LESSON PLAN: Illustrates quadratic equations.

DAILY LESSON LOG in MATH 9 (Quarter 1)

Table of Content (toc)

I. Objectives:

LC: The learner illustrates quadratic equations. (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: The Quadratic Equations Defined

III. Learning Resources:

• Teacher’s Guide pages
• Learner’s Materials pages
• Textbook pages
• Additional Materials from Learning Resource (LR) portal
• BEAM Second Year Module 4 (TG)
• EASE Module Second Year Quadratic Equations Module 3 Chapter 6 pp.44-46 (LM)
• NFE Accreditation and Equivalency Learning Material. Equation (Part 2). 2001. Pp.38-41

IV. Procedures:

A. Reviewing previous lesson or presenting the new lesson:

• Teacher will show pictures to the students and ask questions about real-life quantities and mathematical representations.

B. Establishing a purpose for the lesson:

• Find each indicated product then answer the questions that follow:
• \(3(x^2 + 7) = 3x^2 + 21\)
• \((w + 7)(w + 3) = w^2 + 10w + 21\)
• \((3 - 4m)^2 = 9 - 24m + 16m^2\)
• Questions:
  • How did you find each product?
  • What mathematics concepts or principles did you apply?
  • How would you describe the products obtained?

C. Presenting illustrative examples/instances of the lesson:

• Activity 2: Another Kind of Equation!
• \(x^2 - 5x + 3 = 0\)
• \(9r^2 - 25 = 0\)
• \(C = 12n - 5\)
• \(9 - 4x = 15\)
• \(2s + 3t = -7\)
• \(\frac{1}{2}x^2 + 3x = 8\)
• \(6p - q = 10\)
• \(\frac{3}{4}h + 6 = 0\)
• \(8k - 3 = 12\)
• \(4m^2 + 4m + 1 = 0\)
• \(t^2 - 7t + 6 = 0\)
• \(r^2 = 144\)
• Questions:
  • Which of the given equations are not linear? Why?
  • How are these equations different from those which are linear?
  • What common characteristics do these equations have?

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

• Identify which equations are linear and which are not, and explain why.

E. Discussing new concepts and new skills #2:

• Describe linear equations and compare them with non-linear equations.

F. Developing mastery (guides formative assessment):

• Determine which of these are quadratic equations:
• \(C = 2\pi r\)
• \(x + 3x = 0\)
• \(3x^2 - 5 = 0\)
• \(A = \pi r^2\)
• \(x^2 - 2x + 1 = 0\)
• \(2x^2 - 5x + 1 = 0\)

G. Making generalizations and abstractions about the lesson:

• Give real-life situations where quadratic equations can be applied.

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

• Identify which equations are quadratic and which are not.

I. Evaluation of Learning:

• Identify which of the following equations are quadratic and which are not:
• \(3m + 8 = 15\)
• \(12 - 4x = 0\)
• \(x^2 - 5x + 10 = 0\)
• \(2t^2 - 7t = 12\)

J. Additional activities for application or remediation:

• Analyze real-life situations and determine if they illustrate quadratic equations. Justify with mathematical sentences.
• List three methods for solving quadratic equations.

(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.

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