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    Learning Area: - Mathematics Quarter: - First Quarter Week: 3 Grade Level: 9 Duration: 3 Days

    Uploaded by

    Vijenne Israel
    The lesson plan outlines a 3-day lesson on solving equations transformable to quadratic equations, including rational algebraic equations. Students will review quadratic equations, learn to transform equations into standard quadratic form, and practice finding solutions to transformed quadratic and rational algebraic equations. Assessment will include activities coloring coded equations and transforming sample equations into the standard quadratic form.

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    Download as PDF, TXT or read online from Scribd

    Learning Area: - Mathematics Quarter: - First Quarter Week: 3 Grade Level: 9 Duration: 3 Days

    Uploaded by

    Vijenne Israel
    686 views5 pages
    The lesson plan outlines a 3-day lesson on solving equations transformable to quadratic equations, including rational algebraic equations. Students will review quadratic equations, learn to transform equations into standard quadratic form, and practice finding solutions to transformed quadratic and rational algebraic equations. Assessment will include activities coloring coded equations and transforming sample equations into the standard quadratic form.

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    Lesson Plan

    Original Title

    LP EXEMPLAR Math 9

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    The lesson plan outlines a 3-day lesson on solving equations transformable to quadratic equations, including rational algebraic equations. Students will review quadratic equations, learn to transform equations into standard quadratic form, and practice finding solutions to transformed quadratic and rational algebraic equations. Assessment will include activities coloring coded equations and transforming sample equations into the standard quadratic form.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    686 views5 pages

    Learning Area: - Mathematics Quarter: - First Quarter Week: 3 Grade Level: 9 Duration: 3 Days

    Uploaded by

    Vijenne Israel
    The lesson plan outlines a 3-day lesson on solving equations transformable to quadratic equations, including rational algebraic equations. Students will review quadratic equations, learn to transform equations into standard quadratic form, and practice finding solutions to transformed quadratic and rational algebraic equations. Assessment will include activities coloring coded equations and transforming sample equations into the standard quadratic form.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Detailed Lesson Plan No.

    5
    Learning Area: _Mathematics
    Quarter: __First Quarter
    Week: 3
    Grade Level: 9
    Duration: 3 Days

    The learner demonstrates understanding of key concepts of quadratic


    Content Standard
    equations, inequalities and functions, and rational algebraic equations.
    The learner is able to investigate thoroughly mathematical relationships in
    various situations, formulate real - life problems involving quadratic
    Performance Standard
    equations, inequalities and functions, and rational algebraic equations and
    solve them using a variety of strategies.
    Solves equations transformable to quadratic equations (including rational
    Learning Competency and its Code
    algebraic equations). Code: M9AL - Ic - d - 1
    Quadratic Equations, transformable, rational algebraic equations,
    Key Concept
    solutions
    At the end of the lesson, students will be able to:
    1. recall the concept of quadratic equation and how it differs from the
    other equations.
    2. transform equations to quadratic equations in standard form
    I. LEARNING OBJECTIVES including rational algebraic equations.
    3. enumerate the steps in transforming equations to quadratic
    equations in standard form including rational algebraic equations.
    4. find the solutions of transformed quadratic equations including
    rational algebraic equations
    5. demonstrate interest in the activities
    Equations Transformable to Quadratic Equations including Rational
    II. CONTENT
    Algebraic Equations

    References K to 12 Mathematics Learner’s Materials for Grade 9, Module 1

    Resources Activity Sheets, Learning Guide

    III. LEARNING PROCEDURES The teacher is able to perform the following routine activities:

    A. Preliminary Activities

    Teacher: Let me begin with this short drill about quadratic equation to see
    how far you’ve learned from your previous lessons.

    Activity 1: Color Coding!


    Directions: Which of the following equations are quadratic and which are
    not. If the equation is quadratic color it with GREEN and if NOT, color it
    with YELLOW and explain.

    1. 5(x – 3) – 8 = 0 4. x– 7 = (x + 1)2

    1. Drill 2. (x- 3)(x +3) = -5x 5. 7 - 5x2 = 3x

    3. x3 + 5x = -2x2 + 1

    Answers:

    1. 5(x – 3) – 8 = 0 → linear equation

    2. (x- 3)(x +3) = -5x → quadratic equation


    3. x3 + 5x = -2x2 + 1 → neither

    4. x– 7 = (x + 1)2 → quadratic equation

    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
    2. Review 𝒃
    quadratic equation, you use the formul− a from the equation
    𝒂
    ax2+bx +c = 0. And to get the product of the roots of quadratic
    𝒄
    equation, you use the formula from the equation ax2+bx +c = 0.
    𝒂
    Teacher: Very good, Marian!

    Teacher: At this moment, I will be showing you some pictures. The title of
    our activity is 4 PICS, ONE WORD! These pictures are all
    pointing out to ONE WORD. Your task is to identify the keyword
    which will be helpful in our later discussions. To help you answer
    this, the following descriptions are given below.

    A. In Beauty Care Class (TLE) C. In Mapeh

    B. In Science D. In ESP

    3. Motivation

    GUESS THE WORD!


    -I am a verb
    -I am related to the word “CHANGE”
    -My sisters “Make Over”, Convert and transfigure
    -I am present in any field in education such as Mathematics,
    T.L.E, Science, E.S.P and many more
    -What am I?

    Student: Answer: TRANSFORM!

    In this section, the teacher will engage students into another activity that
    B. Developmental Activities covers the way to strengthen the main idea of the lesson. Prior learning on
    quadratic equations will be essential to attain the learning targets.

    Activity 2: Transform Me!


    A. Direction: Transform the following equations into standard form
    1. Activity of quadratic equations ax2+bx+ c=0 and determine the values of
    a, b, and c.

    1. 4 – 6(x – 8) = 10x2 __________


    → a = ___ ; b = ___ ; c = ___
    2. (x+5)3 = (x+2)2 ______ → a = ___ ; b = ___ ; c = ___
    1 𝑟 2
    3. − = _______ → a = ___ ; b = ___ ; c = ___
    𝑟 6 3

    Questions:
    1. How did you transform the equation into a standard form of
    quadratic equation? What mathematical concepts or principles did
    you apply?
    2. Analysis 2. Can you enumerate the steps you followed in transforming
    equations to quadratic equations in standard form?

    3. Did you find any difficulty in transforming each equation into


    quadratic equation? Explain.

    • 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.
    2. Perform the indicated operations following the
    PEMDAS/GEMDAS rules including distributive property,
    addition and subtraction property of equality and squaring of
    binomials. Do this one from left to right.

    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 ax2+bx
    + c = 0.
    4. In standard form of quadratic equation, the value of a, b, and c
    are already identified.
    3. Abstraction
    For Rational Equations transformable into Standard form of
    Quadratic Equations, you may follow the steps below.

    1. Examine the given equation and study how you may work on
    it.
    2. Find the common denominator.
    3. Multiply everything by the common denominator.
    4. Simplify by performing the operations and following some
    principles and concepts in math.
    5. Check the answer(s) to make sure that it is not an extraneous
    solution.
    In getting the roots or the solutions of the equations you may
    use any of these methods:
    1. Extracting the Root
    2. Factoring
    3. Completing the Square
    4. Quadratic Formula

    Activity 3: Application
    The length of a rectangle is 5 cm more than its width and the area is
    2
    50 m . Find the length and the width. Make a mathematical sentence and
    4. Application transform it to standard form of quadratic equation ax2 + bx + c = 0 and then
    use factoring to find the solutions.
    Area = 50 m2 x

    x+5

    Activity 4: View Me in Another Way!

    A. Directions: Transform each equation into standard form


    ax2+bx+c = 0 and write your answer inside the box. The specified
    color given will be used on the next activity.

    IV. EVALUATION

    Note: There should be no negative in the quadratic term!

    B. Based from the previous activity 4-A. Solve for the roots of the
    transformed equation and find the answers written in the petals of
    a flower and shade it according to its specified color. You may use
    a separate sheet of paper for your solutions.

    Research 1word problem that talks about the applications Quadratic


    V. AGREEMENT/ASSIGNMENT Equations in Real-life Setting. Write your answer in a 1 whole sheet of paper
    and report it the next day.
    VI. REFLECTION

    A. Number of learners who earned 80% in the evaluation.


    _______________________________________________________________________
    B. Number of learners who require additional activities for remediation who scored below 80%.
    _______________________________________________________________________
    C. Did the remedial lessons work? Number of learners who have caught up with the lesson.
    _______________________________________________________________________
    D. Number of learners who needs to continue to remediation.
    _______________________________________________________________________
    E. Which of my teaching strategies works well? Why did these work?
    _______________________________________________________________________

    Writer: ALCY MAE N. ROMANILLOS


    School: MAHAYAG NATIONAL HIGH SCHOOL
    Division: DAVAO CITY
    Evaluator: ROMAN JOHN C. LARA
    School: DAVAO CITY NATIONAL HIGH SCHOOL
    Division: DAVAO CITY

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