LP NO: 04

DATE: June 07, 2019

Lesson Plan in Mathematics Grade 9
I. Objectives
At the end of the lesson, the learners should be able to:
- write quadratic equation in standard form, ax2+bx+c=0, and
- identify the values of a,b, and c.
II. Subject- Matter:
Topic: Quadratic Equations In One Variable
Lesson 1: Illustrations of Quadratic Equations
Materials: Charts, Books
References: CG Code: M9AL -Ia –1, page 92
Teaching Guide: Module 1. Lesson 1, pages 14-17
Learning Materials: Mathematics Learner’s Material, pages 15-17
Value Integration: To encourage students’ standard & ethical behavior
III. Procedure
1. Drill (Flashcards)
Perform the indicated operations
a. -17 –(-23) b. 23 –(-7) c. -32 +(-16) d. -32 -16 e. 47-27
2. Review
What is a Quadratic equation? How it differ from linear equation?
3. Motivation
What comes to your mind when you hear the word “Standard”? What is your personal standard?
4. Development of the Lesson
A. ACTIVITY
- Let the students answer Activity 6: Set Me To Your Standard! numbers 1-5, page 15 in groups
of 3
B. ANALYSIS (Process Questions)
Ask volunteers to share their answers to the class.
Questions
1. How did you write each quadratic equation in standard form?
2. What mathematics concepts or principles did you apply to write each quadratic equation in
standard form?
C. ABSTRACTION
How do you write each quadratic equation in standard form?
D. APPLICATION
- Let the students answer Activity 6: Set Me To Your Standard! numbers 6-7, page 15.

IV. Evaluation
A. Identify which of the following written in standard form or not.
1. 3x2 = 7 3. x2 = 25
2. 2x2 – 4x + 5 = 0 4. 4x = x2 + 5
B. Write 6x2 = 5x − 12 in standard form.
V. Assignment
Let the students answer Activity 6: Set Me To Your Standard! numbers 8-10, page 15.

Prepared by: SAMUEL M. GIER, MT-II Checked by: ________________ Date:_________

Semi-Detailed Lesson Plan Grade 9 Mathematics

Everyday Examples of Situations to Apply Quadratic Equations

CALCULATING ROOM AREAS

People frequently need to calculate the area of rooms, boxes or plots of land. An example might
involve building a rectangular box where one side must be twice the length of the other side. For
example, if you have only 4 square feet of wood to use for the bottom of the box, with this
information, you can create an equation for the area of the box using the ratio of the two sides. This
means the area -- the length times the width -- in terms of x would equal x times 2x, or 2x^2. This
equation must be less than or equal to four to successfully make a box using these constraints.

FIGURING A PROFIT
Sometimes calculating a business profit requires using a quadratic function. If you want to sell
something – even something as simple as lemonade – you need to decide how many items to produce
so that you'll make a profit. Let's say, for example, that you're selling glasses of lemonade, and you
want to make 12 glasses. You know, however, that you'll sell a different number of glasses depending
on how you set your price. At $100 per glass, you're not likely to sell any, but at $0.01 per glass, you'll
probably sell 12 glasses in less than a minute. So, to decide where to set your price, use P as a variable.
You've estimated the demand for glasses of lemonade to be at 12 - P. Your revenue, therefore, will be
the price times the number of glasses sold: P times 12 minus P, or 12P - P^2. Using however much
your lemonade costs to produce, you can set this equation equal to that amount and choose a price
from there.

QUADRATICS IN ATHLETICS
In athletic events that involve throwing objects like the shot put, balls or javelin, quadratic equations
become highly useful. For example, you throw a ball into the air and have your friend catch it, but you
want to give her the precise time it will take the ball to arrive. Use the velocity equation, which
calculates the height of the ball based on a parabolic or quadratic equation. Begin by throwing the ball
at 3 meters, where your hands are. Also assume that you can throw the ball upward at 14 meters per
second, and that the earth's gravity is reducing the ball's speed at a rate of 5 meters per second
squared. From this, we can calculate the height, h, using the variable t for time, in the form of h = 3 +
14t - 5t2. If your friend's hands are also at 3 meters in height, how many seconds will it take the ball to
reach her? To answer this, set the equation equal to 3 = h, and solve for t. The answer is
approximately 2.8 seconds.

FINDING A SPEED
Quadratic equations are also useful in calculating speeds. Avid kayakers, for example, use quadratic
equations to estimate their speed when going up and down a river. Assume a kayaker is going up a
river, and the river moves at 2 km per hour. If he goes upstream against the current at 15 km, and the
trip takes him 3 hours to go there and return, remember that time = distance divided by speed, let v =
the kayak's speed relative to land, and let x = the kayak's speed in the water. While traveling upstream,
the kayak's speed is v = x - 2 -- subtract 2 for the resistance from the river current-- and while going
downstream, the kayak's speed is v = x + 2. The total time is equal to 3 hours, which is equal to the
time going upstream plus the time going downstream, and both distances are 15km. Using our
equations, we know that 3 hours = 15 / (x - 2) + 15 / (x + 2). Once this is expanded algebraically, we
get 3x2 - 30x -12 = 0. Solving for x, we know that the kayaker moved his kayak at a speed of 10.39 km
per hour.
Some of the classic test quadratic equations include:

Semi-Detailed Lesson Plan Grade 9 Mathematics

 - Trajectory of a ball thrown in the air

- Stopping time of a car

- Optimization of profit vs. cost

But in reality, quadratic equations can be used for anything:

SAT, Math class

As you can see, quadratic equations are very versatile and can be used in almost* any situation!

*studies show that the average person uses it about 5 minutes in their entire lifetime

PRACTICE QUESTIONS
1. The height of a ball t seconds after it’s thrown into the air from the top of a
building can be modeled by h(t) = –16t2 + 48t + 64, where h(t) is height in feet.
How high is the building, how high does the ball rise before starting to drop
downward, and after how many seconds does the ball hit the ground?
2. The profit function telling Georgio how much money he will net for producing and
selling x specialty umbrellas is given by P(x) = –0.00405x2 + 8.15x – 100.
What is Georgio’s loss if he doesn’t sell any of the umbrellas he produces, how
many umbrellas does he have to sell to break even, and how many does he have
to sell to earn the greatest possible profit?
3. Chip ran through a maze in less than a minute the first time he tried. His times
got better for a while with each new try, but then his times got worse (he took
longer) due to fatigue.
The amount of time Chip took to run through the maze on the ath try can be
modeled by T(a) = 0.5a2 – 9a + 48.5. How long did Chip take to run the maze the
first time, and what was his best time?
4. A highway underpass is parabolic in shape. If the curve of the underpass can be
modeled by h(x) = 50 – 0.02x2, where x and h(x) are in feet, then how high is the
highest point of the underpass, and how wide is it?
Following are answers to the practice questions:
1. The building is 64 feet tall, the ball peaks at 100 feet, and it takes 4 seconds to
hit the ground.
The ball is thrown from the top of the building, so you want the height of the ball
when t = 0. This number is the initial t value (the y-intercept). When t = 0, h = 64,
so the building is 64 feet high.
Semi-Detailed Lesson Plan Grade 9 Mathematics
 The ball is at its highest at the vertex of the parabola. Calculating the t value, you
get that the vertex occurs where t = 1.5 seconds. Substituting t = 1.5 into the
formula, you get that h = 100 feet.
The ball hits the ground when h = 0. Solving –16t2 + 48t + 64 = 0, you factor to
get –16(t – 4)(t + 1) = 0. The solution t = 4 tells you when the ball hits the ground.
The t = –1 represents going backward in time, or in this case, where the ball
would have started if it had been launched from the ground — not the top of a
building.
2. Georgio loses $100 (earns –$100) if he sells 0, needs to sell 13 to break even,
and can maximize profits if he sells 1,006 umbrellas.
If Georgio sells no umbrellas, then x = 0, and he makes a negative profit (loss) of
$100. The break-even point comes when the profit changes from negative to
positive, at an x-intercept. Using the quadratic formula, you get two intercepts:
at x = 2,000 and x is approximately 12.35.
The first (smaller) x-intercept is where the function changes from negative to
positive. The second is where the profit becomes a loss again (too many
umbrellas, too much overtime?). So, 13 umbrellas would yield a positive profit —
he’d break even (have zero profit).
The maximum profit occurs at the vertex. Using the formula for the x-value of the
vertex, you get that x is approximately 1,006.17. Substituting 1,006 into the
formula, you get 4,000.1542; then substituting 1,007 into the formula, you get
4,000.15155.
You see that Georgio gets slightly more profit with 1,006 umbrellas, but that
fraction of a cent doesn’t mean much. He’d still make about $4,000.
3. Chip took 40 seconds the first time; his best time was 8 seconds.
Because the variable a represents the number of the attempt, find T(1) for the
time of the first attempt. T(1) = 40 seconds. The best (minimum) time is at the
vertex. Solving for the a value (which is the number of the attempt),

He had the best time on the ninth attempt, and T(9) = 8.

4. The underpass is 50 feet high and 100 feet wide.

The highest point occurs at the vertex:

Semi-Detailed Lesson Plan Grade 9 Mathematics
The x-coordinate of the vertex is 0, so the vertex is also the y-intercept, at (0, 50).
The two x-intercepts represent the endpoints of the width of the overpass. Setting
50 – 0.02x2 equal to 0, you solve for x and get x = 50, –50. These two points are
100 units apart — the width of the underpass.

Semi-Detailed Lesson Plan Grade 9 Mathematics