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QUARTER I
Week 9 – Day 1

Subject: MATH Grade Level: 9

Date: __________________ Session: 1
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
Competency13: graphs a quadratic function (a) domain,
(b) range, (c) intercepts, (d) axis of symmetry, (e) vertex,
Competency
(f) direction of the opening of the parabola
(M9AL-Ig-h-i-1)
I. OBJECTIVES
Knowledge:  Given a quadratic function, determines the
• highest or lowest point (vertex)
• axis of symmetry
• direction or opening of the graph
Skill:  Draws the graph of a quadratic functions using the
 vertex
 axis of symmetry
 direction of the opening of the graph
 given points
Attitude:  Displays creativity and neatness in sketching graphs
II. CONTENT Graphs of a Quadratic Functions

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Teacher’s Guide (TG) in Mathematics 9, p. 97-98,
Pages pp100-102
2. Learner’s Learner’s Module (LM) in Math 9, pp. 140-142, pp.145-
Materials Pages 149
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 Graphing Board
Materials
5. Learning EASE Module 2 on Quadratic Functions (Fourth Year),

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Resources (LR) pp. 5-12

portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing or Given the quadratic functions
presenting the new y = x2 - 2x - 3 and y = -x2 + 4x + 1, transform them into
lesson the form y=a(x-h)2 + k
Expected Answers:
y = (x – 1)2 – 4
y = -(x – 2) + 5
B. Establishing a The teacher shows pictures of parabolic bridges and arc-
purpose for the lesson shaped gates
C. Presenting examples The graph of a quadratic function is called parabola.
of the new lesson
Look at the two graphs. What do you notice about the
parabolas? In what way are they similar? In what way are
they different?

(See attachment: Discussions)

D. Discussing new ILLUSTRATIVE EXAMPLE:
concepts and a. Complete the table for x and y with
practicing new skills -3 to 3 as the domains:
#1 y = x2 -2x-3
x -3 -2 -1 0 1 2 3
y 12 5 0 -3 -4 -3 0

y = -x2 + 4x + 1
x -3 -2 -1 0 1 2 3
y -20 -11 -4 1 4 5 4

b. Skecth the graph on the Cartesian Plane

Expected Answers:

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y = x2 -2x-3 y = -x2 + 4x + 1

E. Discussing new (Refer to graphs drawn in Part D)

concepts and Identify the vertex, axis of symmetry, direction or
practicing new skills opening of the graphs.
#2 Expected Answers:
y = x2 -2x-3  Vertex (1, -4); Axis of Symmetry x = 1;
The graph translates 1 unit to the right and 4 units
downward and is opening upward.

y = -x2 + 4x + 1  Vertex (2, 5); Axis of Symmetry x =

2; The graph translates 2 units to the right and 5 units
upward and is opening downward.
F. Developing Mastery Draw the graph of the quadratic function y = x2 – 4x + 1
by following the steps:
1. Find the vertex and the line of symmetry by expressing
the function in the form y = a(x-h)2+k or by using the
−b 4 ac−b2
formula h= ; k= .
2a 4a
Expected Answer:
y = (x – 2)2 – 3 V(2, -3) , Axis of symmetry x = 2.
2. Plot the vertex and draw the axis of symmetry. On the
right side of the line of symmetry, choose at least one
value of x and compute the value of y.
3. Similarly, on the left side choose at least one value of x
and compute the value of y.
4. Connect them by a smooth curve.
5. Determining the opening of the graph.
G. Finding practical The teacher instructs the students to name some famous
applications of parabolic structures and describe the aesthetic value of the
concepts and skills in structures.
daily living Expected Answers: Answers may vary
H. Making Guide Questions for Generalization:
Generalizations and What are the properties of the graph of a quadratic
abstractions about function?
the lesson Expected Answer:

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The graph of a quadratic function is called parabola. In

graphing quadratic functions the following properties of
the parabolas should be observed:
1. A parabola may open upward or
downward depending upon the sign of
a . If a> 0, the parabola opens upward
while if a< 0, the parabola opens
downward.
2. The highest or lowest point of a
parabola is called the turning point or
vertex. It is denoted by the ordered
pair V(h, k) where
h=
−b 4 ac −b2
and k =
2a 4a
x=h is called the axis of symmetry
while y=k is the highest or lowest
value of f(x).
3. The axis of symmetry is the line that
passes through the vertex and divides
the parabola into two equal parts
such that one part is the mirror image
of the other.
How do you sketch the graph of a quadratic function?
To sketch the graph of a quadratic function, determine the
vertex (h, k) of the function and its axis of symmetry x =
h. Determine at least one point on each side of the axis of
symmetry. Connect the points in a smooth curve with the
vertex as its turning point.

I. Evaluating learning Draw the graphs of the following quadratic functions.

1. y = -(x - 2)2 + 4
2. y = (x + 3)2 – 4
Expected Answers:

1. 2.

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J. Additional Take pictures of objects or places showing the graph of

Activities for quadratic function (parabola).
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ of Learners who earned 80% above
earned 80% in the
evaluation
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

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__ Reading Readiness
G. What innovation or
localized I used/discover
which I wish to share
with other teacher?

ATTACHMENT
Session: 1 (1 day)

Content: Graphs of a Quadratic Functions

DISCUSSIONS:
The following properties of the parabolas should be observed.

1. The graph of y = x2 opens upward while the graph of y = -x2

opens downward.
The direction of opening is indicated by the sign of a in the
equation. Note that in y = x2, a is positive or a > 0 while in y = -
Prepared by: x2, aD.isSANTILLAN
CHRISTIAN EVEN negative or a < 0.

2. The two graphs have turning points. The turning point is called a
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Session: 1 (1 day)

Content: Graphs of a Quadratic Functions

DISCUSSIONS:
7. The domain of a quadratic function is the set of all real numbers.

8. The range depends on whether the parabola opens upward or

downward. If the parabola opens upward, the range is the set {y: y ≥ k};
if it opens downward, then the range is the set {y : y ≤ k}.

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SUPPLEMENTARY ACTIVITIES

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

DIRECTION: (a) Determine the sign of the leading coefficient,

(b) the coordinates of the vertex, (c) the axis of symmetry, and (d) the
highest/lowest value of the quadratic function represented by the given
parabolas.

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Expected Answer:
1. a. (+) , b. (0, 2) , c. x = 0, d. Minimum point is 2.
2. a. (+), b. (0, -3), c. x = 0, d. Minimum point is -3

DIRECTION: (a) Determine the direction of opening of the parabola, (b)

the vertex, (c) the axis of symmetry and (d) minimum or maximum value
of the following quadratic functions.

1. f(x) = x2 + 3x – 4
2. f(x) = 2x2 + 4x - 7
3. f(x) = -x2 - x - 20
Expected Answers:

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1. a. The parabola is opening upward; b. V(-3/2, -25/4);

c. x = -3/2; d. Minimum value is -25/4

2. a. The parabola is opening upward; b. V(-1, -9);

c. x = -1; d. Minimum value is -9.

3. a. The parabola is opening downward; b. V(-1/2, -79/4);

c. x = -1/2; Maximum value is -79/4.

REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 4, Module 1: Quadratic Functions

EASE Modules Year 4, Module 2: Quadratic Functions
Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

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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:

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