebraic Equation Reason
1. Square of a Binomial
2𝑥 2 + 8 = 16 2.
3. Transposition
𝑥2 = 4 4.
5. Extracting the Square root
𝑥=2 𝑜𝑟 𝑥 = −2 6.

2. (𝑡 − 2)2 + (𝑡 − 3)2 = 9
Algebraic Equation Reason
𝑡 2 − 4𝑡 + 4 + 𝑡 2 − 6𝑡 + 9 = 9 1.
2. Combine like terms
𝑡 2 − 10𝑡 + 4 = 0 3.
𝑡2 − 10𝑡 + 25 = −4 + 25 4. Completing the square
5. Binomial Form
√(𝑡 − 5)2 = ±√21 6.
𝑡 = 5 + √21 𝑜𝑟 𝑡 = 5 − √21 7.

WORKSHEET NO. 2
(Average Learner)
Direction: Please fill-up the table completely.

1. (𝑥 − 3)2 = −5
Algebraic Equation Reason
Extracting the square root
𝑥 = 3 ± √−5
𝑥 = 3 + √−5 𝑜𝑟 𝑥
= 3 − √−5

2. (𝑠 + 12)2 = 30

Algebraic Equation Reason

√(𝑠 + 12)2 = ±√30
Transposition
𝑠 = −12 + √30 𝑜𝑟 𝑠
= −12 − √30

46
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. OBJECTIVES
A. Content The learner demonstrate understanding of key concepts of
Standard quadratic equations and rational algebraic equation.
B. Performance The learner is able to investigate thoroughly mathematical
Standard relationships in various situations, formulate real-life
problems involving quadratic equations and rational
algebraic equations and solve them using a variety of
strategies.
C. Learning Solve equations transformable to quadratic equations
Competencies/ (including rational algebraic equations)
Objectives M9AL-Ic-d-1
Write the LC Subtask 2 – Solve rational algebraic equation
code for each transformable to quadratic equations.

II. CONTENT Solving Equations Transformable to Quadratic

Equations (including Rational Equation)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 50-53
Guide pages
2. Learner’s Pages 79-87
Materials
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE ADVANCED LEARNERS AVERAGE LEARNERS
A. Presenting the Activity 1. What is in Common?
new lesson
Direction: Match the following algebraic equations with its
corresponding LCD.
1 𝑥 2 2𝑎 6
1. − = 3. − = 12
𝑥 6 3 3 𝑎
5 𝑥+2 12 𝑥+2
2. − = 𝑥−1 4. + = 20
4𝑥 3 𝑥 2

(see attached activity sheet no.1)

47
B. Establishing a Let us consider item no.1 in activity 1.
purpose for the
lesson 1 𝑥 2
1. − =
𝑥 6 3

What happen if you multiply all the terms of rational

algebraic equation by its LCD?

C. Presenting Let us consider the given rational algebraic equations in

examples/insta activity no.1
nce of the new How will you solve the equations?
lesson.
D. Discussing Activity No 2. Let Me Transform.
new concepts (Using the same Rational algebraic equation in Activity 1.)
and practicing
new skills # 1 (see attached worksheet no 2. rational)

E. Discussing Activity No 3. Find my Activity No 3. Find my

new concepts Value. Value.
and practicing
new skills # 2 Use the same Rational Use the same Rational
Algebraic Equations used Algebraic Equations used in
in Activity 1 Activity 1

(see attached worksheet

no.3) (see attached worksheet
no.3)
F. Developing Activity No 4. Solve Me Activity No 4. Solve Me
Mastery Now Now

Directions: Solve the Directions: Solve the

following rational algebraic following rational algebraic
equations. equations.
2𝑥+1 2 4𝑥
1. = 𝑥−1 1. + =2
𝑥+2 3𝑥 3

G. Finding Working alone, Karl can When I enter the GSIS

practical mop the room 20 minutes office, the guard give me a
applications of less than Nathaniel. If Karl priority number. The sum of
concepts and and Nathaniel work a number and six times its
skills in daily together, they finish reciprocal is 5. What is my
living mopping the room within 8 priority number?
minutes. How long will Karl
mop the room?

48
 H. Making What are the steps in solving rational algebraic equation?
generalizations
and
abstraction
about lesson.
I. Evaluation Advanced Learner Average Learner
11 7 6 𝑥−3
1. + = 1. + =2
𝑥 𝑥+1 12 𝑥 4

2 1 1 4𝑥
2. − = −1 2. + =1
𝑥+1 𝑥−2 3𝑥 6

V. REMARKS Indicate special cases including but not limited to

continuation of lesson plan to the following day in case of
re-teaching or ;lack of time, transfer of lesson to the
following day, in cases of class suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your student’s progress. What works? What
else needs to be done to help the students learn?
A. No. of learners
who earned
80% in the
evaluation.
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked? Why
did these
work?

49
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?

50
 WORKSHEET NO. 1 What is Common?
(Both Advanced and Average Learners)

Directions: Match the following rational algebraic equations and its corresponding
LCD

Rational Algebraic Equation LCD

1 𝑥 2
1. − =
𝑥 6 3 2𝑥
5 𝑥+2
2. − =𝑥−1
4𝑥 3 18𝑥
2𝑥 6
3. − = 12
3 𝑥 12𝑥
12 𝑥−3
4. + =2
𝑥 2 3𝑥

6𝑥

51
 ACTIVITY SHEET NO 2. Let Me Transform
(Both Advanced and Average Learners)

Directions: Change to standard quadratic equations

1 𝑥 2
1. − =
𝑥 6 3

Rational Algebraic Equation Reason

Find the LCD
Multiply all the terms by its LCD
Transform to Standard Quadratic
Equation

5 𝑥+2
2. − =𝑥−1
4𝑥 3

Rational Algebraic Equation Reason

Find the LCD
Multiply all the terms by its LCD
Transform to Standard Quadratic
Equation

2𝑥 6
3. − = 12
3 𝑥

Rational Algebraic Equation Reason

Find the LCD
Multiply all the terms by its LCD
Transform to Standard Quadratic
Equation
12 𝑥−3
4. + =2
𝑥 2
Rational Algebraic Equation Reason
Find the LCD
Multiply all the terms by its LCD
Transform to Standard Quadratic
Equation

52
 WORKSHEET NO 3. Find My Value
(Advanced Learners)

Direction: Solve the following rational algebraic equations by completing the table
below.
5 𝑥+2
− =𝑥−1
4𝑥 3

Rational Algebraic Equation Reason

1. 1. LCD
2. 2. Distributive Property
3. 3. Combine like term
4. 4. Standard form
5. 5. Divide each term by 16
6. 6. Completing the square
7. 7. Square of binomial
8. 8. Combine like term
9. 9. Extracting the square root
10. 10. Simplify

53
 WORKSHEET NO 3. Find My Value
(Average learner)

Direction: Solve the following rational algebraic equations by completing the table
below.
1 𝑥 2
1. − =
𝑥 6 3

Rational Algebraic Equation Reason

1. 1. LCD
2. 2. Transposition
3. 3. Standard form
4. 4. Combine like terms
5. 5. Completing the square
6. 6. Extracting the square root
7. 7. Simplify

2𝑎 6
2. − = 12
3 𝑎

Rational Algebraic Equation Reason

1. 1. LCD
2. 2. Transposition
3. 3. Standard form
4. 4. Divide all terms by 2
5. 5. Completing the square
6. 6. Extracting the square root
7. 7. Simplify

12 𝑥−3
3. + =2
𝑥 2

Rational Algebraic Equation Reason

1. 1. LCD
2. 2. Transposition
3. 3. Standard form
4. 4. Completing the square
5. 5. Square of a binomial
6. 6. Simplify

54
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard quadratic equations and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical
Standard relationships in various situations, formulate real-life
problems involving quadratic equations and rational
algebraic equations and solve them using a variety of
strategies.
C. Learning Solves problems involving quadratic equations and rational
Competencies/ algebraic equations.
Objectives Write (M9AL-Ie-1)
the LC code for Subtask 1 – Solves number problems involving quadratic
each equations.
II. CONTENT SOLVE PROBLEMS INVOLVING QUADRATIC
EQUATIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 54-57
Guide pages
2. Learner’s *Pages 88-94
Material pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Presenting the Activity 1: Translate Me!
new lesson or (Please see Activity 1.)
Review of 1) The sum of twice a number and its square is 63.
previous 2) The product of two consecutive positive integers is 210.
lesson 3) A number is 5 less than the other number. Their product
is 300.
4) The product of two consecutive even integers is 440.
5) The sum of two positive numbers is 20 while their product
is 84.
6) The difference between twice the square of the number
and the number is 91.

55
 Activity 2: Find My Solutions!*
Solve each of the following quadratic equations.
1. (𝑑 − 7)(𝑑 + 2) = 0 2. (2𝑝 − 6)(𝑝 − 8) = 0
2
3. 2𝑒 − 11𝑒 = 21
B. Establishing a The product of two consecutive positive integers is 210.
purpose for the Find the two numbers.
lesson Can you formulate quadratic equation based on this given
problem?
Can you solve problems involving quadratic equations?
C. Presenting The problem posted a while ago is an example of problem
examples/ that involves quadratic equation.
instances of
the new lesson
D. Discussing Activity 3: Turn Me into…
new concepts Refer to the situation below to answer the questions that
and practicing follow. While answering, think of steps that will be formulated
new skills # 1 out of the given questions.
The product of two consecutive positive integers is 210.
Find the two numbers.
Questions:
1) Formulate the equation relating the two numbers. Step:
___________________
Formulate the quadratic equation.
2) Use the equation obtained in #1, how will you determine
the two numbers?
Step: ___________________
Solve the quadratic equation.
3) What is the number? other number?
Identify the solution/s.
Step: ___________________
4) Which of the two numbers will be the solution to the given
problem?
Decide which of the two values of the variable
satisfy the unknown in the given problem.
Step: ___________________

5) How will you determine whether the obtained answer is

correct or not?
Check the solution.
Step: ___________________
(In this part the teacher guides the students on what to do as
they answer the guide questions.)
E. Discussing
new concepts
and practicing
new skills # 2
F. Developing Activity 4: Who Am I?
Mastery Solve the following problems involving quadratic equations.
1) A number is 5 less than the other number. Their product
is 300. Find the two numbers.
2) The product of two consecutive even integers is 440.
What are the numbers?
3) The sum of two positive numbers is 20 while their product
is 84. Find the numbers.

56
 4) The difference between twice the square of the number
and the number is 91. What is the number?
5) The sum of twice a number and its square is 63. Find the
number.
(Suggested way to give the exercises:
Students may be grouped in a group of 5. Each member will
be given different types of problem for them to work
individually.)
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making What are the important steps that you should master in order
generalizations to solve problems involving quadratic equations?
and abstraction
about the
lesson
I. Evaluation Solve the following problems involving quadratic equations.
1) The difference between two numbers is 1. Their product
is 156. What are the two numbers?
2) The product of two consecutive odd integers is 35. What
are the numbers?
3) The difference between a number and its square is 20.
What is the number?
4) A number added to four times the square of the number
is 14. Find the number.
5) The sum of two numbers is 10 and their product is 24.
Find the two numbers.
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in case of
re-teaching or lack of time, transfer of lesson to the
following day, in cases of class suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your students’ progress. What works? What
else needs to be done to help the students learn?

A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%

57
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
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 or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?

58
 ACTIVITY 1: Translate Me! (For Advanced Learners)
Direction: Match the following verbal sentences to its corresponding mathematical
sentences.

Note:
Yellow strips (quadratic equations) will be given to students while the blue strips
(verbal sentences) will be posted in different areas of the classroom. The students will
match the verbal sentences to its corresponding mathematical sentences by posting
the yellow strips to the blue strips.

59
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard quadratic equations and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical
Standard relationships in various situations, formulate real-life
problems involving quadratic equations and rational
algebraic equations and solve them using a variety of
strategies.
C. Learning Solves problems involving quadratic equations and rational
Competencies/ algebraic equations.
Objectives Write (M9AL-Ie-1)
the LC code for Subtask 2 – Solves area and age problems involving
each quadratic equations.
II. CONTENT Solve Problems Involving Quadratic Equations
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 54-57
Guide pages
2. Learner’s *Pages 88-94
Material pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURE Advanced Learners Average Learners
A. Presenting the There are different types of problem. These are age,
new lesson number, area, motion, work, and others.

Activity 1: Find My Match!

Directions: Identify the type of problem and match the
corresponding quadratic equation to the given problem.
(Please see Activity 1.)
B. Establishing a Can we solve problems about area and age using
purpose for the knowledge on solving quadratic equations?
lesson
C. Presenting Let us consider problems 1 & 2 in the first activity.
examples/ Problem 1 Enrique is four years older than Liza. The product
of his age three years from now and Liza’s age two years

60
 instances of ago is 90. Find their present ages. – Example of Age
the new lesson Problem
Problem 2 A rectangular table has an area of 27 𝑓𝑡 2 and a
perimeter of 24 𝑓𝑡. What are the dimensions of the table?
– Example of Area Problem
How did you arrive at the quadratic equations that you have
matched in the previous activity?
D. Discussing Activity 2: How Did You Get There?
new concepts Directions: Given problems 1 & 2, discover how quadratic
and practicing equations were generated using the given solutions. Identify
new skills # 1 the steps in solving the problem.
Groupings may vary depending on the number of students.
(Please see Activity 2.)
E. Discussing
new concepts
and practicing
new skills # 2
F. Developing Activity 3: Solve Me! Activity 3: Solve Me!
Mastery Directions: Solve the Directions: Solve the
following problems. following problems.
(Please see Activity 3.) (Please see Activity 3.)
In presenting the output of In presenting the output of
the students, every group the students, every group will
will have to critique/compare have to critique/compare
their output with the other their output with the other
group. group.
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making Given problems on area or age, what steps are needed to
generalizations formulate the quadratic equation in order to solve the
and abstraction problems?
about the Are the solutions to the given quadratic equation also the
lesson accepted answers to the given problem?
What type of solution is not accepted as answer to a given
problem?

I. Evaluation Each group will be given a picture. Based from the picture,
create your own problem (either age or area) and solve it
using any method of solving quadratic equations.

61
62
V. REMARKS Indicate special cases including but not limited to
continuation of lesson plan to the following day in case of
re-teaching or lack of time, transfer of lesson to the
following day, in cases of class suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your students’ progress. What works? What
else needs to be done to help the students learn?
A. No. of learners
who earned
80% in the
evaluation
B. No. of learners
who require
additional
activities for
remediation
who scored
below 80%
C. Did the
remedial
lessons work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?

63
 Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?

64
ACTIVITY 1: Find My Match!

65
ACTIVITY 2: How Did You Get There?

66
Activity 3: Solve Me!

Advanced Learners

Average Learners

67
68
 EVALUATION
Each group will be given a picture. Based from the picture, create your own problem
(either age or area) and solve it using any method of solving quadratic equations.

Note: Pictures may be contextualized.

69
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standard quadratic equations and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical
Standard relationships in various situations, formulate real-life
problems involving quadratic equations and rational
algebraic equations and solve them using a variety of
strategies.
C. Learning Solves problems involving quadratic equations and rational
Competencies/ algebraic equations.
Objectives Write (M9AL-Ie-1)
the LC code for Subtask 3 – Solves work/rate problems involving rational
each algebraic equations.
II. CONTENT Solve Problems Involving Rational Algebraic Equations
III. LEARNING
RESOURCES
A. References
1. Teacher’s Pages 54-57
Guide pages
2. Learner’s Pages 88-94
Material pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning *Worktext in Mathematics e-math 9
Resources By: Orlando A. Oronce & Marilyn O. Mendoza page 147
IV. PROCEDURE Advanced Learners Average Learners
A. Presenting the Activity 1: Represent Us!
new lesson Write a mathematical expression that will represent each
situation.
1) Shiena can clean the plaza four more than twice as long
as Angelica
2) It takes Melchor working alone 3 hours longer than it takes
Richard working alone
3) Alvin can finish the same job in 3 hours less than Resty*
 How can we simply represent a situation
mathematically?

70
 Activity 2: Transformer!
Transform the following rational algebraic equations into
quadratic equation. Do not solve.
2𝑥 2 5𝑥
1. + = 10
5 4
2 3𝑡
2. − =7
𝑡 2
3 4
3. + =𝑥 −1
𝑥 2𝑥
 What is the easiest way to do the task?
B. Establishing a Melchor and Richard were asked to paint the stage of the
purpose for the multi-purpose hall in preparation for the Recognition Rites.
lesson If they work together, they can finish the job in 2 hours.
Working alone, Melchor can finish the job 3 hours longer
than Richard. How many hours will Melchor finish the work
alone?
Can you solve problems involving rational algebraic
equation?
Learner’s Objective: Yes! I can solve problems involving
rational algebraic equation.
C. Presenting The problem presented involves rational algebraic equation.
examples/
instances of the
new lesson
D. Discussing new
concepts and Let us now solve the given problem.
practicing new “I Do”
skills # 1 Let 𝑥 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 ℎ𝑜𝑢𝑟𝑠 𝑅𝑖𝑐ℎ𝑎𝑟𝑑 𝑐𝑎𝑛 𝑓𝑖𝑛𝑖𝑠ℎ 𝑡ℎ𝑒 𝑤𝑜𝑟𝑘 𝑎𝑙𝑜𝑛𝑒
𝑥 + 3 = 𝑛𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 ℎ𝑜𝑢𝑟𝑠 𝑀𝑒𝑙𝑐ℎ𝑜𝑟 𝑐𝑎𝑛 𝑓𝑖𝑛𝑖𝑠ℎ 𝑡ℎ𝑒 𝑤𝑜𝑟𝑘 𝑎𝑙𝑜𝑛𝑒
Note: In making representations, use only one variable.
Time to
Rate of
finish the
doing work
Work
1
Richard 𝑥
𝑥
1
Melchor 𝑥+3
𝑥+3
1
Together 2
2
Formulate the equation:
1 1 1
+ =
𝑥 𝑥+3 2

71
 Transform the rational Transform the rational
algebraic equation algebraic equation into
into quadratic quadratic equation.
equation.

Solve the quadratic equation using any method

𝑥2 − 𝑥 − 6 = 0
(𝑥 − 3)(𝑥 + 2) = 0
𝑥−3 =0 𝑥+2=0
𝑥=3 𝑥 = −2
Decide which of the two values of 𝒙 or variable will be
used to answer the unknown in the problem.
In this case, I will take 𝑥 = 3
, 𝑅𝑖𝑐ℎ𝑎𝑟𝑑 𝑐𝑎𝑛 𝑓𝑖𝑛𝑖𝑠ℎ 𝑡ℎ𝑒 𝑤𝑜𝑟𝑘 𝑖𝑛 3 ℎ𝑜𝑢𝑟𝑠 𝑎𝑙𝑜𝑛𝑒
∴ 𝑀𝑒𝑙𝑐ℎ𝑜𝑟 𝑐𝑎𝑛 𝑓𝑖𝑛𝑖𝑠ℎ 𝑡ℎ𝑒 𝑤𝑜𝑟𝑘 𝑎𝑙𝑜𝑛𝑒 𝑖𝑛
𝑥 + 3 ℎ𝑜𝑢𝑟𝑠, 𝑡ℎ𝑎𝑡 𝑖𝑠 3 + 3 = 6 ℎ𝑜𝑢𝑟𝑠
Check. Substitute the obtained values to the original
equation.
E. Discussing new
concepts and
practicing new
skills # 2

F. Developing In this part of the discussion, the teacher together with the
Mastery student will answer the following problem:
“We Do”
*Alvin and Resty can finish painting the room in two hours
working together. Alvin can finish the same job in 3 hours
less than Resty. How long will it take Resty to paint the room
when he works alone?
“You Do”
(Let a student to solve the problem on the board. Those
seated will be asked to answer also and compare their work
to the student who solved the problem on the board.)
“Two students volunteered to clean the Municipal Town
Plaza as part of their work immersion. Shiena can clean
the plaza four more than twice as long as Angelica. If they
work together they can finish cleaning in 3 hours. How
long does it take for Shiena to clean the plaza alone?”

72
G. Finding practical
applications of
concepts and
skills in daily
living
H. Making What are the significant steps that need to be mastered in
generalizations solving problems involving rational algebraic equations?
and abstraction In solving this kind of problem, how is it similar to solving
about the lesson problems involving quadratic equations? How do they differ?
I. Evaluation Students will be given a problem to solve and they will have
to decide what method they want to apply to solve the
problem. This may be given to a group of at most 5 students
per group.
1) Two inlet pipes at Villa Amacepia Resort can fill the
swimming pool together in 4 hours. If the bigger inlet pipe is
used alone, it can fill the pool in 6 hours less than the smaller
inlet pipe. How long will it take the smaller inlet pipe to fill
the swimming pool alone?
2) In Water Point water refilling station, the time that a faucet
takes to fill a container is 10 minutes less than the time that
another faucet takes to fill the same container. If the two
faucets are opened at the same time, they can fill the tank in
12 minutes. How many minutes does each faucet take to fill
the container?

V. REMARKS Indicate special cases including but not limited to

continuation of lesson plan to the following day in case of
re-teaching or lack of time, transfer of lesson to the
following day, in cases of class suspension, etc.
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher.
Think about your students’ progress. What works? What
else needs to be done to help the students learn?
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below
80%
C. Did the remedial
lessons work?
No. of learners

73
 who have
caught up with
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 or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with
other
teachers?

74
School Grade Level 9
Teacher Learning Area MATHEMATICS

Time and Date Quarter 1st

I. Objectives
A. Content Demonstrates understanding of key concepts of quadratic
Standard equations, inequalities and functions, and rational algebraic
equations.

B. Performance Is able to investigate thoroughly mathematical relationships

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

C. Learning M9AL-If-1
Competencies The learner illustrates quadratic inequalities.
Subtask 1: The learner illustrates quadratic inequalities in
one variable.
II. Content Illustrating Quadratic Inequalities in One Variable
III. Learning Math 9 TG pp. 58-60
Resources Math 9-LM pp. 114-116
IV. Procedures Advanced Learners Average Learners
Activity 1:
A. Review Directions: Find the solution/s of each of the following
mathematical sentences. Answer the questions that follow.
1. x + 5 > 8 5. x2 + 5x + 6 =0
2. 𝑟 – 3 ≤ 10 6. t2 – 8t + 7 =0
Questions:
a. How did you find the solution/s of each mathematical
sentence?

Which mathematical sentence has only one solution? More

than one solution? Relate the number of solution to the type of
mathematical sentences.
B. Purpose of the Activity 2:
Lesson Directions: Use the mathematical sentences below to answer
the questions that follow.

1. Which of the given mathematical sentences are

quadratic equations?
2. How do you describe quadratic equations?

75
 3. Which of the given mathematical sentences are not
quadratic equations? Why?

4. What can you say about those mathematical sentences

that are not quadratic equations?

How do we call the equations which are not quadratic?

That is our lesson for today!

Activity 3: Let’s Do Gardening

C. Presentation Directions: Use the situation below to answer the questions
that follow.
Vice Mayor Regalado has a vacant lot in his backyard. He
wants to make as many rectangular gardens as possible such
that the length of each garden is 2 m longer than its width. He
also wants the length of the garden of smallest area to be 3 m.

1. Illustrate the different rectangular gardens that Vice Mayor

Regalado could make.

2. What general mathematical sentence would represent the

possible areas of the gardens? Describe the sentence.

3. Using the mathematical sentence formulated, do you think

you can find other possible dimensions of the gardens that
Vice Mayor Regalado wants to make? If YES, how? If NOT,
explain.

4. Suppose the length of each garden that Vice Mayor

Regalado wants to make is 3 m longer than its width and the
area of the smallest garden is 10 m 2. What general
mathematical sentence would represent the possible areas of
the gardens? How are you going to solve the mathematical
sentence formulated? Find at least 3 possible solutions of the
mathematical sentence.
In grade 7, we already discussed about Linear
D. Discussion of inequalities (go back to Activity 1, item 1-5. Introduce to the
New Concept and students that those are examples of Linear Inequalities).
Practicing New Discuss 4 Types of Quadratic Inequalities.
Skills # 1 A quadratic inequality is an inequality that contains a
polynomial of degree 2 and can be written in any of the
following forms.

Present the Chart. (Refer to Activity Sheet 1)

76
E. Discussing New
Concepts and
Practicing New
Skills #2
Activity 4. Determine whether each mathematical sentence is
a quadratic inequality or not.
F. Developing 1. 𝑥 2 + 9𝑥 + 14 > 0
Mastery 2. 3𝑠 2 − 5𝑠 = 1
3. 4𝑡 2 −7𝑡 2 + 2 ≤ 0
4. 𝑥 2 < 10𝑥 − 3
5. 12 − 5𝑥 + 𝑥 2 = 0

Questions:
a. How do you describe quadratic inequalities?
b. How are quadratic inequalities different from linear
inequalities?
c. Give at least three examples of quadratic inequalities.
G. Finding
Practical
Applications of
Concepts & Skills
in Daily Living
H. Making If one of your classmate is absent today, how would you
Generalizations explain to him/her how to describe a quadratic inequality?
and Abstraction
about the lesson What are the characteristics of quadratic inequalities?
I. Evaluating Write the appropriate quadratic inequalities of the given
Learning problem.
1. The length of a garden is 2 m more than twice its
width and its area is greater than 24 m 2.

2. A 12 cm by 16 cm picture is mounted with border of

uniform width on a rectangular frame. The total area
of the border is less than 288 cm 2.What are the
possible width of the frame?

3. If you square 5 more than a positive number, the

result is greater than 88 plus 12 times the number.

4. the length of a rectangular picture frame is 40 cm

more than its width. The area of the rectangular frame
is less than or equal to 960 cm2. Find the possible
dimensions of the frame.

5. If 12 is subtracted from 3 times the square of a

positive number, the result is less than 5 times the
number. Find the number.

77
J. Additional Find the solution set of 𝑥 2 + 6𝑥 + 5 > 0.
Activities/
Application/
Remediation
V. Remarks
VI. Reflection
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 lesson
work? No. of
learners who have
caught up with 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
or supervisor can
help me solve?
G. What
innovations or
localized materials
did I use/discover
which I wish to
share with other
teachers?

78
Worksheet No. 1

79
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. Objectives
A. Content The learner demonstrates understanding of key concepts of
Standard quadratic equations, inequalities and functions, and rational
algebraic equations.

B. Performance The learner is able to investigate thoroughly mathematical

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

C. Learning M9AL-If-1
Competencies The learner illustrates quadratic inequalities.
Subtask 2: The learner illustrates quadratic inequalities in
two variables.
II. Content Illustrate Quadratic Inequalities in Two Variables
III. Learning Math 9 TG
Resources Math 9-LM pp. 122
IV. Procedures Advanced Learners Average Learners
Identify quadratic inequalities in one variable.
A. Review 1. 𝑥 2 + 4𝑥 ≤ 9 5.
2. 𝑥 2 > 4𝑥 − 5 6.
3. 𝑥 2 + 5𝑥 − 5 < 6 7.
2
4. 𝑥 − 4𝑥 + 4 ≥ 0 8.
Question:
1. How will you identify if a quadratic inequality is in
one variable?
B. Purpose of the 1. What do you call those remaining quadratic inequalities in
Lesson activity no. 1?
2. How were you able to identify quadratic inequalities in two
variables?
Quadratic inequalities can be written in the form of two
C. Presentation variables. These inequalities can be written in any of the
following forms.

80
 Activity: Change quadratic inequalities in any of the form
presented.
1.
Let us illustrate this problem into mathematical sentence.
D. Discussion of The city government is planning to construct a new
New Concept and children’s playground. It wants to fence in a rectangular
Practicing New ground using one of the walls of a building. The length of the
Skills # 1 new playground is 15 m longer than it is wide and its area is
greater than the old playground.
Questions:
1. In the given situation, the width of the room can be
represented by w and the length by w + 15. Why?
2. If we represent the area of the old playground as A,
then the quadratic inequality that would represent the
given situation is A < w(w + 15) or A < w2 + 15w. Why?
3. If we let A = y and w = x, which quadratic inequality in
two variables is represented by the given situation?
(refer to C. Presentation)
Activity: Given the illustration, choose the correct quadratic
E. Discussing New inequality that would represent the situation. Explain why.
Concepts and
Practicing New
Skills #2 𝐴 > (3𝑤 + 10)(𝑤 + 5)
Length = 3w
+ 10 𝐴 > 3𝑤 2 + 25𝑤 + 50
A 𝐴 < (3𝑤 + 10)(𝑤 + 5)
𝐴 < 3𝑤 2 + 25𝑤 + 50
𝐴 ≥ (3𝑤 + 10)(𝑤 + 5)
𝐴 ≤ (3𝑤 + 10)(𝑤 + 5)
Width = w + 5 𝐴 ≥ 3𝑤 2 + 25𝑤 + 50
𝐴 ≤ 3𝑤 2 + 25𝑤 + 50

1. Based on the previous activity, formulate a word problem.

2. Suppose the length of the border of the pool is twice as
F. Developing its width, what would be the quadratic inequality to represent
Mastery the situation?

81
G. Finding Practical
Applications of
Concepts & Skills in
Daily Living
H. Making How can you illustrate quadratic inequalities in two
Generalizations variables?
and Abstraction
about the lesson What are the factors that you consider in order to formulate
quadratic inequalities?
I. Evaluating Determine whether each mathematical sentence is a quadratic
Learning inequality in two variable or not.
1. 𝑥 2 + 9𝑥 + 14 > 𝑦 6. 3𝑚 + 20 ≥ 0
2
2. 3𝑠 − 5𝑠 < 0 7. 𝑥 2 − 1 < 𝑦 + 𝑥
2
3. 8𝑥 + 45𝑥 − 1 ≥ 𝑦 8. (4ℎ2 − ℎ + 8) + 1 ≤ 𝑘
2
4. 6𝑦 − 7𝑦 + 1 ≤ 0 9. (𝑥 + 1)(𝑥 − 1) > 𝑦
5. (2𝑟 − 3)(𝑟 + 2) = 𝑠 10. (𝑦 − 1)(𝑦 2 + 1) = 𝑥
J. Additional Find the solution set of the following
Activities/ quadratic inequalities.
Application/ 1. 𝑥 2 + 9𝑥 + 14 > 𝑦
Remediation 2. 8𝑥 2 + 45𝑥 − 1 ≥ 𝑦
V. Remarks
VI. Reflection
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
lesson work? No. of
learners who have
caught up with the
lesson

82
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
or supervisor can
help me solve?
G. What
innovations or
localized materials
did I use/discover
which I wish to
share with other
teachers?

83
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. Objectives
A. Content The learner demonstrates understanding of key concepts of
Standard quadratic inequalities.
B. Performance The learner is able to investigate thoroughly mathematical
Standard relationships in various situations, formulate real-life problems
involving inequalities and solve them using a variety of strategies.

C. Learning The learner solves quadratic inequalities

Competencies M9AL-If-2
II. Content
Solving a Quadratic Inequality in One Variable Algebraically

III. Learning Math G9 LM, pp. 116-121

Resources https://www.yourcharlotteschools.net
IV. Procedures Advanced Learners Average Learners
Activity 1: Find my solutions!
A. Review 4x + 2 < 0
Give the values of x that will make the inequality true. How many
answers are possible?

B. Purpose of Examine the graph of 4𝑥 + 2 < 0.

the Lesson

1. What can you say about the equations in terms of solution

set?
2. What if the given inequality is quadratic? For example 𝑥 2 +
7𝑥 + 12 > 0.
3. What will be the solution set?
Let’s find out how to solve a quadratic inequality algebraically.
In Activity 1, solutions to linear inequalities such as 4x + 2 < 0
C. Presentation were analyzed algebraically. The same principle can be applied
to solving quadratic inequalities.

84
 1. To solve quadratic inequality, find the roots of its
corresponding equality.
2. Plot the points in a number line.
3. Then test if the points corresponding to the roots of the
equality satisfies the given inequality.
4. Test if the points outside the critical values satisfies the
given inequality

Example. How would you find the solution set of 𝑥 2 + 7𝑥 + 12 >

0?

Study the example and make a flow chart of the steps in solving
a quadratic inequality.
 Steps on how to solve Quadratic inequality in one
variable algebraically
𝑥 2 + 7𝑥 + 12 > 0
2
𝑥 + 7𝑥 + 12 = 0 Standard form (Corresponding
Equality)
(x + 4) (x + 3) = 0 Factor
x + 4 = 0 or x + 3 = 0 Zero Product Property
x = -4 or x = -3 Solve for x
Plot the values of x

The three intervals Determine the three intervals.

are: -∞ < x < -4, -4 <
x < -3, -3 < x < +∞.
Test a number from each interval against the inequality.
-∞ < x < -4 -4 < x < -3Let x = -7
Let x = -7 Let x = -3.6
𝑥 2 + 7𝑥 + 12 > 0 𝑥 2 + 7𝑥 + 12 > 0
2
(-7) + 7(-7) + 12 > 0 (-3.6)2 + 7(-3.6) + 12 > 0
49 – 49 + 12 > 0 12.96 – 25.2 + 12 > 0
12 > 0 (True) -0.24 > 0 (False)
3 < x < +∞ Let x = -4 Let x = -3
Let x = 0 𝑥 2 + 7𝑥 + 12 > 0 𝑥 2 + 7𝑥 + 12 > 0
𝑥 2 + 7𝑥 + 12 > 0 (-4)2 + 7(-4) + 12 (-3)2 + 7(-3) + 12
2
(0) + 7(0) + 12 > 0 >0 >0
0 – 0 + 12 > 0 16 – 28 + 12 > 0 9 – 21 + 12 > 0
12 > 0 (True) 0>0 (False) 0>0 (False)
Shade the solution regions on the
number line. Use hollow circle for the
critical values because the inequality
did not contain them. The solution set
of the inequality is {x:x < -4 or x > -3}
or (-4, -3).

85
 Group your class into four groups. Group 1 will answer case no.
D. Discussion 1, Group 2=Case no. 2, Group 3=Case no. 3, Group 4=Case no.
of New 4.
Concept and Case 1: Solve the inequality by using algebra
Practicing New Case 1 Case 2 Case 3 Case 4

Skills # 1 x – 10x + 18 > -3

2
x – 10x + 18 < -3
2
x – 10x + 18 ≤ -3
2
x2 – 10x + 18 ≥ -3
Guide Questions:
1. What will be the first step to find the corresponding
equality of the given inequality?
2. What can you say about the solution set?
3. Compare your solution set to the other group. Is there
any difference with your answer to the other group’s
solution set?

E. Discussing
New Concepts
and Practicing
New Skills #2
Solve the inequality by using Solve the inequality by using
F. Developing algebra. algebra.
Mastery 1. x2 – 6x + 10 ≥ 2 1. x2 – 10x + 21 ≥ 0
2. x2 – 10x + 18 ≤ -3 2. x2 + 10x + 25 ≤ 0
G. Finding
Practical
Applications of
Concepts &
Skills in Daily
Living
H. Making How can you solve quadratic inequalities in one variable using
Generalizations algebra?
and Abstraction
about the
lesson
I. Evaluating Solve the inequality by using algebra.
Learning 1. x2 – 6x + 8 > 0
2. x2 + 2x + 1 ≥ 0
3. x2 + x + 1< 0
4. 4x2 – 4x + 1 ≤ 0

J. Additional Graph.
Activities/ 1. x2 + 2x + 1 =0
Application/
Remediation
V. Remarks

86
VI. Reflection
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
lesson work?
No. of learners
who have
caught up with
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 or
supervisor can
help me solve?
G. What
innovations or
localized
materials did I
use/discover
which I wish to
share with
other teachers?

87
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. OBJECTIVES
Demonstrates understanding of key concepts of
A. Content Standards quadratic equations, inequalities and functions and
rational algebraic equations.
B. Performance Standards The learner is able to investigate thoroughly
mathematical relationships in various situations,
formulate real life problems involving quadratic
equations, inequalities and functions, and rational
algebraic equations and solve them using variety of
strategies.
C. Learning Solves problems involving quadratic inequalities.
Competencies/Objectives M9AL-If-g-1
Write for the LC code for
each
II. CONTENT Solving Problems Involving Quadratic inequalities
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages 62-63
2. Learner’s Materials 110-115
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources

IV. PROCEDURES Advanced Learners Average Learners

A. Review previous lesson (The teacher will present the two groups of quadratic
or presenting the new inequalities below.)
lesson
(𝑥)(𝑥 + 2) > 35 (𝑥)(𝑥 + 2) < 35

( 𝑥)(𝑥 + 2) ≥ 35 ( 𝑥)(𝑥 + 2) ≤ 35

What are the word/s that are associated with the

different inequality signs?
If the value of the variable x is an integer, can you give
a value of (x) that would satisfy each quadratic
inequality?
What do you think is the difference of their solution
sets?

88
B. Establishing a purpose How can we relate these inequalities in real-life
for the lesson problems? How can we possibly solve them?
C. Presenting Activity 1. Help Me Build a Pig Pen!
examples/instances of the
new lesson I have a 65 square meters of vacant lot and I want to
build a pig pen using at most 35 square meters of it
.What are some different sizes of pens I could build if
the dimensions are integral size?

D. Discussing new From the activity above if we let the width be (x) and
concepts and practicing the length be 2 more than the width and the area is at
new skills #1 most 35 square meters ,how are you going to
represent it using quadratic inequalities? What word/s
have made you decide what inequality sign to be used
in the problem? What is the correct translation in
mathematical sentence of this problem?

E. Discussing new Do you think we can still use the methods in solving
concepts and practicing quadratic equation if we are asked to find the solution
new skills #2 set of quadratic inequalities? What could be the
dimension of the pig pen that will satisfy the given
situation?

F. Developing mastery Use quadratic formula or Use factoring method

completing the squares
Happy says that the
Happy says that the solutions of (2𝑥)(𝑥 − 2) ≥
solutions of (2𝑥)(𝑥 − 2) ≥ 50are also solutions of
50are also solutions of (2𝑥)(𝑥 − 2) > 50. Do you
(2𝑥)(𝑥 − 2) > 50. Do you agree with Happy? Justify
agree with Happy? Justify your answer.
your answer.
G. Finding practical A rectangular box is completely filled with dice. Each
applications of concepts die has a volume of 1 cm 3 .The length of the box is 3
and skills in daily living cm greater than its width and its height is 5 cm.
Suppose the box holds at most 140 dice. What are the
possible dimensions of the box?

(Taken from Activity 9,Mathematics LM page 111)

H. Making generalizations How are quadratic inequalities used in real-life

and abstractions about the problems?
lesson How do you solve real-life problems involving
quadratic inequalities?

89
 Direction: Solve each of the following word problems
involving quadratic inequalities. Show your complete
solution.

1. When asked how old is he, Baron said “if you

square my age and add my age to it the sum
is less than or equal to 250”, what could be
the age of Baron?
I. Evaluating learning 2. The width of a rectangular lot is 3 meters less
than its length, if the area of the lot is at most
100 square meters, what could be the
dimension of the lot?
3. Demie wants to construct a rectangular
garden in which the length is twice its width
and the area is to be less that the area of the
lot which is 210 square meters. What are the
possible dimensions of the garden?
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
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
lesson work? No. of
learners who have
caught up with 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 or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover

90
which I wish to
share with other
teachers?

91
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standards of quadratic equations, inequalities and functions and
rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical
Standards relationships in various situations, formulate real life
problems involving quadratic equations, inequalities and
functions and rational algebraic equations and solve them
using a variety of strategies.
C. Learning The learner models real-life situations using quadratic
Competencies/ functions
Objectives M9AL-Ig-2
II. CONTENT MODELING REAL-LIFE SITUATIONS USING
QUADRATIC FUNCTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
2. Learner’s pp. 125 - 127
Material Pages
3. Textbook Mathematics III First Edition pp. 143 - 150
Pages
4. Additional PowerPoint presentation, Activity Sheets,
Materials from Pictures/images, Video clips
Learning
Resources
(LR) Portal
B. Other Learning
Resource
IV. PROCEDURES ADVANCED LEARNERS AVERAGE LEARNERS
A. Reviewing ACTIVITY 1: I KNEW IT!
previous Using video clip, students will identify pictures/scenarios
lesson or that modelled linear function.
presenting the
new lesson
B. Establishing a Present another video clip set of pictures/scenarios that
purpose for the depicts parabolic curves.
lesson Question:
- Do you think the next set of pictures can be model
by a linear function?
- Then, what kind of function will represent/model
those images and scenarios? (Students may not
answer the question)

92
 C. Presenting Let the students simulate the way of shooting a ball in a
examples/insta basket. Then, let them picture out the image formed by the
nces of the ball after being thrown into the basket.
new lesson
D. Discussing ACTIVITY 2: SHOW ME YOUR CURVES (Group Activity)
new concepts Time Allotment: Maximum of 10 minutes
and practicing Students are task to tour around the campus and take
new skills # 1 pictures of different objects that shows curve and parabolic
figures.
E. Discussing
new concepts
and practicing
new skills # 2
F. Developing Using the pictures taken in Using the pictures taken in
mastery Activity 2, students will Activity 2, students will
(Leads to create at most three (3) explain why those images
Formative scenario (word problem). show parabolic figures.
Assessment))
G. Finding
practical
applications of
concepts and
skills in daily
living
H. Making When do we say that an image/situation model
generalizations quadratic function?
and
abstractions
about the
lesson
I. Evaluating Write at least three (3) situations that can be modelled by
learning a quadratic function.
J. Additional Task: Make a simple Task: Make a simple
activities for presentation of different presentation of different
application or arches found in your arches found in your
remediation community. community.
- Multimedia - Multimedia
presentation presentation
- Poster - Poster
V. REMARKS

VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment

93
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lessons work?
No. of learners
who caught up
with 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 or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?

94
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of
Standards quadratic equations, inequalities and functions and rational
algebraic equations.

B. Performance The learner is able to investigate thoroughly mathematical

Standards relationships in various situations, formulate real life
problems involving quadratic equations, inequalities and
functions and rational algebraic equations and solve them
using a variety of strategies.

The learner represents a quadratic function using: (a) table

of values (b) graph and (c) equation
M9AL-Ig-3
Subtasks:
1. The learner represents a quadratic function using
C. Learning
table of values.
Competencie
2. The learner represents a quadratic function using
s/ Objectives
graph.
3. The learner represents a quadratic function using
equation.

II. CONTENT REPRESENTATIONS OF QUADRATIC FUNCTIONS

III. LEARNING
RESOURCES
A. References

1. Teacher’s
Guide
2. Learner’s
Material
Pages
3. Textbook
Pages
4. Additional Activity Sheet, Graphing board
Materials
from
Learning
Resources
(LR) Portal
B. Other
Learning
Resource

95
IV. PROCEDURES
A. Reviewing Let the students cite objects, situation or activities that model
previous quadratic function.
lesson or - Can we represent it using equations, table of values
presenting or through graph?
the new
lesson

B. Establishing How can we represent it using equations, table of values or

a purpose for through graph?
the lesson

C. Presenting Present examples of a quadratic function in the form of an

examples/ins equation, graph and table of values.
tances of the Let the students compare and discover the different features
new lesson of each representation.

D. Discussing ACTIVITY 2: DESCRIBE ME MORE! (Group Activity)

new Each group is given a quadratic equation and task to
concepts and construct of its table of values and graph.
practicing Students are given an opportunity to explore the different
new skills # 1 representation of a quadratic function.

𝑓(𝑥) = 𝑥 2 + 2𝑥 − 1 𝑓(𝑥) = 𝑥 2 − 3𝑥 + 3
𝑓(𝑥) = 2𝑥 2 + 3𝑥 + 1 𝑓(𝑥) = −𝑥 2 − 𝑥 − 1

E. Discussing Students will explain their work in the class and point out the
new similarities and differences of their works.
concepts and
practicing
new skills # 2

96
 F. Developing Task: Students will create and formulate an example of
mastery quadratic in different forms/representation
(Leads to (An equation, table of values, and a graph)
Formative
Assessment)
)
G. Finding ACTIVITY 3: MY PROFIT!
practical Situation: Your dried pusit business has been in success for
applications past 2 years and for the next 3 years your profit show in the
of concepts given function 𝒇(𝒙) = 𝟐𝒙𝟐 − 𝟐𝒙 + 𝟒. Determine the path or
and skills in trend of your profit using table of values and its graph.
daily living
H. Making Make a summary of what have you learned:
generalizatio
ns and How to represent a Quadratic Function:
abstractions
Equation
about the
lesson
Table of values

Graph

I. EvaluatingDirection: Your task is to maximize the available area of the

learning field to be enclose by 80 meters of fencing wire. What are
the dimensions of the largest rectangular area of the field?
Find the equation, construct table of values and graph that
represent the given situation.
J. Additional Task: Find the two numbers whose sum is 36 and whose
activities for product is a maximum.
application or
remediation
V. REMARKS

VI. REFELECTION
A. No. of
learners who
earned 80%
on the
formative
assessment
B. No. of
learners who
require
additional
activities for
remediation

97
C. Did the
remedial
lessons
work? No. of
learners who
caught up
with 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 or
supervisor
can help me
solve?
G. What
innovation or
localized
materials did
I
use/discover
which I wish
to share with
other
teachers?

98