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QUARTER I
Week 8 – Day 4

Subject: MATH Grade Level: 9

Date: __________________ Session: 4
The learner demonstrates understanding of key concepts
Content Standard of quadratic equations, inequalities, and functions, and
rational algebraic equations
The learner is able to investigate thoroughly mathematical
relationships in various situations, formulate real-life
Performance Standard problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them
using a variety of strategies
Competency 12: Transforms the Quadratic function
Competency defined by y = ax2 + bx + c into the form y = a(x – h)2 +
k (M9AL-Ih-1)
I. OBJECTIVES
Knowledge:  Identifies quadratic functions in general form and in
standard form.
Skill:  Represents problem with a quadratic function
 Rewrites quadratic functions y = ax2 + bx + c in the
form y = a(x – h)2 + k and vice-versa.
Attitude:  Relates the relevance of quadratic functions in solving
real-life problems.
Introduction to Quadratic Functions: Transforming
II. CONTENT General Form of the Quadratic Function to its standard
form and vice-versa.

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 9, p. 94

Pages

2. Learner’s Learner’s Module (LM) in Math 9, pp. 138-139

Materials Pages

3. Textbook Pages Advanced Algebra, Trigonometry and Statistics

(Revised Ed) by: Julieta G. Bernabe , Soledad Jose-Dilao
and Fernando B. Orines, pp. 55-56
4. Additional
Materials

5. Learning EASE Module 1 on Quadratic Functions (Fourth Year),

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Resources (LR) pp. 3-12

portal

B. Other Learning
Resources

IV. PROCEDURES
A. Reviewing or Guide Question in reviewing previous discussion:
presenting the new  How are you going to rewrite quadratic function
lesson from standard form to general form?
(Expected Answer)
To rewrite quadratic function from standard to general
form, there are three basic steps to be followed.
1. Expand the square of the binomial indicated in the
function.
2. Multiply the result by the value of a.
3. Combine the similar terms.
B. Establishing a
purpose for the lesson

C. Presenting examples Guided Discussion in presenting the new lesson:

of the new lesson The sum of two numbers is 12.
a. If one number is represented by x, what is the
other number?
b. If f(x) represents their product, express f(x) in
terms of x.
(See attachment: Discussion for Expected Answers)
D. Discussing new GUIDED DISCUSSION:
concepts and A rectangular picture frame is to be enlarged to have an
practicing new skills area represented by f(x). Its height is 4/3 of the width of
#1 the frame.
a. If the width of the frame is represented by w,
what is its height?
Expected Answer:
Since the height is 4/3 of the width, the height is
represented by 4/3w.
b. What is the function that represents the
problem?
Expected Answer:
The area of the frame is A = lw, so by substitution we get:
A = lw
f(x) = (4/3w)(w)
f(x) = 4/3w2
c. How do we express the function in its standard
form?
Expected Answer:

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f(x) = 4/3w2
f(x) = 4/3(w – 0)2
E. Discussing new GUIDED PRACTICE:
concepts and The product of two consecutive negative integers is y.
practicing new skills What are the numbers?
#2 Solution:
Remember that consecutive integers are one unit apart, so
we will represent one of the numbers as x and the other
one is x + 1.
Multiplying the two integers, we get:
x (x + 1) = y or y = x (x + 1)
y = x2 + x
Ask: How are we going to write this function into
standard form?
Expected Answer:
y = (x2 + x + 1) – 1
y = (x + 1)2 - 1

F. Developing Mastery Write a quadratic function that represents the following

problem:
The area of a square garden is represented by y. If one
side of the garden is x + 2, what is the function that
represents the problem?
Expected Answer:
Since the garden is in square shape, all of its sides have
the same length. So, we get:
A = lw
y = (x +2)(x + 2)
y = x2 + 4x + 4
In standard form,
y = (x + 2)2
G. Finding practical Consider a rectangular garden whose width is (x + 2) cm
applications of and whose length is (x + 5) cm. How do you find the
concepts and skills in area of the garden?
daily living (Expected Answer)
The area of the rectangle can be solved through its
formula A=length x width.
To solve the problem, we will substitute the given values
to the formula in finding the area of the garden.
A = length x width
A = (x+5)(x+2)
f(x) = x2+7x+10

The area of the garden is represented by the quadratic

function f(x) = x2+7x+10 cm2.

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H. Making How can we solve word problems involving quadratic

Generalizations and function?
abstractions about Expected Answer:
the lesson To be able to solve quadratic function problems, there is a
need for us to represent the problem with a function.
Represent unknown values with variables and interpret
and translate mathematical statements correctly to come
up with the correct function that represents the problem.
I. Evaluating learning Considering a rectangular garden with sides (x+12) and
(x+16) is to have a pedestrian pathway installed around it.
How are you going to represent the new area of the
garden? Rewrite the quadratic function to its standard
form.
Expected Answer:
Since the length of the pathway is unknown, we will
represent it by x, extending the length and width of the
garden. We get,
(x + 12) + x = 2x + 12
(x + 16) + x = 2x +16
as the new length and width of the bigger rectangle.
We will represent the area with f(x) s, so by substitution
the function that represents the problema is
A = lw
f(x) = (2x + 12) (2x + 16)
f(x) = 4x2 + 56x + 192
This can also be written in its standard form
f(x) = 4(x + 7)2 - 4
J. Additional In the oval callout, make an illustrative example of the
Activities for indicated mathematical concept.
application or CONCEPT 1: Transforming a quadratic function in the
remediation form y = ax2 + bx + c into the form y = a(x-h)2 + k.

CONCEPT 2: Transforming a quadratic function in the

form y = a(x-h)2 + k into the form y = ax2 + bx + c

V. REMARKS

VI. REFLECTION

A. No. of learners who ___ of Learners who earned 80% above

earned 80% in the
evaluation

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B. No. of learners who ___ of Learners who require additional activities for
require additional remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ____ of Learners who caught up the
learners who have caught lesson
up the lesson
D. No. of learners who ___ of Learners who continue to
continue to require require remediation
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Solving Puzzles/Jigsaw
___ Answering preliminary
activities/exercises
___ Carousel
___ Diads
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I __ Bullying among pupils
encounter which my __ Pupils’ behavior/attitude
principal and supervisor __ Colorful IMs
help me solve? __ Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

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ATTACHMENT
Session: 4 (1 day)

Content: Introduction to Quadratic Functions: Transforming General Form of the

Quadratic Function to its standard form and vice-versa.

DISCUSSIONS:
 To find the function that represents the problem, let us first
represent the two numbers that if added will result to 12.
 The first number is represented by x as being stated in the
problem. If x is the first number, how are we going to represent
the second one if their sum is 12?
(Expected Answer: Subtract x from the sum which is 12. So the
second number is (12-x)
 If f(x) represents their product, how are we going to express f(x)
in terms of x?
(Expected answer: Since the two numbers are x and (12-x), then
their product would be f(x) = (x)(12-x) or f(x) = 12x-x2)
 How are you going to write the function into standard form?
(Expected Answer)
f(x) = 12x-x2
f(x) = -x2+12x
f(x) = -(x2+12x)
f(x) = -(x2+12x+36) – (-36)
f(x) = -(x+6)2+36

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SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION: Write the function that represents the following problem.

Provide the standard form of the quadratic function.

The three sides of a right-angled triangle are x, x + 1 and 5. Find the area f(x) of the
triangle.

Expected Answer:

Solution:

x+1

Using the formula in finding the area of a triangle

bh
A=
2

( x ) ( x+ 1)
f (x)=
2
x2+ x
f (x)=
2
1 2 1
f ( x )= x + x
2 2
In standard form,
1 1 2 1
A= x + −
2 2( ) 8

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 4, Module 1: Quadratic Functions

Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.com.ph

General Quadratic Word Problems. Retrieved on May 28, 201 from

http://www.purplemath.com/modules/quadprob2.htm

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