NAGA COLLEGE FOUNDATION

M.T. Villanueva Avenue, Liboton, Naga City

COLLEGE OF TEACHER EDUCATION
1st Semester, AY 2021-2022
____________________________________________________________________________

PRINCIPLES AND STRATEGIES IN TEACHING MATHEMATICS

DETAILED LESSON PLAN

JANUARY 5, 2021

Name: Jelo V. Clavel Subject: Mathematics 9

Course: BSED MATHEMATICS Section: 3A

I. OBJECTIVES
A. Content Standard: The learner demonstrates understanding of key
concepts of quadratic functions.
B. Performance Standard: The learner is able to investigate thoroughly
mathematical relationships in various situations, formulate real-life
problems involving quadratic functions and solve them using a variety of
strategies.
C. Learning Competency/Objectives: The learner represents a quadratic
function using: (a) table of values; (b) graph; and (c) equation. (M9AL-Ig-
3)

Specific Objectives: At the end of sixty minutes discussion, the students are
expected to:

a. Define Quadratic Function

b. Represents Quadratic Function using:
i. Table of Values
ii. Graph
iii. Equation
c. Apply and Identify Quadratic Function presenting real-life situations.

II. CONTENT: Quadratic function

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages: K to 12 Curriculum Guide
2. Learner’s Guide pages: LM 146-163
3. Textbook pages: Mathematics-Grade 9, Learner’s Material First Edition,
2014
B. Other Learning Resources: paper strips with equation, graphing papers,
chalk and board

IV. PROCEDURES
A. Preliminary Activity
• Ask to arrange the chairs and clean the room.
• Ask a student to lead the Prayer.
• Checking of attendance.

B. Reviewing previous lesson

Recall the ways of representing a linear function by letting the students
answer Activity 1: Describe me in many ways! (p. 147 Learner’s
Material).
C. Establishing a purpose for the lesson
The class will be grouped into three. Each of group will be given the same
activity to be answered by working together

Parking Lot Problem:

Mr. Santos wants to enclose the rectangular parking lot beside his house
by putting a wire fence on the three as shown in the figure. If the total
length of the wire is 80 m. find the dimension of the parking lot that will
enclose a maximum area.
80 m

Parking Lot House

a. In the figure above, if we let w be the width and l be the length, what
is the expression of the sum of the measures of the three sides of the
parking lot.
b. What is the length of the rectangle in terms of width?
c. Express the area (A) of the parking lot in terms of the width.
d. Create a table of value using the equation of the area you created at c
Width (w)
Area (A)
e. What have you observed about the area (A) in relation to the width (w)?
f. Compare the equation of a linear function in activity 1 with the equation
you obtained.
g. From the table of values, plot the points in a Cartesian plain and connect
it.

h. What is the shape of the graph?

i. Does the graph you made the same with the graph of a linear function?
 D. Presenting examples/Instances of the new lesson
Introduce Quadratic function.
Quadratic function is a function in the form y = ax2 + bx + c where
a, b and c are real number and a should not be equal to 0 (a≠0). The
highest exponent of the independent variable of a quadratic function is 2.
In a quadratic equation, ax2 = quadratic form, bx = linear form, and c =
constant. Ax2 should not be equal to zero (0), otherwise it makes the given
function looks linear.

Presents the prepared strips of paper with an equation and let the
students guess if it is an example of a quadratic function or not and to
justify their answer.

1. y = x2 + 3
2. y = 4x – 5
3. y = 18 – 3x2 Written in a strip of
4. y = 3x + 3
paper
5. y = 4x2 + x3 + 4
6. y = 3x + 4x + 2
7. y = 3x3
8. y = (x – 1) (x + 9)
9. (x – 2) (x + 2) + X2 – y = 0
10. 0 = y + 5x3 – 3x

E. Discussing new concepts and practicing new skills # 1

• Introduce: A quadratic function can be represented by a table of
values, equation, or graph.
• Create a table of values of an equation using the substitution method
1. y = x2 – 2x – 3

x y = x2 – 2x – 3 If x = –3, then If x = –2, then If x = –1, then

-3 12
y = x2 – 2x – 3 y = x2 – 2x – 3 y = x2 – 2x – 3
-2 5
-1 0 y = (–2)2 – 2(–2) – 3
y = (–3)2 – 2(–3) – 3 y = (–1)2 – 2(–1) – 3
0 -3
1 -4 y=9+6–3 y=4+4–3 y=1+2–3
2 -3
3 0 y = 12 y=5 y=0

If x = 0, then If x = 1, then If x = 2, then If x = 3, then

y = x2 – 2x – 3 y = x2 – 2x – 3 y = x2 – 2x – 3 y = x2 – 2x – 3

y = (0)2 – 2(0) – 3 y = (1)2 – 2(1) – 3 y = (2)2 – 2(2) – 3 y = (3)2 – 2(3) – 3

y=0+0–3 y=1–2–3 y=4–4–3 y=9-6–3

y=–3 y=–4 y=–3 y=0

2. y = 2x2 +1 (Ask for volunteers to do the process)

3. y = –3x2 (Ask for volunteers to do the process)
 • Discuss the Second Difference Test:

A relation is a quadratic function if equal differences in the

independent variable x produce a nonzero equal second difference
in the function value of f(x) or y.

• Present examples using the second difference test

1. y = x2 – 2x – 3

x -3 -2 -1 0 1 2 3
y 12 5 0 -3 -4 -3 0

1st Difference -7 -5 -3 -1 1 3

2nd Difference 2 2 2 2 2
• Point out that the second difference of the table of values of a
quadratic function is always the same.

2. y = 2x2 +1 (Same Process)

3. y = –3x2 (Same Process)

F. Discussing new concept and practicing new skills # 2

• Let the student graph the table of values made before
• Ask the student about the shape of the graph (parabola)
• Ask also to compare the graph of the quadratic function with a
positive quadratic term and a negative quadratic term
• Discuss
The graph of a quadratic function is a parabola. Parabolic
function is another term for quadratic function because of the form
of its graph.
It can be observed on the graphs above that when the
quadratic term is positive ax2, the graph opens upward. However,
when the quadratic term is negative -ax2, then graph of a quadratic
function opens downward. The vertex of the parabola is the point
where the graph attains its minimum point if opens upward and
maximum point if opens downward.

G. Developing mastery
For guidance and assistance, you can work in pair. Please refer to page 150
of Learners Material.

H. Finding practical application of concepts and skills in daily living

Best friends Raeven and Althea are throwing javelins. The height of
Raeven’s javelin is described as f(x) = -2x2 +8x, and the height of Althea’s
javelin is described as f(x) = -x2 +6x, where x is the horizontal distance
from the origin of the thrown javelin. Whose javelin goes higher? And whose
javelin goes the furthest?

Complete the table of values and graph.

Raeven
x 0 1 2 3 4
y 0
 Althea
x 0 1 2 3 4 5
y 0

I. Making generalizations and abstractions about the lesson

Ask: How can you use the table of values to verify that a function is
quadratic?
Ask: what do you call the graph of a quadratic function? What happens to
the graph when the quadratic term is positive? How about if it is negative?

J. Evaluating learning
Give the activity sheet to the students and let the answer it. (Please see the
attach copy below)

V. REMARKS

VI. Assignment

Identify 5 things in your household that is a representation of Quadratic function and

justify your answer. (With pictures)
 Activity sheet #___

Name: _____________________________ Date: ______________

Grade & Section: _____________________ Score: _____________

Quadratic function is a function in the form y = ax2 + bx + c where a, b and c are real number and a
should not be equal to 0 (a≠0). The highest exponent of the independent variable of a quadratic function
is 2. In a quadratic equation, ax2 = quadratic form, bx = linear form, and c = constant. Ax 2 should not be
equal to zero (0), otherwise it makes the given function looks linear.
The graph of a quadratic function is a parabola. Parabolic function is another term for quadratic function
because of the form of its graph.

Second Difference
A relation is a quadratic function if equal differences in the independent variable x produce a nonzero equal
second difference in the function value of f(x) or y.

Task 1 Quadratic function or Not

1. 2x2 + 4 ___________
2. 3x + 22 ___________
3. y = -4x2 ___________
4. y = 4x + 5x – 10
2 3
___________
5. y = (2x2 + 3)2 ___________

Task 2 Use the Second Difference Test. Write QF if it’s a Quadratic function and NQF if it’s
not.
1.
x 0 1 2 3 4
y 3 4 7 12 19
2.
x 1 2 3 4 5
y 2 3 4 5 6
3.
x 2 3 4 5 6
y 3 8 15 24 35
4.
x 0 1 2 3 4
y -1 2 11 26 47
5.
x -2 -1 0 1 2
y 36 16 4 0 4

Task 3 Identify the graph of a quadratic function. Write QF if it’s a Quadratic function and
NQF if it’s not.
1. 2. 3. 4. 5.

Task 4 Create a table of values and graph for each of the following quadratic
functions.

1. y = 2x2 + 5x
2. y = x2 + 2x + 2
3. y = 3x2 – 2x + 3
4. y = 4x2 – 8x + 4
5. y = 2x2 – 4x +4