LESSON PLAN IN MATHEMATICS 9

Date: MAY 17, 2021

I. Objectives
A. Content Standards
The learner demonstrate understanding of key concepts of quadratic equations.
B. Performance Standards
The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equation.
C. Learning Competency
1. M9AL – Ic – 1:The learner characterizes the roots of a quadratic equation using
discriminant.

D. Daily Task
In this lesson, the students should be able to:
 Solve the Discriminant of a quadratic equation.
 Describe the nature of the roots of a quadratic equation using the value of its discriminant.
 Appreciate the importance of the discriminant to real life setting.
II. Content
Subject Matter : The Nature of the roots of a quadratic equation.
About the Lesson : This lesson will help students to describe the nature of the roots of a quadratic
equation.
Prerequisite : Knowledge in solving quadratiic equation.

III. Learning Resources

A. References:
1. Teacher’s Guide: Lesson 3, pages 39 - 44
2. Learner’s Materials on Lesson 3, pages 65 – 76

B. Materials: Visual aids, chalk, scientific calculator, ruler, projector, laptop

C. Value Foci: Participation and cooperation.

IV. Procedure
A. Premilinary Activity
a. Review
Directions: Write the following equation in standard form, ax 2 +bx +c=0 , then identify the
values of a, b, and c. Answer the question that follows.
ax 2 +bx +c=0
1. x 2+ 5 x=4 __________________ a =______ b =________ c =________
2
2. -4 x =8 x−3 __________________ a =______ b =________ c =________
3. 10 x−1=4 x 2 __________________ a =______ b =________ c =________
4. 15+8 x−3 x 2=0 __________________ a =______ b =________ c =________
5. 3 x (x−14)=12 __________________ a =______ b =________ c =________

B. Lesson Proper
Introduction
Motivation
YES-NO-STAND-UP GAME
In this game, the teacher will tell the students that answering YES mean “STAND UP” and
answering NO means “SIT DOWN”. Next the teacher will ask students some random and
mathematical questions to check their understanding.

Questions:
1. Is √ 9 = 3 ?
2. Is 4 a perfect square?
3. Is 7 a perfect square?
4. Is there a way to predict the nature of the root?
5. Are you familiar with discriminant in a quadratic equation?

Then the teacher will introduce the topic, the discriminant in a quadratic equation.

Activity
The teacher lets the students work in groups and assigns each group to answer one
number each in Activity in the table below.

Directions: Complete the table below by solving b 2−4 ac and the roots
Group Quadratic Equation 2
b −4 ac Roots
Group I x 2+ 5 x + 4=0
Group II . 2 x2 + x−21=0
2
Group III 4 x + 4 x+ 1=0
Group IV 2
x −2 x−2=0
Group V 2
9 x + 16 x =0

B. Analysis
Afterwards the teacher asks one representative from each group to post the answer of the
group on the board.
The teacher processes the activities by asking the students the following question
1. How would you describe the roots of a quadratic equation when the value of b 2−4 ac is
zero? Positive and perfect square? Positive but not perfect square? Negative?
2. Which quadratic equation has roots that are real numbers and equal? Rational
numbers? Irrational numbers? Not real numbers?
3. How do you determmine the quadratic equation having roots that are real numbers and
equal? Rational numbers? Irrartional numbers? Not real numbers?

C. Abstraction
The teacher lets the students summarize the lesson by answering the following questions:
1. How do we determine the number and type of solutions of a quadratic equation without
solving for its solution?
2. What is the nature of the roots/solution of a quadratic equation if the value of its
discriminant is zero?
3. What is the nature of the roots/solutions of a quadratic equation if the value of its
discriminant is apositive perfect square?
4. What is the nature of the roots/solutions of a quadratic equation if the value of its
discriminant is a positive but not perfect square?
5. What is the nature of the roots/solutions of a quadratic equation if the value of its
discriminant is negative?

D. Application
Directions: Given the situation below, students are to answer the questions using the guide
quastions.
Situation:
A basketball player throws a ball vertically with an initial velocity of 100ft/sec. The
distance of the ball from the ground after t seconds is given by the expression 100t - 6t?
1. What is the distance of the ball from the ground after 6 seconds?
2. After how many seconds does the ball reach a distance of 150ft. from the ground?

E. Assessment
Describe the nature of the roots of the following quadratic equations using discriminant:
Quadratic Equation Dicriminant Nature of the roots
1. x 2+ 6 x+ 9=0 , _____________ _______________
2. x 2+ 9 x+20=0 _____________ _______________
3. 2 x2 −10 x +8=0 _____________ _______________
4. x 2+ 5 x +10=0 _____________ _______________
5. x 2+ 6 x+3=0 _____________ _______________

H. Assignment
Directions: Study the situation below and answer the questions that follow.
Mang Jose wants to make a table which has an area of 6m2 . The length of the table has to
be 1m longer than the width.
a. If the width of the table p meters, what will be its length?
b. Form a quadratic equation that represents the situation.
c. Without actually computing for the roots, determine whether the dimensions of the table
are rational numbers. Explain.
d. Give the dimension of the table.

Prepared by:

RIZZA S. GARGARITANO
Teacher I Applicant