Republic of the Philippines

Department of Education
Region IV – MIMAROPA
Division of Palawan
DANAWAN NATIONAL HIGH SCHOOL
Magsaysay, Palawan

Detailed Lesson Plan

School DANAWAN NATIONAL HIGH SCHOOL Grade Level 9th YEAR
Teacher Mea D. Magdayao Learning Area MATHEMATICS 9
Time & Dates Quarter 1st QUARTER

I. OBJECTIVES
1. Content Standard The learner demonstrates understanding of key concepts of quadratic equations
involving solving quadratic equations by using the quadratic formula.
2. Performance The learner is able to investigate thoroughly mathematical relationships in
Standard various situations, formulate real-life problems involving quadratic equations
and solve them using a variety of strategies.
3. Learning At the end of the lesson, the learners are expected to:
Competencies/
1. Illustrate quadratic equations using quadratic formula;
Objectives
2. Solve quadratic equations by using quadratic formula;
Write the LC code for 3. Apply the mathematical concepts in solving quadratic equations in real-
each life; and
4. Appreciate the use of formula in solving quadratic equation.
II. CONTENT Solving Quadratic Equations by Using Quadratic Formula
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Teacher’s Guide for Mathematics 9, pp. 24 – 26
pages
2. Learner’s Mathematics Learner’s Material pages, pp. 27 – 34
Materials pages
3. Textbook pages
4. Additional
Materials from
Learning Resources
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Teacher’s Activity Student’s Activity
PRELIMINARY ACTIVITIES
Good morning class! Good morning, Ma’am!
How are you today? It is good so far? We’re fine Ma’am.
Nice to hear that! Before we start our lesson this
morning, let us pray first. Rica Mae, kindly lead (Students will pray)
the prayer.

Thank you! Please remain standing. At the count

of three pick up all the trashes under your chair (The students picked up all trashes)
and put it on your pockets or bag. In 1…2…3…
Are you done student?
Okay, you please take your seat. Yes, Ma’am.
Let’s check your attendance, is there any absent?
None Ma’am.

None? Very good. It only shows that all of you are

interested to learn new knowledge this morning.

A. Reviewing previous lesson or presenting the

new lesson
But before we proceed to our new lesson, let us
review our past lesson. What was our topic all
about again? Yes, Kimberly. Ma’am, our past lesson was all about Solving the
Quadratic Equations by Completing the Square.
Very good!

And, how can we solve quadratic equation by

completing the square? We can solve quadratic equation by completing
the square:
1. Divide both sides of the equation by a then
simplify.
2. Write the equation such that the terms with
variables are on the left side of the
equation and the constant term is on the
right side.
3. Add the square of one-half of the
coefficient of x on both sides of the
resulting equation. The left side of the
equation becomes a perfect square
trinomial.
4. Express the perfect square trinomial on the
left side of the equation as a square of a
binomial.
5. Solve the resulting quadratic equation by
extracting the square root.
6. Solve the resulting linear equation.
7. Check the solutions obtained against the
original equation.
Good Job! I am glad that you can still recall and it
seems that you learned a lot from our past lesson.
B. Establishing a purpose for the lesson
To formally start our lesson, let us know the
objectives of our lesson. This will serve as your
guide through your journey in today’s lesson.
At the end of the lesson, you will be able to:
1. Illustrate quadratic equations using
quadratic formula;
2. Solve quadratic equations by using (everyone read the objective of the lesson.)
quadratic formula;
3. Apply the mathematical concepts in
solving quadratic equations in real-life; and
4. Appreciate the use of formula in solving
quadratic equation.

After knowing our lesson’s objectives, are you

ready to explore and learn new knowledge?
I bet,you are!
C. Presenting examples/ instances of the new
lesson
Now, before we go on to our discussion this
morning. Let us have an activity that entitled
Answer Me! Find Me!
Magic Word…

Direction: Match the letter that corresponds to the

answer to the numbered item below. The letters
will spell out the Magic Word!

1. 4.

2. 5.

3. 6.

7.

F O R M U L A
___ ___ ___ ___ ___ ___ ___
3 5 1 7 2 4 6

R
F
O -
U
A -
L -5
 S 2
M -1

Do you have any question regarding on the

activity? None Ma’am.

Okay class, I will give you five minutes to answer

those equations. Your time will start’s now.

Okay, class time is up!

So, what is the magic word that has been

unlocked? Ma’am the magic word that has been unlocked is
FORMULA.
Excellent!
So, class do you have any idea if what is our
lesson this morning? Yes, Kurt?
Ma’am, I think our lesson this morning is all about
formula.
Excellent answer!

Class, the equations I presented to you are

connected with our lesson for today.
Today, we are about to discuss lesson “Solving
quadratic equation by using quadratic
formula”.
D. Discussing new concepts and practicing new
skill #1
Do you have any idea about solving quadratic
equation by Quadratic Formula?
If none, then let us try this!
Simplify the expression:

How do you simplify the expression? And, what is (Students answer may vary)
your answer anyway?
Let’s find out!
 or

To solve any quadratic equation

ax2 + bx + c = 0 using quadratic formula:

1. Determine the values of a, b, and c

2. Substitute the given values in the quadratic

formula:
3. Simplify the result
4. Check the solutions obtained against the
original equation

Problem 1: x2 + 10x + 9 = 0
1. Determine the values of a, b, and c
a = 1, b = 10, c = 9
2. Substitute the given values in the quadratic

formula:

3.Simplify the result

and

and

and

5. Check the solutions obtained against the

original equation
Equation: x2 + 10x + 9 = 0

When x = -1
x2 + 10x + 9 = 0
(-1) + 10(-1) + 9 = 0
2

1 + (-10) + 9 = 0
1 – 10 + 9 = 0
 -9 + 9 = 0
0=0
When x = -9
x2 + 10x + 9 = 0
(-9)2 + 10(-9) + 9 = 0
81 + (-90) + 9 = 0
81 – 90 + 9 = 0
-90 + 90 = 0
0=0
Both values of x satisfy the given equation. Not yet, Ma’am.
Therefore, the equation x2 + 10x + 9 = 0 is true
when x = -1 and x = -9.
Do you understand class?

Okay, here is another example.

Problem 2: x2 – 4x + 3 = 0
Solutions:
1. Determine the values of a, b, and c
a = 1 b = -4 c = 3
2. Substitute the given values in the quadratic
formula:

x=

3. Simplify the result

x=

and

and

and 1
4.Check the solutions obtained against the original
equation

Equation: x2 – 4x + 3 = 0
When x = 1
x2 – 4x + 3 = 0
(1)2 – 4(1) + 3 = 0
1 – 4 + 3= 0
-3 + 3 = 0
0=0
When x = 3
x2 – 4x + 3 = 0
(3)2 – 4(3) + 3 = 0
3 – 12 + 3 = 0
-3 + 3 = 0
0=0
Both values of x satisfy the given equation.
Yes, Ma’am.
Therefore, the equation x2 – 4x + 3= 0 is true when
x = 1 and x = 3. None, ma’am.
Do you understand Class?
Do you have any questions or clarifications?
E. Discussing new concepts and practicing new
skill #2
For now, let’s move to another example of
quadratic equation by using quadratic formula.
Problem 1: x2 - 8 = -7x
Can you easily identify the values of a, b, and c if
No, Ma’am.
you are given this kind of equation?
Then, what will you do to identify the values of a, (student’s answers may vary)
b, and c?
First, you have to transform the given equation
into standard form ax2 + bx + c = 0.
x2 - 8 = -7x x2 + 7x – 8 = 0
Then, follow the steps in solving quadratic
equation by using quadratic formula.
Use the equation x2 + 7x – 8 = 0
1. Determine the values of a, b, and c
a = 1, b = 7, c = -8

2. Substitute the given values in the quadratic

formula:

3. Simplify the result

 and

and
and
4. Check the solutions obtained against the
original equation
Equation: x2 - 8 = -7x
When x = 1
x2 – 8 = -7x
(1)2 – 8 = -7(1)
1 – 8 = -7
-7 = -7
When x = -8
x2 – 8 = -7x
(-8)2 – 8 = -7(-8)
64 – 8 = 56
56 = 56
Both values of x satisfy the given equation.
Therefore, the equation x2 – 8 = -7x is true when x
= 1 and x = -8.
Do you understand now? Yes, Ma’am.
Great! Then, try this!

Try this 1:
You will answer the equation independently.
Afterwards, any but only one student as
representative from the class will show their
solution on the board and explain their work. I will
just give you 5 minutes to finish your activity and
your time starts now.

Problem 2. 2x + x = 28
Answer: x = and x = -4

Are you through class?

Yes, Ma’am!
Okay, anybody from the group wants to share their
work? Yes, John Leonard. (John Leonard shared his work in front of the
class)
Do you have the same answer with him? Anyway,
do you think their answer is correct?

Okay, let’s check.

(everyone claps)
Yes, it is, class give him a Barangay claps.
F. Developing mastery (leads to formative
assessment 3)
So, now let us have a group activity. I will group
you into 3 groups. Each group will be given the
same problem. Select your representative to
present your work. Please count off…1...2…3.
You will be graded according to the rubrics given
to you. Class. I will give you 10 minutes to do
your task and 5 minutes for the presentation.

Is that clear? Okay, proceed to your respective Yes ma’am.

groupmates.

Task 1: Cut to fit!

Read and understand the situation below then
answer the question that follow.

Mr. Bonifacio cuts different sizes of rectangular

plywood to be used in the furniture that he makes.
Some of these rectangular plywoods are described
below.

Plywood 1: The length of the plywood is twice its

width and the area is 4.5 sq ft.

Plywood 2: The length of the plywood is 1.4 ft. less

than twice its width and the area is 16 sq ft.

Plywood 3: The perimeter of the plywood is 10 ft.

and its area is 6 sq ft.

Questions:
1.What quadratic equation represents the area of
each piece of plywood? Write the equation in
terms of the width of the plywood.
2. Write each quadratic equation formulated in
item 1 in standard form. Then determine the values
of a, b and c.
3.Solve each quadratic equation using the
quadratic formula.
4.which of the solutions or roots obtained
represents the width of each plywood? Explain
your answer.
5.What is the length of each piece of plywood?
Explain how you arrived at your answer.

Rubric for Equations Formulated

4 - Quadratic Equations
Are accurately formulated and solved correctly

3 - Quadratic Equations
Are accurately formulated but not all are solved
correctly
2 - Quadratic Equations
Are accurately formulated but are not solved
correctly

1 - Quadratic Equations
Are accurately formulated but all are not solved
correctly

Time’s up! Stop writing present your work in front

of the class.
(students will present their work in front)
Okay, let us start to the presentation of group 1.
(The Group 1 will present their work)
Alright! Let’s give them five claps. Then, Group 2
will be the next presenter. (everyone claps)

Great! Let’s give them five claps. The Group 3 (The Group 2 will present their work)
will be the last presenter.

Excellent! Okay, let us give five claps to Group 3. (Everyone claps)

(the teacher will rate the performance of the group (The Group 3 will present their work)
base on the rubric.)
(everyone claps)
Well done students!
G. Finding practical applications of concepts
and skills in daily living
Okay class, now can you give a certain thing in
real life that is applicable for solving quadratic
equation by quadratic formula? Yes, Cheska. Ma’am, in daily life we use quadratic formula.
Some real-life applications of quadratic formula
involve building a home like how do we calculate
areas, running a business like determining a
product’s profit or formulating the speed of an
Excellent! object like throwing a ball.

Do you think our lesson will help you to become a

better student? In what way? Yes, Fevie.
I think this lesson will help me to become a better
student in a way that I can perform things better
That’s great! with formula and with basis.
It is good to know that you can relate our lesson in
real-life situation.

H. Making generalizations and abstractions

about the lesson
To see if you really understand our lesson this
afternoon, let’s check your mastery of learning.

What is our lesson today? Yes, Yhen Lie.

Our lesson for today is all about solving quadratic
equations by using formula.
Very Good!
And, how can we solve any quadratic equations
ax2 + bx + c = 0 by formula? We can solve any quadratic equation ax2 + bx + c
= 0 using quadratic formula:
1. Determine the values of a, b, and c
2. Substitute the given values in the quadratic

formula:

3. Simplify the result

4. Check the solutions obtained against the
original equation.
Very well said!

Now, what if you we’re given this kind of Transform the given equation into the standard
quadratic equation x2 – 15x = 8. What would you form ax2 + bx + c = 0.
do first to solve this?
Absolutely right! And then? Follow the steps in solving quadratic equation
using quadratic formula.

That is correct! I am glad that you’ve learned

something new today. Congratulate yourself by
giving a round of applause.

I. Evaluating Learning
For your assessment, get ½ crosswise of a sheet of
paper.

ASSESSMENT
Directions: Solve each by using the quadratic
formula.
1. x2 + 3x – 10 = 0
2. x2 – 7x = 18
3. x2 + 5x – 14 = 0
4. 4x2 – 4x + 1 = 0
 5. 2x2 – 4x = 2

I will give you 7 minutes to answer your quiz.

Okay, time’s up… Pass all your papers forward.

J. Additional activities for application or

remediation
For your assignment, please do copy!

Directions: Answer the following. Write your neat

and complete solutions on a one whole sheet of
paper.

1.The length of a car park is 120 m longer than its

width. The area of the car park is 6400 m2.

a. How would you represent the width of the

car park? How about its length?

b. What equations represents the area of the car

park?

c. What is the length of the car park? How about

its width? Explain your answer.

2.The length of the rectangular table is 0.6 m more

than twice its width and its area is 4.6 m2. What
are the dimensions of the table?

If you are done, then, please be ready.

That all for today! Have a nice day.
Good bye, Class!
Good Bye Ma’am.
V. REMARKS
V. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your
students’ progress this week. What works? What else needs to be done to help
the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.
A. No. of leaners who
earned 80% in 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
work well 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:
MEA D. MAGDAYAO
Student Teacher
Noted by:
RHEA MAE A. JABELLO
Critic Teacher

Approved by:

SUSANA T. DAQUER
Head Teacher