School Grade Level 9 Teacher Learning Area Time and Date Quarter I. Objectives
School Grade Level 9 Teacher Learning Area Time and Date Quarter I. Objectives
School Grade Level 9 Teacher Learning Area Time and Date Quarter I. Objectives
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of quadratic equations, inequalities and functions, and
rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical
Standard 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.
C. Learning The learner determines the equation of a quadratic
Competencies/ function given: (a) table of values; (b) graph; (c) zeros
Objectives (M9AL-Ij-1).
(Write LC Subtask 1:
Code for The learner determines the equation of a quadratic
each.) function given its zeros.
II. CONTENT DETERMINING THE EQUATION OF A QUADRATIC
FUNCTION GIVEN ITS ZEROS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Mathematics Grade 9 Learner’s Material, pp.160-161; 164-
Materials
166
pages
3. Textbook Advanced Algebra, Trigonometry and Statistics: Textbook
pages for Fourth Year (Revised Edition), pp. 75-76.
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Given the quadratic function f(x) = x2 + 4x – 5, what values
previous of x will make the function equal to 0? (Answer: -5 and 1)
lesson What do you call these values that make a quadratic
function equal to 0?
What do you mean by zeros of a quadratic function?
How did you solve for the zeros of a quadratic
function?
138
B. Establishing a Given the equation of a quadratic function, you were able
purpose for the to determine its zeros.
lesson
Observe the diagram below.
x = -5, x = 1
f(x) = x2 + 4x – 5
Step 1 x2 + 4x – 5 = 0
Step 2 (x + 5) (x – 1) = 0
Step 3 x = -5, x = 1
?
How can you determine the equation of a quadratic
function given its zeros?
139
D. Discussing How did you find the How did you find the
new concepts activity? activity?
and practicing Were you able to Were you able to
new skills #1 identify the steps on identify the steps on
finding the equation of a finding the equation of a
quadratic function given quadratic function given
its zeros? its zeros?
How do you determine How do you determine
the equation of a the equation of a
quadratic function given quadratic function given
its zeros? its zeros?
(The teacher will give the (The teacher will give the
following zeros and will let following zeros and will let
the students determine the the students determine the
equation of each quadratic equation of each quadratic
function.) function.)
Answers: Answers:
1. f(x) = x2 – 28x + 187 1. f(x) = x2 – 14x + 33
2. f(x) = 9x2 + 33x + 28 2. f(x) = x2 + 11x + 28
3. f(x) = 2x2 – 13x – 34 3. f(x) = x2 – 4
E. Discussing
new concepts
and practicing
new skills #2
F. Developing ACTIVITY 3: Match Me ACTIVITY 3: Match Me
Mastery with My Zeros! (And, Let’s with My Zeros! (And, Let’s
(Leads to Have a Heart-to-Heart Have a Heart-to-Heart
formative Talk) Talk)
assessment 3) (Pls. see Appendix C) (Pls. see Appendix D)
140
LUYANG CAVE is located at Lictin, San Andres Catanduanes.
Photo Credit: Luis Karlo T. Avila
141
quadratic function re- function representing each
presenting each picture. picture. Present your output
Present your output in a in a PowerPoint
PowerPoint Presentation. Presentation.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
142
teachers?
APPENDICES
APPENDIX A
ACTIVITY 1: Do My Zeros Have a Relationship with the
Numbers?
(For Advanced Learners)
Direction: Consider the quadratic function f(x) = x 2 – 12x + 35. Then, answer the
questions that follow.
You know that the zeros of the function are solved when f(x) is equated to 0. That is,
f(x) = x2 – 12x + 35
x2 – 12x + 35 = 0
(x – 5)(x – 7) = 0
x – 5 = 0 or x – 7 = 0
x=5 x=7
Therefore, the zeros of f(x) = x2 – 12x + 35 are 5 and 7.
1. Observe the zeros of the given quadratic function f(x) and the coefficient of its
linear term x. What is the relationship between the coefficient of x and the
zeros of f(x)?
2. How can you find the linear term x of the quadratic function by using its
zeros?
3. Also, observe the zeros of f(x) and its constant term. What is the relationship
between the constant term of f(x) and its zeros?
4. How can you find the constant term of the quadratic function by using its
zeros?
5. By using your observations in numbers 1 to 4, write the equation of the
quadratic function in the form f(x) = x2 + bx + c.
6. How can you find the equation of a quadratic function given its zeros?
143
APPENDIX B
ACTIVITY 2: Reverse Me If You Can
(For Average Learners)
Direction: Consider the quadratic function f(x) = x2 – 12x + 35. Then, answer the
questions that follow.
You know that the zeros of the function are solved when f(x) is equated to 0. That is,
f(x) = x2 – 12x + 35
x2 – 12x + 35 = 0
(x – 5)(x – 7) = 0
x – 5 = 0 or x – 7 = 0
x=5 x=7
Therefore, the zeros of f(x) = x2 – 12x + 35 are 5 and 7.
Try to reverse the step of solving the quadratic function by factoring method.
1. Given that x = 5 and x = 7, apply the zero product property (that is, if the
product of two real numbers is zero, then either of the two is equal to zero or
both numbers are equal to zero)to express them as factors of a quadratic
equation.
2. Multiply the two factors. Then, simplify the obtained product by expressing it
to standard form.
3. Express the resulting quadratic equation as a quadratic function.
144
APPENDIX C
ACTIVITY 3: Match Me with My Zeros!
(And, Let’s Have a Heart-to-Heart Talk)
(For Advanced Learners)
“You are nobody.”
These are the words some people are trying to put into your mind to make
you feel that you are nonexistent; that you are a shadow of oblivion. Even though
many individuals are trying to put you down, always remember that someone is here
for you. Someone is here to help you.
Direction: Someone loves you. Just believe! Find a partner. Decode the message by
writing the indicated phrase of the zeros inside the heart of its corresponding
quadratic function. Then, write the whole message on the provided blank below.
Message: ___________________________________________________________
145
APPENDIX D
ACTIVITY 3: Match Me with My Zeros!
(And, Let’s Have a Heart-to-Heart Talk)
(For Average Learners)
“You are nobody.”
These are the words some people are trying to put into your mind to make
you feel that you are nonexistent; that you are a shadow of oblivion. Even though
many individuals are trying to put you down, always remember that someone is here
for you. Someone is here to help you.
Direction: Someone loves you. Just believe! Find a partner. Decode the message by
writing the indicated phrase of the zeros inside the heart of its corresponding
quadratic function. Then, write the whole message on the provided blank below.
146
Message: ___________________________________________________________
APPENDIX E
ANSWER KEY
Activities 1and 2
147
APPENDIX F
ANSWER KEY
ACTIVITY 3: Match Me with My Zeros! (And, Let’s Have a
Heart-to-Heart Talk)
(For Advanced Learners)
Who will
There is embrace you With And will lift you
someone incomparable up
love
From the
quicksand Of judgements
Message: If some people are hurting you by throwing words obliterating your
courageous soul, always remember that there is someone who will embrace you with
incomparable love and will lift you up from the quicksand of judgements.
148
APPENDIX G
ACTIVITY 3: Match Me with My Zeros! (And, Let’s Have a
Heart-to-Heart Talk)
(For Average Learners)
Who will
There is embrace you With And will lift you
someone incomparable up
love
Message: If some people are hurting you by throwing words obliterating your
courageous soul, always remember that there is someone who will embrace you with
incomparable love and will lift you up from the quicksand of judgements.
149
APPENDIX H
BIBLIOGRAPHY
Books
Bernabe, Julieta G., et. al. (2009). Advanced Algebra, Trigonometry and Statistics:
Textbook for Fourth Year (Revised Edition). Quezon City: SD Publications,
Inc., pp. 75-76.
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Philippines: Department of Education, pp. 160-161, 164-166.
150
School Grade Level 9
Teacher Learning MATHEMATICS
Area
Time and Date Quarter 1st
I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key
concepts of quadratic equations, inequalities and
functions, and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly
Standard mathematical 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.
C. Learning The learner determines the equation of a quadratic
Competencies/Objec function given: (a) table of values; (b) graph; (c) zeros
tives (Write LC Code (M9AL-Ij-1).
for each.) Subtask 2: The learner determines the equation of a
quadratic function given a table of values.
II. CONTENT Determining the equation of a Quadratic Function
given Table of Values
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Mathematics Grade 9 Learner’s Material, pp.159-162;
Materials pages 166-167
3. Textbook pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing previous Complete the table of values representing f(x) = x2 +
lesson 6x – 7 below.
x -4 -3 -2 1 0
y -15 -16 -15 -12 -7
(Note: The characters in red are the answers in the given activity.)
How did you complete the table of values using
the equation of the quadratic function and the
given values of x?
B. Establishing a You were able to construct a table of values given the
151
purpose for the quadratic function f(x) = x2 + 6x – 7.
lesson Is it possible to find the equation of a quadratic
function if given only a table of values?
How can you determine the equation of a
quadratic function given a table of values?
(The teacher will give the (The teacher will give the
exercise below to the exercise below to the
students.) students.)
x -3 -2 -1 0 1 x 1 2 3 4 5
y -62 -42 -26 -14 -6 y 4 3 4 7 12
152
E. Discussing new
concepts and
practicing new skills
#2
F. Developing Mastery Activity 2: My Equation Activity 2: My Equation
(Leads to formative from My Table! (Pls. see from My Table! (Pls. see
assessment 3) Appendix C) Appendix D)
G. Finding practical
applications of Activity 3: Adventure in the Happy Island (Pls. see
concepts and skills Appendix E)
in daily living
H. Making
generalizations and How do you find the equation of a quadratic function
abstractions about given a table of values?
the lesson
I. Evaluating learning
Direction: Derive the Direction: Derive the
equation of the quadratic equation of the quadratic
function given the function given the
following tables of values. following tables of
Show the whole values. Show the whole
procedure. procedure.
x -3 -2 -1 0 1 x -6 -5 -4 -3 -2
x 0 1 2 3 4 x 0 1 2 3 4
y 5 0 -11 -28 -51 y 15 8 3 0 -1
x -1 0 1 2 3 x -1 0 1 2 3
y 3 -10 -13 -6 11 y 6 1 2 9 22
Answer: Answer:
1. f(x) = -2x2 + 6x – 4 1. f(x) = x2 + 13x + 40
2. f(x) = -3x2 – 2x + 5 2. f(x) = x2 – 8x + 15
3. f(x) = 5x2 – 8x – 10 3. f(x) = 3x2 – 2x + 1
153
J. Additional activities Research on five tourist Research on five tourist
for application or destinations in Region V destinations in Region V
remediation (Bicol) with parabolic (Bicol) with parabolic
features. Download their features. Download their
images and assign a table images and assign a
of values representing a table of values
quadratic function on representing a quadratic
each. Then, derive the function on each. Then,
equation of the quadratic derive the equation of the
function representing quadratic function
each tourist spot. Do this representing each tourist
activity using MS Word. spot. Do this activity
using MS Word.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lesson work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
154
APPENDICES
APPENDIX A
ACTIVITY 1: Table to Equation: How is it Possible?
(For Advanced Learners)
Direction: Form a group with three members and perform the activity. A table of
values below represents a quadratic function f(x). Complete the table below to
enumerate the step-by-step process of determining the equation of a quadratic
function given a table of values.
Table of Values
x -2 -1 0 1 2
y 0 2 6 12 20
Step
Sample Activity Step-by-step Procedure
No.
(-2, 0), (-1, 2), (0, 6) were chosen from the
1
table.
Substitute each ordered pair to y = ax2 +
2 bx + c to formulate 0 = 4a – 2b + c, 2 = a –
b + c, and 6 = c.
4a – 2b = -6 and a – b = -4 were also
3 formulated by applying the concept of
systems of linear equation.
4 a = 1, b = 5, and c = 6.
Substitute 1, 5, and 6 to f(x) = ax2 + bx +
5
c: f(x) = (1)x2 + (5)x + (6).
The equation of the quadratic function is
6
f(x) = x2 + 5x + 6
155
APPENDIX B
ACTIVITY 1: Table to Equation: How is it Possible?
(For Average Learners)
Direction: Form a group with three members and perform the activity. A table of
values below represents a quadratic function f(x). Complete the table below to
enumerate the step-by-step process of determining the equation of a quadratic
function given a table of values.
Table of Values
x -2 -1 0 1 2
y 0 2 6 12 20
156
APPENDIX C
ACTIVITY 2: My Equation from My Table!
(For Advanced Learners)
Direction: Work in pairs. Determine each equation of the quadratic function
represented by the following table of values
1. f(x) = ___________________________
x -3 -2 -1 0 1 2
y -56 -34 -18 -8 -4 -6
2. f(x) = ___________________________
x -2 -1 0 1 2 3
y 47 24 9 2 3 12
3. f(x) = ___________________________
x -5 -4 -3 -2 -1 0
y 0 -22 -40 -54 -64 -70
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 7: Derive the Equation!. Philippines: Department of Education,
p. 160.
157
APPENDIX D
ACTIVITY 2: My Equation from My Table!
(For Average Learners)
Direction: Work in pairs. Determine each equation of the quadratic function
represented by the following table of values
1. f(x) = ___________________________
x -2 -1 0 1 2 3
y 0 4 10 18 28 40
2. f(x) = ___________________________
x 0 1 2 3 4 5
y 18 8 0 -6 -10 -12
3. f(x) = ___________________________
x -4 -3 -2 -1 0 1
y 36 20 8 0 -4 -4
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 7: Derive the Equation!. Philippines: Department of Education,
p. 160.
158
APPENDIX E
ACTIVITY 3: Adventure in the Happy Island
Direction: Work in groups of three and do the activity. Each tourist spot in
Catanduanes in column A is represented by an equation of a quadratic function.
Match each to its corresponding table of values in column B. Write only the letter of
the correct answer.
Column A Column B
1. A.
x -1 0 1 2 3
y 18 12 4 -6 -18
f(x) = -x2 – 3x – 2
2. B.
x -3 -2 -1 0 1
y -48 -27 -12 -3 0
f(x) = -3x2 + 6x – 3
159
3. C.
x -2 -1 0 1 2
y -1 0 -1 -4 -9
f(x) = -x2 – 7x + 12
4. D.
x 1 2 3 4 5
y -10 0 6 8 6
f(x) = -x2 – 8x – 16
5. E.
x -2 -1 0 1 2
y 0 0 -2 -6 -12
x -6 -5 -4 -3 -2
y -4 -1 0 -1 -4
160
APPENDIX F
ANSWER KEY
ACTIVITY 1: Table to Equation: How is it Possible?
(For Advanced Learners)
161
APPENDIX G
ANSWER KEY
ACTIVITY 1: Table to Equation: How is it Possible?
(For Average Learners)
Step No. Sample Activity Step-by-step Procedure
(-2, 0), (-1, 2), (0, 6) were chosen Choose three (3) ordered pairs (x,
1
from the table. y).
Substitute each ordered pair to y Substitute the three ordered pairs to
= ax2 + bx + c to formulate 0 = 4a y = ax2 + bx + c to formulate three
2
– 2b + c, 2 = a – b + c, and 6 = equations.
c.
4a – 2b = -6 and a – b = -4 were Formulate another two equations
also formulated by applying the using the previous three equations
3
concept of systems of linear by using the concept of system of
equation. linear equations.
Solve the values of a, b, and c by
4 a = 1, b = 5, and c = 6. applying the concept of system of
linear equations.
Substitute 1, 5, and 6 to f(x) = ax2 Substitute the values of a, b, and c
5
+ bx + c: f(x) = (1)x2 + (5)x + (6). to the equation f(x) = ax2 + bx + c.
The equation of the quadratic Simplify the equation and transform
6
function is f(x) = x2 + 5x + 6 it to standard form.
162
APPENDIX H
ANSWER KEY
ACTIVITIES 2 AND 3
1. E
2. B
3. A
4. F
163
APPENDIX I
BIBLIOGRAPHY
Book
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Philippines: Department of Education, pp. 159-162, 164-167.
164
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of quadratic equations, inequalities and functions, and
rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical
Standard 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.
4. Additional
Materials
from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
165
How would you describe the graph of the quadratic
function?
(The graph of the quadratic function is a parabola
that opens upward.)
Give the vertex of the quadratic function.
(The vertex of the quadratic function is (-1, -2).)
Give at least one point where the graph passes
through.
(Students’ answers may vary.)
166
y y
8 4
7 3
6 2
5 1
4 −4 −3 −2 −1 O 1 2 3 4 x
3 −1
2 −2
1 −3
−4 −3 −2 −1 O 1 2 3 4 x −4
−1 −5
167
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
168
APPENDICES
APPENDIX A
ACTIVITY 1: Follow the Rules of the Curve!
(For Advanced Learners)
Direction: Form a group with three members and perform the activity. Complete the
table below to enumerate the step-by-step process of determining the equation of a
quadratic function given a graph.
−7 −6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 x
−1
−2
−3
−4
−5
Step Sample Activity Step-by-step Procedure
Vertex (h, k) of the Parabola: (3, -
1 4)
Point (x, y) on the Parabola: (1, 0)
y = a(x – h)2 + k
0 = a(1 – 3)2 – 4
2
0 = a(-2)2 – 4
4 = 4a
3 a=1
y = a(x – h)2 + k
4
y = (1)(x – 3)2 – 4
5 y = (x – 3)2 – 4 or y = x2 – 6x + 5
Based from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 4: Pattern from Curve! Philippines: Department of Education,
p. 162.
169
APPENDIX B
ACTIVITY 1: Follow the Rules of the Curve!
(For Average Learners)
Direction: Form a group with three members and perform the activity. Complete the
table below to enumerate the step-by-step process of determining the equation of a
quadratic function given a graph.
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 x
−1
−2
−3
−4
−5
Step Sample Activity Step-by-step Procedure
Vertex (h, k) of the Parabola: (3, -4)
1
Point (x, y) on the Parabola: (1, 0)
y = a(x – h)2 + k Substitute the coordinates (x, y) of
0 = a(1 – 3)2 – 4 the point on the parabola and the
2
0 = a(-2)2 – 4 coordinates (h, k) of the vertex to y =
4 = 4a a(x – h)2 + k, respectively.
3 a=1
y = a(x – h)2 + k Substitute the values of a, h, and k to
4 y = (1)(x – 3)2 – 4 y = a(x – h)2 + k.
5 y = (x – 3)2 – 4 or y = x2 – 6x + 5
Based from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 4: Pattern from Curve! Philippines: Department of Education,
p. 162.
170
APPENDIX C
ACTIVITY 2: Find My Y! (Give Me a Reason)
(For Advanced Learners)
Direction: Find a partner. Write the equation of the quadratic function in standard
form (y = ax2 + bx + c) represented by each graph below inside the box. Then, write
your brief explanation on how you obtained each equation on the blank provided.
1.
y
_________________________
4
_________________________
3
_________________________
_________________________
2 _________________________
_________________________
1
_________________________
−9 −8 −7 −6 −5 −4 −3 −2 −1 O 1 2 3 4
_________________________
5 6 7 8 x
_________________________
−1 _________________________
_________________________
−2
_________________________
2. −3
_________________________
_________________________
y
_________________________
6 _________________________
5
_________________________
_________________________
4 _________________________
_________________________
3
_________________________
_________________________
2
_________________________
1 _________________________
_________________________
−7 −6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 x
_________________________
_____________________
_________________________
−1
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
171 _________________________
_________________________
_________________________
_________________________
3.
y
4 _________________________
3
_________________________
_________________________
2
_________________________
1 _________________________
_________________________
−5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 10 11 12 x
_________________________
−1
_________________________
−2 _________________________
_________________________
−3
_________________________
_________________________
_________________________
_________________________
4. _________________________
y _________________________
_________________________
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 _________________________
8 9 10 11 x
_________________________
_________________________
−1
_________________________
_________________________
_________________________
−2
_________________________
_________________________
−3
_________________________
_________________________
_________________________
−4
_________________________
_________________________
_________________________
−5
_________________________
_________________________
_________________________
−6 _________________________
_________________________
_________________________
−7 _____________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
172 _____________________
5.
y
_________________________
4 _________________________
3
_________________________
_________________________
2 _________________________
1
_________________________
_________________________
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6 7
_________________________
8 9 10 x
−1
_________________________
_________________________
−2
_________________________
−3
_________________________
_________________________
_________________________
Based from: _________________________
Bryant, Merden L., et. al. (2014). Mathematics _________________________
Grade 9 Learner’s Material.
Activity 8: Rule Me Out! Philippines: Department of Education, pp.
_________________________
167-168.
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_____________________
173
APPENDIX D
ACTIVITY 2: Find My Y! (Give Me a Reason)
(For Average Learners)
Direction: Find a partner. Write the equation of the quadratic function in standard
form (y = ax2 + bx + c) represented by each graph below inside the box. Then, write
your brief explanation on how you obtained each equation on the blank provided.
1.
y
_________________________
4
_________________________
_________________________
3
_________________________
2 _________________________
_________________________
1
_________________________
−9 −8 −7 −6 −5 −4 −3 −2 −1 O 1 2 3 4
_________________________
5 6 7 8 x
_________________________
−1 _________________________
Vertex: (-2, -1); Points on the graph: (-1, 1), (-3,_________________________
1)
−2
_________________________
−3
_________________________
2. _________________________
_________________________
y
_________________________
6 _________________________
_________________________
5
_________________________
4 _________________________
_________________________
3
_________________________
_________________________
2
_________________________
1 _________________________
_________________________
−7 −6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6
_________________________
7 8 9
______________________
x
_________________________
Vertex: (1, 1); Points
−1 on the graph: (0, 4), (2, 4)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
174
_________________________
_________________________
_________________________
_________________________
3.
y
4 _________________________
_________________________
3
_________________________
2
_________________________
1 _________________________
_________________________
−5 −4 −3 −2 −1 O 1 2 3 4 5 6 7 8 9 10 11 12 x
_________________________
−1
_________________________
−2 _________________________
_________________________
−3
_________________________
Vertex: (7, 4); Points on the graph: (5, 0), (9, 0) _________________________
_________________________
_________________________
4. _________________________
y _________________________
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6
_________________________
7 _________________________
8 9 10 11 x
_________________________
_________________________
−1
_________________________
_________________________
_________________________
−2
_________________________
_________________________
−3
_________________________
_________________________
_________________________
_________________________
−4
_________________________
_________________________
−5
_________________________
_________________________
_________________________
−6 _________________________
_________________________
_________________________
−7 ______________________
_________________________
Vertex: (4, -2); Points on the graph: (3, -6), (5, -6)
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
175 _________________________
_________________________
_________________________
_________________________
5.
y
__________________________
4
__________________________
3
__________________________
__________________________
2
__________________________
1
__________________________
__________________________
−6 −5 −4 −3 −2 −1 O 1 2 3 4 5 6
__________________________
7 8 9 10 x
−1
__________________________
__________________________
−2
__________________________
Vertex: (1, -2); −3Points on the graph: (0, 3), (2, 3)__________________________
__________________________
__________________________
__________________________
Modified from:
__________________________
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 8: Rule Me Out! Philippines: __________________________
Department of Education, pp.
167-168. __________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
___
176
APPENDIX E
ACTIVITY 4: How Much is My Profit?
Direction: Form a group of five members. Analyze the graph below and answer the
questions that follow.
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 13: Profit or Loss! Philippines: Department of Education, p.
171.
177
APPENDIX F
ANSWER KEY
ACTIVITY 1: Follow the Rules of the Curve!
178
APPENDIX G
ANSWER KEY
ACTIVITIES 2 and 3
179
APPENDIX H
BIBLIOGRAPHY
Books
Bernabe, Julieta G., et. al. (2009). Advanced Algebra, Trigonometry and Statistics:
Textbook for Fourth Year (Revised Edition). Quezon City: SD Publications,
Inc., pp. 77-79.
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Philippines: Department of Education, pp. 157, 163, 167-168, 171.
180
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of quadratic equations, inequalities and functions, and
rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical
Standard 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.
C. Learning The learner solves problems involving quadratic functions
Competencies/ (M9AL-Ii-j-2).
Objectives Subtask 1:
(Write LC The learner solves number and geometric problems
Code for involving quadratic functions.
each.)
II. CONTENT SOLVING NUMBER AND GEOMETRIC PROBLEMS
INVOLVING QUADRATIC FUNCTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide
pages
2. Learner’s
Materials Mathematics Grade 9 Learner’s Material, pp.174-175, 180.
pages
3. Textbook
Next Century Mathematics 9, pp. 82-84, 87-88.
pages
4. Additional
Materials from
Learning
Resources
(LR) Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Direction: Complete the table below.
previous Has a Has a
lesson Minimum Maximum
Equation of a Quadratic Value
Point Point
Function f(x) of k
(Put a check (Put a check
mark) mark)
1. f(x) = x2 – 5x + 4 / -9/4
2. f(x) = -2x2 – 14x – 20 / 9/2
3. f(x) = 3x2 + 6x + 4 / 1
4. f(x) = -x2 – 3x – 8 / -23/4
(Note: The characters in red are the answers in the table.)
181
How can you determine if a quadratic function has a
minimum or maximum point?
How did you find the value of k?
B. Establishing a (The teacher will present the problem below.)
purpose for the
lesson Mang Nanding will be using a fencing material that is 300
m long to enclose three sides of a rectangular lot inside
the compound of Bato Church. To solve this problem, in
which value in the table will you relate the largest possible
area?
182
C. Finding Let us go back to the first two problems presented a while
practical ago. Solve the problems and show your solution.
applications of 1. Pamela is finding two numbers whose product is a
concepts and maximum. If the sum of two numbers is 22, what
skills in daily numbers does she want to find?
living (Answer: 11 and 11)
2. Mang Nanding will be using a fencing material that
is 300 m long to enclose three sides of a
rectangular lot inside the compound of Bato
Church. Find the dimensions of such a lot with the
largest possible area.
(Answer: 150 m and 75 m)
D. Making How do you solve number and geometric problems
generalizations involving quadratic functions?
and
abstractions
about the
lesson
E. Evaluating Create one number problem and one geometric problem
learning involving quadratic functions. Then, solve each. Show your
complete solution.
F. Additional Form a group of five members. Research on the different
activities for types of livelihood in your barangay. Based from the data
application or you have gathered, create five number and five geometric
remediation problems involving quadratic functions. Then, solve each.
Present your output in a PowerPoint Presentation.
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
183
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
184
APPENDICES
APPENDIX A
ACTIVITY 1: How will I Solve the Problem?
(For Advanced Learners)
Direction: Consider the number and geometric problems below. Answer the
questions that follow to solve each.
1. What are two numbers whose sum is 10 and whose product is a maximum?
Questions:
a. What expressions represent the two numbers?
b. Give the equation of the quadratic function described in the problem.
c. Find the maximum product by finding the value of the ordinate of the vertex
4𝑎𝑐−𝑏2
of the quadratic function. (Use the formula 𝑘 = )
4𝑎
d. Equate the equation of the quadratic function and the maximum value. Then,
solve for the value of the variable in the equation.
e. Find the two numbers.
2. What are the dimensions of a rectangular lot that can be enclosed by a 240-
meter fencing material and whose area is a maximum?
Questions:
a. What expressions represent the dimensions of the rectangular lot?
b. Give the equation of the quadratic function described in the problem.
c. Find the maximum area by finding the value of the ordinate of the vertex of
4𝑎𝑐−𝑏2
the quadratic function. (Use the formula 𝑘 = )
4𝑎
d. Equate the equation of the quadratic function and the maximum area. Then,
solve for the value of the variable in the equation.
e. Find the dimensions of the rectangular lot.
185
APPENDIX B
ACTIVITY 2: How was the Problem Solved?
(For Average Learners)
Direction: Consider the number and geometric problems below. Answer the
questions that follow to solve each.
1. What are two numbers whose sum is 10 and whose product is a maximum?
Questions:
a. Give the equation of the quadratic function described in the problem.
b. Find the maximum product by finding the value of the ordinate of the vertex
4𝑎𝑐−𝑏2
of the quadratic function. (Use the formula 𝑘 = )
4𝑎
c. Equate the equation of the quadratic function and the maximum value. Then,
solve for the value of the variable in the equation.
d. Find the two numbers.
2. What are the dimensions of a rectangular lot that can be enclosed by a 240-
meter fencing material and whose area is a maximum?
Questions:
a. Give the equation of the quadratic function described in the problem.
b. Find the maximum area by finding the value of the ordinate of the vertex of
4𝑎𝑐−𝑏2
the quadratic function. (Use the formula 𝑘 = )
4𝑎
c. Equate the equation of the quadratic function and the maximum area. Then,
solve for the value of the variable in the equation.
d. Find the dimensions of the rectangular lot.
186
APPENDIX C
ACTIVITY 3: Numbers! Numbers! Numbers!
1. Find the numbers whose sum is 124 and whose product is a maximum.
2. The sum of two numbers is 24. If the sum of their squares is a minimum, what
are the two numbers?
3. The sum of two numbers is 320. Find two numbers and their maximum product.
1. The sum of two numbers is 10. If the sum of their squares is a minimum, find the
two numbers.
2. The sum of two numbers is 56. Find the two numbers and their maximum
product.
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 7: Geometry and Numbers! Philippines: Department of
Education, p. 180-181.
187
APPENDIX D
ACTIVITY 4: OMG! Oh My Geometry!
1. Find the dimensions and the maximum area of a rectangle whose perimeter is 16
inches.
2. What are the dimensions of the largest rectangular field that can be enclosed
with 80 m of wire?
3. Mang Lino wants to fence a rectangular pig den that has one side bordered by a
wall. If he has 500 meters of fencing materials, find the dimensions of the pig den
with the largest possible area.
1. What are the dimensions of the largest rectangular field that can be enclosed
with 80 m of wire?
2. Three sides of a rectangular lot is to be enclosed by a 100-meter fencing
material. Find the dimensions of the lot with the maximum area.
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 7: Geometry and Numbers! Philippines: Department of
Education, p. 180-181.
188
APPENDIX E
ANSWER KEY
ACTIVITY 1: How will I Solve the Problem?
Questions:
a. x and 10 – x are the expressions representing the two numbers respectively.
b. f(x) = 10x – x2
c. The maximum product is 25.
d. 25 = 10x – x2 or x2 – 10x + 25 = 0
By solving, x = 5
e. The two numbers are 5 and 5.
2. What are the dimensions of a rectangular lot that can be enclosed by a 240-
meter fencing material and whose area is a maximum?
Questions:
a. w and 120 – w are the expressions representing the width and length,
respectively.
b. f(x) = 120w – w2
c. The maximum area is 3600 square meters.
d. 3600 = 120w – w2 or w2 – 120w + 3600 = 0
By solving, w = 60
e. The dimensions of the rectangular lot are 60 m and 60 m.
189
APPENDIX F
ANSWER KEY
ACTIVITY 1: How will I Solve the Problem?
Questions:
a. f(x) = 10x – x2
b. The maximum product is 25.
c. 25 = 10x – x2 or x2 – 10x + 25 = 0
By solving, x = 5
d. The two numbers are 5 and 5.
2. What are the dimensions of a rectangular lot that can be enclosed by a 240-
meter fencing material and whose area is a maximum?
Questions:
a. f(x) = 120w – w2
b. The maximum area is 3600 square meters.
c. 3600 = 120w – w2 or w2 – 120w + 3600 = 0
By solving, w = 60
d. The dimensions of the rectangular lot are 60 m and 60 m.
190
APPENDIX G
ANSWER KEY
Activities 3 and 4
191
APPENDIX H
BIBLIOGRAPHY
Books
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Philippines: Department of Education, pp. 174-175, 180.
Orines, Fernando B., et. al. (2014). Next Century Mathematics 9. Quezon City:
Phoenix Publishing House, Inc., pp. 82-88.
192
School Grade Level 9
Teacher Learning Area MATHEMATICS
Time and Date Quarter 1st
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts
Standard of quadratic equations, inequalities and functions, and
rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical
Standard 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.
C. Learning The learner solves problems involving quadratic functions
Competencies/ (M9AL-Ii-j-2).
Objectives Subtask 2:
(Write LC The learner solves projectile and revenue problems
Code for involving quadratic functions.
each.)
II. CONTENT SOLVING PROJECTILE AND REVENUE PROBLEMS
INVOLVING QUADRATIC FUNCTIONS
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pages
2. Learner’s
Materials Mathematics Grade 9 Learner’s Material, pp.177-181
pages
3. Textbook
pages
4. Additional
Materials from
Learning
Resources (LR)
Portal
B. Other Learning
Resources
IV. PROCEDURES Advanced Learners Average Learners
A. Reviewing Arrange the following steps of solving number and
previous geometric problems involving quadratic functions in
lesson ascending order. Write the numbers 1-5 on the provided
blank before the number.
______1. Solve the problem.
______2. Find the value of k.
______3. Determine the representation of the variables in
the given problem.
______4. Formulate the equation of the quadratic function.
______5. Equate the equation of the quadratic function to
the value of k.
193
Answers:
1. 5
2. 3
3. 1
4. 2
5. 4
Now, that will be our lesson for today. Let us discover how
to solve projectile and revenue problems involving
quadratic functions.
194
F. Developing Form a group of five members. Then, create one projectile
Mastery problem and one revenue problem involving quadratic
(Leads to functions. Let other groups solve your formulated
formative problems.
assessment 3)
G. Finding Let us go back to the first two problems presented a while
practical ago. Solve the problems and show your solution.
applications of 1. A stone is thrown from the top of a 320-meter cliff at
concepts and Binurong Point, Baras, Catanduanes. The stone
skills in daily follows a trajectory. The height H reached by the stone
living after t seconds is given by the quadratic function H(t) =
72t – 4t2.
a. How high did the stone reach? (Answer: 324
meters)
b. How long will it take the stone to reach the
maximum height? (Answer: 9 seconds)
c. How long did it take the stone to hit the ground?
(Answer: 9 + √161 seconds)
2. A souvenir shop in Catanduanes sells about 20 “sili”
keychains per week at a price of Php 50.00. For each
Php 5.00 decrease in the price, the owner found out
that four more keychains were sold per week. What
price produces the maximum weekly sale of the item?
(Answer: Php 37.50)
H. Making How do you solve projectile and revenue problems
generalizations involving quadratic functions?
and
abstractions
about the
lesson
I. Evaluating Create one projectile problem and one revenue problem
learning involving quadratic functions. Then, solve each. Show your
complete solution.
J. Additional Direction: Form a group of five members. Then do the
activities for activity below:
application or
remediation 1. Research on the major types of businesses in your
province. Based from the data you have gathered,
create five revenue problems involving quadratic
functions.
2. Research on the major sports played in your school.
Then, create five projectile problems based from the
data you have gathered. Solve each problem.
195
VI. REFLECTION
A. No. of learners
who earned
80% on the
formative
assessment
B. No. of learners
who require
additional
activities for
remediation
C. Did the
remedial
lesson work?
No. of learners
who have
caught up with
the lesson
D. No. of learners
who continue
to require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What
difficulties did I
encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish to
share with
other
teachers?
196
APPENDICES
APPENDIX A
ACTIVITY 1: What is the Price?
(For Advanced Learners)
Direction: Work in pairs. Consider the problem below and answer the questions that
follow.
A businessman can sell 200 abaca bags per month at Php 500 each. He
found out that he could sell 25 more bags every month for each Php 50 decrease in
price. What price produces the maximum revenue?
Questions:
1. What mathematical expression represents the number of abaca bags sold?
2. What mathematical expression represents the price per abaca bag?
3. By using the formula for revenue, what is the equation of R(x)?
4. What kind of function is R(x)?
5. What is the vertex form of the function R(x)?
6. What is the vertex?
7. Given the vertex, what is the maximum revenue?
8. Given the mathematical expression for the price per bag, what is the price of the
bag that produces the maximum revenue?
197
APPENDIX B
ACTIVITY 1: What is the Price?
(For Average Learners)
Direction: Work in pairs. Consider the problem below and answer the questions that
follow.
A businessman can sell 200 abaca bags per month at Php 500 each. He
found out that he could sell 25 more bags every month for each Php 50 decrease in
price. What price produces the maximum revenue?
Questions:
1. By using the formula for revenue, what is the equation of R(x)?
2. What kind of function is R(x)?
3. If the vertex form of the quadratic function is R(x) = -1250(x – 1)2 + 101250, what
is its vertex?
4. Given the vertex, what is the maximum revenue?
5. Given the mathematical expression for the price per bag, what is the price of the
bag that produces the maximum revenue?
198
APPENDIX C
ACTIVITY 1: Catch Me! I’m Fallin’!
(For Advanced Learners)
Direction: Form a group with three members. Consider the problem below and
answer the questions that follow.
Problem: From a 48-foot “pili” tree, a farmer throw one of his harvested “pili” nuts
straight up into the air following a trajectory. The height H(t) of the “pili” nut above the
tree after t seconds is given by the function H(t) = 40t – 8t2.
a. What maximum height did the “pili” nut reach?
b. How long will it take the “pili” nut to reach the maximum height?
c. After how many seconds is the “pili” nut reach the ground?
Questions:
1. What kind of function is the equation H(t) = 40t – 8t2?
2. Transform the equation into vertex form.
3. What is the vertex?
4. By using the vertex, what is the maximum height reached by the “pili” nut?
5. By using the vertex, how long will it take the “pili” nut to reach the maximum
height?
6. To find the time it will take the “pili” nut to hit the ground, let H(t) = -48, since the
height of the tree is 48 ft. Equate it to the equation of the function.
7. Solve for time t the “pili” nut reached the ground.
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 2: Catch Me When I Fall! Philippines: Department of
Education, pp. 175-176.
199
APPENDIX D
ACTIVITY 1: Catch Me! I’m Fallin’!
(For Average Learners)
Direction: Form a group with three members. Consider the problem below and
answer the questions that follow.
Problem: From a 48-foot “pili” tree, a farmer throw one of his harvested “pili” nuts
straight up into the air following a trajectory. The height H(t) of the “pili” nut above the
tree after t seconds is given by the function H(t) = 40t – 8t2.
a. What maximum height did the “pili” nut reach?
b. How long will it take the “pili” nut to reach the maximum height?
c. After how many seconds is the “pili” nut reach the ground?
Questions:
1. What kind of function is the equation H(t) = 40t – 8t2?
2. The vertex form of the equation of the given quadratic function is H(t) = -8(t –
5/2)2 + 50. What is its vertex?
3. By using the vertex, what is the maximum height reached by the “pili” nut?
4. By using the vertex, how long will it take the “pili” nut to reach the maximum
height?
5. To find the time it will take the “pili” nut to hit the ground, let H(t) = -48, since the
height of the tree is 48 ft. Equate it to the equation of the function.
6. Solve for time t the “pili” nut reached the ground.
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 2: Catch Me When I Fall! Philippines: Department of
Education, pp. 175-176.
200
APPENDIX E
ACTIVITY 3: It’s High Time!
(For Advanced Learners)
Direction: Solve each problem. Show your complete solution.
1. An object is fired vertically from the top of a tower. The tower is 60.96 ft. high.
The height of the object above the ground t seconds after firing is given by the
formula h(t) = -16t2 + 80t + 200. What is the maximum height reached by the
object? How long after firing does it reach the maximum height?
Source:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 8: It’s High Time! Philippines: Department of Education, p.
181.
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 6: Try This! Philippines: Department of Education, p. 180.
201
APPENDIX F
ACTIVITY 3: It’s High Time!
(For Average Learners)
Direction: Solve each problem. Show your complete solution.
1. The height in meters of a projectile after t seconds is given by h(t) = 160 – 80t2.
Find the maximum height that can be reached by the projectile.
Source:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 8: It’s High Time! Philippines: Department of Education, p.
181.
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 8: It’s High Time! Philippines: Department of Education, p.
181.
202
APPENDIX G
ACTIVITY 4: Reach the Target to be Rich!
Direction: Solve each problem. Show your complete solution.
1. A company of cellular phones can sell 200 units per month at Php 2,000 each.
Then they found out that they can sell 50 more cell phone units every month for
each Php 100 decrease in price. Find the price that produces the maximum
revenue.
Modified from:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 4: Hit the Mark! Philippines: Department of Education, p. 179.
2. A smart company has 500 customers paying Php 600 each month. If each Php
30 decrease in price attracts 120 additional customers, find the approximate
price that yields maximum revenue.
Source:
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Activity 9: Reach the Traget ! Philippines: Department of Education,
pp. 181-182.
203
APPENDIX H
ANSWER KEY
ACTIVITY 2: What is the Price?
Direction: Work in pairs. Consider the problem below and answer the questions that
follow.
A businessman can sell 200 abaca bags per month at Php 500 each. He
found out that he could sell 25 more bags every month for each Php 50 decrease in
price. What price produces the maximum revenue?
204
APPENDIX I
ANSWER KEY
ACTIVITY 1: Catch Me! I’m Fallin’!
Direction: Form a group with three members. Consider the problem below and
answer the questions that follow.
Problem: From a 48-foot “pili” tree, a farmer throw one of his harvested “pili” nuts
straight up into the air following a trajectory. The height H(t) of the “pili” nut above the
tree after t seconds is given by the function H(t) = 40t – 8t2.
Questions:
1. Quadratic Function 5. 5/2 seconds or 2.5 seconds
2. H(t) = -8(t – 5/2)2 + 50 6. -48 = 40t – 8t2 or 8t2 – 40t -48
=0
3. (5/2, 50) 7. 6 seconds
4. 50 ft
Questions:
1. Quadratic Function 5. -48 = 40t – 8t2 or 8t2 – 40t -48
=0
2. (5/2, 50) 6. 6 seconds
3. 50 ft
4. 5/2 seconds or 2.5 seconds
205
APPENDIX J
ANSWER KEY
Activities 3 and 4
206
APPENDIX K
BIBLIOGRAPHY
Book
Bryant, Merden L., et. al. (2014). Mathematics Grade 9 Learner’s Material.
Philippines: Department of Education, pp. 177-181.
207
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