Republic of the Philippines

DEPARTMENT OF EDUCATION
Region XI
Division of Davao City

CROSSING BAYABAS NATIONAL HIGH SCHOOL

Neptune St., Crossing Bayabas, Toril, Davao City

Lesson Plan in Grade 9 Mathematics

Teacher ARNOLD M. BEKING Quarter 2nd

January 17, 2024
Section 9 - Agoncillo Date/Time
3:00PM-4:00PM
I. Objectives
A. Content The learner demonstrates understanding of key concepts of quadratic
Standard equations, inequalities and functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical
B. Performance relationships in various situations, formulate real - life problems
Standard involving quadratic equations, inequalities and functions, and rational
algebraic equations and solve them using a variety of strategies.
Solves equations transformable to quadratic equations. Code: M9AL -
C. Learning
Ic - d - 1
Competencies

It appears that over the

years, the emphasis of
schools have been on
the cognitive domain
(academic
performance) at the
expense of the two
other domains
(affective and
psychomotor).
Meanwhile, Bandele
At the end of the lesson, students will be able to: (2002) argued that the
D. Learning 1. Write expressions with rational exponents as radical and vice affective and the
Objectives versa. psychomotor domains
exert great influence on
the cognitive domain
as well as making the
beneficiary of the
education system live a
fulfilled life and
contribute
meaningfully to the
development of the
society.
(Objective 2)

II. Content Equations Transformable to Quadratic Equations

III. Learning Resources
A. References https://www.youtube.com/watch?v=2n_YQ__GLPI

B. Other Learning
Activity Sheets, Learning Guide
Resources

IV. Procedures
 The teacher will do the preliminary activities before starting the Teacher established
lesson proper. The teacher will remind the students about: safe and secure
learning environment
* Physical distancing and arranging chairs. by setting up policies,
* Practicing health and hand hygiene, wearing facemask always. guidelines and
procedures.
* Cleaning and disinfecting of the classroom at all times.
(Objective 5)
* Students with disability (far sighted and near sighted or even
hearing impaired) to sit in a location where they could see and By creating an
hear better. environment
* Teacher: Let me begin with this short drill about quadratic conducive to learning
equation to see how far you’ve learned from your previous and showing them
lessons. that they are welcome
in the class and
Activity 1: Color Coding! allowing them to feel
Directions: Which of the following equations are quadratic and comfortable is one
which are not. If the equation is quadratic color it with GREEN way of the teachers’
verbal and non verbal
and if NOT, color it with YELLOW and explain.
communication
2
(Objective 4)
1. 5(x – 3) – 8 = 0 4. x– 7 = (x + 1)
The teacher will
2. (x- 3)(x +3) = -5x 5. 7 - 5x2 = 3x encourage the
students to use
A. Reviewing 3. x + 5x = -2x + 1 English as much as
previous possible in expressing
lesson/ Answers: their ideas. Should
presenting new 1. 5(x – 3) – 8 = 0  linear equation there be difficulty in
lesson using the target
language, the teacher
2. (x- 3)(x +3) = -5x  quadratic equation
will assist the student
by allowing them to
3. x + 5x = -2x + 1  linear equation use Filipino or
vernacular language.
4. x – 7 = (x + 1)2  quadratic equation (Objective 3)

5. 7 - 5x2 = 3x  quadratic equation

Teacher: You’ve done a great job in our drill! Now, let us talk first
our previous lesson and state what you’ve learned from that
lesson.
Student: Our previous lesson was all about Sum and the Product
of the Roots of Quadratic Equations. To get the sum of the roots
of quadratic equation, you use the formula −b a from the
a
equation ax2 + bx + c = 0. And to get the product of the roots of
quadratic equation, you use the formula c from the equation
a
ax2 + bx + c = 0.

Teacher: Very good, Marian!

B. Establishing a Teacher: At this moment, I will be showing you some pictures. Allowing them to
purpose of the The title of our activity is 4 PICS, ONE WORD! These pictures are speak in vernacular
new lesson all pointing out to ONE WORD. Your task is to identify the gives them the
keyword which will be helpful in our later discussions. To help freedom to express
their ideas ,thus it is
you answer this, the following descriptions are given below.
also one way to
support their
understanding
participation and
engagement in the
 class
Beauty Care Class (TLE) MAPEH (Objective 4)

The teacher shows

application of
knowledge across
curriculum by using
the pictures related to
TLE, MAPEH, Science,
Science ESP ESP.
(Objective 1)

Student: Answer: TRANSFORM!

The teacher will ask someone to the class to give a real life
situation in which transformation has been done.
Phonapichat et al.
(2014) stated that the
main purpose of
teaching mathematics
is to enable students
In this section, the teacher will engage students into another to solve problems in
activity that covers the way to strengthen the main idea of the daily life. The
mathematical
lesson. Prior learning on quadratic equations will be essential to
problem solving
attain the learning targets. ability itself is not only
a goal in mathematics
Activity 2: Transform Me! learning, but also
Direction: Transform the following equations into standard form something that is very
C. Presenting
of quadratic equations ax2 + bx + c = 0 and determine the values meaningful in daily
examples/insta
of a, b, and c. life (Pinter, 2012), and
nce of the new
1. x (x +2) + 1 = 0 a= b= c= in the world of work;
lesson 2
2. x + 4(x – 1) = 0 a= b= c= being a problem-
3. (x + 3)2 = 0  a= b= c= solver can provide
benefits or benefits
(NCTM, 2000).
Answers:
Therefore learning
1. x2 + 2x + 1 = 0 a=1 b=2 c=1 should be developed
2. x2 + 4x - 4 = 0 a=1 b=4 c=-4 to educate students to
3. x2 + 6x + 9 = 0 a=1 b=6 c=9 be able to realize and
solve the problems
that they face (Balım,
2009).
(Objective 2)

Questions:
1. How did you transform the equation into a standard form of
quadratic equation? What mathematical concepts or principles
did you apply?
D. Discussing new
2. Can you enumerate the steps you followed in transforming
concepts and
equations to quadratic equations in standard form?
practicing new
skills no.2
3. Did you find any difficulty in transforming each equation into
quadratic equation? Explain.
 Activity 3: Transform Me!
Direction: Transform the following equations into standard form
of quadratic equations ax2 + bx + c=0 and determine the values of
a, b, and c.
2. x(x - 3) + 1 = 0 a= b= c=
2
2. x + 2(x - 4) = 0 a= b= c=
E. Developing 2
3. (x + 2) = 0  a= b= c=
Mastery

Answers:
1. x2 - 3x + 2 = 0 a=1 b=-3 c=2
2. x2 + 2x - 8 = 0 a=1 b=2 c=-8
3. x2 + 4x + 4 = 0 a=1 b=4 c=4

Activity 4: Application
The length of a rectangular garden is 5 m more than its width and
the area is 50 m2. Find the length and the width. Make a
mathematical sentence and transform it to standard form of
quadratic equation ax2 + bx + c = 0 and then use factoring to find
F. Finding the solutions.
practical
application of
concepts and
skills in daily x
living 50 m2

x+5

The standard form of quadratic equation is written in the form of

ax2 + bx + c = 0, where a ≠ 0.
The general steps in transforming equations to standard form of
quadratic equations are as follows:
1. Examine the given equation if there are operations that need
to simplify.
G. Making 2. Perform the indicated operations following the PEMDAS
generalizations
rules including distributive property, addition and subtraction
and
abstractions
property of equality and squaring of binomials. Do this one from
about the left to right.
lesson 3. After performing the operations, look for the quadratic term
ax2, the linear term bx, and then the constant c and equate it to
zero. Thus, writing it in standard form of quadratic equation ax 2 +
bx + c = 0.
4. In standard form of quadratic equation, the value of a, b, and c
are already identified.

H. Evaluating Activity 4: View Me in Another Way! Group work is used as

Learning a means for learning
Directions: Transform each equation into standard form ax2 + bx + c = 0 at all levels in most
and write your answer inside the box. The specified color given will be educational systems,
used on the next activity. from compulsory
education to higher
education. The
overarching purpose
of group work in
educational practice is
to serve as an
incentive for learning.
For example, it is
believed that the
 students involved in
the group activity
should “learn
something.” This
prerequisite has
influenced previous
research to
predominantly focus
on how to increase
efficiency in group
work and how to
understand why some
group work turns out
favorably and other
group work sessions
result in the opposite.
The review of previous
research shows that in
the 20th century,
there has been an
increase in research
about students’
cooperation in the
classroom (Lou et al.,
1996; Gillies and
Boyle, 2010, 2011).
(Objective 2)

The teacher will group his students into 4 groups.

Based from the previous activity 4-A. Solve for the roots of the To promote fairness,
transformed equation and find the answers written in the petals of a respect and care to
flower and shade it according to its specified color. You may use a encourage learning,
separate sheet of paper for your solutions. the teacher will
remind the students
to be mindful of their
behavior. The teacher
will encourage
everyone to get
involved and
participate on the
given activities.
(Objective 6)

To use effective verbal

and non-verbal
classroom
communication, the
teacher will roam
around to facilitate
and observe student’s
performance,
participation, and
behavior.
(Objective 4).

A rubric articulates
expectations for
student work by
listing criteria for the
 Criteria 5 points 3 points 1points Rat work and
ing performance level
Clarity The The The descriptions across a
presentation presentation presentation continuum of quality
is very clear, is vague but it is vague and (Andrade, 2000; Arter
precise, and included did not and Chappuis, 2006).
coherent. It concepts include Thus, a rubric has two
included related to concepts parts: criteria that
concepts equation related to express what to look
related to transformable equation for in the work
equation into quadratic transformable and performance
transformabl equation. into quadratic level descriptions that
e into equation.
describe what
quadratic
instantiations of those
equation.
criteria look like in
Creativi The The The
ty presentation presentation presentation work at varying
is very is creative is creative but quality levels, from
creative and and and show did not show low to high.
show the some use of the use of the (Objective 2).
correct color the key key concepts
of the key concepts of of equation
concepts of equation transformable
quadratic transformable into quadratic
equation. into quadratic equation.
equation. .
Time Finished the Finish the Needs more
task before task on time. time to finish
the given the given task
time.

Prepared by: Observed and Checked by:

ARNOLD M. BEKING ROGEPERL G. RUFULE

Math Teacher Master Teacher I/ Rater

Noted:

SEGUNDINA C. RAMOS
Pincipal IV
Principal In-charge of Cluster IV
And concurrent Principal of Crossing Bayabas NHS