UNIT LEARNING PLAN

Subject: Mathematics Grade Level: 7

Unit Topic: Numbers and Number Sense Quarter: 1st
LEARNING PLAN

EXPLORE

In malls, you can find almost everything that you need, food, clothes, household
appliances, school materials, and many more. You will also notice that all the items
in the malls are arranged in organized sections to help you save money, time, and
energy. This arrangement of things in the mall is a real-life application of sets.

Despite the convenience that malls offer, some people prefer online shopping. With
online shopping, you can browse, select, and purchase things without the hassle of
going to the mall. You can also choose to sell online. You only need a gadget and
an internet connection. But have you ever wondered if online sellers make a profit
given many competitions? The set of real numbers will help students learn how to
use integers and other sets of real numbers in solving real-life problems such as
presenting loss and profits and writing numbers with very large and small values
without writing all the digits.

Map of Conceptual Change:

PRE-ASSESSMENT TEST for 1st Quarter

Directions: Find out how much you already know. Choose the letter that you think
best answers the question. SHADE the letter of the best answer on the answer sheet
provided. Please answer all items. DO NOT write anything on the questionnaire.

Attachment of Pre-assessment questionnaire.

LEARNING
COMPETENCY FIRM-UP (ACQUISITION)
LC1: Activity 1 : “Complete Me” (Offline)
identifies a quadratic Instructions: Complete the Frayer Model with the given standard form of quadratic
function function and graph. Write the equation examples and non equation examples on the
corresponding box given for each example. Write an explanation about how you get
the vertex, y-intercept, solutions and direction openings. Click the corresponding
Learning Target/s: boxes to answer each task.

I can identify quadratic Clickable Links: https://www.teacherspayteachers.com/Product/Graphing-

function Quadratic-Functions-Frayer-Model-Graphic-Organizer-6560677
Screenshot of Online Resource:

Activity 2 : “Fun Facts about Quadratic Function” (Online)

Instructions: Open the link given in your group chat. Answer the following
questions by choosing the best answer. All graphs will be submitted as pdf file in
the last part of your google form.

Clickable Links:
https://quizizz.com/admin/quiz/5c98e454e27f6a001e7d76c6/identifying-quadratic-
functions
Screenshot of Online Resource:
LC2: Activity 3 : You Found Me! (OFFLINE)
graphs a quadratic Instructions: Click the link below. Answer part III numbers 3-6. Write your answer
function: (a) domain; in a clean sheet of paper including the graphs of the given quadratic function. Box
(b) range; (c) your final answer.
intercepts; (d) axis of
symmetry; (e) vertex; Clickable Links :
(f) direction of the https://www.napls.us/cms/lib/OH01914683/Centricity/Domain/918/9.1A
opening of the %20Practice%20Worksheet.docx
parabola.
(M9AL-Ig-h-i-1) Activity 4: “WHERE AM I?” (ONLINE)
Instructions: Click the link below. Answer at least 3 problems and take a screenshot
Learning Target/s: of your final output.

I can graph quadratic Clickable Links : https://www.geogebra.org/m/munejsfy

functions
Screenshot of Online Resource:
LC3: Activity 5: NAME ME! (OFFLINE)
determines the Instructions: Determine the value of the zeros, the equation of the axis of symmetry,
equation of a quadratic the max or min value and the vertex.
function given: (a) a
table of values; (b)
graph; (c) zeros
(M9AL-Ij-1 )

Learning Targets:

I can determine
quadratic functions

I can differentiate
quadratic functions
from other functions.

Activity 6: DETERMINING QUADRATIC FUNCTION - WHO AM I?

(ONLINE)
Instructions:Click the link below. Go to page 4 and answer items 10-18. Take a
screenshot of your finished output.

Clickable Links :
https://www.scasd.org/cms/lib/PA01000006/Centricity/Domain/1229/2.2%20A2%2
02017%20Unit%202-2%20WS%20Packet%20LG.pdf

Screenshot of Online Resource:

LC4: Activity 7:Convert Quadratic Function (OFFLINE)

transforms the Instructions: Transform the following quadratic function from y = ax2 + bx + c
quadratic function form into y = a(x – h)2 + k form
defined by y = ax2 +
bx + c into the form y
= a(x – h)2 + k.
(M9AL-Ih-1 )

Learning Targets:

I can transform the

quadratic function
from y = ax2 + bx + c
form into the form y =
a(x – h)2 + k.

Activity 8: “Quadratic is FUNtastic!” (ONLINE)

Instructions:Click the link below and answer the problems presented. Click the
corresponding icons in the left side of the application to navigate the given task.
Take a screenshot of your final output.

Clickable Links : https://phet.colorado.edu/en/simulations/filter?

subjects=math&levels=high-school&type=html,prototype

Activity 9: “Show and Tell” (OFFLINE)

Instruction: The teacher will present flashcards with a function. Students will
identify whether the function is quadratic or not and will have a brief explanation
why it is quadratic and why not.
1. y = 2x2 + 5x − 30
2. 5x = 6 + 3y 5
3. y = x2 + 4x + 3
4. y = −3(x + 2)2 + 4
LC5:
5. y = 2x + 1
represents a quadratic
Instruction: Click the link below and watch the video. Answer the guide question/s.
function using: (a)
table of values; (b)
Clickable Links : https://www.khanacademy.org/test-prep/sat/x0a8c2e5f:untitled-
graph; and (c)
652/x0a8c2e5f:passport-to-advanced-math-lessons-by-skill/a/gtp--sat-math--
equation. article--linear-and-quadratic-systems--lesson

Learning Targets: Guide Question/s:

I can represent a 1. What is a quadratic function?
quadratic function 2. What is the difference between linear and quadratic function?
using a table of values, 3. Provide 2 examples for quadratic functions.
graph, and equation. Screenshot of Online Resource:

Self-assessment
Instructions: Complete the table below. Write your answer in a piece of paper.
Answer each question briefly, it may be at least 2-3 sentences.

Activity 10: Text 1: “Identify Me!”

Link:https://www.napls.us/cms/lib/OH01914683/Centricity/Domain/918/9.1A
%20Practice%20Worksheet.docx

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY
LC6: Activity 11: MODELING DATA WITH QUADRATIC FUNCTION (OFFLINE)
solves problems Instructions: Find a quadratic model for each set of values.
involving quadratic 1. (–1, 1), (1, 1), (3, 9)
functions. 2. (–4, 8), (–1, 5), (1, 13)
(M9AL-Ii-j-2) 3. (–1, 10), (2, 4), (3,–6)

Learning Target/s: Activity 12: FUNCTION TABLE - QUADRATIC FUNCTION (ONLINE)

I can solve real life Instructions: Click the link below and complete the following table. Apply the types
problems involving of quadratic functions in answering the given table below. Write your solution in a
quadratic functions separate paper. Take a screenshot of your finished output.

Clickable Links : https://www.mathworksheets4kids.com/function/table/quadratic-

easy-1.pdf

Screenshot of Online Resource:

ASSESSMENT: Solving Exercise

Instructions: Solve the following and show your complete solution.

1. The profit (in thousand of dollars) of the company is given by;

2
P(x) = 5000 + 1000x - 5x where x is the amount (in thousand of dollars)
the company spends on advertising.

a. Find the amount, x, that the company has to spend to maximize

its profit.

b. Find the maximum profit Pmax.

2. An object is thrown vertically upward with an initial velocity of vo

feet/sec. Its distance S(t), in feet, above the ground is given by;

2
S(t) = -16t + vot
 a. Find vo so that the highest point the object can reach is 300 feet
above the ground.

ASYNCHRONOUS ONLINE LEARNING MATERIALS

(examples: newsela.com, insertlearning, kami, wizer.me)

LC7: Activity 13:

analyzes the effects of Text 1: “Complete Me”
changing the values of Link:https://www.teacherspayteachers.com/Product/Graphing-Quadratic-Functions-
a, h and k in the Frayer-Model-Graphic-Organizer-6560677
equation y = a(x – h)2
+ k of a quadratic
function on its graph. Scaffold for TRANSFER
Text 2: “What If?”
Link: Calculator Suite - GeoGebra

Learning Targets:
I can analyze the
effects of changing the
values of a, h and k in
the equation y = a(x –
h)2 + k of a quadratic
function on its graph.

Activity 14: Solving Exercise

Instructions: Solve the following and show your complete solution using the
Guided Generalization Table below.
1. A store earns a daily profit of pesos by selling x items, according to the equation
(x) = -2x2 + 56x – 160. How many items does the company have to sell each week
to maximize the profit? How much profit will the store earn in its seventh week?
2. The production cost of a native basket is given by C(x) = 2x 2 + 100x, where x is
the number of baskets produced. How many baskets must be produced such that
the cost is at its minimum?

Activity 15:
 Quizizz

Title: “Characteristics and Transformations

https://quizizz.com/admin/quiz/58a6e5f5fe4743d577f282bb/characteristics-and-
transformations-of-quadratic-functions

Instructions:
Access the given activities above by opening the given links. If you experience
some irregularities during the synchronous period, please do notify your teacher.

GUIDED GENERALIZATION TABLE

LC8:
Generalizes the use of Essential Situation 1 Situation 2 Situation 3
minimum and Question
maximum by applying A store earns a The production The daily profit of
the key concepts of daily profit of cost of a native a water refilling
pesos by selling x basket is given by station is given by
quadratic functions in a How can various
items, according to C(x) = 2x2 + 100x, P(x) = 750x – 5x2,
variety of strategies. real-life situations
the equation (x) = - where x is the where x is the
(Added Competency) involving 2x2 + 56x – 160. number of baskets number of gallons
maximum and How many items produced. How of water it sells.
Learning Targets: minimum values does the company many baskets must How many gallons
I can generalizes the be solved and have to sell each be produced such of water must the
use of minimum and analyzed? week to maximize that the cost is at its water refilling
maximum by applying the profit? How minimum? station sell to get
the key concepts of much profit will the maximum
quadratic functions in a the store earn in its profit?
variety of strategies. seventh week?

Answer: Answer: Answer:

(5/4, -1288/8) (-25, -1250) (75, 28125)

Supporting Texts: Supporting Texts: Supporting Texts:

(x) = -2x^2 +5x -160 c(x) = 2x^2 + 100 P(x) = 750x - 5x2
a = -2 b= 56 a = 2 b= 100 P(x) = - 5x2 + 750
x = - 5 / 2x (-2) x = - 100 / (2)(2) a = -5 b= 750
x = 5/4 x = -25 −750
(x) = 2x^2 +5x -160, x= c(x) = 2x^2 + 100x, x= - x=
5/4 25 2 x (−5)
(5/4) = -1255/8 c (-25) = -1255/8 x = 75
P(x) = 750x - 5x2, x = 75
(5/4, -1255/8) (-25, -1250) P (75) = 28125

(75, 28125)

Reason: Reason: Reason:

 The evidence The evidence The evidence
supports my answer supports my answer supports my answer
because it helps me because it helps me because it helps me
to find out what type to find out what type to find out what type
of function I apply to of function I apply to of function I apply to
find the maximum find the minimum find the minimum
profit of daily selling production cost of a profit of refilling
of the store. native basket. stations.

Common Ideas in Reasons: Concepts of quadratic functions

Enduring Understanding/Generalization: The students will understand the real life problems that
can be solved and analyzed involving minimum and maximum by applying the key concepts of quadratic
functions in a variety of strategies,

C-E-R Questions:
Situation 1:

1. How many items does the company have to sell each week to maximize the
profit?
2. What part of your solution supports your answer?
3. Why do you say that solving the solution supports your answer?

Situation 2:

1. How many baskets must be produced such that the cost is at its minimum?
2. What part of your solution supports your answer?
3. Why do you say that solving the solution supports your answer?

Situation 3:

1. How many gallons of water must the water refilling station sell to get the
maximum profit?
2. What part of your solution supports your answer?
3. Why do you say that solving the solution supports your answer?

EQ: How can various real-life situations involving maximum and minimum values
be solved and analyzed?

Prompt for Generalization:

1. What is common in the three different questions?
2. What is common in your given answers?
3. Real-life problems involving quadratic functions can be modeled and
 solved by using the concepts of quadratic functions.

Holistic Rubric for Guided Generalization:

Learning Competency TRANSFER

PERFORMANCE Transfer Goal:
STANDARD: Students on their own and in the long run will be able to solve problems involving
The learner is able to minimum and maximum through a report in order to make a sound
investigate recommendation.
thoroughly Performance Task
mathematical One Product
relationships in various
- Business Plan / Report of a small pastry business
situations, formulate
real- SITUATION: The Association of Bakers in your community is encouraging young persons who
life problems involving love baking to start up their own business. In this regard, the association is giving a
50,000-peso grant to a group of young entrepreneurs to start their small pastry
quadratic equations, business.
inequalities and
GOAL: ● To apply concepts of quadratic functions in order to maximize cost of production
functions, and maximize profit.
and rational algebraic ● To illustrate understanding of quadratic function by creating a business plan that
showcases optimization.
equations and solve
● To relate the concept of domain and range in the planning of how much must be
them produced in order to maximize profit with the minimum possible cost.
using a variety of
ROLE: You are an entrepreneur
strategies.
 PRODUCT: Formulate a business plan about starting a small pastry business.
LC9: Included in the business plan is the cost of production and the production needs to
maximize profit using the concept of quadratic functions. The students will present
makes the data through charts, graphs and tables.
recommendations
AUDIENCE: Base Sale Participants and members of the Association of Bakers.
based on mathematical
modeling using STANDARDS: ● Accuracy of computation
quadratic functions ● Explanation of the business plan/report
● Recommendations on the plan/report
(M9AL-Ig-2) ● Application of Quadratic Function Concepts

Learning Targets:
Map of Conceptual Change (same in Explore but with specific instruction)
I can Anticipation/Reaction Guide for Quadratic Function
solves problems
involving quadratic Directions: Read the statement below and decide if you AGREE or DISAGREE
functions with each statement. Write your answer underneath the “Anticipation” column. At
the end of your lesson, write your answer underneath the “Reaction” column.
I can thoroughly Compare your answers. What did you learn?
investigate
mathematical Anticipation Statement Reaction
relationships in various
situations, formulate 1. Axis of symmetry is the dividing line for
real-life problems a parabola.
involving quadratic
equations, inequalities 2. The lowest point one hits when using a
and functions, and swing would represent the minimum
rational algebraic value.
equations and solve 3. The maximum/minimum of a parabola is
them using a variety of called vertex.
strategies.
4. is the standard form of a quadratic
equation.

5. You can tell whether a parabola opens

up or opens down by looking at the
equation.

6. The minimum of a quadratic function is

the lowest point (vertex) on a graph
when a parabola opens up; the point
where the graph changes from
decreasing to increasing.
 7. The maximum of a quadratic function is
the highest point (vertex) on a graph
when a parabola opens down; the point
where the graph changes from
increasing to decreasing.

8. The graph of a quadratic function is

called a parabola.

What did you learn?

__________________________________________________________
__________________________________________________________.

Interactive Quiz 2
Quizizz
Instructions: In this activity you will apply all the knowledge that you gained from
the past discussions and activities regarding quadratic functions. Click on the link
provided below, input your full name and the code to start the activity.
Link : Live Dashboard - Waiting (quizizz.com)
Screenshot:

Use of Web 2.0 App for Output (Ex. InShot, etc)

- Canva
Analytic Rubric:
Rubric in Optimization in Pastry Business
CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
Score
4 3 2 1

The market The market The market Both market

analysis and analysis and analysis is done analysis and
financial financial accurately but financial
Accuracy
projection meets projection are the financial projection need
beyond done accurately. projection needs improvement in
expectation. improvement. terms of
accuracy.
Explanation and Explanation and Explanation and Explanation
presentation of presentation of the presentation of and
the design design proposal is the design presentation of
Explanation of the proposal is clear proposal is the design
detailed and somewhat proposal is
report/plan
clear difficult to difficult to
understand but understand and
includes several
important important parts
components are missing
Collects and Collects good, Collects Does not
presents a great useful information information provide much
deal of relevant for the project, when prodded, useful
Recommendations information, sometimes offers occasionally information;
on the report/plan offers well good ideas offers not able to offer
developed and undeveloped ides or useful
clearly expressed ideas suggestions
ideas directly
Shows Shows complete Shows some Shows very
exceptional understanding of understanding of limited
Application of understanding of quadratic function quadratic understanding
Quadratic quadratic concepts to be function of quadratic
Function function concepts used. concepts to be function
to be used and used. concepts to be
Concepts
able to formulate used.
equations.
Total Score:
Self-Assessment:
The students will assess their learning using the given table below:
Value Integration:

Description: Fill - in the Learned, Affirmed, Challenged cards given below to

evaluate what you’ve learned about quadratic functions. When you’re finished,
click “SUBMIT”.
Unit Assessment

Acquisition

LC1
IDENTIFICATION

LC2
GRAPHING

LC3
LABELING
LC4
CONVERSION

LC5
MULTIPLE CHOICE

A. Making Meaning
C-E-R

LEARNING COMPETENCY: Solves problems involving quadratic functions.(M9AL-Ii-j-2)

 INSTRUCTIONS: Read the problem.
2
The profit (in thousands of peso) of a company is given by P(x) = 5000 + 1000 x - 5 x where x is the
amount ( in thousands of peso) the company spends on advertising.

QUESTION: Find the amount, x, that the company has to spend to maximize its profit.

YOUR CLAIM OR ANSWER:Function P that gives the profit is a quadratic function with the
leading coefficient a = - 5. This function (profit) has a maximum value at x = h = - b / (2a)

x = h = -1000 / (2(-5)) = 100

Cite from the article three pieces of evidence that support your claim:

EVIDENCE 1:The statement, “the profit (in thousands of peso) of a company is given by P(x) =
2
5000 + 1000 x - 5 x ” supports my claim.

EVIDENCE 2:The profit (in thousands of pesos) of a company is given by P(x) = 5000 + 1000 x - 5
2
x where x is the amount ( in thousands of peso) the company spends on advertising, which will result
in the solution below:

● Function P that gives the profit is a quadratic function with the leading coefficient a = - 5. This
function (profit) has a maximum value at x = h = - b / (2a)
x = h = -1000 / (2(-5)) = 100
● The maximum profit Pmax, when x = 100 thousands is spent on advertising, is given by the
maximum value of function P
2
k = c - b / (4 a)

Explain how your evidence supports your claim.

REASONING: My chosen evidence supports my claim because it helps me visualize and solve the
amount spent by the company on advertising. Since the f unction P that gives the profit is a quadratic
function with the leading coefficient a = - 5. This function (profit) has a maximum value at

x = h = - b / (2a)

x = h = -1000 / (2(-5)) = 100

A. Transfer
Performance Task (1 product)
 Performance Standard: Business Plan / Report of a small pastry business

Situation: The Association of Bakers in your community is encouraging young persons who love baking to
start up their own business. In this regard, the association is giving a 50,000-peso grant to a group of young
entrepreneurs to start their small pastry business.

Goal:
● To apply concepts of quadratic functions in order to maximize cost of production and maximize profit.
● To illustrate understanding of quadratic function by creating a business plan that showcases
optimization.
● To relate the concept of domain and range in the planning of how much must be produced in order to
maximize profit with the minimum possible cost.

Role:You are an entrepreneur

Product Choices in line with Modalities:

Formulate a business plan about starting a small pastry business.
Included in the business plan is the cost of production and the production needs to maximize profit using the
concept of quadratic functions. The students will present the data through charts, graphs and tables.

Audience: Base Sale Participants and members of the Association of Bakers.

Standards:
● Accuracy of computation
● Explanation of the business plan/report
● Recommendations on the plan/report
● Quadratic Function Concepts

GRASPS Narrative:
The Association of Bakers supports young people who enjoy baking in starting their own businesses. In this
regard, the organization is providing a grant of 50,000 pesos to a group of young entrepreneurs so they can
launch their little pastry shop. As an entrepreneur, you are tasked to formulate a business plan for launching a
small pastry business including the cost of production and the production needs to maximize profit using the
concept of quadratic functions.Your business plan/report will be evaluated based on accuracy of computation,
explanation of business plan/report using CANVA, recommendation on the plan/report and application of the
concepts of Quadratic Functions.

Analytic Rubric:
CRITERIA OUTSTANDING SATISFACTORY DEVELOPING BEGINNING
4 3 2 1
The market analysis and The market analysis and The market analysis is done Both market analysis and
Accuracy financial projection meets financial projection are done accurately but the financial financial projection need
beyond expectation. accurately. projection needs improvement in terms of
improvement. accuracy.
Explanation and presentation Explanation and presentation Explanation and presentation Explanation and presentation
Explanation of the of the design proposal is of the design proposal is clear of the design proposal is of the design proposal is
report/plan detailed and clear somewhat difficult to difficult to understand and
understand but includes several important parts are
important components missing
Recommendations on the Collects and presents a great Collects good, useful Collects information when Does not provide much useful
report/plan deal of relevant information, information for the project, prodded, occasionally offers information; not able to offer
offers well developed and sometimes offers good ideas undeveloped ideas ideas or useful suggestions
 clearly expressed ideas
directly
Shows exceptional Shows complete Shows some understanding of Shows very limited
Application of understanding of quadratic understanding of quadratic quadratic function concepts to understanding of quadratic
Quadratic Function function concepts to be used function concepts to be used. be used. function concepts to be used.
Concepts and able to formulate
equations.

Unit learning plan Calendar

WEEK 1

MON TUE WED THU FRI

ACQUISITION ACQUISITION ACQUISITION ACQUISITION ACQUISITION

identifies a quadratic graphs a quadratic determines the transforms the represents a

function function: (a) domain; equation of a quadratic function quadratic function
(b) range; (c) quadratic function defined by y = ax2 + using: (a) table of
given: (a) a table
intercepts; (d) axis of bx + c into the form y values; (b) graph;
of values; (b)
symmetry; (e) = a(x – h)2 + k and (c) equation
graph; (c) zeros
vertex; (f) direction
of the opening of the
parabola

WEEK 2

MON TUE WED THU FRI

MEANING
MAKING

generalizes the
minimum and
maximum by
applying the key
concepts of
quadratic functions
in a variety of
strategies.

WEEK 3

MON TUE WED THU FRI

TRANSFER TRANSFER TRANSFER
TRANSFER TRANSFER
makes makes makes
recommendations recommendations recommendatio PERFORMANCE TASK PERFORMANCE TASK
based on based on ns based on
mathematical mathematical
mathematical
modeling using modeling using
 quadratic functions quadratic functions modeling using
SCAFFOLD 2 SCAFFOLD 3 quadratic
functions

WEEK 4

MON TUE WED THU FRI

Week 5

MON TUE WED THU FRI

TABLE OF SPECIFICATIONS
QUARTERLY ASSESSMENT

Grade/Subject:
Topic Objectives/Learning No. of No. of Levels of Performance % of
Competencies Days/ Items Items
Hours
Remem- Under- Analyzing Applying Evaluating Creating
bering standin
g

Identifying identifies a quadratic 1 3 1,2,18 6

Quadratic function
Equations
Graphing graphs a quadratic function: 1 3 3,19,20 6
Quadratic (a) domain; (b) range; (c)
Equations intercepts; (d) axis of
symmetry; (e) vertex; (f)
direction of the opening of
the parabola.
Determining determines the equation of a 1 3 4,5,21 6
the Equation quadratic function given:
of Quadratic (a) a table of values; (b)
Function
graph; (c) zeros
Transformin transforms the quadratic 1 3 6,22,25 6
g Quadratic function defined by y = ax2
Equation + bx + c into the form y =
a(x – h)2 + k.
Representati represents a quadratic 2 7 7,8,9, 14
on of function using: (a) table of 23,24,
Quadratic values; (b) graph; and (c) 26,27
Function equation.
Problem solves problems involving 2 7 14
Solving quadratic functions.
involving
Quadratic
Equations
Analyzing analyzes the effects of 2 7 14
Quadratic changing the values of a, h
Function in y and k in the equation y = a(x
= a(x – h)2 + – h)2 + k of a quadratic
k form of function on its graph.
Equation
Graph generalizes the minimum 2 7 14
Transformati and maximum by applying
on of the key concepts of
Quadratic quadratic functions in a
Function variety of strategies.
Real Life models real-life situations 3 10 20
Application using quadratic functions
with
Quadratic
Functions
TOTAL 15 50 100