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LA TRINIDAD ACADEMY

Treelane III-C, Bayan Luma Imus City of Cavite

Lesson Plan in Mathematics 9


Dates: October 17 20, 2017
I. Intended Learning Outcomes
At the end of the 4hr period, 85% of the learners are expected to:
1. Derive quadratic function from:
a. zeros,
b. table of values,
c. vertex and a point;
2. Make use of the techniques in solving quadratics to derive quadratic functions; and
3. Participate actively in a collaborative activity.
II. Learning Content
1. Topic: Deriving Quadratic Functions
2. References: Math Builders 9., pp. 103-119
Ulpina, J. et. al. Brilliant Creations Publishing Inc. 2016.
3. Essential Question:
a. What are the different ways in deriving a quadratic function?
b. Given the table of values, zeros, or vertex and a point, how will you derive a quadratic
function?
4. Enduring Understanding
a. The quadratic function can derive from the zeros, table of values, vertices and some sets
of points.
b. In zeros, the sum and product of the zeros is important to derive a quadratic function in
the form of () = 2 () + .
1
c. In table of values, it generalizes that = 2 ( ), + =
()
0 1, = (0).
d. In vertex and a point, the quadratic function can be written in the form of () =
( )2 + , where (h,k) is the vertex, and (x,y) is the point that passes the graph.
5. Values:
a. Accuracy
b. Objectivity
c. Find ways to overcome obstacles
6. Subject Integration: Science, Social Studies (Geography and Economics), PE (Basketball)
III. Materials
1. Pen/Pencil
2. Mathematics Notebook (Graphing)
3. Mathematics Book
4. Whiteboard
5. Whiteboard Marker

IV. Learning Experiences:


1. Daily Routine
a. Prayer
b. Greetings
c. Checking of Attendance
d. Checking of Classroom
e. Reminders
2. LESSON PROPER
a.1 INTRODUCTION (Given Two Roots)
The teacher will recall to the students the topic about deriving quadratic equations, given the
roots.
The teacher will ask the students to perform an arithmetic calculation, mentally. The students
will think a number, and derive the calculation, based on what the teacher asked.
The teacher will present to the class using a flow chart on how to find the zeros of quadratic
function, and let the students to do the reverse operation to discover on how to get the
quadratic function, given the zeros.
b.1 INTERACTION
Let the students to find their own partners. Then, let them discuss on how to find a quadratic
function given the roots.
Using the sum and product of roots, ask them to study the examples on their book, and ask a
representative to explain each example.
a.2 INTRODUCTION (Given Table of Values)
The teacher will recall how to solve systems of equation, then how to find the function using
table of values.
The teacher will ask the students to perform an arithmetic calculation, mentally. The students
will think a number, and derive the calculation, based on what the teacher asked.
The teacher will present to the class using a table of values on how to find a quadratic function.
b.2 INTERACTION
With the same partners, let them discuss on how to find a quadratic function given the table of
values given by the book.
Using the table of values, ask them to study the examples on their book, and ask a
representative to explain each example.
a.3 INTRODUCTION (Given a Vertex and a Point)
The teacher will recall the way of finding an equation using a vertex and a point.
The teacher will ask the students to perform an arithmetic calculation, mentally. The students
will think a number, and derive the calculation, based on what the teacher asked.
The teacher will present to the class using a vertex and a point, on how to derive a quadratic
function.
b.3 INTERACTION
Let the students to do it in their own. Let it discuss on how to find a quadratic function given a
vertex and a point.
Using a vertex and a point, ask them to study the examples on their book, and ask some
students to explain the examples.

INTEGRATION
Let the students to answer the question, How important is quadratic function in their daily
life? They will write their answers on a piece of paper, and they will explain it in front of the
class.
The teacher will give a situation that is related to the topic, to be answered by the students.
Closure: Thumbs Up or Thumbs Down

V. EVALUATION
Let the students answer Skill Booster 4.2 A-B (odd numbers), and 4.2C (1-5) on pp. 114-116.
VI. ASSIGNMENT
Let the students answer Skill Booster 4.2 A-B (even numbers), and 4.2C (6-10) on pp. 114-116.

Prepared by:
Acejan L. Jadie, LPT

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