9

CATCH-UP FRIDAYS

Lesson Script in
Mathematics
Quarter 1 Week 9B
Catch-Up Fridays
Lesson Script in Mathematics
Quarter 1: Week 9B
SY 2024-2025

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Published by the Department of Education

Development Team of the Lesson Script

Writer: Mande S. Balasabas

Content Evaluator: Arlene C. Gantalao
Language Evaluator: Niño Richard R. Salingay, PhD
Layout Artist: Michael Jan R. Mendoza

Management Team
Chairperson: Arturo B. Bayocot, CESO III
Regional Director

Co-Chairpersons: Federico P. Martin, CESO IV

Assistant Regional Director

Mala Epra B. Magnaong

CLMD Chief

Members: Marie Emerald A. Cabigas, PhD – EPS LRMS Region X

Marino O. Dal, PhD – EPS Math Region X
Romeo V. Balandra II – EPS Region X
Analisa C. Unabia, PhD – EPS LRMS Valencia City
Rustico Y. Jerusalem, PhD – EPS LRMS Iligan City
Eugene B. Daguio, PhD – EPS Math Iligan City
Lorraine C. Olavides-Edrea – EPS Math Lanao del Norte
 LESSON SCRIPT IN MATHEMATICS 9

Week 9b Day 9b Date:

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners demonstrate understanding of key concepts of quadratic

Standards equations, inequalities and functions, and rational algebraic equations.

By the end of the quarter, the learners are able to investigate

thoroughly mathematical relationships in various situations, formulate
B. Performance
real-life problems involving quadratic equations, inequalities and
Standards
functions, and rational algebraic equations and solve them using a
variety of strategies.

C. Learning
The learners solve problems involving quadratic functions.
Competencies
At the end of the session, learners will be able to:
1. determine the minimum/maximum value of quadratic functions;
D. Learning
2. solve problems involving quadratic functions; and
Objectives
3. apply a quadratic function to predict and investigate the spread
of infectious diseases within a community.
II. CONTENT
Subject Matter Application of Quadratic Functions
Area for Integration Reading, Health, Peace, and Values Education
Quarterly:
Health Education: Disease Prevention and Control
Theme
Sub-theme:
Health Education: Nature, prevention, and control of common
communicable and infectious diseases
Quadratic functions are useful for predicting infection rates,
analyzing acceleration patterns, and allocating resources for disease
prevention and control. Using mathematical models to understand how
Key Concept/Skill for
infectious diseases spread allows public health officials to make
Integration
informed decisions, allocate resources effectively, and intervene quickly
to protect human health and raise disease awareness, emphasizing
prevention in public health and individual well-being.
III. LEARNING RESOURCES
Bartolome, Junalisa A. and Analynn M. Argel. Grade 9 Mathematics –
Quarter 1 Module 23: Application of Quadratic Function. Department of
A. References
Education, 2020

Collins Dictionary. Accessed July 21, 2024.

https://www.collinsdictionary.com/.

Dictionary.com. Accessed July 21, 2024.

B. Other Learning
https://www.dictionary.com/.
Resources
Study.com. Accessed July 21, 2024.
https://www.study.com/.

IV. TEACHING AND LEARNING PROCEDURES

Before/Pre-Lesson Proper

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 LESSON SCRIPT IN MATHEMATICS 9

Teacher: Good day, class! For the past four days, you have learned
about quadratic functions. Let us recall what you have understood by
performing an activity. Everybody read the directions.

Learners:
Direction
Determine the maximum or minimum value of each function at the
corresponding value of x.

(The teacher will show each item and call learners to answer.)

Teacher: 𝑦 = 𝑥 2 + 8𝑥 + 9
Learner: Minimum value of -7 at x = -4
Activating Prior
Knowledge
Teacher: 𝑦 = −𝑥 2 + 6𝑥 + 6
(5 minutes)
Learner: Maximum value of 15 at x = 3

Teacher: What is the vertex of the function 𝑦 = 3𝑥 2 + 12𝑥 – 4?

Learner: The vertex of the function is (-2, -16) with the minimum value
of -16 at x = -2.

Teacher: 𝑦 = −2𝑥 2 + 4𝑥 + 6
Learner: Maximum value at 8 at x = 1

Teacher: What is the vertex of the function 𝑦 = −4𝑥 2 − 8𝑥 + 2?

Learner: The vertex of the function is (-1, 6) with the maximum value of
6 at x = -1.

Teacher: Based on your responses, it show that you have understood

the concept of quadratic functions. In this session, you will apply your
knowledge of quadratic functions in a real context. In today’s discussion,
Lesson you are expected to:
Purpose/Intention 1. determine the minimum/maximum value of quadratic functions;
(2 minutes) 2. solve problems involving quadratic functions; and
3. apply a quadratic function to predict and investigate the spread
of infectious diseases within a community.

Teacher: You have learned how to find the minimum or maximum value
of a quadratic function through its vertex. Now, let's gauge your
familiarity with them through another activity. Everybody, read the
directions.

Learners:
Directions
1. Match the words given to each group to the definition posted on the
Lesson Language board.
Practice 2. Read the term and its definition.
(5 minutes)
(Present the terms/words to each group to do the task)
1. Vertex
2. Peak
3. Infection Rate
4. Deceleration
5. Intervention

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 LESSON SCRIPT IN MATHEMATICS 9

Learners:
1. Vertex – It is the highest or lowest y value of the function, depending
on the function's slope, or the direction of the graphed parabola.
2. Peak – The maximum value of a quantity during a specified time
interval.
3. Infection Rate – The rate at which a disease is spread among people.
4. Deceleration – The act or process of slowing the rate of increase of
something.
4. Intervention – A treatment, procedure, or other action taken to prevent
or treat disease, or to improve health in other ways.

Teacher: You are going to apply quadratic functions in real-life

situations in the next activity.

During/Lesson Proper
Teacher: You are going to read a text, then you will answer questions.

(The teacher will present/distribute a copy of the text and give the
learners enough time to read the text.)

Quadratic Functions in Public Health

In the field of disease prevention and control, problem-solving

through quadratic functions can be of great help in optimizing health
strategies. Suppose a public health agency wants to describe how a
contagious disease spreads throughout the community. Medical
practitioners can predict when there will be most cases or the peak of
the outbreak and intervene promptly if they analyze this curve using the
quadratic function that represents the infection rate over time. This
function also shows where acceleration or deceleration occurs as people
get infected with diseases more or less easily thus guiding decisions
Reading the Key
about allocation of resources for preventing such infections.
Idea/Stem
(5 minutes)
An instance of the quadratic function used in healthcare could be
𝑓(𝑡) = −4𝑡 2 + 32𝑡, where f(t) represents the number of infected
individuals at (t) time. When doctors study vertex points on these curves,
they can determine the maximum speed at which people will catch
diseases so that necessary steps can be taken towards reducing them
within the shortest period.

Integrating quadratic function into disease prevention and control

aids in strategic planning and proactive measures to protect community
health. Mathematical models enable health officials to anticipate future
trends concerning illnesses; and allocate resources effectively during the
outbreak management stage among other things needed to contain them
once realized through targeted interventions rooted here. The
applications serve as best practice examples where math tools have been
successfully utilized in public domains, resulting in good outcomes for
population well-being through effective disease prevention.

Teacher: To check your understanding of the text, let's have an activity.

Developing
Understanding of the
(The teacher will present the direction of the activity.)
Key Idea/Stem
(10 minutes)
Teacher: Everybody, read the directions.

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 LESSON SCRIPT IN MATHEMATICS 9

Learners:
Directions
1. Divide the class into groups of five.
2. Each group shall collaborate to answer the following questions:

Question for targeted competency.

1. What information is provided in the text?

Answer: The text discusses how quadratic functions can be used to

prevent and control diseases, with a focus on how they can help improve
health strategies, predict infection rates, and make choices about how to
use resources.

2. Based on the given quadratic function, f(t) = -4t2 + 32t, what is the
peak of the infection rate and the maximum number of infected
individuals?

Answer: The peak of the infection rate is at the vertex of the quadratic
𝑏
function, where the t-coordinate can be computed by t = − given a = -4
2𝑎
32 32
and b = 32. Substitute, t = − = − = 4. Therefore, the peak of the
2(−4) −8
infection rate is at t = 4.
To find the maximum number of infected individuals, substitute
the peak time t = 4 into the function, that is, f(4) = -4(4)2 + 32(4) = -64 +
128 = 64. Therefore, the maximum number of infected individuals is 64.

Question for Integration

Reading Skills (Noting Details)
3. Which kind of mathematical function is described in the text
concerning disease spread?

Answer: Quadratic functions are said to be useful in predicting the

the infection rate of diseases.

Health Education
4. From the information in the text, one can identify what medical
practitioners can forecast using the quadratic function curve.

Answer: Medical practitioners are in a position to estimate extra

occurrences of contagious disease and contain the disease at that
specific period.

5. In essence, how does incorporating quadratic functions into disease

modeling enhance the well-being and quality of life for people in a
society?

Possible Answer: Hence, it plays a central role in ensuring control

measures and the overall planning of the occurrence of diseases in the
community.

(The teacher will facilitate the presentation.)

Deepening Teacher: To better enhance your understanding, you will accomplish

Understanding of the another set of questions but this time you are going to work in pairs.
Key Idea/Stem
(10 minutes) (The teacher will present the directions of the activity.)
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 LESSON SCRIPT IN MATHEMATICS 9

Teacher: Everybody, read the directions.

Learners:
Directions
Answer the following questions and prepare for question and
answer. Work with your partner.

Question for Targeted Learning Competency

1. Find the time (number of days) it takes to reach half of the maximum
number of infections based on the function, f(t) = -4t2 + 32t.

Answer: Set f(t) = 16 (half of the maximum) and solve for t: -4t2 + 32t = 16.
Solving gives t = 2 and t = 4. Therefore, it takes 2 days to reach half of the
maximum number of infections.

2. Use the infection rate f(t) = -4t2 + 32t to predict the number of infected
individuals after 8 days and discuss the implications of this.

Answer: Substitute t = 8 into the function: f(8) = -4(8)2 + 32(8) = -256 + 256
= 0. The projection suggests zero infected individuals after 8 days,
implying a potential decline in infections.

Questions for Integration

Reading Skills (Analyzing)
3. In what way, according to the content of the text, is the vertex of the
quadratic curve important in the modeling of diseases?

Answer: The thinking employed to derive the results of the text is based
on determining the vertex point of the quadratic curve, which indicates the
maximum rate at which people would contract the disease. This
information is important in enabling the health departments to take
appropriate measures to prevent new instances of the spread of infections
in the shortest possible time.

Health Education
4. As per the details shared, can express how health officials can apply
the quadratic function model in case of an outbreak to distribute
resources?

Possible Answer: The quadratic function model could be used by

government health agencies to predict when the rate of infection will start
to rise or fall among the population. It also means that resources could be
used more efficiently by being focused on times and places where the
transmission rate or incident is rising the fastest or hitting its highest
point.

5. What role do individuals play in implementing mathematical models

for health promotion?

Possible answer: Individuals play a crucial role in implementing

mathematical models for health promotion by following guidelines,
participating in preventive measures, and making informed decisions
about their health.

(The teacher will facilitate the discussion.)

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 LESSON SCRIPT IN MATHEMATICS 9

After/Post-Lesson Proper
Teacher: What is the importance of quadratic functions in analyzing the
Making spread of infectious diseases?
Generalizations and
Abstractions Learners: The importance of quadratic functions in analyzing the spread
(2 minutes) of infectious diseases lies in mathematical models, the ability to create
generalization from the pattern it shows, is crucial for decision making.

Teacher: For your final activity, please answer the worksheet provided.

(The teacher will distribute the worksheet)

Directions:
Read the problem carefully and answer the questions that is being
asked.

Frontliners must wear personal protective equipment (PPEs) due

to the present situation brought about by the COVID-19 epidemic. A PPE
firm is selling 200 pieces for Php500.00 each. The firm estimates that
for every Php10.00 decrease in price, they can sell 20 pieces more PPE.
1. Write an equation for the revenue function R(x).
Evaluating Learning
2. How much is the revenue if there are 30 pieces of PPEs sold?
(6 minutes)
3. How much is the maximum sale?
4. What if the PPE firm decides to bundle two PPE items together
and sell them for Php900.00? How will this bundling strategy
affect sales compared to the initial price of Php500.00 per piece?

Answers:
1. The revenue function is given by R(x) = (500 – 10x)(200 + 20x) or
R(x) = -200x2 + 8000x + 100000.
2. The revenue if there are 30 pieces of PPEs sold is Php160,000.00.
3. The maximum sale is Php180,000.00.
4. The bundling strategy offers the potential to improve sales
because it could encourage consumers to buy more than they
anticipated, resulting in an increase in sales rate.

Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection