LESSON PLAN: Illustrate quadratic equations.

DAILY LESSON LOG in MATH 9 (1st Quarter)

Table of Content (toc)

I. Objectives:

LC: Illustrate quadratic equations. (Code: M9AL-Ig-1)

At the end of the lesson, the learners should be able to:

• Identify and describe quadratic equations.

II. Content: Patterns and Algebra – Quadratic Equations Defined

III. Learning Resources:

• BEAM Second Year Module 4 (TG)
• EASE Module Second Year Quadratic Equations Module 3 Chapter 6
• NFE Accreditation and Equivalency Learning Material. Equation (Part 2)
• Textbook pages: pp.44–46 (LM), pp.38–41

IV. Procedures:

A. Reviewing previous lesson or presenting the new lesson:

• Quick recap game “Linear or Not?” – Students give thumbs up/down for equations.
• Transition: “Now that you’ve mastered linear equations, let’s move to the next level—quadratic equations.”

B. Establishing a purpose for the lesson:

• “Have you ever seen a curve in a graph that looks like a smile or a frown? Today, we’ll explore the equations behind those shapes: quadratic equations.”

C. Presenting illustrative examples/instances of the lesson:

• Show equations and ask: Which are quadratic? Why?
• Examples:
  • \( y = 2x + 3 \)
  • \( y = x^2 - 4x + 4 \)
  • \( y = 5x^2 + 2x - 1 \)
  • \( y = \frac{1}{x} + 3 \)
• Clarify: Quadratic equations are in the form \( ax^2 + bx + c = 0 \), where \( a \neq 0 \).
• Explain terms: quadratic term, linear term, constant.

D. Discussing new concepts and practicing new skills #1:

• Group Activity: “Sort It Out!” – Sort 10 printed equations into “Quadratic” and “Not Quadratic”.
• Groups present and explain their classifications.

E. Discussing new concepts and new skills #2:

• Paired Activity: “Make and Share” – Create a quadratic equation, table of values, and graph.
• Present graphs and explain features.
• Teacher asks guiding questions:
  • “How does the value of ‘a’ affect the graph?”
  • “Is the graph a U-shape or inverted U? Why?”

F. Developing mastery (guides formative assessment):

• Individual Work: “Quadratic Detective” – Worksheet with 3 parts:
  • Identify quadratic equations from a list.
  • Match equations to graphs.
  • Create a real-life scenario modeled by a quadratic equation.

G. Making generalizations and abstractions about the lesson:

• Guided Questions:
  • What makes an equation quadratic?
  • How do we know it’s different from linear?
  • What is the significance of the squared term?
• Summary: “A quadratic equation has a degree of 2. Its graph is a parabola.”

H. Finding practical applications of concepts and skills in daily living:

• Example 1: Path of a ball in sports (e.g., basketball shot).
• Example 2: Business applications – maximum profit or minimum cost.

I. Evaluation of Learning:

• Activity sheet attached for assessment.

J. Additional activities for application or remediation:

• Remediation and enrichment activities as needed.

(alert-passed) The lesson plan can be adjusted based on the grade level and the available resources. The teacher may also use different strategies to achieve the objectives.

V. Teacher Notes:

• Quadratic equation: \( ax^2 + bx + c = 0 \), where \( a \neq 0 \)
• Linear equation: \( y = 2x + 3 \)
• Quadratic example: \( y = x^2 - 4x + 4 \)
• Differences:
  • Linear: straight line
  • Quadratic: parabola
• Squared term \( x^2 \) causes the curve.
• Direction of parabola:
  • \( a > 0 \): opens upward
  • \( a < 0 \): opens downward