L E A R N I N G P L A N

Grade: 9 - Mathematics Quarter: __2nd_ (1st, 2nd, 3rd & 4th) Time Frame: 30 Days
Designer: Romela Kim F. Giloryao Topic: Patterns and Algebra Date: November 3-December 17, 2021 LILIAN ROSE J. ASESOR / May 16, 2022
Signature Over Printed Name (SAC)/date
Stage 1
Content Standard: The learner demonstrates understanding of key concepts of quadratic Performance Standard: The learner is able to investigate thoroughly mathematical
equations, inequalities and functions, and rational algebraic equations. 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.
Learning Competency/ies: The learners should be able to:
1. illustrate quadratic inequalities,
2. solve quadratic inequalities,
3. solve problems involving quadratic inequalities,
4. model real -life situations using quadratic functions,
5. represent a quadratic function using: (a) table of values; (b) graph; and (c) equation,
6. transform the quadratic function defined by 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 into the form 𝑦 = 𝑎(𝑥 – ℎ )2 + 𝑘,
7. graph a quadratic function: (a) domain; (b) range; (c) intercepts; (d) axis of symmetry; (e) vertex; (f) direction of the opening of the parabola,
8. analyze the effects of changing the values of a, h and k in the equation 𝑦 = 𝑎(𝑥 – ℎ )2 + 𝑘 of a quadratic function on its graph,
9. determine the equation of a quadratic function given: (a) a table of values; (b) graph; (c) zeros.
Enduring Understanding/s: Students will understand that: Essential Question/s:
- real – life situations can be modeled by using the concept of quadratic functions - How can quadratic functions be identified?
considering some limitations to its applicability. -Why is it important to know the different forms of a quadratic function?
-transformations of quadratic functions affect the equation of a parabola -Do more sales always equate to more profit?
Transfer Goal: Students on their own will be able to use independently the concepts of quadratic functions to model various real-life life situations and solve related problems.

Stage 2
Product or Performance Task: (GRASPS Form) Assessment Standard: (Rubric for Scoring Performance Task):
Category 4 3 2 1
GOAL: To make a bulletin board that contains topics about parabola. Accuracy of The properties of The properties of Mostly of the The properties
properties of the the parabola and the parabola and properties of the of the parabola
ROLES: Associating picture with the topic of parabola parabola computations computations parabola and and
(40%) done are have minimal computations computations
AUDIENCE: CPU-JHS learners, Faculty, and Staff accurate. errors. have errors. are incorrect.
SITUATION: Forming two groups, look for a picture on the internet or take a picture of the All the The properties of The properties The properties
surroundings wherein there is a representation of a parabola. Paste your chosen picture in the properties of the the parabola are of the parabola of the parabola
cartesian plane or you may draw/sketch a cartesian plane on the picture wherein the vertex, x- parabola are incomplete and are incomplete are incomplete
intercepts, and y-intercepts are vie. Lastly, you have to determine the values for the vertex, x included and all these are and some were and no solutions
Completeness and
and y-intercepts, and identify the concavity of the parabola. These are the details that must be were explained explained not explained and explanation
organization
included in the bulletin board. explicitly and explicitly and explicitly and included.
(40%)
with complete with complete the solutions are
PRODUCT: Bulletin Board solutions to be solutions to be confusing.
easily easily
STANDARDS: The product will be evaluated according to accuracy of properties of the parabola, understood. understood.
completeness and organization, and creativity The bulletin The bulletin Some of the The learners
board is board is unique groupings ended can’t express
exceptionally and it shows that up with the their ideas
unique and it the learner can same idea with parabola and its
shows that the express some of their bulletin properties
learner can his/her ideas board and few through art. The
express his/her about parabola of them can bulletin board
Creativity ideas about and its express some of shows poor
(20%) parabola and its properties their ideas design.
properties through art. It about parabola
through art. It shows good and its
shows excellent design. properties
design. through art. The
bulletin board
shows average
design.
Grade: 9 Quarter:2nd Time Frame: 8 days (November 3-5 & 8-12, 2021)
Subject: Mathematics Designer: Romela Kim F. Giloryao LILIAN ROSE J. ASESOR / May 16, 2022
Topic: Quadratic Inequalities Signature Over Printed Name (SAC)/date
STAGE 3
TEACHING/ LEARNING SEQUENCE
(EFDT – Explore, Firm-up, Deepen and Transfer)
EXPLORE (Day 1)
Activity 1: Investigate!
You are asked to paint the fence of a square farm lot, the placement of the fences are marked with an x as shown. The lot’s area is
supposed to be at most 36 square meters. What are the possible measurements of the fence’s perimeter if the sides have an
integral length.
Activity 2: Introduction of the quadratic inequalities
FIRM UP (Day 2 – 6)
Activity 3: Forms of Quadratic Inequality
a. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≠ 0
b. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 > 0
c. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 < 0
d. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≥ 0
e. 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 ≤ 0
Exercise 3.1: Write the set notation that satisfies each interval notation.
a. [−1,6]
𝑏. (−∞, 3) ∪ (8, ∞)
𝑐. (−∞, −7) ∪ (8, ∞)
𝑑. (9,15)
Exercise 3.2: Refer to Math for Innovative Minds 9, Exercise 1 on page 40
Activity 4: Quadratic Inequality
Determine the solution set in each quadratic inequality. Then, graph the solution on a number line.
a. 𝑥 2 − 4𝑥 − 12 < 0
b. 9 < 𝑥 2
c. 2𝑥 2 − 5𝑥 + 2 ≥ 0
d. 5𝑥 2 ≤ 30𝑥 − 25

Exercise 4.1: Refer to Math for Innovative Minds 9, Exercise 2 on page 43

Exercise 4.2: Refer on Genyo e-learning
 Activity 5: Refer to Math for Innovative Minds 9, Math Empowerment A-D on pages 46-47
Exercise 5.1: Refer on Genyo e-learning
Activity 6: Quiz on quadratic inequalities
DEEPEN (Day 7)
Activity 7: Word Problem
Refer to Math for Innovative Minds 9 on pages 44-45
Exercise 7.1: Refer to Math for Innovative Minds 9, Exercise 3 on page 45
Exercise 7.2: Refer to Math for Innovative Minds 9, Math Empowerment E on page 47
Process Questions:
1. What are quadratic inequalities?
2. How are quadratic inequalities solved?
3. How can the solution to quadratic inequalities be expressed?
TRANSFER (Days 8)
Activity 8: Recall the standard form of a quadratic equation 𝑎𝑥 2 + 𝑏𝑥 + 𝑐 = 0, where a, b, and c are real numbers. Using any two integers of your choice, create a word problem that
relates the product of these two integers to another integer using the phrases less than, less than or equal to, greater than, greater than or equal to.

Resource (Books, Web sites, Software, etc.):

Casanova, J. & Isidro, J. (2021). Math for innovative minds 9. Makati City, Philippines: DIWA Learning System Inc., pp. 3-13
[Link]
[Link]
[Link]
[Link]
Materials/Equipment Needed: Genyo e-learning, Kahoot, PPT & PDF files, Recorded Video, Zoom, Writing Pad
Grade: 9 Quarter:2nd Time Frame: 5 days (November 15-19, 2021)
Subject: Mathematics Designer: Romela Kim F. Giloryao LILIAN ROSE J. ASESOR / May 16, 2022
Topic: Quadratic Functions Signature Over Printed Name (SAC)/date
STAGE 3
TEACHING/ LEARNING SEQUENCE
(EFDT – Explore, Firm-up, Deepen and Transfer)
EXPLORE (Day 1)
Activity 1: Investigate!
A snack vendor at a popular tourist spot analyzes his sales records and finds that if he sells x pieces of
fishballs in one day, his profit (in pesos) is given by 𝑃(𝑥 ) = −0.002𝑥 2 + 6𝑥 − 1500.
How much is his profit if he sold 300 pieces of fishball on Monday?
Activity 2: Introduction about solving quadratic functions
FIRM UP (Day 2 – 3)
Activity 3: Determine whether the following functions are quadratic or not. State the coefficients of the quadratic function in the form 𝑦 = 𝑎𝑥 2 + 𝑏𝑥 + 𝑐.
a. 𝑦 = 5 − 4𝑥 2 + 𝑥
b. 𝑦 2 = 𝑥 + 9
c. 𝑥(𝑥 − 1)(𝑥 + 2) = −2𝑥 + 𝑦
d. 𝑦 + 3 = −2(𝑥 + 4)2 − 5
e. (𝑥 − 9)(𝑥 + 3) − 3 = 𝑦 − 𝑥
Process Question:
1. When to say that a function is quadratic or not?
2. How to determine the coefficients of the quadratic functions?
Exercise 3.1: Refer to Math for Innovative Minds 9, Exercise 1 on page 56
Activity 4: Vertex of a Quadratic Function
Express the quadratic function in vertex form using completing the square
a. 𝑦 = 𝑥 2 + 2𝑥 − 24
b. 𝑦 = −𝑥 2 − 6𝑥 − 9
c. 𝑦 = 4𝑥 2 − 8𝑥 − 60
d. 𝑦 = 2𝑥 2 + 𝑥 + 5
Process Question:
1. What are the steps in identifying for the vertex of a quadratic function?
 Exercise 4.1: Refer to Math for Innovative Minds 9, Exercise 2 on page 59
Exercise 4.2: Refer to Math for Innovative Minds 9, Exercise 3 on page 61
Activity 5: Second Difference Method
Refer to Math for Innovative Minds 9, page 62
Exercise 5.1: Refer to Math for Innovative Minds 9, Exercise 5 on page 63
Activity 6: Refer to Math for Innovative Minds 9, Math Empowerment A-E on page 63-64
Activity 7: Quiz on quadratic functions
DEEPEN (Day 4)
Activity 8: Word Problem
Refer to Math for Innovative Minds 9 on page 61
Exercise 8.1: Refer to Math for Innovative Minds 9, Math Empowerment F on pages 64-65
Process Questions:
1. When is a function said to be quadratic?
2. What are the steps in writing a quadratic function in standard form into vertex form?
3. Why is it necessary to know how to write a function in different ways?

TRANSFER (Day 10)

Activity 9: in physics, the height h of an object t seconds after being thrown upwards into the air is given by the quadratic function ℎ(𝑡) = 𝑎0 𝑡 2 + 𝑣0 𝑡 + ℎ0 , where
𝑎0 is the acceleration of the object, 𝑣0 is the initial speed of the object, ℎ0 is the initial height of the object. Create a situation that leads to a word problem using this
formula.

Resource (Books, Web sites, Software, etc.):

Casanova, J. & Isidro, J. (2021). Math for innovative minds 9. Makati City, Philippines: DIWA Learning System Inc., pp. 54-65
[Link]
[Link]
[Link]
[Link]
Materials/Equipment Needed: Genyo e-learning, PPT & PDF files, Recorded Video, Zoom, Writing Pad
Grade: 9 Quarter:2nd Time Frame: 7 days (November 22-26, 29, & December 1, 2021)
Subject: Mathematics Designer: Romela Kim F. Giloryao LILIAN ROSE J. ASESOR / May 16, 2022
Topic: The Parabola and its Properties Signature Over Printed Name (SAC)/date
STAGE 3
TEACHING/ LEARNING SEQUENCE
(EFDT – Explore, Firm-up, Deepen and Transfer)
EXPLORE (Day 1)
Activity 1: Investigate!
A rectangular farm needs to be fenced using 1 800 meters of fencing material. Suppose the farm is x meters wide, what is an expression for the area A of the farm in terms
of x? Graph the resulting expression.

Activity 2: Introduction about The Parabola and its Properties

FIRM UP (Day 2 – 5)
Activity 3: Properties of the Parabola
a. vertex
b. axis of symmetry
c. concavity
d. intercepts

Activity 4: Determine the vertex and axis of symmetry of the graphs of the following functions.
a. 𝑦 = 2(𝑥 + 5)2 − 7
b. 𝑦 = 𝑥 2 − 6𝑥 + 3
c. 𝑦 = 𝑥 + 4 − 𝑥 2

Exercise 3.1: Refer to Math for Innovative Minds 9, Exercise 1 on page 69

Exercise 3.2: Refer to Genyo e-learning

Activity 5:
Determine the x-intercepts and y-intercepts of the graph of a quadratic function, refer to Math for Innovative mind on page 72.

Exercise 3.1: Refer to Math for Innovative Minds 9, Exercise 3 on page 73

Activity 6: Sketch of the Graph of a Quadratic Function

Determine the properties and sketch of the parabola
a. 𝑦 = −3𝑥 2
 1
𝑏. 𝑦 = 2 𝑥 2

Exercise 6.1: Refer to Math for Innovative Minds 9, Exercise 4 on page 75-76
Exercise 6.2: Refer to Math for Innovative Minds 9, Exercise 5 on page 77
Exercise 6.3: Refer to Math for Innovative Minds 9, Exercise 6 on page 78

Activity 7: Refer to Math for Innovative Minds 9, Math Empowerment on pages 79-82
Activity 8: Quiz on The Parabola and its Properties

DEEPEN (Day 6)
Activity 9: Word Problem
Refer to Math for Innovative Minds 9 on page 79

Exercise 9.1: Refer to Math for Innovative Minds 9, Exercise 7 on page 79

Process Questions:
1. What are the features of the graph of a quadratic function?
2. What are the steps needed in graphing a quadratic function?
3. How are these properties of the graphs of quadratic functions related to each other?

TRANSFER (Day 7)
Activity 10: Design a rectangular pen which can be divided into several identical pens. Come up with a situation where the partitions of the pen need to be fenced using a
specified amount of fencing material. Provide an illustration of your design then create a word problem about the maximum area of each pen using the properties of the
quadratic function.

Resource (Books, Web sites, Software, etc.):

Casanova, J. & Isidro, J. (2021). Math for innovative minds 9. Makati City, Philippines: DIWA Learning System Inc., pp. 66-82
[Link]
[Link]
[Link]
[Link]

Materials/Equipment Needed: Genyo e-learning, PPT & PDF files, Recorded Video, Zoom, Writing Pad
Grade: 9 Quarter: 2nd Time Frame: 5 days (December 2-3 & 6-10, 2021)
Subject: Mathematics Designer: Romela Kim F. Giloryao
Topic: Transformations of Graphs of LILIAN ROSE J. ASESOR / May 16, 2022
Quadratic Functions Signature Over Printed Name (SAC)/date
STAGE 3
TEACHING/ LEARNING SEQUENCE
(EFDT – Explore, Firm-up, Deepen and Transfer)
EXPLORE (Day 1)
Activity 1: Investigate!
Angry Birds is a fantasy-based video game that was popular in 2010. The goal of the game is to position and shoot the birds into the pigs' shelter. Because the bird is shot
in an upward motion, its trajectory follows a parabolic graph that can be modeled by a quadratic function. When playing the game, the objective is to hit the pig in its
fortress. The quadratic function representing the bird's trajectory is 𝑦 = −𝑥² + 1 and this is the same trajectory that the bird will follow all throughout the game. If it is
assumed that the bird can be at any point where it will be launched, how can the equation be changed so that the bird hits the pig?
Activity 2: Introduction about Transformations of Graphs of Quadratic Functions
FIRM UP (Day 2 – 5)
Activity 3: Translation of the Graphs of Quadratic Functions
On the same Cartesian plane, graph the following quadratic functions.
a. 𝑦1 = 3𝑥 2
b. 𝑦2 = 3(𝑥 − 2)2
c. 𝑦3 = 3(𝑥 + 4)2
Exercise 3.1: Refer to Math for Innovative Minds 9, Exercise 1 on page 85
Exercise 3.1: Refer to Genyo E-Learning
Activity 4: On the same Cartesian plane, sketch the graph of the following quadratic functions.
a. 𝑦1 = −𝑥 2
b. 𝑦2 = −𝑥 2 + 3
c. 𝑦3 = −𝑥 2 − 1
Exercise 4.1: Refer to Math for Innovative Minds 9, Exercise 2 on page 86
Exercise 4.2: Refer to Math for Innovative Minds 9, Exercise 3 on page 87
Exercise 4.3: Refer to Genyo E-learning
Activity 5: Reflections of the Graphs of Quadratic Functions
On the same Cartesian plain, sketch the graphs of the pairs of functions
a. 𝑦 = 2𝑥 2 and 𝑦 = −2𝑥 2
b. 𝑦 = 𝑥 2 + 3𝑥 and 𝑦 = −(𝑥 2 + 3𝑥)
 c. 𝑦 = (𝑥 − 3)2 and 𝑦 = (−𝑥 − 3)2

Exercise 5.1: Refer to Math for Innovative Minds 9, Exercise 4 on page 90

Activity 6: Sketching and Shrinking of the Graphs of a Quadratic Function
On the same Cartesian plain, sketch the graphs of the the following quadratic functions
a. 𝑦 = 𝑥 2
b. 𝑦 = 4𝑥 2
1
c. 𝑦 = 4 𝑥 2
Exercise 6.1: Refer to Math for Innovative Minds 9, Exercise 5 on page 92
Exercise 6.2: Refer to Genyo e-Learning
Activity 7: Refer to Math for Innovative Minds 9, Math Empowerment on pages 92-94
Activity 8: Quiz on Transformations of Graphs of Quadratic Functions
DEEPEN (Day 6)
Activity 9: Word Problem
Exercise 9.1: Refer to Math for Innovative Minds 9, Math Empowerment on page 95
Process Questions:
1 What are the different transformations that can be applied on the graph of any quadratic function?
2. How do these transformations affect the equation form of the quadratic function?
3. Given the equation of the quadratic function, how does one determine the transformations applied on one function?
TRANSFER (Day 10)
Activity 10: Think of situations, objects, or things that are parabolic in nature. Then create a game about parabolic paths of objects that make use of the transformations of
quadratic functions.

Resource (Books, Web sites, Software, etc.):

Casanova, J. & Isidro, J. (2021). Math for innovative minds 9. Makati City, Philippines: DIWA Learning System Inc., pp. 83-95

[Link]
[Link]
[Link]
[Link]

Materials/Equipment Needed: Genyo e-learning, PPT & PDF files, Recorded Video, Zoom, Writing Pad
Grade: 9 Quarter: 2nd Time Frame: 5 days (December 13-17, 2021)
Subject: Mathematics Designer: Romela Kim F. Giloryao LILIAN ROSE J. ASESOR / May 16, 2022
Topic: Signature Over Printed Name (SAC)/date
STAGE 3
TEACHING/ LEARNING SEQUENCE
(EFDT – Explore, Firm-up, Deepen and Transfer)
Day 1
Review for the Periodical Exam

Day 2-5
Periodical Exam

Resource (Books, Web sites, Software, etc.):

Casanova, J. & Isidro, J. (2021). Math for innovative minds 9. Makati City, Philippines: DIWA Learning System Inc., pp. 14-22
[Link]
[Link]
[Link]
[Link]

Materials/Equipment Needed: Genyo e-learning, PPT & PDF files, Recorded Video, Zoom, Writing Pad