Date: DETAILED LESSON PLAN Time:

Subject/Grade MATHEMATICS 9
Level/Section:

Content Standard: The learner demonstrates understanding of the key concepts of quadratic
equations, inequalities and functions, and rational algebraic equations.

Performance The learner is able to investigate thoroughly mathematical relationships in

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

Learning Represents a quadratic function using: (a) table of values; (b) graph; and (c)
Competencies: equations. M9AL-lf-lg-3

1. Identify whether a given table of values, graph and equation represents a

quadratic function

2. Represent a quadratic function using table of values, graph, and equations

I. Specific Objectives:
3. Show cooperation and perseverance in representing quadratic functions in
different ways

4. Recognize the differences among people like how a quadratic function is

expressed in a variety of ways (Makatao).
Topic: DIFFERENT WAYS TO REPRESENT A QUADRATIC FUNCTION
References:
 Department of Education Mathematics Learner’s Material 9, pp. 125-129
 DepEd TV Video
II. Subject Matter:  DepEd SOCCKSARGEN SLM Quarter 1 – Module 6 First Edition 2020
by Emelord P. Aninipot
 Learning Module for Junior High School (NCR) Quarter 1 – Module 15
First Edition 2020 by Jhon Edward M. Valera, et al.
Materials: PowerPoint presentation, projector/TV, Laptop/netbook, board and
board chalk, Manila paper and marker, masking tape
III. Procedure:

A. Daily Routine
1. Prayer
2. Reminder for classroom safety and health protocols
3. Attendance and physical arrangement check
4. Check the assignment if there is any
B. Motivation/Recall
1. Show the letters of the word LOVE on the board/TV. Then ask the class:
Awareness  How do you express your love to someone/something?
(Answers may vary)

2. Let someone to draw this organizer on the board and use it for their answers.

LOVE

3. Show also the term QUADRATIC FUNCTION on the board/TV. Let them
give the different ways that the quadratic function can be expressed using the
organizer below.

QUADRATIC
FUNCTION
  How do LOVE and QUADRATIC FUNCTION alike?

Answer: Both can be expressed in a variety of ways.

C. Lesson Proper  What do you think is our lesson for today?
Answer: The different ways to represent a quadratic function.
Activity
ACTIVITY 1: Describe Me in Many Ways!

1. Group the class into five. Give each group a piece of paper containing
the following instructions to be done in 10 minutes.
(NOTE: The answers to this activity are marked in color green. This activity is
also found on page 125 of their Math 9 Learner’s Material.)

a. Observe the pattern and draw the 4th and 5th figures.
Answer:

b. Use the table below to represent the relation of the figure number to the
number of blocks.

Figure Number (x) 1 2 3 4 5

Number of blocks (y) 1 4 7 10 13

c. Write the pattern observed from the table above.

Answer: The figure number (x) increases by 1 while the number of blocks
(y) increases by 3.

d. List of the following:

Set of ordered pairs (x, y): { (¿¿ ),(¿¿ ) ,(¿¿ ) ,(¿ ¿ ),( ¿¿ )}
Domain : { ¿¿ ,¿ ,¿ ,¿ } Range: { ¿¿ ,¿ ,¿ ,¿ }

Answer: Set of ordered pairs (x, y): { ( 1 , 1 ) , ( 2 , 4 ) , ( 3 , 7 ) , ( 4 , 10 ) ,(5 , 13) }

Domain: { 1 , 2, 3 , 4 ,5 }
Range: { 1 , 4 , 7 , 10 ,13 }

e. What equation represents the pattern?

Answer: The equation that represents the pattern is y = 3x – 2.

f. Graph the relation using the Cartesian plane.

Answer:

g. What are the independent and dependent variables?

Answer: The independent variable is the figure number (x) while the
dependent variable is the number of blocks (y).

h. What methods are used to represent the relation?

Answer: Linear relation/Direct relation
2. Let them present their output on the board.
Questions:
 How did you find the activity?
(Answers may vary.)
 What did you feel while working the given task together as a team?
What important value did you learned from it?
Does your team members show different ways in coming up with your
group output?
(Answers may vary. Emphasize the value of cooperation and team work
as well as the essence of recognizing the difference among others.)

3. Process the questions in Activity 1.

4. Discuss to the class the concept of quadratic function.

What is a Function?
 Function is a relation wherein every element of the domain corresponds
with exactly one element of the range.
 The domain of a function is the possible values of x.
 The range refers to the possible values of y.

What is a Quadratic Function?

 Quadratic function is a function in the form y = ax2 + bx + c where a, b
and c are real numbers and a should not be equal to 0 (a≠0).
 The highest exponent of the independent variable of a quadratic
function is 2.
 In a quadratic equation, ax2 = quadratic form, bx = linear form, and
c = constant.
 ax2 should not be equal to zero(0), otherwise it makes the given function
looks linear.

ACTIVITY 2: A Quadratic Function using Equation

Show to the class the DepEd TV Video. Then call on volunteers to answer the
following questions afterwards.

1. What is being discussed in the video?

Answer: The video discussed about a real-life situation involving a
rectangular parcel of land that is modeled by a quadratic function.

2. How is the situation modeled by a quadratic function?

Answer: It is represented by a quadratic equation.

3. If we convert that equation in the quadratic function of form y = ax2 + bx

+ c, how will it be? What are the value of its variables?
Answer: A(w) = -w2 + 32w where a = -1, b = 32, and c = 0.

4. What does a, b, and c mean?

Answer: a, b, and c represents real numbers.

5. What about ax2, bx, and c, what is meant by them?

Answer: ax2 represents the quadratic form, bx is the linear form, and
c = constant

ACTIVITY 3: A Quadratic Function using Table of Values

Show again a video that is connected to the first one. Call on volunteers to
answer the following questions below.

1. What can you say about the video you watch?

(Answers may vary) The video is a continuation of the first video where it
focus on finding the area of a parcel of land by creating a table of values.

2. How do we create a table of values?

Answer: Using the quadratic function in the situation presented about a
parcel of land, a table of values can be made by substituting the x-values
which is the Width (w) and calculating the values for f(x) which is the Area
A(w).
3. Show to the class the given two table of values of two equations below.
Use this to introduce the concept of Second Difference Method.
  What is the difference between the two given equations?
Answer: By observing the highest degree of each given equation,
y = 2x + 1 has a degree of 1 and y = x2 +2x -1 has a highest degree of
two. Therefore the given are linear and quadratic function respectively.

 What are the differences between two adjacent x-values in each table?
Answer: The differences between the two adjacent x-values in each
table are all equal to1.
 What about the differences between two adjacent y-values in each
table?
Answer: The differences between the two adjacent y-values in the first
table are all the same but the other table shows of no the same first
difference in y.
 So what have you observe?
Answer: The differences between the two adjacent y-values in the first
table are all equal to 2, while on the second given table the differences
are not equal on the first differences in y but on the second difference it
generates a difference which are all equal to 2.
 How can you recognize a quadratic function when a table of values is
given?
Answer: A function is said to be quadratic if two variables in the table of
values are related so that equal differences in the independent variable
(x) produce equal second differences in the dependent variable (y).
ACTIVITY 4: A Quadratic Function using Graph
Present to the class the quadratic function Answer:
y = x2 – 2 with a given table of values. Call
on volunteers to plot and sketch it using the
Cartesian Plane.

1. How does the graph look?

Answer: It look or forms a U-shaped curve.

2. These graph also forms a U-shaped curve. How do they differ?

Answer:
The first one opens upward while
the other one opens downward.

3. What is the mathematical term for that U-shaped curve?

Answer: Parabola

4. What do we call that vertical line that divides the parabola into two
congruent halves?
Answer: Axis of symmetry
 1. What are the different ways of representing a quadratic function?
 A quadratic function can be represented in any of the following:
(a) table of values; (b) graph; (c) equation

2. How do we know that a given equation represents a quadratic function?

 An equation represents a quadratic function when it is written in the
form y=f ( x )=a x 2+ bx+ c , where a ≠ 0.
3. How do we know that a graph represents a quadratic function?
 A graph represents a quadratic function if it is a parabola opening
IV. Abstraction upward or downward ONLY.

(Should there be queries why parabolas opening to the right and left do
not describe a quadratic function, the teacher may introduce in advance
the Vertical Line Test.)

4. How do we know that a table of values represents a quadratic function?

 If we plot and sketch the graph in the Cartesian Plane and it forms a
parabola that opens upward or downward.
5. How do we know that a table of values represent a quadratic function without
graphing?
 The other way to determine if the table of values represents a quadratic
function is by using the Second Difference Method where a common
number obtained by subtracting the consecutive values of f ( x ) occurs
in the second difference.
(Pair Activity) NOTE: The answers are marked in color green.
1. Let’s Play some Blocks!

V. Application Complete the table by stating the number of blocks on the last position. You
can share each other’s idea.

2. Let’s Investigate!
Using the blocks, complete the table of values. Then identify whether it is a
quadratic function or not by illustrating it using the Second Difference Method.
Just write QF or NQF on the blank.

Block Pattern #1: QF

Position (x) 1 2 3 4 5
Number of Blocks (y) 3 8 15 24 35

Block Pattern #2: NQF

Position (x) 1 2 3 4 5
Number of Blocks (y) 1 3 5 7 9

Block Pattern #3: QF

Position (x) 1 2 3 4 5
Number of Blocks (y) 1 3 6 10 15
Answers:

3. Let’s Graph!
Graph your identified quadratic function in activity #2 using the Cartesian Plane.

Answers:
Graph for Block Pattern #1 Graph for Block Pattern #3

Parking Lot Problem (LM pg. 126)

DIRECTIONS: Solve the problem by following the procedure below.

Mr. Santos wants to enclose the rectangular parking lot beside his house by
putting a wire fence on three sides as shown in the figure. If the total length
of the wire is 80 m, find the dimensions of the parking lot that will enclose a
maximum area.

a. In the figure above, if we let w the width and l be the length, what is the
expression for the sum of the measures of the three sides of the parking
lot?
Answer: 80 = 2(w) + l
VI. Assessment:
b. What is the length of the rectangle in terms of width?
Answer: l = 80 – 2w

c. Express the area (A) of the parking lot in terms of the width.
Answer: If we express Area (A) of the parking lot in terms of the width, the
derived equation will be A = w(80 – 2w) or A = 80w – 2w2

d. What is the dependent variable? Independent variable?

Answer: The dependent variable is the Area (A) and the independent variable
is the width (w)

e. Fill up the table by having some possible values of w and the

corresponding areas. (NOTE: Numbers in colored green are answers)

Width (w) 5 10 15 20 25 30 35
Area (A) 350 600 750 800 750 600 350

f. From the table of values, plot the points and connect them using a
smooth curve. (Just let the learners plot it on the board)

g. Give the vertex.

Answer: Vertex = (20, 800)

(NOTE: This is in preparation for the next lesson on General and Standard form of
Quadratic Function)

VII. Assignment: Determine the number that must be added to make each of the following a
perfect square trinomial. Then give the factors as a square of a binomial.
1) x2 + 4x + ______ 4) x2 – 11x + ______

5x
2) x2 – 10x + ______ 5) x2 + + ______
4

3) x2 + 3x + ______

No. of learners who earned 75% and above in the evaluation.

VIII. Reflection: No. of learners who require additional activities for remediation
who scored below 75%.
IX. Remarks:

Prepared by: MARELY P. MENGUITO

Position: Teacher I

School: Bais City National High School