ZARATAN EDUCATIONAL INSTITUTE, INC.

Pogomboa, Aguilar, Pangasinan

S.Y. 2022-2023

Subject: Mathematics Grade Level: 9

Unit Topic: Quadratic Equations and Functions Quarter: 1

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER

The learners on their own Solving and

and in the long run will be Performing
able to apply the concepts PERFORMANCE
Operations
of quadratic equations and STANDARD
functions in daily life and
come up to a
recommendation for wise
The learners is able to
decision-making.
investigate thoroughly
mathematical relationships in
various situations, formulate
real-life problems involving
quadratic equations,
TRANSFER GOAL inequalities and functions and PERFORMANCE
rational algebraic equations TASK
and solve them using a variety
of strategies.
Illustrate polynomial
function. UNIT TOPIC: EU: Students will understand that
Describe and interpret the
graphs of polynomials.
Quadratic Equations and the mathematical processes
Solves problems involving Functions reveal the useful of equations and
polynomial functions.
functions.
EQ: How does quadratic
Derives inductively the equations and functions simplify
relations among chords,
arcs, central angles and mathematical equations and
The learner demonstrates functions?
inscribed angles.
understanding of key concepts
Illustrates secants, of quadratic equations,
tangents, segments and inequalities and functions and
sectors of a circle. rational algebraic equations.

ACQUISITION MEANING MAKING

CONTENT
STANDARD
 ZARATAN EDUCATIONAL INSTITUTE, INC.
Pogomboa, Aguilar, Pangasinan
S.Y. 2022-2023

UNIT LEARNING PLAN

MATHEMATICS 9

UNIT TOPIC: QUADRATIC EQUATIONS AND FUNCTIONS

QUARTER: 1

EXPLORE

This unit is about the quadratic functions and equations. In this lesson, you will to
interpret, solve real-life problems and make proposals.

After given, activities, the activities, the students shall be able to answer the question:
How can quadratic functions and equations from different fields be analyzed and
interpreted appropriately?

Map of Conceptual Change: KWL Chart

LEARNING FIRM-UP
COMPETENCY

LC1 Illustrates Activity 1: Find My Partner - Module 1

quadratic equations.
Directions: Solve the indicated product of the following and find your answer shown on
the right side to find its partner.

3(x + 7) 2x2 – 8x
Learning Targets:

I can illustrate 2x(x – 4) x2 + 8x + 16

quadratic equations.

7(x + 1) – 2x x2 – 2x - 3

(x - 3)(x + 1) 3x + 21

(x + 4)2 5x + 7

Activity 2: Does It Illustrate Me?- Module 1

Directions: Tell whether or not each of the following situations illustrates quadratic
equations. Justify your answer by representing each situation by a
mathematical sentence.

1. The square of a number is added to two times the number and the sum is 24.
2. The width of a rectangle card is 2cm less than the length and the area is
35cm2.
 3. A flowerbed is to be 3m longer than its width. The flowerbed will have an area
of 70m2.
LC2 Solves quadratics
equations by: Activity 2a: Extract Me! - Module 2
Solve the following quadratic equations by extracting square roots.
a. Extracting the 1. 𝑥 2 = 16 2. 𝑟 2 − 100 = 0
square roots
Activity 2b: Intensify Your Understanding! - Module 2
b. Factoring Answer the following.
1. Sheryl says that the solutions of the quadratic equations 𝑤 2 = 49 and 𝑤 2 + 49 = 0
c. Completing the are the same. Do you agree with Sheryl? Justify your answer.
square and • http://www.m.youtub.com/solving/quadratic/equation/extractingsquareroots
d. Using the
Activity 2c: Factor then Solve! - Module 2
quadratic formula Solve the following quadratic equations by factoring.
1. 𝑥 2 + 7𝑥 = 0 2. 𝑡 2 + 8𝑡 + 16 = 0

• http://www.m.youtub.com/solvingquadraticequationsbyfactoring-basicexamples10

Learning Targets:
Activity 2d: Complete Me!!! - Module 2
I can solve quadratics Find the solution of the following quadratic equations by completing
equations by: a. the square.
1. 𝑥2 − 2𝑥 = 3
extracting the
square roots b. Activity 2e: Is the Formula Effective! - Module 2
factoring; c. Find the solutions of each of the following quadratic equations using the quadratic
completing the formula. Answer the questions that follow.
square and d. 1. x2 + 10x + 9 = 0 2. x2 + 7x = 4
• http://www.algebrahelp.com/lessons/equations/quadratic/
using the • http://www.m.youtube.com/solve/quadraticequations/quadratic/formula
quadratic formula

LC3 Characterizes the Activity 3: solve the following. - module 2

roots and solves for
use the discriminant to determine the number of real solutions of each
the discriminant of a
quadratic equation.
quadratic equation.
1. 25x2 – 10x + 1 = 0 2.. 3x2 - 2x = 5

Learning Targets:

I can characterize the

roots and solve for the
discriminant of a
quadratic equation.

LC4 Describes the Activity No. 1: Relate Me To My Roots! - Module 2

relationship between
Find the sum and the product of the roots of the following quadratic equations.
the coefficients and
the roots of a
quadratic equation.
1. x2 – 6x – 7 = 0;
x1 = 7, x2 = -1 2. 2x2 – 3x – 20 = 0; x1 = 4, x2 = −
Activity 2: Show Your Design - Module 2

Direction: Complete the following task. The rubric is your guide for this activity
Learning Targets:
I can describe the 1. Make a design or sketch plan of a rectangular wooden chair that can be made out of a
relationship between 1/2” x 10” x 5’ wood and 2” x 3” x 8’ wood. Using the design or sketch plan, formulate
one problem that involves Quadratic Equations, then solve in two different ways.
the coefficients and
the roots of a
quadratic.

Rubric for Sketch Plan and Equations Formulated and Solved

RATING 4 3 2 1

The sketch plan The sketch plan

The sketch plan
follows the exact has minimal errors The sketch plan is
follows the exact
measurements, has in measurements, made but not
SKETCH PLAN measurements,
no errors, and but appropriate to appropriate to the
and appropriate to
appropriate to the the activity. activity.
the activity.
activity.

Quadratic Quadratic
Quadratic
FORMULATED Quadratic equations equations are equations are
equations are
EQUATIONS are accurately accurately accurately
accurately
WITH formulated and solved formulated but not formulated but are
formulated but are
SOLUTIONS correctly. all are solved not solved
not solved.
correctly. correctly.

a.

LEARNING DEEPEN
COMPETENCY

LC5. Solves equation

and problem Activity No. 2: Find My Sum and Product! - Module 3
transformable to
quadratic equations Find the Sum and the Product of the roots of the following Quadratic Equations using the values
of a, b, and c.
(including rational
algebraic equations). 1. x2 – 6x – 7 = 0 2. 2x2 – 3x – 20 = 0

Learning Targets:

I can solve equation

and problem
transformable to
quadratic equations
(including rational
algebraic equations).

LEARNING TRANSFER
COMPETENCY

LC8 Transforms the Activity 1. Vocabulary and Concepts

quadratic defined by Tell whether each statement is True or False.
𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + c = 0
into the form 𝒚 = 1. The y-intercept of y = x 2 − 2𝑥 + 8 is at (8, 0)
𝒂 (x − h)𝟐 + 𝑲. 2. The graph of y = x 2 − 8 opens upward.
3. The graph of y = 𝟑 + x 2 opens downward.
4. The parabola y = x 2 + 2 has no x-intercept.
5. The vertex of y = x 2 + 3x is (−1, −1)

Activity 2. Practice and Application

Learning Targets: State whether the parabola opens upward or downward.
1. y = −𝟒 + x 2 4. y = x 2 - 3x -2
I can transform the 2
2. y = 𝟕 − x 5. y = −𝟑x 2 − 5𝑥 + 2
quadratic defined by 3. y = 𝟐 − 𝟓𝒙 − 𝟑x 2
𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + c = 0
into the form 𝒚 =
𝒂 (x − h)𝟐 + 𝑲.

Prepared by: Checked by:

PEDRO R. PIANO JR. LOLITA R. SALOMON, Ed. D.

Subject Teacher Principal
 CALENDAR OF ACTIVITIES
WEEK 1

MON TUE WED THU FRI

MCC Topic 1: Discussion Topic 2: Quiz

Review on Solving
Before-Now
Quadratic Quadratic
(Before) Equations Equations by
Extracting the
Square Roots
and Factoring

WEEK 2

MON TUE WED THU FRI

Topic 3: Recitation Topic 4: Assessment Scaffold 1

Solving Solving
Quadratic Quadratic
Equations Equations by
Graphically Completing
the Square

WEEK 3

MON TUE WED THU FRI

Topic 5: Discussion Topic 6: Quiz Scaffold 2

Solving Complex
Quadratic Numbers
Equations by
using
 Quadratic
Formula

WEEK 4

MON TUE WED THU FRI

Topic 7: Discussion Topic 8: Discussion Assessment

Roots and Roots and
Coefficients Coefficients
of Quadratic of Quadratic
Equations Equations

WEEK 5

MON TUE WED THU FRI

Topic 9: Discussion Topic 10: Discussion Assessment

Equations Equations
that Become that Become
Quadratic Quadratic

Scaffold 3

WEEK 6

MON TUE WED THU FRI

Topic 11: Discussion Topic 12: Assessment

Systems of
Systems of
Equations
Equations
Involving
Involving
Quadratic
Equations
 Quadratic
Equations

WEEK 7

MON TUE WED THU FRI

Topic 13: Discussion Topic 14: Short Quiz

Quadratic Quadratic
Inequalities Inequalities

WEEK 8

MON TUE WED THU FRI

Topic 15: Discussion Topic 16: Discussion Assessment

Quadratic Quadratic
Functions Functions

Prepared by: Checked by:

PEDRO R. PIANO JR. LOLITA R. SALOMON, Ed. D.

Subject Teacher Principal
 ZARATAN EDUCATIONAL INSTITUTE, INC.
Pogomboa, Aguilar, Pangasinan
S.Y. 2022-2023

Subject: Mathematics Grade Level: 9

Unit Topic: Variations and Radicals Quarter: 2

UNIT STANDARDS AND COMPETENCIES DIAGRAM

TRANSFER

Solving and
Performing
The learners on their own PERFORMANCE Operations
and in the long run will be STANDARD
able to apply the concepts
of variations and radicals.

The learner is able to

formulate and solve
accurately problems
involving radicals.
TRANSFER GOAL PERFORMANCE
TASK

illustrates situations that

involve the following
variations: (a) direct; (b) UNIT TOPIC: EU: Students will understand that
inverse; (c) joint; (d) the mathematical processes
combined.
Variations and Radicals
reveal the useful of equations and
functions.
translates into variation statement a
EQ: How does quadratic
relationship between two quantities
given by: (a) a table of values; (b) a equations and functions simplify
mathematical equation; (c) a graph, mathematical equations and
and vice versa. The learner demonstrates functions?
understanding of key
applies the laws involving positive concepts of variation and
integral exponents to zero and
negative integral exponents.
radicals.

Describe and interpret

the graphs of polynomials. MEANING MAKING
ACQUISITION
Solves problems involving
polynomial functions.
 CONTENT
STANDARD

ZARATAN EDUCATIONAL INSTITUTE, INC.

Pogomboa, Aguilar, Pangasinan
S.Y. 2021-2022

UNIT LEARNING PLAN

MATHEMATICS 9

UNIT TOPIC: VARIATION AND RADICALS QUARTER: 2

EXPLORE

This unit is about the variation and radicals. In this lesson, you will to interpret, solve real-
life problems and make proposals.

After given activities, the students shall be able to answer the question: How can variation
and radicals from different fields be analyzed and interpreted appropriately?

Map of Conceptual Change: KWL Chart

LEARNING FIRM-UP
COMPETENCY

LC1 Illustrates Activity 1: Extra Rice -

situations that involve
the following Jelo plans to buy rice out of his own savings. He wants to help his mother whose work
variations; a. direct; b. has been affected of the community quarantine implemented by the government due to the
inverse .;c. joint; d. pandemic. The variety of rice he decides to buy cost Php40 a kilo.
combined and solves
problems involving
variation.

Learning Targets:

I can illustrates
situations that involve Photo Credits: Miladima A. Boa
the following
variations; a. direct; b.
inverse .;c. joint; d. Let x be the number of kilos and y be the cost of rice.
combined and solve
problems involving Complete the table below showing the relationship between the number of kilos(x) of
variation. rice bought and the total cost(y) of rice.

Number of kilos (x) 1 2 3 4 5

Total cost (y) 40 80 120

From the activity, it can be observed that:

1. As the number of kilos(x) increases, the total cost(y) also increases.

2. In finding the cost of rice(y), the number of kilos(x) is multiplied by a constant number which
is equal to 40.
3. The mathematical statement that describes the relation is y=40x, where y represents the cost
of rice and x represents the number of kilos.
4.
Activity 2: Renovate A House -

Michael wants to have an extension of his house. He clearly knows that the number of days to
finish the work depends on number of workers. Some possible number of days and
number of workers are as follows:
Let n be the number of workers
Let d be the number of days

Number of workers(n) 2 4 6 8 16

Number of days (d) 24 12 8 6 3

Let us answer the questions below:

1. How do the number of workers (n) and number of days (d) affect each other?

2. Plot the points (n,d) in the plane below. What have you observed with the points plotted?

3. What do you observe about the product of n and d?

4. What is the constant value?

5. Complete the equation that describes the relationship between number of workers (n) and
number of days (d).
 d = _______________

Activity 3. Vocabulary and Concepts - Module 4 - Joint and Combined Variation

Fill in the blanks to make each statement true.

1. An equation of the form y = 𝐤zy, where k is a nonzero constant, expresses a/an

_____________________.
2. An equation in the form __________, where k is nonzero constant, expresses combined
variation.
3. If a is jointly proportional to m and n, then a = _____.
4. If a varies directly as m and inversely as n then a = _____.
5. If a is jointly proportional to m and the square root of n, then a = _____.

Activity 1. Opening Exercise! -

LC2 Applies the laws A. Direction: Identify the base and exponent of the following.
involving positive
integral exponents
Expression Base Exponent Meaning
to zero and
1. 32 3 2 3∙3
negative integral
2. 23
exponents.
3. 𝑏 5

Learning Targets:

I can apply the laws Activity 2. Find the product of the following: -
involving positive
integral exponents
to zero and 1. 𝒂𝟑 ∙ 𝒂𝟒 2. 𝟐𝟓 ∙ 𝟐𝟑 𝟑. 𝒛𝟒 ∙ 𝒛𝟑 ∙ 𝒛𝟏𝟎
negative integral
exponents.

LC3 Simplifies and Activity 3. Simplify the following: -

writes expressions 1. (𝑚𝑛)6 2. (3𝑥)5 3. (𝑎𝑏𝑐)4
with rational Activity 4. Simplify the following: - Module 5
𝑎 8 −3 3 2𝑔 5
exponents as 1. ( ) 2. ( ) 3. ( )
𝑏 5 ℎ
radicals and vice Activity 5. Direction: Simplify the following expressions and answer the questions below.
versa.

Learning Targets:
1.
22 2∙2 1
22−4 = 2−2 =
I can simplify and 24 2 ∙ 2 ∙ 2 ∙ 2 22

write expressions with

rational exponents as 𝑥
radicals and vice versa. 2. 𝑥7

3. 54 x1 – 7 =
55
LC4 Derives the laws Activity 3. Direction: Simplify the following. Your answers should contain only positive exponents.
of radicals and
1. −𝟐𝟑 ∙ 𝟑𝟎 𝟐. −𝟏−𝟓 𝒚𝟐 𝟑. (𝟐−𝟐 )𝟐
simplifies radical
expressions using the
laws of radicals.

Learning Targets:

I can derive the laws

of radicals and
simplifies radical
expressions using the
laws of radicals.

LEARNING DEEPEN
COMPETENCY

LC5. Performs Activity 4 Multiple Choice:

𝑥6
operations and solves 1. What is the value of the missing exponent in the equation (3𝑥 ? 𝑦 4 )−3 = 27𝑦12
?
problems involving a. 2 b. -2 c. 3 d. -3
radicals. 2. Which expression is equivalent to (−3 ∙ 60 ∙ 4)−2 ?
1
a. – 144 b. 144 c.
144
1
d. − 144
Learning Targets: 3. Which of the following statements is/are true?
I. −2−3 = (−2)−3 II. −3−2 = (−3)−2 III. −3−2 =
I can perform (−2) −3

operations and solve a. I only b. II only c. III only d. I and II

problems involving 4. What is the simplified form of (4𝑎2 𝑏 0 𝑐 −5 )3 ?
64𝑎 6 𝑏 64𝑎 6 64𝑎 6 𝑏3 64𝑎 6
radicals. a. 𝑐 15
b. 𝑐 15 c. 𝑐 15 d. 𝑏𝑐 15
−2 3 )−1
5. Which of the following shows the correct solution in simplifying(−5 𝑥 ?
1 25
a. (−5−2 𝑥 3 )−1 = (−5)2 𝑥 −3 = −25 ∙ 3 = − 3
𝑥 𝑥
−1 −1
1 𝑥3 25 1 25
b. (−5−2 3 )−1
𝑥 = (− 52 𝑥 3)
= (− 25) = (− 𝑥 3) = − 𝑥 3
−1 −1
1 𝑥3 25 1 25
c. (−5−2 𝑥 3 )−1 = ( 2𝑥
3)
=( ) = (− 3) = −
(−5) 25 𝑥 𝑥3

LEARNING TRANSFER
COMPETENCY

LC8 Transforms the Activity 1. Vocabulary and Concepts

quadratic defined by Tell whether each statement is True or False.
𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + c = 0
6. The y-intercept of y = x 2 − 2𝑥 + 8 is at (8, 0)
into the form 𝒚 =
7. The graph of y = x 2 − 8 opens upward.
𝒂 (x − h)𝟐 + 𝑲. 8. The graph of y = 𝟑 + x 2 opens downward.
9. The parabola y = x 2 + 2 has no x-intercept.
10. The vertex of y = x 2 + 3x is (−1, −1)
 Activity 2. Practice and Application
State whether the parabola opens upward or downward.
Learning Targets: 4. y = −𝟒 + x 2 4. y = x 2 - 3x -2
2
5. y = 𝟕 − x 5. y = −𝟑x 2 − 5𝑥 + 2
I can transform the 6. y = 𝟐 − 𝟓𝒙 − 𝟑x 2

quadratic defined by
𝒚 = 𝒂𝒙𝟐 + 𝒃𝒙 + c = 0
into the form 𝒚 =
𝒂 (x − h)𝟐 + 𝑲.

Prepared by: Checked by:

PEDRO R. PIANO JR. LOLITA R. SALOMON, Ed. D.

Subject Teacher Principal

CALENDAR OF ACTIVITIES
WEEK 1
MON TUE WED THU FRI

MCC Topic 1: Discussion Topic 2: Quiz

Direct Inverse
Before-Now
Variations Variations
(Before)
 WEEK 2

MON TUE WED THU FRI

Topic 3: Discussion Topic 4: Quiz Scaffold 1

Joint Combined
Variation Variations

WEEK 3

MON TUE WED THU FRI

Topic 5: Discussion Topic 6: Zero Discussion Quiz

Laws of Exponents
Integral
Exponents

WEEK 4

MON TUE WED THU FRI

Topic 7: Discussion Topic 8: Discussion Assessment

Negative Rational
Exponents Exponents
as Radicals
and vice
versa

WEEK 5
 MON TUE WED THU FRI

Topic 9: Discussion Topic 10: Discussion Quiz

Laws of Laws of
Radical Radical
Exponents Exponents Scaffold 1

WEEK 6

MON TUE WED THU FRI

Topic 11: Discussion Topic 12: Assessment

Solving Performs
using the Operations
Laws of on radical
Radicals expressions

WEEK 7

MON TUE WED THU FRI

Topic 13:
Solving
Discussion Topic 14: Short Quiz Scaffold 2
Equations on
Solving
radical
problems on
expressions
radical
expressions

WEEK 8

MON TUE WED THU FRI

Topic 15: Discussion Topic 16: Discussion Assessment

Solving Solving
Problems Problems
involving involving
Radicals Radicals
Prepared by: Checked by:

PEDRO R. PIANO JR. LOLITA R. SALOMON, Ed. D.

Subject Teacher Principal