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QUARTER I
Week 7 – Day 1

Subject: MATH Grade Level: 9

Date: __________________ Session: 1
The learner demonstrates understanding of key
concepts of quadratic equations,inequalities and
Content Standard
function, and rational algebraic equations.

The learner is able to investigate thoroughly

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

Competency ● Model real life situations using quadratic functions

M9AL-If-g-1
I. OBJECTIVES
Knowledge: ●Differentiates quadratic from linear functions
Skills: ●Describes quadratic function and its application to real life
Affective: ●Appreciates real life models showing quadratic
functions
II. CONTENT Introduction to Quadratic Function

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Teacher’s Guide (TG) in Mathematics 9, pp. 87-90
2. Learner’s Materials Pages Learner’s Module (LM)in Math 9, pp. 125-128
3. Textbook Pages e-Math Intermediate Algebra byOrlando Oronce and
Marilyn O. Mendoza, pp. 367
4. Additional Materials  BEAM Fourth Year Module 3
 Attachment
 Graphing board
 Meter stick
5. Learning Resources (LR) portal
Lrmds.deped.gov.ph.

B. Other Learning Resources APEX Chapter 3

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IV. PROCEDURES
A. Reviewing or presenting the new Note to the Teacher use pictures on attachment A
lesson
The teacher will show the pictures to the students and
ask the following questions:

1. Have you ever asked yourself why PBA star

players are good in free throws?
Expected Answer: Because they have developed their
skills

2. How do angry bird expert players hit their

targets?
Expected Answer:They follow a certain path on how to
hit the target

3. Do you know the secret key in playing this

game?
Expected Answer: the key is to develop the skills and follow a
parabolic path
B. Establishing a purpose for the Note to the Teacher use attachment B
lesson
The teacher will show graphs of linear and quadratic
functions which could be presented in a video or mere
pictures.

QUESTIONS:
1. Which of the graphs is/ are linear
functions?Ans. picture 2&3
2. Which of them is/ are not linear functions?Ans.
pictures 1&4

The teacher will emphasize the difference of linear and

quadratic functions through their graphs

C. Presenting examples of the new Note to the Teacher use attachment C

lesson
GROUP ACTIVITY:

Identifying the given equation as quadratic function

or not. Providing discussions.

( Use Supplementary Activity B )

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D. Discussing new concepts and Note to the Teacher

practicing new skills #1
Now that you know how to identify quadratic functions
given an equation, how will you identify a quadratic
from a given set of ordered pairs or table of values?
Example:
Consider the ordered pairs presented in a table of
values.

X -3 -2 -1 0 1 2 3
y 9 4 1 0 1 4 9

-5 -3 -1 1 3 5

2 2 2 2 2

Notice that the differences in x are equal while the

differences in y are not in the first differences.
Observe that the second differences in y are already
equal. Hence, for the quadratic function , f(x) = x²,

equal differences in x produce equal second

differences in y. This method is called the equal
differences method.
E. Discussing new concepts and Note to the Teacher see attachment D
practicing new skills #2
Show pictures that models quadratic functions.
Then ask the following questions:(answers may vary)

1. How does the graph look like?

2. Can you name similar situation
or pictures you see around ,
that shows parabolic path?

F. Developing Mastery Note to the Teacher

GROUP ACTIVITY:
Let the students answer ACTIVITY 4 on the LMs page
127.

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(this is to let the students do the activity by themselves)

G. Finding practical applications of Work In pairs: Solve the problem.

concepts and skills in daily living
Consider a rectangle whose width is (x + 2) cm and
whose length is (x + 5) cm. How do you find the area
of this rectangle?Ans. x² + 7x + 10

H. Making Generalizations and Note to the Teacher

abstractions about the lesson Ask the following questions:
1. How does a graph of a quadratic function differ
from that of a linear function?

The teacher will end and elaborate the generalization

with a quote shown on the screen:

“ It can be argued that the mathematics behind this

images is even prettier than the pictures themselves”
Anomymous

H. Evaluating learning (Individual Formative Test)

A. Tell whether the following functions are

quadratic functions or not.Write Q for
quadratic and N for not quadratic.

1.f(x) = 2(x-6)² + 1ans. Q

2. f(x) = 3x + 5ans. N
3. f(x) = 27 – 4x²ans. Q
4.f (x) = 5x² + x – 2ans. Q
5.f(x) = x – 4ans. N

B. Which of the following situations describe a

quadratic function?

a. Additional Activities INDIVIDUAL ACTIVITY:

for application or Collect pictures/models of quadratic function

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remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% A. ____ No. of learners who earned 80% in the
in the evaluation evaluation
B. No. of learners who require
additional activities for remediation B. ____ No. of learners who required additional
activities for remediation
C. Did the remedial lessons work?
No. of learners who have caught up C. Did the remedial lessons work? _____ No. of
the lesson learners who caught up the lesson

D. No. of learners who continue to D. _____ No. of learners who continue to require
require remediation remediation

E. Which of my teaching strategies

worked well? Why did these work? Strategies used that work well :
____ Group collaboration
____ Games
____ Powerpoint Presentation
____ Answering preliminary activities/ exercises
____ Discussion
____ Case Method
____ Think-Pair-Share (TPS)
____ Rereading of Paragraphs/Poems/Stories
____ Differentiared Instruction
____ Role Playing/Drama
____ Discoery Method

____ Lecture Method

Why?
____ Complete Ims
____ Availability of Materials

____ Pupil’s eagerness to learn

____ Group member’s Cooperation in doing their tasks

F. What difficulties did I encounter

which my principal and supervisor ____ Bullying among pupils
help me solve? ____ Pupil’s behavior / attitude
____ Colorful IM’s
____ Unavailable Technology Equipment (AVR/LCD)
____ Science/ Computer/ Internet Lab

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____ Additional Clerical works

____ Reading Readiness

G. What innovation or localized I

used/discover which I wish to share
with other teacher?

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Session: 1 (1 day)

Content: QUADRATIC FUNCTIONS

ATTACHMENT A

DISCUSSIONS:

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Quadratic equations are actually used in everyday life, as when calculating areas,
determining a product's profit or formulating the speed of an object. Quadratic equations
refer to equations with at least one squared variable, with the most standard form being
ax² + bx + c = 0

ATTACHMENT B

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Picture 3 Picture 4

ATTACHMENT C

Equation Is a quadratic? Explanation

3x³ - 4x + 5= 0 no The first term is raised to the 3 rd power.

5x² -4x + 2 = 0 yes The equation is in the form ax² + bx + c

7x² = 49 yes Because the power of the variable is 2

2x² - 8x = 0 yes Because the highest power is 2

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ATTACHMENT D

Other pictures or models of quadratic function

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SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

A. Find the missing value of x or y so that each point belongs to the parabola defined by the
equation at the left.

1. y = -x² a. (-3, ) b. (4, ) c ( , -1) d. ( ,-9)

2. y = x² - 1 a. (2, ) b. (3, ) c. ( , 0) d. ( , 3)

3. y = x² + 2 a. (2, ) b. (-4, ) c. ( , 6) d. ( , 18)

answers

1. a) -9 2. a) 3 3. a) 6
b) -16 b) 8 b) 18
c) 1c) 1 c) 2
d) 3d) 2 d) 4

B. DIRECTION: Put the letter of the given equation in the diagram below where
you think it belongs.

a. y = x² - 1
b. y=x
c. y = 2x² - 2x + 1
d. 3x – 1 + y = 0
e. y = (2x +3) (x - 1)
f. y = x² + 1
g. 2² + x = y
h. y = 3ˣ + 2x
i. 3x + x² = y
j. 2x (x – 3) – y = 0

Quadratic Linear function

function Not linear nor
quadratic

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 2: FUNCTIONS

Bryant, M., & et. al. (2014).Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007).e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

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