C O T

CLASSROOM OBSERVATION TOOL

A DETAILED LESSON PLAN FOR MATHEMATICS 9

Subject: Mathematics Grade Level: 9
Quarter: I Date: March 1, 2022
The learner demonstrates understanding of key concepts of quadratic
Content Standard equations, inequalities and function, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships
in various situations, formulate real- life problems involving quadratic
Performance Standard
equations, inequalities and functions, and rational algebraic equations
and solve them using a variety of strategies.
Solves quadratic equations by: a) extracting square roots, b) factoring, c)
Competency completing the square, and d) using the quadratic formula.
(M9AL-Ib-2.3)
I. OBJECTIVES
Enumerates steps on how to solve quadratic equations using the
Knowledge
quadratic formula.
Determines solutions of quadratic equations using the quadratic
Skills
formula.
Affective Observe accuracy in solving.
SOLVING QUADRATIC EQUATION BY USING THE
II. CONTENT
QUADRATIC FORMULA

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
Teacher’s Guide (TG) in Mathematics 9, pp. ___
Pages
2. Learner’s
Learner’s Module (LM) in Math 9, pp. ___
Materials Pages
3. Textbook Pages Intermediate Algebra for Second Year , pp. 49-51
4. Additional
Multimedia Presentation
Materials
5. Learning Resources
https://www.purplemath.com/modules/quadform.htm
(LR) portal
B. Other Learning
EASE Module Second Year Quadratic Equations, Module 3
Resources
IV. PROCEDURES
DRILL:
A. Perform as indicated:
(−2+6 ) ( 6+2 )
A. Reviewing or a) (−6 )2 b) (−4 ) ( 1 ) ( 8 ) c) d)
presenting the new 2 4
lesson (expected answers: a) 36 b) -32 c) 2 d) 2)
B. Write each equation in standard form:
a) x2 - 6x = 8 b) 2x2 = 5x c) 1 = x2
(expected answers: a) x - 6x = 8 b) 2x2 = 5x c) x2 –1 = 0)
2

B. Establishing a We`ve been solving quadratic equations in 3 ways (extracting square

Prepared by: FERNANDO GAVIN CAUTON

Secondary School Teacher II
 C O T
CLASSROOM OBSERVATION TOOL

roots, factoring, and completing the square). Why do we need to learn

all these ways? What is its implication to life?
purpose for the ( answers may vary)
lesson Today, we will discuss another way of solving quadratic equation The
−b ± √ b2−4 ac
Quadratic Formula ( x= ).
2a
GROUP ACTIVITY: Know Me First !!!!
Direction: Examine the solution in finding the solutions (roots) of the
given quadratic equation and formulate steps out of it.
GIVEN: x2 -6x = -8
Solution: a) x2 -6x + 8 = 0
b) a=1, b=-6 , c= 8
−(−6)± √ (−6)2−4 (1)8
c) x=
2(1)
C. Presenting examples 6 ± √ 36+ 32
of the new lesson d) x=
2
6 ± √4
x=
2
6+2 6−2
x= , x=
2 2
solutions: ( 4,2)
e) 4 2– 6(4) = - 8 , 22– 6(2) = - 8
16 – 24 = - 8 , 4 - 12 = - 8
-8 = -8 , -8 = -8
D. Discussing new GROUP ACTIVITY:( work in pairs)
concepts and Direction: Apply the steps of solving quadratic equation
practicing new skills to find the solution of (x + 2)2 = 9
#1 Expected answer :

Steps Application
Write in standard
form x2 + 4x – 5 = 0
Determine the
values of a=1, b=4 c= -5
a,b,and c
Substitute the
values of a,b, and −(4) ± √ (4)2−4 (1)(−5)
c in the quadratic x=
2(1)
formula.
Solve to find the −4 ± √ 16+20
x=
solutions. 2
−4 ± √ 36
x=
2
−4 +6
x= , x=
2
−4−6
2
solutions: ( 1,-5)

Prepared by: FERNANDO GAVIN CAUTON

Secondary School Teacher II
 C O T
CLASSROOM OBSERVATION TOOL

Check by (x + 2)2 = 9 (x + 2)2 = 9

substituting each (1 + 2 )2 =9 (-5 + 2)2 = 9
solution in the ( 3 )2 = 9 ( -3 )2 = 9
original equation. 9=9 9=9
ACTIVITY: Group Activity
E. Discussing new
Direction: Find the solution using the quadratic
concepts and
formula.
practicing new skills
Given : 2x2 + x = 6 (expected answer: ( 1 ,−3 /2 )
#2
Note to the teacher: group the students in set of 5
ACTIVITY: Group Activity
Note to the teacher:( assign groupings as to class size and give one
given to each group)
Direction : Solve using the quadratic formula :
F. Developing Possible given: Expected answers:
2
Mastery a. x – 10x + 9 = 0 (1,9)
b. x2 – 4 9 = 0 (-7,7)
c. x2 – 11x = 0 (0,11)
2
d. x – 9x - 22 = 0 (11,-2)
e. (x - 2)2 = 9 (5,-1)
ACTIVITY: What Solving Quadratic Equation Means to me…
Direction: Work in groups with three members each. Use the quadratic
G. Finding practical
formula in solving.
applications of
Problem :A cement walk of constant width is built around a 10m by
concepts and
20m
skills in daily
rectangular pool. The total area of the walk and the pool is 504 m2.
living
Find the width of the walk.
. (expected answer :width=4 m)
H. Making Guide Questions for Generalization:
Generalizations  How do you solve quadratic Equations using the quadratic formula?
and abstractions What are the steps?
about the lesson  Can you solve any quadratic equation using the quadratic formula.
I. Evaluating
learning
J. Additional GROUP ACTIVITY:(ask the students to accomplish in groups of 10).
Activities for Direction: Use the quadratic formula to solve the following quadratic
application or equation. Then look for your answer from the code key and write the
remediation letter corresponding to your answer on the boxes above the question
number in the tables that follow.
No Given Code key Answer
.
1 2x2+3x+1=0 M 3,4
−1± √ −47
2 3x2- x- 1=0 0 4
3 1± √ 21
2x2+7x+3=0 I 10
4 1± √ 13
x2+Xx-12=0 T 6
5 3x2-14x-5=0 N 5
, -4
2

Prepared by: FERNANDO GAVIN CAUTON

Secondary School Teacher II
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CLASSROOM OBSERVATION TOOL

2x2+x+6=0 A
5, -
1
3
7 ± √5
x2- 16=0 S 2
8 2x2+2x-2=0 L 1
-1, -
2
9 2x2+3x-20=0 E -1√ −2
10 5x2-x-1=0 R 4 , -2
11 x2-2x-8 =0 W -4 4
12 2x2+9x+9=0 H 1
-2, -
3
13 2x2+4x+6=0 D 3
3, -
2
Question :
What is the difference between a train conductor and a math teacher?
❑❑ ❑ ❑❑ ❑
1) 6 9 13 6) 2 3 13

❑❑❑❑❑ ❑❑❑ ❑ ❑
2) 4 10 9 12 8 7) 6 2 3 13 11

❑❑ ❑ ❑❑❑ ❑❑❑
3) 2 3 13 8) 2 11 5 10 9 8

❑❑❑ ❑ ❑ ❑❑ ❑
4 6 2 3 13 11 9) 2 3 13

❑❑ ❑❑❑ ❑❑❑ ❑
5) 7 3 10 9 8 10) 4 10 3 12

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching Strategies used that work well:
___ Group collaboration

Prepared by: FERNANDO GAVIN CAUTON

Secondary School Teacher II
strategies worked well?
C O T
CLASSROOM OBSERVATION TOOL
___ Games
___ Solving Puzzles/Jigsaw
Why did these work? ___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete Ims
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks

F. What difficulties did I __ Bullying among pupils

__ Pupils’ behavior/attitude
encounter which my __ Colorful IMs
principal and supervisor __ Unavailable Technology
Equipment (AVR/LCD)
help me solve? __ Science/ Computer/
Internet Lab
__ Additional Clerical works
Planned Innovations:
__ Localized Videos
__ Making big books from
views of the locality
__ Recycling of plastics to be used as Instructional Materials
__local poetical composition

G. What innovation or The lesson have successfully delivered due to:

___ pupils’ eagerness to learn
localized I used/discover ___ complete/varied IMs
which I wish to share ___ uncomplicated lesson
___ worksheets
with other teacher? ___ varied activity sheets
Strategies used that work well:
___ Group collaboration
___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in
doing their tasks

REFERENCES:

A. DepEd INSTRUCTIONAL MATERIALS:

 EASE Modules Year 2, Module 1: Variation

Prepared by: FERNANDO GAVIN CAUTON

Secondary School Teacher II
 
C O T
CLASSROOM OBSERVATION TOOL

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;

C. INTERNET SOURCES:

 https://www.khanacademy.org/math/algebra/
x2f8bb11595b61c86:quadratic-functions-equations/
x2f8bb11595b61c86:quadratic-formula-a1/a/quadratic-formula-
explained-article
 https://www.purplemath.com/modules/quadform.htm

Checked by:

EUSEBIO C. SOLIS EMIL R. JAVIER

Head Teacher III Master
Teacher I

Noted:

LORETO V. BORILLO
Principal IV

Prepared by: FERNANDO GAVIN CAUTON

Secondary School Teacher II