LEARNING PLAN IN MATHEMATICS 9

School Domingo Yu Chu NHS Grade Level Grade 9

Teacher Diana Rose B. Latayan Learning Area Mathematics
August 29-September 1, 2023
Teaching Date 9-EAGLE ( 8:30-9:30 )
Quarter First
Section and Time 9-UGARTE (10:00-11:00 )
9-HAWK ( 11:00-12:00 )
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content
I. OBJECTIVES knowledge and competencies. These are assessed using Formative Assessment
Strategies. Valuing objectives support the learning of content and competencies and
enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of 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 a variety of
strategies.
Learning Competency: Illustrates quadratic equations (M9AL-Ia-1)
Learning Objectives:
C. Learning Competencies/ 1. Identify quadratic equations
Objectives 2. Write quadratic equations in standard form
3. Illustrate quadratic equations
4. Show critical thinking skills in identifying and illustrating quadratic equations
II. CONTENT Quadratic Equations
III. LEARNING RESOURCES
A. References Teacher’s guide, Learner’s module
1. Teacher’s Guide pages pp. 14-17
2. Learner’s Materials pages pp. 11-17
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources /Materials
These steps should be done across the week. Spread out the activities appropriately so
that pupils/students will learn well. Always be guided by demonstration of learning by
the pupils/ students which you can infer from formative assessment activities. Sustain
IV. PROCEDURES learning systematically by providing pupils/students with multiple ways to learn new
things, practice the learning, question their learning processes, and draw conclusions
about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
A. Review previous lesson or The teacher instructs the students to go to their respective groups and assigns each
presenting the new lesson group to find the product of the polynomials assigned to them. Refer to Activity 1: Do
You Remember These Products?) on page 11 of the Learner’s Module.
Group 1 : 3(x2 + 7) Answer: 3x2+21
Group 2 : (x + 4)(x + 4) Answer: x2+8x+16
Group 3 :(2r – 5)(2r – 5) Answer: 4r2-20r+25
Group 4 :(x + 9)(x – 2) Answer: x2+7x-18
Group 5 : (3 – 4m) 2
Answer: 16m2-24m+9
After a minute, the teacher asks one representative from each group to post the
answer of the group.
The teacher asks the students to comment on the answers posted. If there are
answers that are incorrect, he/she leads them in arriving at the correct answer.
The teacher asks the students the following questions:
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.

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

The teacher lets the students stay in their respective groups and do Activity 3:
(A Real Step to Quadratic Equations), which is found on page 12 of the
Learner’s module.
Answer Key:
Area = 18 ft2
1.
C. Presenting examples/
instances of the new 2. Possible dimensions of the bulletin board: 2 ft by 9 ft and 3 ft by 6 ft.
lesson 3. Find two positive numbers whose product equals 18. (Area = length x width)
4. 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. Taking the product on the left side of the equation formulated in item 4
yields w2 + 7w = 18. The highest exponent of the variable involved is 2.

The teacher discusses with the students the process of arriving at the
D. Discussing new concepts answer of Activity 3. Furthermore, he/she asks the students about the
and practicing new skills mathematical skills or principles that they used to get the correct
#1 answers. He/she tells them that the equation formulated in Activity 3 is
a quadratic equation.
The teacher discusses and illustrates thoroughly the definition of
E. Discussing new concepts
quadratic equation as presented on page 13-14 of the Learner’s
and practicing new skills #2
Module.
Working in pairs, the teacher lets the students Answer Activity 4: (Quadratic or
Not Quadratic?) , which is found on page 14 of the Learner’s module.
Answer Key:
1. Not Quadratic; It’s a linear equation.
2. Quadratic
F. Developing mastery 3. Not Quadratic; It’s a linear equation.
(leads to formative 4. Quadratic
assessment 3) 5. Quadratic
6. Quadratic
7. Quadratic
8. Not Quadratic; It’s a linear equation.
9. Quadratic
10. Quadratic
The teacher asks the students to tell whether the following situations illustrate
quadratic equations or not.(Taken from the Localization and Contextualization
G. Finding practical guide)
1. The length of a swimming pool is 8m longer than its width and the area is 105 m 2.
applications of concepts and
(Quadratic)
skills in daily living 2. Rody paid at least Php 1,500 for a pair of pants and shirt. The cost of the pair of
pants is Php 900 more than the cost of the shirt. (Not Quadratic)

H. Making generalizations The teacher summarizes the lesson by asking the students to answer the
and abstractions about the following questions:
lesson 1. What is a quadratic equation?
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.
The teacher lets the students answer individually the formative assessment.
A. Identify which of the following equations are quadratic and which are not.
1. 3m2 + 8 = 15; Quadratic
2. 12 – 4x = 0; Not
3. 10– 7t = t2 ; Quadratic
4. h(h2 - 6) = 0; Not
5. 3 (x-2) = -7: Not
I. Evaluating Learning 6. 6. ( r −1 )2 = -7; Quadratic
B. Write each quadratic equation in standard form, ax2 + bx + c = 0 then
identify the values of a, b, and c.
1. 3x - 2x2 = 7 Answer: 2x2 - 3x + 7 = 0; a = 2, b = -3, c = 7
2. (x + 3)(x + 4) = 0 Answer: x2 + 7x + 12 = 0; a = 1, b = 7, c = 12
3. 2x(x - 3) = 15 Answer: 2x2 - 6x - 15 = 0; a = 2, b = -6, c = -15
4. (x - 4)2 + 8 = 0 Answer: x2 - 8x + 24 = 0; a = 1, b = -8, c = 24

J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION

A. No. of learners who earned

80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
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
which I wish to share with
other teachers

Prepared by: Checked by:

DIANA ROSE B. LATAYAN LEONEL M. LANDICHO

Teacher III Master Teacher I
 School Domingo Yu Chu NHS Grade Level Grade 9
Teacher Diana Rose B. Latayan Learning Area Mathematics
Teaching Date Sept. 4-5 Quarter First
9- EAGLE ( )
9-UGARTE ( )
9-HAWK ( )
I. OBJECTIVES
The learner demonstrates understanding of key concepts of quadratic equations,
A. Content Standards
inequalities and functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities
B. Performance Standards
and functions, and rational algebraic equations and solve them using a variety of
strategies.
Solve quadratic equation by extracting square roots (M9AL-Ia- b-1)
C. Learning Competencies / 1. Determine the roots of a quadratic equation by extracting square roots
Objectives 2. Solve quadratic equation by extracting square roots
3. Display accuracy in solving quadratic equations by extracting square roots
II. CONTENT Solving Quadratic Equations by Extracting Square Roots
III. LEARNING RESOURCES
References
1. Teacher’s Guide pages 19 -23
2. Learner’s Materials pages 18 - 25
3. Textbook pages
Other Learning
Resources
IV. PROCEDURES
A. Review previous lesson The teacher asks the students: “What is a square root?”
or presenting the new Possible answer:
lesson A number that produces a specified quantity when multiplied by itself.
B. Establishing a purpose The teacher lets the students to realize the importance of recognizing the perfect
for the lesson square numbers in order to use this concept in solving the quadratic equations.
The teacher lets the students give the square roots of the following numbers.
C. Presenting examples/
instances of the new
1 ¿ √ 16 2) – √ 25 3) √ 49 4) − √ 64
Answer Key:
lesson
1) ± 4 2) −5 3)± 7 4 ¿ −8
The teacher asks the following questions to the students based on the given
activities:
1. How did you find each square root?
2. How many square root does a number have? Explain your answer.
3. Does a negative number have a square root? Why?
4. Describe the following numbers:√ 8 , − √ 40 , √ 60∧− √ 90 . Are the
numbers rational or irrational? Explain your answer. How do you describe
rational numbers? How about that are irrational? The teacher lets the
A. Discussing new
students to give another set of examples that illustrate irrational numbers.
concepts and practicing
Possible answers:
new skills #1
1. I find a number then multiply it to itself which will result to the given
number.
2. 1 or 2, When a negative number will be doubled also will give us a positive
number.
3. No. (Answers my vary)
4. They are irrational numbers. Rational numbers are numbers that can be
express in ratio. Irrational numbers are numbers that cannot be express in
ratio. Examples √ 32 , √ 50
1. The teacher discusses more about rational and irrational numbers.
2. The teacher lets the students find the solutions of the following equations in
Activity 2 in page 19 of the Learners Manual orally. (The teacher may opt to let
the students answer the odd/even numbered items only.)
3. The teacher asks the students the mathematical concepts or principles applied
to come up with the solution of each equation.
B. Discussing new 4. The teacher discusses the quadratic equations that can be written in the form
concepts and practicing 2
new skills #2 x =k can be solved by applying the following properties:

1. If k > 0 ,then x 2=k has two real solutions or roots: x=± √ k .

2. If k =0 , then x 2=k has one real solution or root : x 2=0 .
3. If k < 0, then x 2=k has no real solutions or roots.

The teacher groups the students into four, each group has to pick a problem then
allow them to solve and present their answer to the class.
a) Find the solutions of the equation x 2 − 16=0 by extracting square roots.
b) Solve the equation t 2=0.
C. Developing mastery c) Find the solutions of the equation s2 +9=0.
(leads to formative d) Find the solutions of the equation ( x − 4 )2 − 25=0 .
Prepared by: Checked by:

DIANA ROSE B. LATAYAN LEONEL M. LANDICHO

Teacher III Master Teacher I