Date: October 21, HONEY JEAN P.

TANAWAN
2024 MATHEMATICS 9

I. OBJECTIVES
A Content Standard The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.
B Performance Standard The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities
and functions, and rational algebraic equations and solve them using a variety of
strategies.
C Learning Determines the equation of a quadratic function given: (a) a table of values; (b)
Competency graph; (c) zeros. (M9AL-Ij-1)

a. Define the quadratic function

Lesson Objectives b. Find the equation of a quadratic function given its table of values.

II. CONTENT Finding the equation of a quadratic function

III. LEARNING
RESOURCES
A References Mathematics 9 Learner’s Material
1 Teacher’s Guide Pages Teacher’s Guide (TG) in Mathematics 9, p. 104-106
2 Learner’s Material Mathematics Learning Material 9 pp. 156-162
Pages
3 Textbook Pages Simplified Algebra pp. 212-213
4 Additional Materials
from Learning
Resources
B Other Learning https://youtu.be/wnfFQktAgDM?si=5YgEdqFNTLbWaqr7
Resources
IV. PROCEDURES
Preliminary Activities The teacher will conduct the preliminary activities to set the environment and key
players in learning.
1. Prayer
2. Greetings
3. Classroom Management
(The teacher will ensure that the classroom is clean, orderly, and spacious enough
for the students to move comfortably)
The teacher will ensure that LWD students sit in front.
4. Attendance
A Reviewing Previous ELICIT
Lessons or presenting
the new lesson  The teacher will review the previous topic/lesson in determining whether a
table of values is a quadratic function using the test called
second-difference.

x -3 -2 -1 0 1
y 13 7 5 7 13

First Difference

Second Difference
How will you know if the table of values is quadratic function?
B Establishing a purpose ENGAGE:
of the new lesson
 The teacher lets the students realize that this is very essential to some careers
like scientists, mathematicians, engineers and those that need to formulate the
equation that describes results of experiments or researchers.

Do you know other careers that create formula from values they collected?

At the end of the fifty-minutes, students should be able to:

a. Define the quadratic function; and
b. Find the equation of a quadratic function given its table of values.

Unlocking:
Substitution- replacing; putting one thing in the place of another.
Elimination- remove; the processing of removing something.

C Presenting
Examples/instances of  The teacher will call randomly students to answer.
the new lesson Direction: Find the equation of quadratic function of the given table of values.
1. x 0 1 2 3
y 6 4 4 6

a. 𝑦 = 𝑥 2 − 3𝑥 + 6 b. 𝑦 = 𝑥 2 + 3𝑥 + 6 c. 𝑦 = 𝑥 2 + 3𝑥 − 6

Answer :a

2.
x 1 2 3 4 5
y 5 11 19 29 41

a. 𝑦 = 𝑥 2 − 3𝑥 + 1 b. 𝑦 = 𝑥 2 + 3𝑥 − 1 c. 𝑦 = 𝑥 2 + 3𝑥 + 1

Answer: c

D Discussing new
concepts and Quadratic function
practicing new skills A quadratic function is a polynomial function of degree two, which means
the highest power of the variable (usually x) is two.
It has a general form: 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐

The teacher discusses with the students in finding the equation that represents the
function by creating a system of linear equation in three unknown using the
procedures or steps.

 The steps/procedures to find the equation of the quadratic function:

a. Select three ordered pairs (x,y)
b. Substitute each ordered pair into general form of quadratic function 𝑦 = 𝑎𝑥 2 +
𝑏𝑥 + 𝑐
c. Solve for the values of a, b and c of the linear equations.
d. Substitute the values of a, b and c to the general form of quadratic function.

Direction: Find the equation of quadratic function of the given table of values.
1.
x 0 1 2 3
y 6 4 4 6

a. 𝑦 = 𝑥 2 − 3𝑥 + 6 b. 𝑦 = 𝑥 2 + 3𝑥 + 6 c. 𝑦 = 𝑥 2 + 3𝑥 − 6

Answer :a
To get the equation of quadratic function here’s the steps:
a. Select three ordered pairs (x,y)
(0,6), (1,4), (3,6)
b. Substitute each ordered pair into general form of quadratic function 𝑦 = 𝑎𝑥 2 +
𝑏𝑥 + 𝑐
(0,6) 6 = 𝑎(0)2 + 𝑏(0) + 𝑐
6=0+0+c
6=c equation 1
(1,4) 4 = 𝑎(1)2 + 𝑏(1) + 𝑐
4=a+b+c equation 2
(3,6) 6 = 𝑎(3)2 + 𝑏(3) + 𝑐
6 = 9a + 3b + c equation 3
c. Solve for the values of a, b and c of the linear equations.
To solve for a using equation 2:
4=a+b+c
4=a+b+6 Solve for b using equation 3 Find a.
4–6–b=a and substitute the value a. -2 – b = a
-2 – b = a 6 = 9a + 3b + c -2 – (-3) = a
6 = 9(-2 – b) + 6 -2 + 3 = a
6 = -18 – 9b + 3b + 6 1=a
6 = -6b – 12
6 + 12 = -6b
18 −6𝑏
=
−6 −6
-3 = b

d. Substitute the values of a, b and c to the general form of quadratic function.

1=a -3 = b 6=c
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑦 = 1(𝑥 2 ) + (−3)𝑥 + 6
𝑦 = 𝑥 2 − 3𝑥 + 6

2.
x 1 2 3 4 5
y 5 11 19 29 41

a. 𝑦 = 𝑥 2 − 3𝑥 + 1 b. 𝑦 = 𝑥 2 + 3𝑥 − 1 c. 𝑦 = 𝑥 2 + 3𝑥 + 1

Answer: c

a. Select three ordered pairs (x,y)

(1,5), (2,11), (3,19)
b. Substitute each ordered pair into general form of quadratic function 𝑦 = 𝑎𝑥 2 +
𝑏𝑥 + 𝑐
(1,5) 5 = 𝑎(1)2 + 𝑏(1) + 𝑐
5=a+b+c equation 1
(2,11) 11 = 𝑎(2)2 + 𝑏(2) + 𝑐
11 = 4a + 2b + c equation 2
(3,19) 19 = 𝑎(3)2 + 𝑏(3) + 𝑐
19 = 9a + 3b + c equation 3
 c. Solve for the values of a, b and c of the linear equations.
Subtract equation 2 to equation 1 to eliminate c:
11 = 4a + 2b + c
- 5=a+b+c
6 = 3a + b equation 4
Subtract equation 3 to equation 2 to eliminate c:
19 = 9a + 3b + c
- 11 = 4a + 2b + c
8 = 5a + b equation 5
To solve for a; subtract equation 5 to equation 4:
8 = 5a + b
- 6 = 3a + b
2 = 2a
2 2
1=a
To solve for b, you can use equation 4 and equation 5:
6 = 3a + b
6 = 3(1) + b
6–3=b
3=b
To solve for c, substitute the a = 1 and b = 3 in any of the equation 1, 2 and 3:
Equation 1:
5=a+b+c
5=1+3+c
5=4+c
5–4=c
1=c
d. Substitute the values of a, b and c to the general form of quadratic function.
a=1 b=3 c=1
𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐
𝑦 = 1(𝑥 2 ) + (3)𝑥 + 1
𝑦 = 𝑥 2 + 3𝑥 + 1

F. Developing Mastery EXPLAIN what you’ve got:

The teacher structured the cooperative learning activity in “Numbered Heads

Together”.

Students are also allowed to use their mother tongue to explain their answer during
reporting.

Group Activity:

Group 1: Lilac and Group 4:Lavender

x -3 -2 -1 0 1 2 3
y 12 7 4 3 4 7 12

Group 2: Sampaguita and Group 6: Rose

x -1 0 1 2
y -3 -4 -3 0

Group 3: Sun Flower and Group 5: Daisy

x 1 2 3 4 5
y 0 1 4 9 16
 Refer to the Activity Sheet Attached

5 4 3 2 1
Has come up with the Has committed Has committed Has committed Has committed four
correct answer, perfect one error in the two errors in the three errors in errors in the process
the process or steps, and process or steps process or steps the process or or steps
provide the correct algorithmically. algorithmically. the steps algorithmically.
quadratic function. algorithmically.

G. Finding practical ELABORATE what you have learned:

applications of
concepts and skills in The teacher will allow students to find applications of quadratic function by
daily living answering the given question.

A rocket is shot vertically from the ground. Its height at different times
after the shot in the table below.

Time (s) 1 2 3 4 5 6
Height (t) 144 256 336 384 400 384

Let’s analyze!
1. What kind of function is represented by the table?
2. Determine a function h(t) for the given table of values.

H. Making As a recap, the teacher will ask the following questions to the students.
generalizations and 1. What are the procedure or steps in in finding the equation of the quadratic
abstractions about the function?
lesson 2. How can we say that the table of values is a quadratic function?

I. Evaluation EVALUATE ME!

The teacher lets the students answer the following:

a. Given the following table of values, find its quadratic function.
1.
x 0 1 2 3
y -1 -4 -9 -16

2.
x -2 -1 0 1 2
y 0 3 4 3 0

Additional activities EXTEND your take away:

for application or Direction: State whether the following table of values represent a quadratic
remediation function. If it is, determine the quadratic function.
1.
x 0 1 2 3 4
y -3 -8 -11 -12 -11
 2. x 0 1 2 3 4
y 1 2 3 4 5

3.
x 0 1 2 3 4
y -4 -10 -12 -10 -4

V. REMARKS

Checked by: Approved by:

JHON PAUL AGNI JUNALYN B. BANDIGAN

Prepared by: FS 2 Instructor SST -1 (CT)

HONEY JEAN P. TANAWAN

Pre-service