OUR LADY OF LOURDES SCHOOL OF BAUAN INC.

Excellent Education and Holistic Development

TEACHER: Mr. Jomar T. Lacdao
GRADE LEVEL: Grade 9- Daffodil
SUBJECT: Mathematics (First Quarter)
Unit Topic: Quadratic Equations, Functions, and Inequalities
Learning Plan
Introduction: This chapter introduces quadratic equations, functions, and inequalities, the terminologies
used, and the ways on how to solve them. Here, some real-life applications of quadratic equations and
inequalities will be shown. For instance, when the area of a rectangular frame is given, its dimensions can be
formulated if the length is to be a certain distance longer than the width or if the width is to be a certain
distance shorter than the length. Such requirements can be modeled and solved using quadratic equations.
This chapter aims to equip students with skills to write quadratic models that solve for the area of rectangles
in terms of its dimensions.
Learning Explore
Competencies
1. Presentation of learning targets
2. IRF Chart
Instructions: Answer the following question then write it in revised part.
Question: How do quadratic equations, quadratic inequalities, and rational algebraic
equations facilitate finding solutions to real-life problems and making decisions?
Initial Revised Final

Learning Firm Up
Competencies
A1. Illustrates Activity 1: Frayer Model (Online/Offline)
quadratic Instructions: Copy the Frayer model and write Quadratic equations at the center of the
equation model. Then supply the facts, definition, examples and nonexamples in the given model.
21st Century Skills: Communication and Critical Thinking

A2. Activity 2: Labelling exercises (Online/Offline)

Characterizes Instructions: Fill in the spaces from the table with the correct answer.
the roots of a 21st Century Skills: Collaboration and Critical Thinking
quadratic Nature of the
Quadratic Equation a b c Discriminant
equation using Roots
discriminant. 1. 2x2+ 3x- 5= 0
2. 3(x2+ 7)= 0
3. (x+9)((x-2)= 0
4. (w+7)(w+3)= 0
5. 2s(s- 4)= 0
A3. Illustrates Activity 3: Frayer Model (Online/Offline)
quadratic Instructions: Copy the Frayer model and write Quadratic inequalities at the center of the
inequalities model. Then supply the facts, definition, examples and nonexamples in the given model.
21st Century Skills: Communication and Critical Thinking
 A4. Activity 4: Complete the table
Represents a Instructions: Complete the table of values and graph for each of the following quadratic
quadratic functions.
function 21st Century Skills: Collaboration and Critical Thinking
using: (a) table
of values; (b)
graph; and (c)
equation.

A5. Transforms Activity 5: Reversing the Process

the quadratic Instructions: Rewrite the quadratic functions written in vertex form y= ax2+ bx+ c into the
function form by following the steps.
defined by y= 21st Century Skills: Collaboration and Critical Thinking
ax2+ bx+ c nto
the form y=
a(x-h)2 + k

IRF Chart
Instructions: Answer the following question then write it in revised part.
Question: How do quadratic equations, quadratic inequalities, and rational algebraic
equations facilitate finding solutions to real-life problems and making decisions?
 Initial Revised Final

Activity 6: Who am I?
21st Century Skills: Communication and Critical Thinking
The table of values below describes a quadratic function. Find the equation of the quadratic
function by following the given procedure.
x -3 -1 1 2 3
y -29 -5 3 1 -5
a. Substitute 3 ordered pairs (x,y) in y = ax 2 + bx + c
b. What are the three equations you came up with? ___________________,
__________________, ___________________
A6. c. Solve for the values of a, b and c.
Determines d. Write the equation of the quadratic function y = ax 2 + bx + c.
the equation of Process Questions:
a quadratic 1. How did you obtain the three equations?
function 2. What do you call the 3 equations?
given: (a) a 3. How did you solve for the values a, b and c from the three equations?
table of 4. How can you obtain the equation of a quadratic function from a table of values?
values; (b)
graph; (c) Scaffold for Transfer (Directed prompt and Open prompt)
zeros.
Deepen
M1. Solves Activity 7: Extract My Roots!
quadratic Instructions: Find the roots of each quadratic equation. Simplify your answer and check the
equations by: result. Write your answer on a separate sheet.
(a) 21st Century Skills: Collaboration and Critical Thinking
extracting
square
roots; (b)
factoring;
completing the Questions:
square; and (d) a. How did you find the roots of each equation?
using the b. Which equation did you find difficult to solve by extracting square roots? Why?
quadratic
formula Activity 8: Factor then Solve
Instructions: Solve the following quadratic equation by factoring and check the result. Write your
answer on a separate sheet.
21st Century Skills: Collaboration and Critical Thinking

Questions:
a. How did you find the solutions of each equation?
b. What mathematical concepts or principles did you use in finding the solutions? Explain
how you used these?

Activity 9: Make Me Complete!

Instructions: Solve for the roots by completing the square and check your answer. Write
your answer on a separate sheet.
21st Century Skills: Collaboration and Critical Thinking

Questions:
a. How did you find the solution of each equation?
b. What mathematical concepts or principles did you use in finding the solution? Explain
how did you use these?
Activity 10: Is the Formula Effective?
Instructions: Solve for the roots of the following quadratic equations and check. Write your
 answer on a separate sheet.
21st Century Skills: Collaboration and Critical Thinking

Questions:
a. How did you use the quadratic formula in finding the solution/s of each equation?
b. How many solutions does each equation have?
M2. Solves Activity 11: View Me in Another Way
equations 21st Century Skills: Collaboration and Critical Thinking
transformable
to quadratic
equations
(including
rational
algebraic
equations)
Process Questions:
1. How did you transform each equation into a quadratic equation? What mathematics
concepts or principles did you apply?
2. Did you find any difficulty in transforming each equation into a quadratic equation?
Explain.
M3. Solves Activity 12: Problem Solving Involving Quadratic Equations And Rational Algebraic
problems Equations
involving Directions: Solve each problem and check all solutions. Answer using a complete sentence.
quadratic 21st Century Skills: Problem Solving and Critical Thinking
equations and 1. A boat goes 240 miles downstream in the same time it can go 120 miles upstream. The
rational speed of the current is 4 miles per hour. What is the speed of the boat in still water?
algebraic 2. A plane flies 910 miles with the wind in the same time it can go 660 miles against the
equations. wind. The speed of the plane in still air is 305 miles per hour. What is the speed of the
wind?

Process Questions:
1. How did you find the activity?
2. How did you solve the problem?

M4. Solves Activity 13: Do You Know My Solution?

quadratic Directions: Find the solution set of the following quadratic inequalities then graph.
inequalities 21st Century Skills: Collaboration and Critical Thinking
1. 𝑥 2 − 6𝑥 + 5 > 0
2. 2𝑥 2 ≥ 98
3. 𝑥 2 + 6𝑥 ≤ −8
4. 2𝑥 2 − 7𝑥 + 3 < 0
5. −𝑥 2 − 12𝑥 ≤ 32

Process Questions:
1. How did you find the activity?
2. What did you do in order for you to find the solution set of quadratic inequalities
M5. Solves Activity 14: Problem Solving Involving Quadratic Inequalities
problems Directions: Solve the following problems independently.
involving 21st Century Skills: Problem Solving and Critical Thinking
quadratic 1. A rectangular parking lot must have a perimeter of 480 feet and an area of atleast 12,
inequalities 600 square feet. Describe the possible lengths of the parking lot.
2. A small canteen offers special meal package to their customers. The profit P that the
canteen will earn at x number of customer is modelled by the function P(x) = -25x2+
1000x- 4375. How many people are needed for a profit of at least Php5,000?
Process questions:
1. How did you find the activity?
2. How did you solve the problems?

Scaffold for Transfer (Guided Transfer)

M6. Models Activity 15: Represent Me
real- life 21st Century Skills: Communication and Critical Thinking
situations using Directions: Which of the following represents a quadratic function?
quadratic 1. Taxi fare F for d kilometres at flag down rate at Php40.00 and php13.50 per kilometre.
functions 2. The maximum area of a rectangular garden that can be fenced using 100m of fencing
 materials. Note that
100−2 w
A=w( )
2
3. The equation P= -0.1x2+ 50x- 750 models a profit function that a company earns as a
function of x number of products of a given type that are sold.
Process questions:
1. How did you find the activity?
2. How did you come up with your answer(s)?
M7. Graphs a Activity 16: Graphing
quadratic Directions: Graph the following quadratic functions following the steps used in the
function: examples.
(a)domain;(b) 21st Century Skills: Critical Thinking, Communication and Collaboration
range; (c) 1. y = -(x2 – 2x ) + 3
intercepts; (d) 2. 2x2 + 8x = 4 - y
axis of 3. 4x2 – y = 12x – 7
symmetry; (e) 4. 11 = y – 3x2 + 12x
vertex; (f) 5. 3 = (x – 4)2 – y
direction of the
opening of Process questions:
parabola 1. How did you find the activity?
2. How did you graph the functions?
IRF Chart
Instructions: Answer the following question then write it in revised part.
Question: How do quadratic equations, quadratic inequalities, and rational algebraic
equations facilitate finding solutions to real-life problems and making decisions?
Initial Revised Final

M8. Analyzes
the effects of Activity 17: Parent Function to a New Function
changing the Directions: Can you give the equation of a quadratic function is given, directions of its
values of a,h, translations, and the multiplying factor for its vertical stretch or vertical compress? Give
and k in the the equation of quadratic function in vertex form described by each of the following.
equation y= 1. The parent function y= x2 is translated 2 units to the right and 5 units down.
a(x-h)2+ k of a 2. The parent function y= x2 is reflected across the x- axis, translated 5 units to the left and
quadratic 7 units up.
function on its 3. The parent function y= x2 is vertically compressed by a factor of 3, translated 3 units to
graph the left and 6 units down.
4. The parent function y= x2 is reflected across the x- axis, vertically stretched by a factor
of ¼, and is translated 10 units to the right and 2 units up.
Process questions:
1. How did you find the activity?
2. What is the effect if there are changes in a, h, and k of a quadratic function?

Transfer
Lucal is a ginger- calamansi extract formulated and produced by university students to
boost the immune system of health workers in government hospitals. You are the client
financial officer of a manufacturing company that accepted an invitation to mass produce
Lucal nationwide. For your first production, suppose you are supplying these drinks to a
hospital canteen in your barangay. The market research you conducted found that for every
peso increase in the product, you will lose a certain number of customers a day. Use a
quadratic model based on the given parameters below to find the best price at which you
should sell the product so that you can maximize your daily income. Also, create a poster
that shows the price of the product per piece which will be displayed at the restaurant.
Your work will be graded according to the accuracy of mathematical solutions, proper use
of mathematical symbols, and creativity of your poster.