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

Grade: 9 - Mathematics Quarter: 1st(1st, 2nd, 3rd & 4th) Time Frame: 37 Days
Designer: Romela Kim F. Giloryao Topic: Patterns and Algebra Date: September 2 – October 22, 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 equations,
2. solve quadratic equations by: (a) extracting square roots; (b) factoring; (c) completing the square; and (d) using the quadratic formula,
3. characterize the roots of a quadratic equation using the discriminant,
4. describe the relationship between the coefficients and the roots of a quadratic equation, and
5. solve equations transformable to quadratic equations (including rational algebraic equations).
Enduring Understanding/s: Students will understand that: Essential Question/s:
- Real – life situations can be modeled by using the concept of quadratic equations - How can the solutions of algebraic equations with higher degrees be found?
considering some limitations to its applicability. - How can a wood panel be cut into dimensions that could maximize the size and area of a
picture frame?
- What makes a good set of dimensions for pictures?
Transfer Goal: Students on their own will be able to use independently the concepts of quadratic equations 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 create a bookmark that contain the topic about solving quadratic equations using The examples The examples Some of the Examples used
either the completing the square, quadratic formula, extracting the roots, or factoring. It must used are all used are all examples used are not related
Accuracy of the
be informative and creative for other learners to have other references aside from their about solving about solving are not related to solving
textbook and also for them to have a retention of the topic. examples and quadratic quadratic to solving quadratic
solutions equations and equations and quadratic equations and
ROLES: Making Bookmark (40%) computations some equations and computations
done are computations some incorrect.
accurate. done are not computations
AUDIENCE: Grade 9 learners in an outreach community
accurate. done are not
accurate.
SITUATION: The learners will be making a bookmark containing the topic about solving All the types of The content The content The content
quadratic equations using either the completing the square, quadratic formula, extracting the solving included were included were included were
roots, or factoring. Both sides of the bookmark must have any of these topics. The bookmarks quadratic incomplete and incomplete, incomplete, all
made will be distributed to all grade 9 students in an outreach community. equations were the examples some of the the examples
Completeness and included and all were explained examples were were not
organization of the the examples explicitly and not explained explained, and
PRODUCT: Bookmark about solving quadratic equations content were explained with complete explicitly, and no solutions.
(40%) explicitly and solutions to be solutions were
STANDARDS: The product will be evaluated according to accuracy of the examples and with complete easily incomplete.
solutions, completeness and organization of the content, and creativity solutions to be understood.
easily
understood.
The bookmark is The bookmark is Some of the The learner
exceptionally unique and it learners ended can’t express
unique and it shows that the up with the his/her ideas
shows that the learner can same idea with about solving
learner can express some of their bookmark quadratic
express his/her his/her ideas and few of them equations
ideas about about solving can express through art. The
Creativity
solving quadratic some of his/her bookmark shows
(20%)
quadratic equations ideas about poor design.
equations through art. The solving
through art. The bookmark shows quadratic
bookmark shows good design. equations
excellent design. through art. The
bookmark shows
average design.
Grade: 9 Quarter: 1st Time Frame: 7 days (September 2-3 & 6-10, 2021)
Subject: Mathematics Designer: Romela Kim F. Giloryao LILIAN ROSE J. ASESOR / May 16, 2022
Topic: Quadratic Equations Signature Over Printed Name (SAC)/date
STAGE 3
TEACHING/ LEARNING SEQUENCE
(EFDT – Explore, Firm-up, Deepen and Transfer)
EXPLORE (Day 1)
Activity 1: Investigate!
Your family took a photograph during your trip to the beach. You want to create a wooden picture frame to display the picture you
took. You bought a wood panel to make the picture frame. Take note of the size of the photograph in cutting a hole in the wood
panel. Also, consider how wide the frame will be. You may measure the length and width of the wood panel and use the
measurements to find the best area of the frame you can make. If the photograph has an area of 15 square inches and its length is 2
inches more than its width, what are the dimensions of the hole to be cut in the wood panel?
Process Question:
1. What representation can you use to write the length and width of the photograph in terms of a variable?
2. What function solves for the area of a photograph?
3. How did you get the dimensions of the hole to be cut in the wood panel?
Activity 2: Introduction of the quadratic equations
FIRM UP (Day 2 – 5)
Activity 3: Roots of a Quadratic Equation
Determine the number and nature of the roots of the following quadratic equations by solving for their discriminants.
a. 𝑛2 − 9𝑛 + 10 = 0
b. 4𝑥 2 + 4𝑥 + 1 = 0
c. −2𝑦 2 = 9
d. 2𝑧 2 − 7𝑧 = 8
Process Questions:
1. How to determine the number of roots of a quadratic equation?
2. What are the nature of the roots of the quadratic equation and how to determine it?
Exercise 3.1: Refer to Math for Innovative Minds 9 Exercise 2 on page 7

Activity 4: Sum and Product of the Roots of a Quadratic Equation

Determine the sum and product of the roots of the following quadratic equations.
a. 𝑥 2 + 1 = 2𝑥
b. 3𝑥 2 + 7𝑥 + 4 = 0
c. −3𝑚 2 = 9 + 9𝑚
 Exercise 4.1: Refer to Math for Innovative Minds 9 Exercise 3 on page 8
Exercise 4.2: Refer to Math for Innovative Minds 9 Exercise 4 on page 10

Activity 5: Refer to Math for Innovative Minds 9, Math Empowerment on pages 12-13
Activity 6: Quiz on roots & sum and product of the roots of a quadratic equation
DEEPEN (Day 6)
Activity 7: Word Problem
Refer to Math for Innovative Minds 9 on pages 10-11

Exercise 7.1: Refer to Math for Innovative Minds 9, Exercise 5 on page 11

Exercise 7.2: Refer to Math for Innovative Minds 9, Math Empowerment on page 13

Process Questions:
1. When is an equation said to be in quadratic form?
2. What information can be obtained from the coefficients of a quadratic equation in standard form?
3. What phenomena or situations can be modeled by a quadratic equation?

TRANSFER (Day 7)
Activity 8: Draw a draft or blueprint for a picture frame with arbitrary measures of length and width. Then, create a word problem involving a quadratic equation (its coefficient
and/or roots) that can represent the learners’ picture frame. Consider the area of the photograph in making the draft.

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: 1st Time Frame: 10 days (September 13-17 & 20-24, 2021)
Subject: Mathematics Designer: Romela Kim F. Giloryao
Topic: Solving Quadratic Equations by LILIAN ROSE J. ASESOR / May 16, 2022
Extracting the Roots and Factoring 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 square with side that measures 3 units has an area of 9 square units. If the length of the side of a square is 5
units, then its area is 25 square units. Recall the formula for getting the area of a square.
What is the length of the side of the square if its area is 36 square units?
Can the area still be 36 square units but the shape formed is not a square?
What are the possible dimensions for the new shape?
Activity 2: Introduction about solving quadratic equations by extracting the roots and factoring
FIRM UP (Day 2 – 9)
Activity 4: Extracting the Roots of a Quadratic Equation
Find the roots of each quadratic equation.
a. 4𝑎2 = 36
b. 𝑚2 + 6 = 31
c. (3𝑛 − 1)2 = 64
d. 𝑥 2 + 5 = 4
e. 𝑦(𝑦 − 2) = 2(25 − 𝑦)
Process Question:
1. How did you determine the roots of the quadratic equation by extracting its roots?

Exercise 4.1: Refer to Math for Innovative Minds 9, Exercise 1 on page 17

Exercise 4.2: Refer to Genyo e-learning

Activity 5: Solving Quadratic Equations by Factoring

Find the solution set of the following quadratic equations by factoring.
a. 𝑥 2 − 5𝑥 − 14 = 0
b. 4𝑥 2 − 1 = 0
c. 3𝑥 2 = 21 − 2𝑥
 Process Questions:
1. How to determine the roots of quadratic equations using factoring?
2. What’s the difference between solving quadratic equations by extracting the roots and factoring

Exercise 5.1: Refer to Math for Innovative Minds 9, Exercise 2 on page 18

Exercise 5.2: Refer to Genyo e-learning

Activity 6: Refer to Math for Innovative Minds 9, Math Empowerment on pages 21-22

Activity 7: Quiz on solving quadratic equations by extracting the roots and factoring

DEEPEN (Day 9)
Activity 8: Word Problem
Refer to Math for Innovative Minds 9 on pages 19-20

Exercise 8.1: Refer to Math for Innovative Minds 9 on pages 19-20

Exercise 8.2: Refer to Math for Innovative Minds 9, Math Empowerment E on page 22

Process Questions:
1. When is a number said to be a solution of a quadratic equation?
2. How do extracting of roots and factoring work in solving a quadratic equation?
3. Why is there a need to reject a root of a quadratic equation in solving word problems?

TRANSFER (Day 10)

Activity 10: Look for Pythagorean triples online. Choose one triple and represent these lengths in terms of a single variable. Create a word problem that solves for the
lengths of the sides of this triangle.
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
Grade: 9 Quarter: 1st Time Frame: 10 days (September 27-October 1 &
Subject: Mathematics Designer: Romela Kim F. Giloryao October 4-8, 2021)
Topic: Solving Quadratic Equations by
Completing the Square and Using the LILIAN ROSE J. ASESOR / May 16, 2022
Quadratic Formula 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 pizza parlor is designing new square boxes for their pizzas. To get the surface area of the pizza box, add all the areas of the square and rectangular portions of the
cardboard.
Given that the measure of the base edge of the box is x inches and its height is 2 inches, answer the following
a. What mathematical equation models the area of the cardboard needed for the pizza boxes?
b. How will the corners be considered in designing the boxes?
c. If the pizza has a 9-inch diameter, what must be the dimensions of the box?

Activity 2: Introduction about solving quadratic equations by completing the square and using the quadratic formula

FIRM UP (Day 2 – 8)
Activity 3: Solving Quadratic Equations by Completing the Square
Find the solution set of the quadratic equation by completing the square.
a. 𝑥 2 + 8𝑥 − 20 = 0
b. 2𝑥 2 − 3𝑥 − 1 = 0
c. 𝑥 = 2 − 4𝑥 2
Process Question:
1. How to determine the roots of the quadratic equation by completing the square?
Exercise 3.1: Refer to Math for Innovative Minds 9, Exercise 1 on page 26
Exercise 3.2: Refer to Genyo e-learning

Activity 4: Solving Quadratic Equations using the Quadratic Formula

Find the roots of the quadratic equation using the quadratic formula.
a. 𝑥 2 + 8𝑥 + 2 = 0
b. 2𝑥 2 − 3𝑥 − 2 = 0
c. 3𝑥 2 = 𝑥 − 1
 Process Question:
1. How to determine the roots of the quadratic equation using the quadratic formula?

Exercise 4.1: Refer to Math for Innovative Minds 9, Exercise 2 on page 29

Exercise 4.2: Refer to Genyo e-learning
Activity 5: Refer to Math for Innovative Minds 9, Math Empowerment A-C on page 36
Activity 6: Quiz on Solving Quadratic Equations by Completing the Square and Using the Quadratic Formula

DEEPEN (Day 9)
Activity 8: Word Problem
Refer to Math for Innovative Minds 9 on pages 33-35
Exercise 8.1: Refer to Math for Innovative Minds 9, Exercise 4 on page 35
Exercise 8.2: Refer to Math for Innovative Minds 9, Math Empowerment E on page 37

Process Questions:
1. How can quadratic equations be solved aside from factoring and extracting of square roots?
2. What are the steps in solving quadratic equations using completing the square? How about using the quadratic formula?
3. Why is the knowledge of solving quadratic equations important when solving rational algebraic expressions?

TRANSFER (Day 10)

Activity 9: Create a number riddle that uses a quadratic equation and can only be solved by completing the square or using the
quadratic formula. Exchange riddles with the other learners and try to solve each other’s works.

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
Grade: 9 Quarter: 1st Time Frame: 5 days (October 11-15, 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 Long Test

Day 2
Long Test

Day 3 -4
Project-Making

Day 5
Discussed the Long Test

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
Grade: 9 Quarter: 1st Time Frame: 5 days (October 18-22, 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

Grade: 9 Quarter:1st Time Frame: 5 days (October 25-29, 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)
Mid-Year Break