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LP 1stQ W6 Math9

learning plan

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42 views5 pages

LP 1stQ W6 Math9

learning plan

Uploaded by

Mark Anthony B. Israel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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FAITH CHRISTIAN SCHOOL

Silva Street, Phase 7, Vista Verde Executive Village,


Cainta, Rizal, Philippines 1900

LEARNING PLANS
MATHEMATICS 9
Academic Year 2019 – 2020

Quarter: First
Unit Title: Quadratic Functions

Stage 1 – GOALS

Grade Level Standards


The learner demonstrates understanding of key concepts and principles of patterns and algebra (quadratic
equations and inequalities, quadratic functions, rational algebraic equations, variations, and radicals) and
geometry (parallelograms and triangle similarities and basic concepts of trigonometry) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
General Standards
The learner demonstrates understanding and appreciation of key concepts and principles of quadratic functions.
Performance Standard
Content Standard The learner is able to investigate thoroughly
The learner demonstrates understanding of key mathematical relationships in various situations,
concepts of quadratic functions. formulate real life problems involving quadratic
functions and solve them using a variety of
strategies.
Knowledge Skills
The learners should be able to know the basic The learners should be able to:
ideas of:
1. recognize quadratic functions;
1. quadratic functions; 2. transform vertex to standard form of
2. vertex and general form of quadratic quadratic functions and vice versa;
functions; 3. graph quadratic functions;
3. graphs of quadratic functions; 4. find the zeroes of quadratic functions by
4. zeroes of quadratic functions; extracting the square root, factoring,
5. nature of the zeroes of quadratic completing the square and quadratic
functions; formula;
6. deriving quadratic functions given a 5. characterize and determine apply the
certain condition and; nature of the zeroes of quadratic functions;
7. word problems involving quadratic 6. describe the relationship between the
functions coefficients and the roots of a quadratic
function;
7. determine the quadratic function given a
condition; and
8. solve different types of word problems
involving quadratic functions

Stage 2 – ASSESSMENT EVIDENCES

Performance Task
Being the first grandson, your grandparents decided to give you a rectangular field for your coming
wedding. If you are given 200 m wires of fencing, what dimensions would you choose to get the
maximum area?

a) List all the possible dimensions of the rectangular field.


b) Make a table of values for the possible dimensions.
c) Compute the area for each possible dimension.
d) What is the maximum area you obtained?
e) What are the dimensions of the maximum area you obtained?

Present your output utilizing MS PowerPoint.


Rubrics:

Criteria 5 4 3 2 1
Visual Appeal (20%)
1. Lay-out
2. Creativity
Organization (20%)
1. Order of Entries
2. Readability of Entries
Content (30%)
1. Completeness of Entries
2. Correctness of Entries
Performance (30%)
1. Presentation of Work
2. Explanation of Answers

Legend:
5 - Outstanding
4 - Very Satisfactory
3 - Satisfactory
2 - Fair
1 - Needs Improvement

Other Evidences
1. Quizzes
2. Seatwork
3. Homework / Assignment
4. Long Tests
5. Mastery Tests

Stage 3 – LEARNING PLANS

Week 6, July 22 – 26, 2019

I. Objectives
A. Model real-life situations using quadratic functions
B. Define and identify the forms of a quadratic function
C. Represent a quadratic function using table of values, graph, and equation
D. Transform y = a(x – h)2 + k to y = ax2 + bx + c and vice versa
E. Describe the properties of quadratic functions of the form y = ax2 where a ≠ 0
F. Graph quadratic functions of the form y = ax2
G. Describe the properties of quadratic functions of the form y = ax2 + k
H. Graph quadratic functions of the form y = ax2 + k

II. Subject Matter


A. Topics:
1. Quadratic Function
2. Transforming y = a(x – h)2 + k to y = ax2 + bx + c and vice versa
3. Graph of Quadratic Function of the Form y = ax2
4. Graph of Quadratic Function of the Form y = ax2 + k
B. References: Math Builders 9 by Ulpina, et. al., 2014, p 60 – 71
Next Century Mathematics 9 by Orines, et. al., 2014, p 2 – 48
Advanced Algebra, Trigonometry and Statistics by Pascual, et. al., p 53 – 54
C. Materials: Flashcards, Charts, PowerPoint Presentation
D. Instructional Strategies: Discussion, Inquiry-based, Group Activity

III. Procedure

A. Daily Routine
1. Prayer
2. Greetings
3. Checking of the Cleanliness/Orderliness of the Classroom
4. Checking of Attendance
5. Checking of Assignment

B. Lesson Proper
EXPLORE
1. What are the next numbers of the sequence?
a. 1, 3, 5, 7, ____, _____
b. 2, 5, 8, _____, ______
c. 2, 4, 8, 16, _____, _____
d. 3, 9, 27, _____, ______

FIRM-UP
2. Present a chart of linear and quadratic equations in two variables. Let the students group
these into two. What is your reason of grouping these equations?
3. Discuss the quadratic function, its definition, graph and forms.
4. Present table of values that represents a linear function, quadratic function and neither.

EXPLORE
1. Recall the squaring of a binomial.
2. Present a chart of quadratic functions that are in vertex form.
a. Are the functions in general form? Why?
b. How can we transform these functions to general form?

FIRM-UP
3. Small Group Discussion (Refer to Activity Sheet)

4. Directions: Transform the following equations to general form.


a. y = (x + 1)2 - 6
b. f(x) = 2(x + 2)2 + 4
c. g(x) = 3(x - 4)2

EXPLORE
5. Evaluate the following expressions.
a. 2a - b at a = 2 and b = -1
b. 4ac at a = 3 and c = -2
c. b2 – 4 at b = -5
6. What are the steps in transforming vertex to general form of a quadratic function?
FIRM-UP
7. Discuss the procedures in transforming the following functions to vertex form. (Discuss both
methods)
a. y = x2 – 2x – 1 c. g(x) = 3x2 – 5x + 1
b. f(x) = x2 – 6x + 4 d. p(x) = 2x2 – 5x + 3

DEEPEN
8. Refer to activity sheet.

EXPLORE
9. Let the students plot the following points on a Cartesian Coordinate Plane.
a) (2, 3)
b) (-2, 5)
c) (-5, -6)
d) (7, -4)
10. Show a picture of San Juanico Bridge.
Motive Questions:
a. What did you see in the picture?
b. How will you describe the bridge?
11. Math Vocabulary
Vertex - The turning point of the graph of a quadratic function.
Axis of Symmetry - The vertical line that passes through the vertex and divides the parabola
equally.
Domain - Set of all values of x in a given relation.
Range - Set of all values of y in a given relation.

FIRM-UP
12. Discuss the procedures in graphing the following quadratic functions.
a. f(x) = x2 and f(x) = -x2
b. y = 2x2 and y = -2x2
1 −1 2
c. g(x) = x2 and g(x) = x
2 2
13. Let the students identify the opening of the graph, vertex, axis of symmetry, domain and
range.

DEEPEN
1. When does the graph of a quadratic function open upward? downward?
2. How will you compare the graphs of y = 2x2 and -2x2?

Directions: Graph the following functions and identify the domain, range, vertex, axis of
symmetry, and the opening of the graph.
1. f(x) = 5x2
−1 2
2. f(x) = x
3

TRANSFER

Activity 15 Investigate!
Problem. You are given 50 m of fencing materials. Your task is to make a rectangular garden
whose area is maximum. Find the dimensions of such a rectangle. Explain your solution.

Activity 16 Explore more!


Give at least three parabolic designs that you see in your community. Then create your own
design.

Psalm 19: 1 – 2
To the Chief Musician, A Psalm of David.) The heavens declare the glory of God; and the
firmament shows his handiwork.

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