Republic of the Philippines

Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
Learning Area MATHEMATICS 9
Learning Delivery Modality Modular Distance Modality

LESSON School Fernando Air Base INHS Grade Level 9

EXEMPLAR Teacher KEEIN ANN A. CABRAL Learning Area Mathematics
Teaching Date Quarter First Quarter
Teaching Time No. of Days 4 Days

I. OBJECTIVES
A. Content Standards The learner learns to demonstrate understanding of the 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.
1. creates artworks showing the characteristic, elements of the arts
of Luzon (highlands and lowlands)
2. exhibit completed artworks for appreciation and critiquing.
C. Learning Competencies or After going through this contextualized learning material, you are
Objectives expected to;
1. Transform equations not written in standard form in the form of
𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0.
2. Identify the best method to use in solving quadratic equations:
a. Extracting Square Roots Method
b. Factoring Technique
c. Completing the Square Method
d. Using of the Quadratic Formula
3. Appreciate the importance of transforming quadratic equations in
standard form in solving real-life problems.
D. Most Essential Learning Solve equations transformable to quadratic equations (including
Competencies (MELC) rational algebraic equations).
(If available, write the indicated MELC)
E. Enabling Competencies
(If available, write the attached enabling
competencies)
MATHEMATICS - 9
Lesson 5: EQUATIONS TRANSFORMABLE INTO QUADRATIC
II. CONTENT EQUATIONS

III. LEARNING RESOURCES

A. References
a. Teacher’s Guide Pages
Teacher’s Guide Pages 50 - 53
b. Learner’s Material Pages
Learner’s Material Pages 77 - 87
c. Textbook Pages

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 Republic of the Philippines
Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
d. Additional Materials from Exercises and Activities from the Internet
Learning Resources
B. List of Learning Resources for Pictures
Development and Engagement
Activities
IV. PROCEDURES
A. Introduction What I Need To Know?
The teacher provides activities that will assess student’s knowledge of
the different mathematics concepts previously studied and their skills in
performing mathematical operations. Students’ responses to these
activities would facilitate teaching and their understanding of equations
transformable to quadratic equations. Present to the students this
important question for them to think of: “How does finding solutions of
quadratic equations facilitate in solving real-life problems?”

ACTIVITY 1: LET’S RECALL

Find the solution/s of the following quadratic equations. Answer
the questions that follow.

1. 𝑥 2 − 4𝑥 + 4 = 0
2. 𝑠 2 − 3𝑠 − 10 = 0
3. 𝑟 2 + 5𝑟 − 14 = 0
4. 2𝑚2 + 5𝑚 + 2 = 0
5. 2𝑛2 + 2𝑛 − 12 = 0

ACTIVITY 2: LET’S ADD AND SUBTRACT

Perform the indicated operation and show your complete
solution by following the steps in adding and subtracting rational
algebraic expressions. Answer the questions that follow.
1 2𝑥
1. 𝑥 + 5

4 2𝑥−1
2. −
𝑥 5

2𝑥 𝑥+1
3. +
3 𝑥

𝑥+1 𝑥+2
4. −
2𝑥 3𝑥

5. 𝑥−5
2𝑥
𝑥+1
+ 𝑥−2

B. Development What I Know?

The teacher will provide the student’s with an opportunity to develop
their understanding of equations transformable to quadratic equations.
Ask them to perform Activity 3. In this activity, the students will be
presented with a situation involving a rational algebraic equation. Let

Address: JP Laurel Highway, Brgy. Marawoy, Lipa City ISO 9001:2015

Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
Email Address: [email protected] SPC000505Q
 Republic of the Philippines
Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
the student’s formulate expressions and equations that would describe
the given situation. Ask the student’s to describe the equation and to
find ways of solving it.

ACTIVITY 3: HOW LONG DOES IT TAKE TO FINISH YOUR

JOB? Read and understand the situation below, then answer the
questions that follow.

Mary and Carol are doing a math project. Carol can do the work
twice as fast as Mary. If they work together, they can finish the project in
4 hours. How long does it take Mary working alone to do the same
project?

Questions:

1. If Nary can finish the job in x hours alone, how will it take Carol
to do the same job alone?

2. How would you represent the amount of work that Mary can
finish in 1 hour? How about the amount of work that Carol can
finish in 1 hour?

3. If they work together, what equation would represent the

amount of work they can finish in 1 hour?

4. How would you describe the equation formulated in item 3?

5. How would you solve the equation formulated? What

mathematics concepts and principles are you going to use?

Before proceeding to the next activities, let the students give a brief
summary of the activities done. Provide them with an opportunity to
relate or connect their responses in the activities given to their new
lesson, equations transformable to quadratic equations. Let the students
read and understand some important notes on equations transformable
to quadratic equations. Tell them to study carefully the examples given.

Address: JP Laurel Highway, Brgy. Marawoy, Lipa City ISO 9001:2015

Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
Email Address: [email protected] SPC000505Q
 Republic of the Philippines
Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
ACTIVITY 4: HOW LONG DOES IT TAKE TO FINISH YOUR
JOB? Read and understand the situation below, then answer the
questions that follow.

C. Engagement What’s More?

In this section, let the student’s use the mathematical ideas

involved in finding the solutions of equations transformable to quadratic
equations and the example presented in the preceding section to
answer the succeeding activities.

What I Can Do?

Ask the students to transform some equations to quadratic

equations by performing Activity 4. Let them explain how they applied
the different mathematics concepts and principles in transforming each
equation to quadratic equation. Provide the students with opportunities
to compare their answers and correct their errors.

ACTIVITY 4: VIEW ME IN ANOTHER WAY!

Transform each of the following equations into a quadratic
equation in the form of 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, then find the roots of
each quadratic equations. Answer the questions that follow.

1. 𝑥 (𝑥 + 5) = 2 4. (𝑠 + 6)2 = 15

2. (𝑡 + 2)2 + (𝑡 − 3)2 = 9 5. (2𝑟 + 3)2 + (𝑟 + 4)2 = 10

2 3𝑡
3. − =7
𝑡 2

QUESTION:

1. How did you transform each equation into a quadratic

equation? What mathematics concepts and principles did you
apply?

2. Did you find any difficulty in transforming each equation into a

quadratic equation? Explain?

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Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
Email Address: [email protected] SPC000505Q
 Republic of the Philippines
Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
D. Assimilation What I Have Learned?

Ask the student’s to have a closer look at some aspects of

equations transformable to quadratic equations. Provide them with
opportunities to think deeply and test further their understanding of
solving these kinds of equations by doing the Activity. Give more focus
on the real-life applications of quadratic equations.

ACTIVITY 5: MY UNDERSTANDING OF EQUATIONS

TRANSFORMABLE INTO QUADRATIC

Answer the following:

1. How do you transform a rational algebraic equation into a

quadratic equation? Explain and give examples.

2. How do you determine the solutions of quadratic equations?

How about rational algebraic equations transformable into
quadratic equations?
3. Suppose a quadratic equation is derived from a rational
algebraic equation. How do you check if the solutions of the
quadratic equation are also the solutions of the rational
algebraic equation?

4. Which of the following equations have extraneous roots or

solutions? Justify your answer.

1 1 7 3𝑥 2 −6
a. + 𝑥+1 = 12 c. =𝑥−2
𝑥 8−𝑥

𝑥 2 −5𝑥 3𝑥+4 2 8
b. = 15 − 2𝑥 d. − 𝑥+3 = 5
𝑥−5 5

5. In a water refilling station, the time that a pipe takes a fill a tank
in 0mins more than the time that another pipes takes to fill the
same tank. If the two pipes are opened at the same time, they
can fill the tank in 12 minutes, how many times does each pipe
take to fill the tank?

What I Can Achieve?

Give the students opportunities to demonstrate their understanding

of solving equations transformable to quadratic equations by doing a
practical task. Ask them to cite real-life situation that illustrates a rational
algebraic equation transformable to a quadratic equation. Let the
students formulate and solve the equation that represents the situation
cited..

Address: JP Laurel Highway, Brgy. Marawoy, Lipa City ISO 9001:2015

Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
Email Address: [email protected] SPC000505Q
 Republic of the Philippines
Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
Activity 6: A Reality of Rational Algebraic Equation
Cite a real-life situation where the concept of a rational
algebraic equation transformable into quadratic equation is
being applied. Use the situation to answer the following
questions.

1. How is the concept of a rational algebraic equation

transformable into a quadratic equation applied in the situation?
2. Hat quantities are involved in the situation? Which of these
quantities are known? How about the quantities that re
unknown?
3. Formulate, then solve a problem out of the given situation.
4. What do the solutions obtained represent? Explain your
answer.

Rubric: Real-Life Situations Involving Rational Algebraic

Equations Transformable into Quadratic Equations

4 3 2 1
The situation is The situation is The situation is The situation is
clear, realistic clear but the not so clear, not clear and
and the use of use of rational and the use of the use of
rational algebraic rational rational
algebraic equation algebraic algebraic
equation transformable equation equation
transformable into a quadratic transformable transformable
into quadratic equation and into quadratic into a quadratic
equation and other equation is not equation is not
other mathematics illustrated. illustrated.
mathematics concepts are
concepts are not properly
properly illustrated.
illustrated.

E. Reflection The teacher will instruct the students to do the following.

A. Answer the question:

Write a simple journal on how you would apply in real-life

situation the lesson: Equations Transformable into Quadratic Equations.

________________________________________________________________
________________________________________________________________
________________________________________________________________
_______________________________________________________________.

(The students will be given enough time to do their artwork.)

Address: JP Laurel Highway, Brgy. Marawoy, Lipa City ISO 9001:2015

Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
Email Address: [email protected] SPC000505Q
 Republic of the Philippines
Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
Key to Correction:

Activity 1: Let’s Recall!

1. 𝑥 = 2
2. 𝑠1 = 5 𝑎𝑛𝑑 𝑠2 = −2
3. 𝑟1 = −7 𝑎𝑛𝑑 𝑟2 = 2
−1
4. 𝑚1 = 𝑎𝑛𝑑 𝑟2 = −2
2
5. 𝑛1 = −3 𝑎𝑛𝑑 𝑛2 = 2
−4
6. 𝑝1 = 𝑎𝑛𝑑 𝑝2 = −1
3

Activity 2: Let’s Add and Subtract

2𝑥 2 +5
1. 5𝑥

−2𝑥 2 +𝑥+20
2. 5𝑥

2𝑥 2 +3𝑥+3
3. 3𝑥

𝑥−1
4. 6𝑥

3𝑥 2 −5𝑥+10
5. 2𝑥 2 −4𝑥

Activity 3: How Long Does It Take To Finish Your Job?

𝑥
1. ℎ𝑟𝑠
2

1 2
2. 𝑎𝑛𝑑
𝑥 𝑥

1 2 1
3. + =4
𝑥 𝑥

4. The equation formed is rational algebraic equation

5. (Evaluate student’s response. They might give different ways of solving the problem).

Activity 4: View Me in Another Way!

1. 𝑥 2 + 5𝑥 − 2 = 0

2. 2𝑡 2 − 2𝑡 + 4 = 0

3. 3𝑡 2 + 14𝑡 − 40 = 0

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Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
Email Address: [email protected] SPC000505Q
 Republic of the Philippines
Department of Education
Region IV -A CALABARZON
SCHOOLS DIVISION OF LIPA CITY
4. 𝑠 2 + 12𝑠 + 21 = 0

5. 5𝑟 2 + 20𝑟 + 15 = 0

Activity 5: My Understanding of Equations Transformable into Quadratic

1. (Evaluate student’s responses.)

2. (Evaluate student’s responses.)

3. (Evaluate student’s responses.)

𝑥 2 −5𝑥
4. B. = 15 − 2𝑥 has extraneous roots
𝑥−5

5. 20 minutes and 30 minutes

Activity 6: A Reality of Rational Algebraic Equation

(Evaluate student’s responses using the rubric presented in the module

Signature of Personnel:

KEEIN ANN A. CABRAL

Teacher II

Date:
July 05, 2020
Verified by:

DULCE M. MANAOG, Ed.D JOE I. TITULAR

HT III, Mathematics Department Principal III

Address: JP Laurel Highway, Brgy. Marawoy, Lipa City ISO 9001:2015

Telephone No.: (043) 757-5496/757 -5505/757-5526 Certificate No:
Email Address: [email protected] SPC000505Q