I.

Objectives
A. Illustrate the properties of the roots of Quadratic Functions.
B. Identify the sum and product of roots.
C. Form Quadratic Equations given the roots.
II. Subject Matter
Reference: Mathematics Learner 9
Materials:
III. Procedure
A. Review
Identify the opening of the parabola given the following functions.
1. y=(x−3)(4−x )
2. y=(x +6)( x−1)
3. y=−(x +10)( x−2)

B. Presentation and Discussion

>Let the students recall the quadratic formula.
>Let the students connect the nature of roots in relation to the quadratic equation.
>Give 5 minutes for the students to derive the formula in getting the sum and product of
roots.
> Let the students give examples of quadratic functions.
> Let the students identify the a, b, and c in their given function.
> Present the derivation of the sum and product of roots after their brainstorming.
> Let the students use their examples in getting the sum and product of each root in the
given function.
> Let the students work with their pairs.
> Let each pair write one function in their notebook.
> Students will play 1-2-3
> The game will end once everyone answered the 20 questions.

C. Application

D. Generalization
Answer the following:
1. Illustrate the sum and product of roots of quadratic functions.
2. Cite the properties of roots of quadratic functions then explain each.

IV. Evaluation
Quiz 2-1 on Friday (date)
Review Graphs of Quadratic Function on pp. and sum and product of roots on pp.

(Speed Math)
 Republic of the Philippines
Department of Education
Region III- Central Luzon
Tarlac City Schools Division
STO. CRISTO INTEGRATED SCHOOL
High School Department
S.Y. 2019-2020

July 24, 2019 (Wednesday)

A Semi- Detailed Lesson Plan in Mathematics 9
I. Objectives
A. Illustrate the properties of the roots of Quadratic Functions.
B. Identify the sum and product of roots.
C. Form Quadratic Equations given the roots. (M9AL-Ia-c-1)

II. Subject Matter

References: Mathematics 9 Learner’s Material, pp. 35-42
Understanding Mathematics 9, pp. 21-28
New Syllabus Mathematics 9, pp. 27-33
Materials: board, chalk
III. Procedure

A. Review
Identify the opening of the parabola given the following functions.
1. y=( x−3)(4−x )
2. y=( x +6)(x−1)
3. y=−(x +10)( x−2)
B. Motivation
Group Yourselves According to:
Students will be group into 10 members. The teacher will ask the students to
group themselves according to the sum and product of 2 numbers, each group will
only present number of students accordingly. One student in each group must show
the operation used. The fastest group will be the winner.
C. Presentation and Discussion
 Let the students recall the quadratic formula.
 Let the students connect the nature of roots in relation to the quadratic
equation.
 Give 5 minutes for the students to derive the formula in getting the sum and
product of roots.
  Let the students give examples of quadratic functions.
 Let the students identify the a, b, and c in their given function.
 Present the derivation of the sum and product of roots after their
brainstorming.
 Let the students use their examples in getting the sum and product of each root
in the given function.
 Let the students work with their pairs.
 Let each pair write one function in their notebook.
 Students will play 1-2-3
 The game will end once everyone answered the 20 questions
D. Application
Students will work with their groupmates and each representative in each group who
will be picked randomly by the teacher will present the answer in front. (3 questions)

E. Generalization
Answer the following:
1. Illustrate the sum and product of roots of quadratic functions.
2. Cite the properties of roots of quadratic functions then explain each.
IV. Evaluation
 Quiz on Friday (July 26, 2019)
 Performance Task on Thursday (July 25, 2019) )- Speed Math

Prepared by: Thalia Mae Cristine T. Alfaro Received by: Sheryl B. Duque
Mathematics Teacher 9 (Substitute) HT- I
 Checked by: Rea Rabaca Garcia Noted by: Ronald I. Castro, Ed. D
Math Leader Principal IV
Republic of the Philippines
Department of Education
Region III- Central Luzon
Tarlac City Schools Division
STO. CRISTO INTEGRATED SCHOOL
High School Department
S.Y. 2019-2020

July 23, 2019 (Tuesday)

A Semi- Detailed Lesson Plan in Mathematics 9
I. Objectives
A. Find the discriminant of a quadratic equations through quadratic formula.
B. Determine the type of solution by using the value of the discriminant
C. Appreciate the parts of quadratic formula by recognizing the coefficients and
variables. (M9AL-Ia-c-1)

II. Subject Matter

References: Understanding Mathematics 9, p. 29

Materials: board, chalk

III. Procedure

A. Review
 What is the Quadratic Formula?
 When you will use the Quadratic Formula?
B. Motivation
YES-NO-STAND-UP Game
In this game, the teacher will tell the students that answering yes means stand
up and answering no means sit down. Next, the teacher will ask students some
random and mathematical questions to check their understanding.
Questions:
1. Do you like chocolates?
2. Do you like to hurt people?
3. Do you love math?
4. Is 2 + 2 = 5
 5. Is √ 9=3
6. Is 4 a perfect square?
7. Is 7 a perfect cube?
8. Is 100 not a perfect square?
9. Is there a way to predict the nature of the root?
10. Are you familiar with discriminant in a quadratic equation?
C. Presentation and Discussion
 The teacher will present the The nature of the roots determined by the
value of the discriminant can be summarized in three cases:
Case 1: If b 2−4 ac=0, the roots are real and equal.

Case 2: If b 2−4 ac> 0, the roots are real and equal.

Case 3: If b 2−4 ac< 0, the roots are imaginary and unequal.

 Let the students give examples of quadratic equations.

 Let the students identify the a, b, and c in their given equation.
 Let the students solve for the discriminant and determine the number of
real solutions to the given quadratic equations.

D. Generalization
Ask the following:
 Enumerate the three cases in determining the value of discriminant.

IV. Evaluation
 Quiz on Friday (July 26, 2019)
 Performance Task on Thursday (July 25, 2019)- Speed Math

Prepared by: Thalia Mae Cristine T. Alfaro Received by: Sheryl B. Duque
Mathematics Teacher 9 (Substitute) HT- I

Checked by: Rea Rabaca Garcia Noted by: Ronaldo I. Castro, Ed. D
Math Leader Principal IV
1. develop a positive attitude towards learning Mathematics
2. perform mathematical operations and manipulations with confidence, speed and accuracy
3. think and reason precisely, logically and critically in any given situation
4. develop investigative skills in Mathematics
5. identify, concretise, symbolise and use mathematical relationships in everyday life
6. comprehend, analyse, synthesise, evaluate, and make generalizations so as to solve mathematical
problems
7. Collect, organize, represent, analyse, interpret data and make conclusions and predictions from its
results
8. apply mathematical knowledge and skills to familiar and unfamiliar situations
9. appreciate the role, value and use of Mathematics in society
10. develop willingness to work collaboratively
11. acquire knowledge and skills for further education and training
12. communicate mathematical ideas