DETAILED LESSON PLAN IN MATH 9

Subject: Mathematics Grade Level: 9 Topic: Quadratic Equations Time Allotment: 60

minutes

I. OBJECTIVES

At the end of the 60-minute session, students should be able to:

A. Cognitive: 1. Define a quadratic equation. 2. Identify the standard form of a quadratic

equation (ax2+bx+c=0). 3. Identify the values of a, b, and c in a given quadratic equation. B.
Psychomotor: 1. Write quadratic equations in standard form. 2. Solve simple quadratic
equations by extracting square roots. C. Affective: 1. Appreciate the importance of quadratic
equations in real-life situations. 2. Participate actively in group activities and discussions.

II. SUBJECT MATTER

A. Topic: Quadratic Equations B. Sub-topics: 1. Definition of Quadratic Equation 2.

Standard Form of Quadratic Equation 3. Identifying a, b, and c C. References: *
Mathematics 9 Learner's Material (Department of Education, Philippines) * Online resources
(e.g., Khan Academy, YouTube tutorials on Quadratic Equations) D. Materials: *
Whiteboard/Blackboard and markers/chalk * Projector and laptop (if available) * Manila
paper or cartolina * Markers * Activity sheets/Worksheets * Cut-out shapes (for introductory
activity) * Real-life examples/pictures illustrating quadratic relationships (e.g., trajectory of a
ball, parabolic bridge) E. Values Integration: Accuracy, Critical Thinking, Collaboration,
Perseverance

III. LEARNING PROCEDURES

Teacher's Activity Student's Activity Time Allotment Remarks

A. Preliminary Activities (5 minutes)
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1. Prayer | (Students stand and pray.) | 1 minute | Foster spiritual well-being.

2. Greetings | "Good morning, Ma'am/Sir!" | 1 minute | Establish rapport.
3. Classroom Management | (Students arrange chairs, pick up litter.) | 1 minute |
Promote a conducive learning environment.
4. Checking of Attendance | (Students raise hands as their names are called.) | 1 minute
| Ensure all students are present.
5. Review (Recall of Linear Equations) | | | "Before we begin our new topic, let's have
a quick review. What is a linear equation?" | "A linear equation is an equation that can
be written in the form Ax+By=C, where x and y are variables and A, B, and C are
 constants. The highest exponent of the variable is 1." | 1 minute | Connects previous
knowledge to the new topic.

B. Motivation/Activity (10 minutes) | | |

1. "Area Challenge!"
o The teacher will show a picture of a rectangle with dimensions x and x+2, and
a square with side x.
o "Look at these shapes. If the area of the rectangle is 24 square units, how can
we represent this mathematically?" | "Length times width equals area, so
x(x+2)=24." | 3 minutes | Introduces the concept of a variable squared.
o "What about the square? If its area is 16 square units, how can we write that?"
| "x2=16" | 2 minutes | Directly shows a squared term.
o "What do you observe about the equations we formed compared to the linear
equations we discussed earlier?" | "They have variables with exponents of 2." |
2 minutes | Elicits initial observations about the nature of quadratic equations.
o "Today, we will be discussing equations like these, where the highest
exponent of the variable is 2. These are called Quadratic Equations." |
(Students listen attentively.) | 3 minutes | Clearly states the topic for the day.

C. Lesson Proper (30 minutes) | | |

1. Introduction to Quadratic Equation

o "Based on our activity, who can define a quadratic equation in their own
words?" | "A quadratic equation is an equation where the highest exponent of
the variable is 2." | 3 minutes | Encourages student participation and definition.
o Formal Definition: "Exactly! A quadratic equation is a polynomial equation
of degree two. This means the highest exponent of the variable is 2." |
(Students take down notes.) | 2 minutes | Provides the formal definition.
2. Standard Form of a Quadratic Equation
o "A quadratic equation in one variable is commonly written in the standard
form:" ax2+bx+c=0 "where a, b, and c are real numbers, and a=0."
o "Why do you think a cannot be equal to zero?" | "If a is zero, then ax2 would
be zero, and the equation would become bx+c=0, which is a linear equation,
not a quadratic equation." | 3 minutes | Reinforces the importance of the a=0
condition.
o "In the standard form, ax2 is the quadratic term, bx is the linear term, and c
is the constant term." | (Students take down notes.) | 2 minutes | Introduces
the terminology.
3. Identifying a, b, and c
o Example 1: 2x2+5x−3=0 "Is this in standard form?" | "Yes." | 1 minute |
Checks for understanding of standard form. "What are the values of a, b, and
c?" | "a=2, b=5, c=−3" | 2 minutes | Guides students to identify coefficients.
o Example 2: x2−7x=0 "Is this in standard form?" | "No, it's missing the
constant term." | 1 minute | Identifies missing terms. "How can we write it in
standard form?" | "x2−7x+0=0" | 1 minute | Shows how to represent missing
terms. "Now, what are a, b, and c?" | "a=1, b=−7, c=0" | 2 minutes |
Emphasizes that coefficients can be 0 (except a).
o Example 3: 4x2−9=0 "Is this in standard form?" | "No, it's missing the linear
term." | 1 minute | Identifies missing terms. "How can we write it in standard
 form?" | "4x2+0x−9=0" | 1 minute | Shows how to represent missing terms.
"What are a, b, and c?" | "a=4, b=0, c=−9" | 2 minutes | Emphasizes that
coefficients can be 0 (except a).
o Example 4: 3x(x−2)=5 "Is this in standard form?" | "No." | 1 minute |
Addresses equations not in standard form. "What should we do first?" |
"Distribute 3x and move 5 to the left side." | 2 minutes | Guides students
through algebraic manipulation. "3x2−6x=5⟹3x2−6x−5=0" "Now, what are
a, b, and c?" | "a=3, b=−6, c=−5" | 2 minutes | Reinforces the process.
4. Group Activity: "Match Me Up!" (Differentiated Instruction)
o Divide the class into 4-5 groups.
o Provide each group with an envelope containing strips of paper with different
quadratic equations (some in standard form, some not). Also, include strips
with values of a, b, and c.
o Instructions: "Each group will receive a set of equations and values for a,b,c.
Your task is to match each equation to its correct a,b,c values. You also need
to write the equations in standard form first if they aren't already."
o Differentiation:
 Group 1 (Emerging Learners): Focus on simpler equations already
in standard form or requiring minimal manipulation.
 Group 2 (Developing Learners): Include equations requiring one step
of manipulation (e.g., distribution).
 Group 3 (Proficient Learners): Include equations requiring multiple
steps of manipulation (e.g., combining like terms, expanding
binomials).
o Processing: Each group will present one matched set and explain their work. |
(Students collaborate within their groups, solve the problems, and prepare for
presentation.) | 8 minutes | Promotes collaborative learning and addresses
different learning paces.
 (Teacher circulates to provide assistance and monitor progress.)

D. Application/Abstraction (10 minutes) | | |

1. Real-World Connection
o "We've learned about quadratic equations. Can anyone think of a real-life
situation where we might encounter a quadratic relationship?" | "When
throwing a ball, the path it takes is a curve, like a parabola." "The shape of a
satellite dish." "The design of some bridges." | 3 minutes | Connects math to
real-world applications.
o "Exactly! Quadratic equations are very useful in physics, engineering, and
even sports to model phenomena like projectile motion, the design of
parabolic reflectors, and the area of shapes. Understanding these equations
helps us predict and design." | (Students listen and reflect.) | 2 minutes |
Emphasizes the practical importance.
2. Generalization
o "In summary, what is the most important thing to remember about a quadratic
equation?" | "It's an equation of degree 2, and its standard form is
ax2+bx+c=0, where a=0." | 3 minutes | Summarizes key concepts.
o "And what are the steps to identify a, b, and c from a given equation?" | "First,
write the equation in standard form. Then, identify the coefficient of the x2
 term as a, the coefficient of the x term as b, and the constant term as c." | 2
minutes | Reinforces the procedure.

IV. EVALUATION (5 minutes)

Instructions: Identify the values of a, b, and c for each quadratic equation. If the equation is
not in standard form, rewrite it first.

1. x2+6x+8=0
o a=
o b=
o c=
2. 3x2−4x=0
o a=
o b=
o c=
3. 9−x2=0
o a=
o b=
o c=
4. (x+3)(x−1)=0
o Standard Form:
o a=
o b=
o c=
5. 2(x2−1)=5x
o Standard Form:
o a=
o b=
o c=

V. ASSIGNMENT (5 minutes)

1. Review: Study methods of solving quadratic equations (extracting square roots).

2. Practice:
o For each of the following quadratic equations, write them in standard form and
identify the values of a, b, and c: a. x(x+5)=14 b. (2x−1)2=7 c. 10−3x2=x
o Challenge Question: A rectangular garden has a length that is 5 meters more
than its width. If the area of the garden is 84 square meters, write the quadratic
equation that represents this situation in standard form.

VI. REFLECTION (Optional - for Teacher)

  Were the objectives met?
 What went well in the lesson?
 What challenges did I encounter, and how can I address them next time?
 How well did the students participate and understand the concepts?
 What adjustments can be made for future lessons?

Answer Key for Evaluation:

1. x2+6x+8=0
o a=1
o b=6
o c=8
2. 3x2−4x=0 (or 3x2−4x+0=0)
o a=3
o b=−4
o c=0
3. 9−x2=0 (or −x2+0x+9=0)
o a=−1
o b=0
o c=9
4. (x+3)(x−1)=0
o Standard Form: x2+2x−3=0
o a=1
o b=2
o c=−3
5. 2(x2−1)=5x
o Standard Form: 2x2−5x−2=0
o a=2
o b=−5
o c=−2

detailed lesson plan in solving quadratic equations by extracting square roots

Here's a detailed lesson plan focusing on solving quadratic equations by extracting square
roots.

DETAILED LESSON PLAN IN MATH 9

Subject: Mathematics Grade Level: 9 Topic: Solving Quadratic Equations by Extracting
Square Roots Time Allotment: 60 minutes
I. OBJECTIVES

At the end of the 60-minute session, students should be able to:

A. Cognitive: 1. Recall the properties of square roots. 2. Understand the concept of

extracting square roots to solve quadratic equations. 3. Identify quadratic equations that can
be solved by extracting square roots. B. Psychomotor: 1. Solve quadratic equations of the
form ax2+c=0 by extracting square roots. 2. Verify solutions to quadratic equations. C.
Affective: 1. Develop accuracy and precision in solving quadratic equations. 2. Appreciate
the efficiency of extracting square roots as a method.

II. SUBJECT MATTER

A. Topic: Solving Quadratic Equations by Extracting Square Roots B. Sub-topics: 1.

Concept of Extracting Square Roots 2. Solving Equations of the form ax2+c=0 C.
References: * Mathematics 9 Learner's Material (Department of Education, Philippines) *
Online resources (e.g., Khan Academy, YouTube tutorials) D. Materials: *
Whiteboard/Blackboard and markers/chalk * Projector and laptop (if available) * Activity
sheets/Worksheets E. Values Integration: Accuracy, Precision, Efficiency

III. LEARNING PROCEDURES

Teacher's Activity Student's Activity Time Allotment Remarks

A. Preliminary Activities (5 minutes)
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1. Prayer | (Students stand and pray.) | 1 minute | Foster spiritual well-being.

2. Greetings | "Good morning, Ma'am/Sir!" | 1 minute | Establish rapport.
3. Classroom Management | (Students arrange chairs, pick up litter.) | 1 minute |
Promote a conducive learning environment.
4. Checking of Attendance | (Students raise hands as their names are called.) | 1 minute
| Ensure all students are present.
5. Review (Properties of Square Roots) | | | "Before we proceed, let's review. What is
the square root of 16?" | "4" | 1 minute | Connects previous knowledge. "What is the
square root of 25?" | "5" | | "What about the square root of 0?" | "0" | | "Remember, for
any positive number, there are two square roots: a positive and a negative one." |
(Students recall properties.) | |

B. Motivation/Activity (10 minutes) | | |

1. "Square Root Challenge!"

o Write the following equations on the board:
1. x2=9
2. x2=36
3. x2=0
 4. x2=−4
o "Solve these equations. What value(s) of x make each equation true?" | 1. x=3
or x=−3 2. x=6 or x=−6 3. x=0 4. No real solution | 5 minutes | Introduces the
concept of extracting square roots.
o "Why does the last equation have no real solution?" | "Because we can't take
the square root of a negative number." | 2 minutes | Reinforces understanding
of square roots.
o "Today, we will be focusing on how to solve quadratic equations like these,
where we can isolate the squared term and then extract the square roots." |
(Students listen attentively.) | 3 minutes | Clearly states the topic for the day.

C. Lesson Proper (30 minutes) | | |

1. Concept of Extracting Square Roots

o "Extracting square roots is a method used to solve quadratic equations that can
be written in the form ax2+c=0 or ax2=−c." | (Students take down notes.) | 3
minutes | Provides the formal definition.
o "The key is to isolate the x2 term and then take the square root of both sides of
the equation." | | |
2. Solving Equations of the form ax2+c=0
o Example 1: x2−16=0
 "What's our first step?" | "Add 16 to both sides." | 1 minute | Guides
students through the process.
 x2=16
 "Now what?" | "Take the square root of both sides." | 1 minute |
 x=±4
 "So, what are our solutions?" | "x=4 and x=−4" | 2 minutes |
Emphasizes both positive and negative roots.
o Example 2: 3x2−27=0
 "What's our first step?" | "Add 27 to both sides." | 1 minute |
 3x2=27
 "Next?" | "Divide both sides by 3." | 1 minute |
 x2=9
 "Now?" | "Take the square root of both sides." | 1 minute |
 x=±3
 "Solutions?" | "x=3 and x=−3" | 2 minutes |
o Example 3: 2x2+50=0
 "First step?" | "Subtract 50 from both sides." | 1 minute |
 2x2=−50
 "Next?" | "Divide both sides by 2." | 1 minute |
 x2=−25
 "Can we take the square root of both sides?" | "No, because we can't
take the square root of a negative number." | 2 minutes | Reinforces the
condition for real solutions.
 "Therefore, this equation has no real solutions." | (Students understand
the limitation.) | |
3. Group Activity: "Root Race!" (Differentiated Instruction)
o Divide the class into 4-5 groups.
o Provide each group with an activity sheet containing different quadratic
equations.
 o Instructions: "Each group will solve the given quadratic equations by
extracting square roots. The group that correctly solves all equations first
wins."
o Differentiation:
 Group 1 (Emerging Learners): Focus on simpler equations with
integer solutions.
 Group 2 (Developing Learners): Include equations with fractional
coefficients or solutions.
 Group 3 (Proficient Learners): Include equations that require
simplification before extracting square roots.
o Processing: Each group will present their solutions and explain their steps. |
(Students collaborate within their groups, solve the problems, and prepare for
presentation.) | 8 minutes | Promotes collaborative learning and addresses
different learning paces.
 (Teacher circulates to provide assistance and monitor progress.)

D. Application/Abstraction (10 minutes) | | |

1. Real-World Connection
o "Where might we use this method in real life?" | "Calculating the radius of a
circle given its area." "Determining the time it takes for an object to fall a
certain distance." | 3 minutes | Connects math to real-world applications.
o "Exactly! Extracting square roots is useful in geometry, physics, and
engineering to solve problems involving areas, distances, and time." |
(Students listen and reflect.) | 2 minutes | Emphasizes the practical importance.
2. Generalization
o "What is the general form of a quadratic equation we can solve by extracting
square roots?" | "ax2+c=0" | 2 minutes | Summarizes key concepts.
o "What are the steps to solve such equations?" | "Isolate the x2 term, then take
the square root of both sides. Remember to consider both positive and
negative roots." | 3 minutes | Reinforces the procedure.

IV. EVALUATION (5 minutes)

Instructions: Solve each quadratic equation by extracting square roots.

1. x2−49=0
2. 2x2−32=0
3. 5x2=0
4. x2+81=0
5. 4x2−100=0

V. ASSIGNMENT (5 minutes)

1. Review: Study the next method of solving quadratic equations (factoring).

2. Practice:
 o Solve the following quadratic equations by extracting square roots: a.
x2−144=0 b. 3x2−75=0 c. 16x2−9=0 d. 5x2+125=0
o Challenge Question: The area of a circle is 64π square units. Find the radius
of the circle using a quadratic equation.

VI. REFLECTION (Optional - for Teacher)

 Were the objectives met?

 What went well in the lesson?
 What challenges did I encounter, and how can I address them next time?
 How well did the students participate and understand the concepts?
 What adjustments can be made for future lessons?

Answer Key for Evaluation:

1. x=±7
2. x=±4
3. x=0
4. No real solutions
5. x=±5

PREPARED BY: MICHELLE D. HONDA NOTED BY: MR. JOJO D. APULI

TEACHER 1 SCHOOL PRINCIPAL 1