lesson plan in math 9

Republic of the Philippines
Department of Education
NATIONAL CAPITAL REGION
SCHOOLS DIVISION OFFICE OF MARIKINA CITY
JESUS DELA PEÑA NATIONAL HIGH SCHOOL
Address: L. Victorino St., Jesus Dela Peña, Marikina City
Telephone No.: 791-534-13 / 791-533-95
Email: jdpnhs.marikina@deped.gov.ph
Good Character, Discipline, Good Taste, Excellence
LESSON PLAN
SUBJECT: MATHEMATICS 9
TEACHER: JOE MAR O. PANGUE
SCHEDULE: Face to Face Class
9 – AUSTERENESS
10:20 AM – 11:20 AM (1 Hour)
Marcy Bldg., 3rd Floor, Rm.402
PERIOD OCTOBER 12, 2023 - THURSDAY (1ST
Quarter/Module 8)
LEARNING
UNIT TOPIC
MODELS OF QUADRATIC FUNCTION
CONTENT
STANDARD
The learner demonstrates understanding of key concepts of quadratic equations, inequalities and
functions, and rational algebraic equations.
PERFORMANCE
STANDARD
The learner is able to investigate thoroughly mathematical relationships in various situations,
formulate real-life problems involving quadratic equations, inequalities and functions, and rational
algebraic equations and solve them using a variety of strategies
MELC/
Objectives
(M9AL-If-10)
Model quadratic functions in real-life situations.
LEARNING OBJECTIVES
At the end of the lesson, the students are expected to…
ACQUISITION define quadratic function;
determine the real-life situation whether quadratic function or not.
MAKING
MEANING
differentiate the quadratic function from the linear function;
model real-life situation using quadratic functions; and
TRANSFER appreciate the relevance of quadratic functions in real life situations.
LEARNING
RESOURCES:
Digitized Learner’s Module
PowerPoint Presentation
Laptop/Wireless Presenter Device
QR Code Mathoken
e-learning Platform
PROCEDURE Asynchronous Class - (Flipped Method)
The teacher shared the video tutorial about models of quadratic function and
posted them to the e-learning platform. Students were instructed to study the
lesson and answer the given guide questions.
Guide Questions:
1. What is the definition of quadratic function?
2. What do you call the graph of quadratic function?
3. Differentiate the quadratic function from linear function.
4. Based on the video, how will you know that a model is a quadratic function?
The E-
learning
Platform is
the portal
where the
students are
able to view
the video
lesson about
the topic as
well as the
guide
questions.
(ICT Integration)

Telephone No.: 791-534-13 / 791-533-95
FACE TO FACE CLASS INTERACTION
Topic: Models of Quadratic Function
Routine:(5mins)
Prayer Greetings & Temperature Check
Attendance Check Math Song
Review: (3mins)
‘Look Back On”
Determine whether each function is linear or not, then write YES if it is the linear
function and NO if not write your answer on your white board.
Guide Questions:
1. What do you call the other functions that are not linear?
2. Differentiate the quadratic function from linear function.
Drill:(3 mins)
“My sentence on a Pic”
Using your whiteboard, write your own sentence based on the picture that is shown.
OBJECTIVES
Objective 1 -
Integration
within the
subject area:
Linear
Function
Objective 3 -
comparing the
linear and
quadratic
function is
conducted to
develop critical
thinking.
Objective 2 -
This activity
enhances
learner
achievement in
literacy skills.

Telephone No.: 791-534-13 / 791-533-95
Guide Questions:
1. Name the picture or image that shown, then write your own sentence about
the picture.
2. What did you notice the common of those pictures? like in the fountain,
windows or design of the church and the design of the name of the
McDonald company?
3. What is the relation of these pictures to the quadratic function?
Motivation(5mins)
“Throwing a Ball Game”
The class will be divided into 3
groups, each member will throw
upward to the basket, the group that
many times shoot in the basket , they
are declared a winner. note that
shoot per member only.
Guide Questions:
1. Did you enjoy the game?
2. What do you think the relation of the game to our lesson today?
Lesson Proper(10mins)
“Quadratic Function or Not”
Determine the real-life situation whether quadratic function or not, state the reason
then write your answer on the white board.
Guide Questions:
1. Can you read the situation carefully?
2. Determine the real-life situation whether quadratic function or not, state the
reason.
3. If these real-life models are not quadratic function, what are they?
Objective 4 –
students can
write their own
insight about
the picture
Filipino or
English
language.
Objective 6 – in
grouping, we
headcount into
3 , divided
equally for
fairness.

Telephone No.: 791-534-13 / 791-533-95
KEY TAKEAWAYS:
★ A function is quadratic if and only if the degree of the equation is 2.
★ A quadratic function is a function whose defining equation can be
written in the general form f(x) = a𝑥2
+ bx + c, where a, b, and c are
real numbers and a≠ 0.
Application: (20 mins)
“Quadratic Models Activity”
Instructions:
1. The class will be divided into three (3) teams.
2. The teacher will give the task to each group depending on their skills and
capabilities.
3. The students will be checked, assisted, and facilitated while they are
working with their group task.
4. Each group will be given 7 minutes to finish the task.
5. Once done, each group will be given another 3 minutes to explain or
perform the said task in front of the class.
6. The performance will be evaluated using a rubric, and feedback will also be
given to each performance.
Team 1 (A1):
“Quadratic model in the School Grounds”
Take a picture to the classroom or school grounds that represent the model of
quadratic function, then answer the guide questions below and write your answer
on the cartolina.
During the presentation, answer the following questions:
1. Describe your model that represent the quadratic function.
2. Construct the sentence to determine the quadratic function using your
model.
3. How do you identify that your model is quadratic function?
4. As a student, how do you appreciate the quadratic model in real life
situation?
Team 2 (A2):
“Quadratic model from our things”
Find any objects from your things that represent the model of quadratic function
then answer the guide questions below and write your answer on the cartolina.
1. Describe your model that represents the quadratic function.
model.
situation?
Team 3 (A3):
“Quadratic model using your Physical Body”
Through your body, make a representation model of quadratic function then answer
the guide questions below and write your answer on the cartolina.
1. Describe your model that represents the quadratic function.
model.
situation?
Objective 1 -
Integration
across other
subject areas
P.E - Use of
the body as a
model of
quadratic
function.

Telephone No.: 791-534-13 / 791-533-95
Rubrics:
Criteria Exemplary
4
Accomplished
3
Developing
2
Beginning
1
Following
instructions
Students follow
directions.
Students mostly
follow directions.
Students
sometimes follow
directions.
Student does
not follow
directions.
Content Actual Information
is well presented,
clear and correct
throughout.
Information is
clear and correct
throughout most
of the
presentation.
Some information
presented is not
clear/incorrect/cur
sory.
Information is
incorrect or
cursory
Time
Management
Members finish the
activity ahead of
time with complete
data.
Members finish on
time with complete
data.
Members finish on
time with
incomplete data.
Members do not
finish on time
with incomplete
data.
Cooperation
& Teamwork
All members
contributed an
equally significant
role to the task.
Some members
did not contribute
to the task.
Not all members
contributed to the
task. Only 1 and
2 members.
No members
contributed to
the task.
Neatness &
Orderliness
Clean and orderly
workplace always
during and after
activity
Clean and orderly
workplace
occasional mess
during and after
activity
Clean but not
orderly workplace
during and after
activity
Messy
workplace
during and after
activity
Practice Exercises:(3mins)
“Exercise Tayo!”
Determine whether quadratic function or not, then write your answer on the white
board.
1.f(x) = 3𝑥2
– 5x
2. y - 20 = x
3. f(x) = 4𝑥3
– 5x + 1
4. y = (x + 2) (x + 3)
5. 𝑥2
– 9 = f(x)
Generalization: (5mins)
“Learnings to Keep”
Using your white board, write the word/s that will complete the sentences below.
1. A __________ is a function whose defining equation can be written in the
general form f(x) = 𝑎𝑥2
+ bx + c, where a, b, and c are _____ and a≠ 0.
2. The functions f(x) = 𝑥2
+ 2x, f(x) = ½ 𝑥2
− 5, and f(x) = 2𝑥2
are called ____.
3. A function is quadratic if and only if the degree of the equation is _______.
EVALUATION(5mins)
Choose the correct letter of the best answer.
1.Quadratic function is any function of the form: y = a𝑥2
+ bx + c, where a, b and c
are real numbers and _____.
A. a = 0 C. a ≥ 0
B. a ≠ 0 D. a < 0
2. Which of the following represents of a quadratic function?
A. y = 3 + 2𝑥2
C. y = 3x – 22
B. 2𝑦2
+ 3 = x D. y = 4𝑥
– 3
3. Which of the following situations represents quadratic function?
A. A bakery has a total cost of C(x) = 75x + 4500 and a total revenue function
R(x)n = 125x.

Telephone No.: 791-534-13 / 791-533-95
B. The cost of function C of buying x meals is C(x) = 40x.
C. Distance versus time if travelling a constant speed.
D. The total cost C(x) of producing a product is given by C(x) = 0.1𝑥2
+ 500x +
2000.
4. Which situation models quadratic function?
A. throwing a ball upward C. throwing a ball downward
B. path of a launching airplane D. track of a jet
5. Which is not an example of a quadratic function?
A. f(x) = ½ 𝑥2
C. 𝑥2
+ 2x + 1 = f(x)
B. f(x) = 3 − 5𝑥2
D. 7x + 3𝑦2
− 2 = f(x)
ANSWER KEY:
1. B 2. A 3.D 4.A 5.D
ASSIGNMENT
CHECKLIST
[✓] 1. Stated competencies / objectives are drawn from the curriculum guide.
[✓] 2. Learning objectives (A, M, T) are indicated in parentheses after the competency.
[✓] 3. Learning activities at home deal predominantly with competencies for Acquisition.
[✓] 5. Description of student tasks per material for home learning activities is specific and
aligned with the competency.
[✓] 6. Learning activities in class deal predominantly with competencies for Making Meaning
and Transfer.
[✓] 7. Class activities build on and test understanding of students’ work in home activities.
[✓] 8. Performance tasks
[✓] 9. Given class tasks are achievable within the established class period.
REMARKS
TEACHER’S REFLECTION / INSIGHTS / OTHER PLANS
Conduct remediation activity for students who will get below 80% on the assessment.

Telephone No.: 791-534-13 / 791-533-95

Telephone No.: 791-534-13 / 791-533-95
Prepared by:
JOE MAR O. PANGUE
Subject Teacher
Validated by:
BIELYNDA C. DAELO
Mathematics Coordinator
Checked by:
SHEILAH G. MILLA
OIC – Principal

lesson plan in math 9

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