NOTRE DAME OF JARO, INC.

Msgr. Lino Gonzaga St., Jaro, Leyte

notredame.jaro@yahoo.com.ph
S.Y. 2022-2023

Subject: Mathematics Grade Level: Grade 9

Unit Topic: Unit I Quadratic Equations, Functions, And Inequalities Quarter: I

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER GOAL PERFORMANCE TASK

Students on their own and in the long Create a Game Design. Present the
run will be able to independently use game design and the prototype using
their learning to deal with daily-life TRANSFER problems on quadratic equations.
situations or problems that can be This should include the solutions to
solved using the concepts of quadratic all quadratic problems used in the
equations, inequalities, and functions game.
with ease and confidence.

PERFORMANCE STANDARD
The learner is able to investigate thoroughly mathematical
relationships in various situations; formulate real-life problems
involving quadratic equations, inequalities, and functions; and
solve them using a variety of strategies. accurate representation.

ACQUISITION MAKE MEANING

LC1: Illustrates Quadratic Equations.
M9AL-Ia-1 LC6: Solves quadratic equations by: (a)
extracting square roots; (b) factoring; (c)
LC2: Characterizes the roots of a quadratic completing the square; and (d) using the
equation using the discriminant M9AL-Ic-2 quadratic formula.
M9AL-Ia-b-1
LC3. Describes the relationship between the
coefficients and the roots of a quadratic LC7: Solves problems involving quadratic
equation. M9AL-Ic-2 equations and rational algebraic equations.
M9AL-Ie-1
LC4: Represents a quadratic function using: (a)
table of values; (b) graph; and (c) equation. LC8: Models real-life situations using quadratic
M9AL-Ig-3 functions M9AL-Ig-2

LC5: Illustrate quadratic inequalities M9AL-If-1

CONTENT STANDARD
The student demonstrates understanding of the key
concepts of quadratic equations, inequalities, and
functions.
 LEARNING PLAN IN MATHEMATICS 9
EXPLORE
When you were in Grade 8, you were able to talk about Linear Equations and
Functions. You found out how these concepts could be used to model and solve
real-life situations. In this section, you will be able to discover a new equation that
could also solve more real-life problems. In this section, you will not only be
introduced to the lesson but also be assessed on your initial ideas regarding the
topic. Be reminded to take each activity seriously. Make a conscious effort to
highlight the new concepts that you will be encountering.

Consider this (essential) question: What are the quadratic equations, inequalities,
and functions?

Map of Conceptual Change

Instruction: Complete the table below by filling first the what I know and what I want
to know column of the chart. This activity will determine how much you know about
this topic and your progress.

K-W-L CHART
Topic: Quadratic Equations, Functions, and Inequalities.

What I Know What I Want to Know What I Learned

LEARNING
COMPETENCY
FIRM-UP (ACQUISITION)

LC1: Illustrates Activity 1: Compare and Contrast!

Quadratic Equations. Compare and contrast quadratic equations and linear equations by
M9AL-Ia-1 completing the table below.
Points of Comparison Linear Equation Quadratic Equation
Learning Targets:
Example
I can describe
Solutions
quadratic equations.
Number of Solutions
Degree of Equation

Process Questions:
1. What is the standard form of a quadratic equation?
2. What are the techniques you use in finding an example for quadratic
equations?

Activity 2:
Transform each equation into standard form. Then, identify the values of a, b, and c.
3. x 2−6 x=−5
4. x 2−25=0
5. 13 x−36=x2
6. 4 x2 =x+5
7. 6 x 2=−x +1
 Process Questions:
1. How to determine a quadratic equation?
2. How to write a quadratic equation in standard form given the values a, b and c?

Activity 3:
LC2: Characterizes the Answer the following:
roots of a quadratic 1. Solve for the two roots of the equation ax 2 +bx +c=0.
equation using the 2. Add the two roots. What is the result?
discriminant M9AL-Ic-2 3. Multiply the two roots. What is the result?
4. Compute for the discriminant of the equation x 2−x−6=0 then describe the
Learning Targets: roots.
I can characterize the
roots of a quadratic Process Questions:
equation using the 1. How is the discriminant used in deriving relations among roots of a quadratic
discriminant. equation?
2. How did you characterize the roots of a quadratic equation using the
discriminant given with the equation x 2−x−6=0?
LC3. Describes the
relationship between
Activity 4:
the coefficients and the
A. Determine the nature of its roots.
roots of a quadratic
equation. M9AL-Ic-2 1. x 2−x−12=0
2. 7+5 x−2 x 2=0
Learning Targets: 3. 6 x 2−3=8 x
I can describe the 4. 24 x 2=2 x+ 15
relationship between 5. 16−24 x+ 9 x2 =0
the coefficients and the
B. Find the sum and product of the roots of each equation.
roots of a quadratic
1. x 2−9 x +20=0
equation.
2. 18−10 x + x 2=0
3. 2 x2 −10 x +11=0
4. 2 x2 −6 x=1
5. 15 x 2=28−x

Process Questions:
1. What are the roots of the quadratic equation ax 2 +bx +c=0 ?
2. What are the other relations between roots of quadratic equation?
LC4: Represents a
quadratic function
using: (a) table of Activity 5:
values; (b) graph Construct the table of values then sketch its graph.
M9AL-Ig-3 1. f ( x )=−x 2 +3 x+ 3
Learning Targets: 2. f ( x )=4−x−x 2
I can represent a 3. f ( x )=−x 2 +2 x+ 2
quadratic function 4. f ( x )=¿−x 2+ 5 x +3
using: (a) table of 5. f ( x )=1+3 x−x 2
values; (b) graph
Process Questions:
1. What are the things to consider in making the table of values?
2. What is the name of the plane to be used in constructing the graph of
parabola?
LC5: Illustrate
3. What are points to be included in constructing the graph?
quadratic inequalities
M9AL-If-1
Activity 6:
Learning Targets: Identify the neutral numbers for each inequality.
I can describe 1. ( x−5)(x−9)>0
quadratic inequalities. 2. x 2−x−2 ≤ 0
3. x 2+ 2 x−3 ≥ 0
4. x 2−3 x>−2
5. x 2+ 2 x ≤−1
Process Questions:
1. What are the factors you need to consider in identifying the neutral numbers
 for each inequality?

Self-assessment:
Instruction: Fill-out the self-assessment form below as you progress with your
scaffold activity. Please be honest enough to assess your skills as seen in the
leftmost column. Just put a check on the box that corresponds to your self-
assessment.

I can do this by I need help to do I cannot do this by

Myself. I can talk this but I can talk myself and I
I can…
about it others. about it to others. cannot talk about
it to others.
I can describe
quadratic
equations.
I can characterize
the roots of a
quadratic equation
using the
discriminant.
I can describe the
relationship
between the
coefficients and
the roots of a
quadratic
equation.
I can describe
quadratic
inequalities.
I can represent a
quadratic function
using: (a) table of
values; (b) graph;
and (c) equation.
I can solve
quadratic
equations by: (a)
extracting square
roots; (b)
factoring; (c)
completing the
square; and (d)
using the
quadratic formula.
I can solve
problems involving
quadratic
equations and
rational algebraic
equations.
I can represent
rea-life situations
using quadratic
functions.
I can graph a
quadratic function
and determine its
(a) domain (b)
Range (c)
intercepts, (d) axis
of symmetry, (e)
vertex, and (f)
direction of the
 opening of the
parabola.
I can represent
rea-life situations
using quadratic
functions.
I can create a
game design
related to
quadratic
equations.

LEARNING
COMPETENCY
DEEPEN (MAKE MEANING)

LC6: Solves quadratic Let us look at the first method of solving for the roots of a quadratic equation.
equations by: (a) Before you practice, let us first look at several illustrative examples that will show
extracting square the use of this method.
roots; (b) factoring; (c)
completing the square; Note that the incomplete quadratic equation x 2−4=0 can be written x 2=4 by
and (d) using the applying the addition Property of Equality. By substitution, two values of x satisfy this
quadratic formula. equation. These are 2 and −2. To check, if x 2−4=0 and x=2, then
M9AL-Ia-b-1 2
2 −4=0
Learning Targets: 4−4=0
I can solve quadratic 0=0 True
equations by: (a) If x 2−4=0 and x=2, then
extracting square (−2)2−4=0
roots; (b) factoring; (c)
4−4=0
completing the square;
and (d) using the 0=0 True
quadratic formula. Note that √ 4=2 or √ 4=−2
2
As a general rule, to solve equations of the form x =n , use the
Square Root Property .

Square Root Property .

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

Square root property 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.

Process Questions:
1. Define the Square Root Principle.
2. Describe the kinds of roots that were derived.
3. Try to look at the following possibilities as you consider the equation x 2=n
a. What can you say about c if the equation has no real solution?
b. What can you say about c if the equation has exactly one solution?
c. What can you say about c if the equation has two solutions?
d. If c is a prime number, what type of solutions does the equation have?
e. If a is a positive perfect square, what type of solutions does the equation have?

Activity 7:
Apply the square root property in solving each quadratic equation. Then, check the
solution.
1. 6 x 2−24=0
2. 7 x 2−63=0
3. 2 x2 −34=0
4. 5 x 2−90=0
5. 2 x2 −19=−1

Process Questions:
1. How will you solve equations using the square root property?
2. What is the general rule of solving quadratic equation using square root
property?
 3. Which method of solving problems do you prefer: long and detailed or short yet
accurate?

Activity 8:
A. Solve the following equations by factoring.
1. x 2+ 10+9=0
2. x 2=6 x
3. 2 x2 −8 x+ 8=0
4. 9 x 2−25=0
5. x 2+ 2+ 1=0

Process Questions:
1. How will you solve equations using factoring?
2. What is the principle of factoring in solving quadratic equation?

Activity 9:
A. Solve the following equations by completing the square.
1. x 2+ 7 x −18=0
2. x 2−5 x−24=0
3. x 2+ 10 x +25=0
4. x 2−14 x +49=0
5. 6 x 2+ 3 x =0

Process Questions:
1. What is the procedure for solving quadratic equations by completing the
square?
2. How do you use completing the square in solving quadratic equations?

Activity 10:
A. Solve the following equations using quadratic formula. Work individually in
solving each equation.
1. x 2−x−6=0
2. x 2=−8−6 x
3. 20=2 x 2−3 x
4. 2 x2 −3 x −4=0
5. 9 x 2−12 x=1

Process Questions:
4. How can you derive a formula that can be used to write the solutions of any
quadratic equation in standard form?
LC7: Solves problems 5. How do you use the formula in solving the equation?
involving quadratic
equations and rational Activity 11:
algebraic equations. Answer the given problem then explore the problem using the following questions.
M9AL-Ie-1
The sum of two numbers is 16, and the sum of their squares is 146. Find two
Learning Targets: numbers.
I can solve problems
involving quadratic Process Questions:
equations and rational 1. What are asked in the problem?
algebraic equations. 2. What equation involving the representation for the unknown will solve the
problem?
3. What are the solutions of the equation?
LC8: Models real-life 4. What are the numbers?
situations using
quadratic functions
M9AL-Ig-2 Activity 12:
A. Solve each problem involving quadratic equations. Show the complete solution.
Learning Targets: 1. The sum of two numbers is 16, and the sum of their squares is 146. Find two
I can represent rea-life numbers.
situations using 2. Find two numbers whose difference is 5 and the difference of their squares is
quadratic functions. 65.
3. The product of two consecutive integers is 47 more than the next consecutive
 integer. Find the two integers.
4. The base of a triangle is 4 dm longer than its altitude, and its area is 16 d m2.
Find the lengths of the base and the altitude.
5. The tens digit of a certain number is 7 less than the unit’s digit. The sum of the
squares of the two digit is 85. Find the number.

Process Questions:
1. How do you solve problems involving quadratic equations?
2. What are the factors you need to consider in solving problems involving
quadratic equations?

Activity 13:
A. Solve each problem involving quadratic equations. Show the complete solution.
1. Your company is going to make frames as part of a new product they are
launching. The frame will be cut out of a piece of steel, and to keep the weight
down, the final area should be 28 cm 2. The inside of the frame has to be 11 cm
by 6 cm. What should the width x of the metal be?
2. A 3-hour river cruise goes 15 km upstream and then back again. The river has
a current of 2 km an hour. What is the boat's speed and how long was the
upstream journey?

Process Questions:
1. How do you solve problems involving quadratic functions?
2. What are the factors you need to consider in solving real life problems involving
quadratic functions?
3. How did you solve the problem?
4. What are the techniques that you use in solving the problems?

Activity 14:
Let us now make a summary of the four methods which you just learned. Complete
the table below with the advantages and disadvantages of each method of solving
for the roots of quadratic equations.

Methods Advantage Disadvantage

Extracting Square Root

Factoring

Completing the Square

Quadratic Formula

Guided Generalization
Instructions: Read and analyze the following:

GUIDED GENERALIZATION TABLE

C-E-R Questions:
1. How did you solve the problem using the given techniques?
2. Which method do you usually apply?
3. Why did you use such?

EQ: How advantageous is to know the different methods of solving quadratic

equations?

Prompt for Generalization:

 Apply to mathematical problems and real-life situation

Holistic Rubric for Guided Generalization

The explanation/justification went above and beyond

4
the discussion. Extra research is done to support the answer.

Explanation/justification shows logical reasoning and all details are

3
relevant.

Explanation/justification shows logical reasoning but some details are

2
irrelevant.

Explanation/justification is given but is incomplete and lacks support

1
of evidence.

0 No answer.

Values Integration:

Wrap-up the discussion on quadratic functions and equations by leading

the class in showing empathy by describing the feeling individuals whose underlying
situation fits the characteristics of quadratic functions and by developing
perspectives on the kind of quadratic functions as applied in daily life situations.

“Empathy creates a more loyal, engaged, and productive team. Empathy creates
bonds. It also shows that you care, value, and understand others.”

Learning
Competency
TRANSFER

LC10: Transform a Activity 15:

quadratic function Transform each function into vertex form. Then, identify the value of h and k .
defined by 2
2 1. y=x −4 x +4
y=ax + bx+ c into the 2. y=x 2−12 x
form y=a( x−h)2 +k . 2
3. y=x −7
M9AL-Ih-1 2
4. y=x +8 x +20
2
Learning Targets: 5. y=x +6 x +9
I can represent rea-life
situations using quadratic Process Questions:
functions. 1. What did you use in transforming each function into vertex form?

Activity 16:
LC9: Graph a quadratic
Use completing the square to find the vertex, the axis of symmetry, and the range
function and determine each quadratic function. Then, draw its graph.
its (a) domain (b) Range 1. y=x 2 +9
(c) intercepts, (d) axis of 2. y=−3 x 2 +12 x −1
symmetry, (e) vertex, and
3. y=3 x 2 +6 x+ 8
(f) direction of the
opening of the parabola. 4. y=4 x 2−5 x−6
M9AL-Ig-2 5. y=x ( x−2 ) +8

Learning Targets: Process Questions:

I can graph a quadratic 1. What is the procedure for solving quadratic equations by completing the
function and determine square?
its (a) domain (b) Range 2. How do you use completing the square to find the vertex, the axis of
(c) intercepts, (d) axis of symmetry, and the range each quadratic function?
symmetry, (e) vertex, and
(f) direction of the
opening of the parabola.

PERFORMANCE Transfer Goal: Students on their own and in the long run will be able to
STANDARD: independently use their learning to deal with daily-life situations or problems that
The learner is able to can be solved using the concepts of quadratic equations, inequalities, and functions
investigate thoroughly with ease and confidence.
mathematical
relationships in various PERFORMANCE TASK- One Product
situations; formulate
real-life problems You are a game designer who will invent a game. After deciding on the
involving quadratic rules of the game, you will build a prototype of the game. Then, you will explain the
equations, inequalities, mechanics of the game to the group of possible players. You have to design either
and functions; and an individual or a group game. To win your game, a player must have the
solve them using a knowledge and skills of quadratic equations and problem-solving skills in quadratics.
variety of strategies.
Present the game design and the prototype using problems on quadratic
equations. This should include the solutions to all quadratic problems used in the
game.
LC 11: Create a game The game must be unique and creative and should focus on the concepts of
design. quadratic functions/equations and problem-solving skills in quadratics.

Learning Targets: 1. Goal. Your task is to create a game design related to quadratic equations.
I can create a game
design related to 2. Role. You are a game designer who will invent a game
quadratic equations.
3. Audience. The target audience is group of possible game players.

4. Situation. You will build a prototype of the game. Then, you will explain the
mechanics of the game to the group of possible players.

5. Product/Performance. The game must be unique and creative and should

focus on the concepts of quadratic functions/equations and problem-solving
skills in quadratics.

6. Standards for Success: Content, Benefit and Presentation

Analytic Rubric:

PERFORMANCE TASK ANALYTIC RUBRIC (GROUP WORK)

Beyond
Expectation Developing Beginning
Expectation
CRITERIA
4 3 2 1

Content The scheme The scheme The scheme The scheme

reflects reflects reflects does not reflect
maximum maximum minimum efficiency and
efficiency and efficiency and efficiency and effectiveness of
effectiveness of effectiveness of effectiveness of work.
work at the work at lesser work.
least cost. cost.

Benefit The scheme is The scheme is The scheme is The scheme is

beneficial to beneficial to beneficial to not beneficial
both workers workers but not employers but to both workers
and employers. to employers. not to workers. and employers.

Presentation The The presentation The The

presentation used concepts presentation presentation did
used accurate of rational used concepts not use the
concepts of algebraic of rational concepts of
rational expressions/equ algebraic rational
algebraic ations with expressions/eq algebraic
expressions/eq minimal error. uations with expressions/eq
uations. errors that uations.
affect the
result.

Self-Assessment:
 In this portion, your task is to make a written explanation and justification regarding
the situation or difficulty you’ve encountered while doing the performance task.
1. How did you find the given performance task?
2. How did the task help you understand the real-world situation?

LAC CARD
Description: Fill-in the learned, affirmed, challenged cards given below to evaluate
what you`ve learned about quadratic equations.

LEARNED AFFIRMED CHALLENGED

What new realizations What new connections What questions do you still
and learning do you have you made? Which have? Which areas seem
have about the topic? of your old ideas have difficult for you? Which do
been affirmed/ you want to explore?
1. confirmed?
2. 1.
3. 1. 2.
2. 3.
3.

PREPARED:

MRS. VIA T. CAÑEDA

Subject Teacher

CHECKED: APPROVED:

MRS. ELVIRA M. IDANO SR. NENITA A. JUNTILLA OND.

Academic Coordinator Directress-Principal