DETAILED School SALAWAG NATIONAL HIGH SCHOOL Grade Level Nine (9)

LESSON Teacher Ivy Eunice F. Feudo Learning Area Mathematics

PLAN AUG. 29 – SEPT. 1, 2023
Teaching Dates and Time Quarter FIRST
6:00-7:00am, 7:00-8:00am, 8:00-9:00am, 10:20-11:20am

I. OBJECTIVES Monday Tuesday Wednesday Thursday Friday

The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic
A. Content Standards
equations.
The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems
B. Performance Standards involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them using a variety of
strategies.
shall be able determine the Learning Competency: Learning Competency: Learning Competency:
schedule of classes, school Illustrates quadratic equations Illustrates quadratic equations Illustrates quadratic equations
C. Learning Competencies/ Objectives and classroom rules and (M9AL-Ia-1) (M9AL-Ia-1) (M9AL-Ia-1)
Write the LC code for each regulations, and to select class Learning Objectives: Learning Objectives 1. Show critical thinking skills
officers 1. Identify quadratic equations 1. Write quadratic equations in in identifying and illustrating
standard form quadratic equations

II. CONTENT Orientation Quadratic Equations Quadratic Equations Quadratic Equations

III. LEARNING RESOURCES
A. References Teacher’s guide, Learner’s module
1. Curriculum/Teacher’s Guide pages
2. Textbook pages Mathematics Learners Mathematics Learners Mathematics Learners
Materials pp.11-17 Materials pp.11-17 Materials pp.11-17
3. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources School Handbook (if any)
IV. PROCEDURES
A. Reviewing previous lesson or Activity 1: Do You Remember Recall quadratic equation. Writing quadratic equations in
presenting the new lesson These Products? standard form and identify the
1. 3(x2 + 7) values of a, b,and c
Answer: 3x2+21
2. (x + 4)(x + 4)
Answer: x2+8x+16
3. (2r – 5)(2r – 5)
Answer: 4r2-20r+25
4. (x + 9)(x – 2)
Answer: x2+7x-18
5.(3 – 4m)2
Answer: 16m2-24m+9

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.

Understand Quadratic Write the equations in Have a deeper understanding

Equations; Identify which of standard form and identify the of quadratic equations
the equations are quadratic values of a, b, and c.
and not.
B. Establishing a purpose for the lesson
1. How would you describe the
equation formulated in Activity
1?
C. Presenting examples/instances of the A quadratic equation is an Examples: There are many real-life
new lesson equation of the form a x 2 + bx 1. x 2 + 7x + 4 = 0 examples that can be modeled
+ c = 0, where a, b and c are a =1, b = 7 and c = 4. by quadratic functions.
real numbers and a ≠ 0 2
2. x + 7x + 4 = 0 Example
a =1, b = -7 and c = 4. 1. Consider a person throwing
Note: Any variable without a
 visible numerical coefficient, a baseball 10m above the
the value is always 1. ground. The baseball will
reach its peak height and fall
The following quadratic back to the ground. At time
equations are written in , the height
standard form. Identify a,b, and from the ground is given by
c. .h=2t 2+8t+10
a. x 2 + 5x – 3 = 0
b. 3 x 2 + 4x +5 = 0
c. 4 x 2 – 2x = 0
d. x 2 + 5 = 0
e. –3 x 2 = 0

Find the values of a, b and c in

the given quadratic equation
below. (Boardwork)
2
1. x + 4 = 5x
D. Discussing new concepts and
practicing new skills #1 Note: If the given quadratic
equation is not in its standard
form , you have to rewrite first
the given into its standard
form.

Note: Write the following in standard

You can identify a quadratic form. Identify the values of a, b
expression (or second-degree and c.
expression) because it's an 1. 3. (x + 3) (x - 2) =1
expression that has a variable 2. 2x(x - 7) = 5
that's squared and no
E. Discussing new concepts and variables with powers higher
practicing new skills #2 than 2 in any of the terms.

Where a is not equal to 0, you

can recognize standard
quadratic expressions because
they follow the form
a x 2 + bx + c = 0.
Give at least 5 examples of a Work by pair. Give at least 1 example of real
F. Developing mastery (leads to
quadratic equation. life application of quadratic
Formative Assessment 3)
equation.
G. Finding practical applications of
 concepts and skills in daily living
The teacher summarizes The teacher summarizes The teacher summarizes
the lesson by asking the the lesson by asking the the lesson by asking the
students to answer students to answer the students to answer the
question: question: question:
1. What is a quadratic 1. How do you write 1. How can you tell if a
equation? quadratic equations in given situation illustrates
A quadratic equation in one standard form? quadratic equation or not?
variable is a mathematical Quadratic equations can be By analyzing the situation
sentence of degree 2 that written in standard form and formulating the
H. Making generalizations and
abstractions about the lesson can be written in the ax2 + bx + c = 0 by using the equation based on the
following standard form. different mathematics given in the problem or
ax2 + bx + c = 0, where a, b, concepts or principles, situation.
and c are real numbers and particularly the distributive
a≠0 property and the
In the equation, ax2 is the addition/subtraction
quadratic term, bx is the property of equality.
linear term, and c is the
constant term.

I. Evaluating learning The teacher lets the Write each quadratic Tell whether the following
students answer equation in standard form, situations illustrate quadratic
individually the formative ax2 + bx + c = 0 then equations or not.(Taken from
the Localization and
assessment. identify the values of a, b,
Contextualization guide)
A. Identify which of the and c.
following equations are 1. 3x - 2x2 = 7 1. The length of a swimming
quadratic and which are Answer: 2x2 - 3x + pool is 8m longer than its width
not. 7 = 0; a = 2, b = -3, and the area is 105 m2.
1. 3m2 + 8 = 15; c=7 (Quadratic)
Quadratic 2. (x + 3)(x + 4) = 0 2. Rody paid at least Php
1,500 for a pair of pants and
2. 12 – 4x = 0; Not Answer: x2 + 7x +
shirt. The cost of the pair of
3. 10– 7t = t2 ; 12 = 0; a = 1, b = 7, pants is Php 900 more than
Quadratic c = 12 the cost of the shirt. (Not
4. h(h2 - 6) = 0; Not 3. 2x(x - 3) = 15 Quadratic)
5. 3 (x-2) = -7: Not Answer: 2x2 - 6x -
6. 6. ( r −1 )2 = -7; 15 = 0; a = 2, b = -
Quadratic 6, c = -15
4. (x - 4)2 + 8 = 0
Answer: x2 - 8x +
24 = 0; a = 1, b = -
 8, c = 24

J. Additional activities for application or

remediation
V. REMARKS National Heroes Day
(Regular Holiday)
VI. REFLECTION
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lessons work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these works?
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: Noted by:

IVY EUNICE F. FEUDO JOCELYN . BORJA JEFFREY D. PENALES
Teacher I, Mathematics Dept. Key Teacher, Mathematics Dept. Assistant Principal II, SNHS