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Luciano Millan National High School: Detailed Lesson Plan in Mathematics

The document provides a detailed lesson plan for teaching graphs of quadratic functions in mathematics. The objectives are for students to be able to graph quadratic functions by identifying their domain, range, intercepts, axis of symmetry, vertex, and direction of opening. The lesson involves reviewing vertex form, motivating students with real-life examples, presenting steps to graph functions, working through examples, and assigning practice. Students will learn to convert standard form to vertex form, table values, plot points, and draw the graph. They will also work on applications involving remainders and graphing multiple functions on the same plane.

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Jessie Olantigue
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107 views5 pages

Luciano Millan National High School: Detailed Lesson Plan in Mathematics

The document provides a detailed lesson plan for teaching graphs of quadratic functions in mathematics. The objectives are for students to be able to graph quadratic functions by identifying their domain, range, intercepts, axis of symmetry, vertex, and direction of opening. The lesson involves reviewing vertex form, motivating students with real-life examples, presenting steps to graph functions, working through examples, and assigning practice. Students will learn to convert standard form to vertex form, table values, plot points, and draw the graph. They will also work on applications involving remainders and graphing multiple functions on the same plane.

Uploaded by

Jessie Olantigue
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Department of Education

Region I
PANGASINAN DIVISION II
Luciano Millan National High School
Poblacion West, Asingan, Pangasinan

Detailed Lesson Plan in Mathematics


I. OBJECTIVES
At the end of the lesson, the students should be able to:
a. graphs a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of symmetry; (e)
vertex; (f) direction of the opening of the parabola.
b. relate the graphs of a quadratic function to real-life situations.

II. SUBJECT MATTER


A. Topic: Graphs of Quadratic Functions
B. Reference: Mathematics 9, pp. 140 – 155, Learners Material
Authors: Merden L. Bryant, Leonides E. Bulalayao, Melvin M. Callanta, et. al.
C. Instructional materials: Television, board and chalk, visual aids.

Teacher’s Activity Student’s Activity


A. Preliminaries
Good morning class! Good morning Sir!
Who are absent today? Nobody is absent today Sir!
I am glad that nobody is absent.

B. Review
1. Yesterday, we have discussed about
vertex form of a quadratic function.
Are there questions or clarification? None Sir!

2. So, to make it sure that you have


understood our lesson yesterday,
consider this:

a. y=x 2−2 x−3


b. y=−x2 + 4 x−1

- Who will go to the board and solve Sir!


letter a? Yes, Jude.
- What is the value of a? h? k? Sir, the value of a = 1, h=1, and k=-4
- Who will go to the board and solve Sir!
letter b? Yes, Samantha.
- What is the value of a? h? k? Sir, the value of a=-1, h=2, and k=3
Very good! Are there some more
questions or clarification? None Sir.
C. Motivation Yes, Sir.
“What goes UP, must come DOWN”

Look at this video class. Will you tell Sir, sceneries, cave, rainbows, roller coaster,
something about it? What have you fireworks, angry birds, basketball.
noticed? Who among you have All of the situations have formed smooth
encounter/seen these situations? curves.
Ok class, math is everywhere. We
experience math everyday without
realizing.

D. Presentation of the lesson


Based from your observations class,
we are now going to relate it to our
lesson today.
Our lesson for today is about “Graphs
of Quadratic Functions”.

F. Lesson proper The graph of a quadratic function


Please read the definition of a graph y=ax 2+bx + c is called parabola. The
of quadratic function. parabola opens either upward or downward.
It has a turning point called vertex which is
either the highest point or lowest point of the
graph. If the value of a> 0, the parabola
opens upward and has a minimum point. If
a< 0, the parabola opens downward and has
a maximum point. There is a line called the
axis of symmetry which divides the graph
into two parts such that one-half of the graph
is a reflection of the other half. If the
quadratic function is expressed in the form
y=a ¿, the vertex is the point (h , k ). The
line x=h is the axis of symmetry and k is the
minimum or maximum value of the function.

Step 1: Convert the standard form to vertex


form. (to know the vertex of the parabola).
Thank you! Step 2: List some values of x and solve for the
There are steps for us to follow in value of y. (make a table of values).
order to graph a quadratic function. Step 3: Mark the ordered pairs (x,y) on a
Please read, step no. 1, Grace. rectangular coordinate plane. (plot all the
Step no. 2, Herry. points).
How about step no. 3, Kirby. Step 4: Join the points by a smooth curve.
Lastly, step no. 4, Justine.
Let us apply the steps in order to
graph quadratic functions.

Consider the first example. a. Graph the quadratic function


y=x 2−2 x−3 .
Please read.
Step 1: Applying the steps in converting
standard form to vertex form. Sir!
Who will go to the board and convert
the standard form to vertec form?  y=x 2−2 x−3
Yes, Kirby.  y=( x2 −2 x )−3
 y=x 2−2 x−3
2x
 y=( x2 −2 x )−3
2x
(
 y=1 x −
2
1 ) −3

 y=1 x − ( 2
1
−3) 

y=1 ( x 2−2 x )−3
y=1 ( x 2−2 x+ 1 )−3−1(1)
 y=1 ( x 2−2 x )−3  y=1 ¿
 y=1 ( x 2−2 x+ 1 )−3−1(1)  y=1 ¿
 y=1 ¿
 y=1 ¿ The value of a=1 and the vertex is (1, -4).

Therefore, what is the value of a? How about None Sir.


the vertex?
Any question class? Is it clear?

Step 2: List some values of x and solve for the (The students will solve for all the values of y)
value of y. (make a table of values). x -2 -1 0 1 2 3 4
y 5 0 -3 -4 -3 0 5
x -2 -1 0 1 2 3 4
y -4 None Sir.

Any question class? Is it clear? (The students will plot all the points on a
rectangular coordinate plane and label
Step 3: Mark the ordered pairs (x,y) on a them).
rectangular coordinate plane. (plot all the
points).

None Sir.

Any question class? Is it clear?

Step 4: Join the points by a smooth curve.

None Sir.
Any question class? Is it clear?

G. Application
Determine the remainderwhen
polynomial P( x ) is divided by the given
divsion in x−c .
a. p ( x ) =2 x 3 −7 x 2−5 x + 4 : x−4
b. p ( x ) =2 x 3 −7 x 2−3 x+ 4 : x−1

- Who will show the solution of letter a?


- Who will explain the work of ___
- So what is the remainder in the given
p ( x ) in ( a ) ?
- So how are you going to write the final
answer?

- What is the remainder?

H. Generalization
What is the Remainder Theorem?

What are the two ways to find the


remainder when P( x ) is divided by
( x−1)?

III. EVALUATION
Graph the following quadratic functions and identify the vertex, domain, range, and the
opening of the graph. State whether the vertex is a minimum or a maximum point, and
write the equation of its axis of symmetry.
1. y=−2 x 2 +12 x−17
2. y=x 2−4 x−10

IV. ASSIGNMENT/AGREEMENT
Do activity 4, letter D, page 144
Draw the graphs of the following quadratic functions on the same coordinate plane.
1. y=1 ¿
2. y=1(x +3)−4
3. y=1 ¿
4. y=1 ¿
5. y=1 ¿

Prepared by: Checked by: Noted:

JESSIE P. OLANTIGUE REALINA R. ANGTIA JOSE S. VENENCIANO


Teacher I Master Teacher I Principal IV

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