lOMoARcPSD|16121051 Lesson Plan in Math 9 BS Agriculture (Bicol University) StuDocu is not sponsored or endorsed by any college or university Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 Malidong National High School Pioduran,Albay Lesson Plan in Math 9 I. Adjectives. State and apply the property number 4 of parallelogram Subject Matter. A. Topic: Properties of parallelogram B. Reference: Mathematics 9 page 316 C. Materials: Visual Aids, table D. Skill: To state and apply the property number 4 of parallelogram E. Value integration: Patience Procedure. II. III. Teacher’s Activity Student’s Activity 1. Review. A little review. What is the second property of parallelogram? In a parallelogram, any two opposite angles are congruent. 2. Motivation. Substitute the value of x and y to the following equation. After answering the equation, arrange the jumbled letter. Group the students into two groups. Group 1 Diagonals N = 12 I = -4 L = 18 O = 11 D = 16 1. D. (16) 7. A. (-15) S=3 A = -15 2. I. (-4) 8. L. (18) A = 15 G = -3 x = 6; y =3 3. A. (-15) 9. S. (3) 4. G. (-3) 1. 10+ x 6. x+ 2 y 5. O. (11) 2. −10+ x 7. −x−3 y 6. N. (12) 3. −x−3 y 8. 4 x −6 4. x−9 9. x− y 5. 2 x −1 Group 2 Bisect I = 25 S = -10 C = -34 T = -3 B = 12 E = 52 1. B. (12) x=7 ; y=10 2. I. (25) 1. 6 x−3 y 2. 5 x− y 4. E. (52) 3. y−20 5. C. (-34) 6. x− y 3. S. (-10) Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 4. 7 x+3 5. −2 x −2 y 6. T. (-3) Student’s Activity Teacher’s Activity 3. Presentation. Let the students to put the arrange words in the property number 4. Property no. 4 The _________ of a parallelogram ___________ each other. The diagonals of a parallelogram bisect each other. cr ´ Given: Parallelogram CURE with diagonals ve ´ . and Prove: cr ´ ve ´ and bisect each other. Proof: Statements 1. Statements Reasons Given 1. 3. ´ CR ´ CR 4. ¿ CUE ≅<REU 4. diagonals 5. ¿ CHU ≅< RHE 5. ´ VE ´ CR∧ 2. ´ VE ´ VE ≅ ∥ 2. 1. Parallelogram 3. CURE with 6. SAA Congruence 6. Populate Type equation here . ´ CH 7. ´ RH 3. 7. ≅ ´ ≅ VE ´ CR ´ VE ´ CR∥ 8. ¿ CUE ≅<REU ; 5. ¿ CHU ≅< RHE 6. e ach o ther ∆ CHU ≅ ∆ RHE 7. Answer the first two, then guide the students to answer the following terms. C V . ´ VE ´ bisect CR∧ e ach other H E R Teacher’s Activity 2. Parallelogram property 1. 3. Definition of parallelogram 4. AIAC Theorem (VAT) 6. SAA Congruence Postulate 7. CPCTC 8. Definition of bisector ´ ≅ RH ´ ; EH ´ ≅ UH ´ CH 8. 1. Given 5. Vertical angle 4. ´ ≅ UH ´ EH ´ VE ´ bisect CR∧ 8. 2. Reasons Student’s Activity Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 D. Application. Activity: I can! Below is a parallelogram LMNO. Consider each given information and answer the question that follow. L M P N O I. Diagonals LN and diagonals MO meet at E. OP is 8 cm and LN is 13 cm. a) How long is BD? a. BD= 16 cm b) How long is AE? b. AE= 6.5 cm c) How did you solve for the c. The length of BD and AE solved by applying length of ´ BD and ´ AE property d. Property 4 of parallelogram. ? d) What property did you apply? 1. The diagram of parallelogram bisects each other E. Generalization. 1. What is property number 4 of 2. By applying property number 4 of parallelogram. parallelogram? 2. How did you answer the activity? L IV. Evaluation. X Given: Parallelogram LOVE Prove: O ´ LV and ´ bisect each other CE Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 E V Proof: Statements Reasons 1. 1. Given 2. 2. AIAC 3. ∆ L ×O ≅ ∆V × E 3. SAA 4. Vertical Angle Theorem (VAT) 4. V. ´ ∧CE ´ bisect each others 5. 5. LV Assignment: Study the last property of parallelogram. Prepared by: Noted: JAIME B. BONGADILLO, JR RAMON N. NEGRETE TEACHER 1 SCHOOL HEAD Malidong National High School Pioduran, Albay Lesson Plan in Math 9 Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 I. OBJECTIVES The Learner demonstrates understanding of key concepts of A. Content Standards quadratic equations, inequalities and functions, and rational algebraic equations. The learner is able to investigate thoroughly mathematical B. Performance relationships in various situations, formulate real – life problems Standards involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies. C. Learning The learner solves quadratic equations by: (a) extracting square Competencies/ roots. Objectives II. Content III. LEARNING Solving Quadratic Equations by Extracting Square Roots. RESOURCES A. Reference 1. Teacher’s guide Teacher’s Guide in Grade 9 Pp. 19-22 2. Learner’s Material Mathematics Learner’s Material 9 Pp. 18-26 Pages 3. Textbook Pages IV. PROCEDURES Find the following square roots. A. Reviewing 1. previous lesson or 2. presenting the new 3. lesson 4. 5. √ 16=¿ −√ 25=¿ √ 49 ± √64 √ 16 =¿ 25 Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 Present the word problem to the students. To Check, Substitute these values in the original equation. Mr. Cayetano plans to install a new exhaust fan on For x =5 For x = -5: his room’s square – shaped wall. He asked a carpenter to 2 2 x −25=0 x −25=0 make a square opening on the wall opening must have an B. Establishing a purpose for the lesson 2 area 52−25=0 of 0.25 cm 2 . Suppose the area(−5) of the−25=0 remaining part 25 –the 25square =0 25−25=0 of the wall after the carpenter has made opening0 is =6 0 0 = 0 the cm 2 . What equation would describe 2 Answer: area ofThe theequation x −25=0 has two solutions: x = 5 or x = -5 In the2 situation above, will it be possible to find the length of the Example: t =0 side of the wall? How? 2 Answer: The equation t =0 has one solution: t = 0 In today’s lesson, you should be able to solve quadratic Example 3: s 2 +16=0 equation by extracting square root. 2 Answer: The Learn equation has Equation!!! no real roots or solutions s +16=0 ACTIVITY: to Solve Quadratic Example 4:2 2 m2 =18 x =36 2 x −98=0 2 x 2−64=0 2 2 m =18 Solution: What values of x will2make the equation true? m =9 How did you know that the values of the variables really satisfy the 2 m =± 3 equation? Answer: m = 3 or m = -3 C. Presenting examples/ instances of the (Check the values of the variables obtained) Activity: Anything Real or Nothing Real? ACTIVITY: Extract Me!!! 2 x =9 w =−9 r =0 Solve the following quadratic equations by extracting new lesson 2 2 square roots. A. Discussing new concepts and practicing new skill #2 (Let the did students answer the byofgroup individual) How you determine theactivity solution each or equation? How Advanced many solutions does each equation have? Learner Learner Average 2 2 1. 1. ( x−4 ) −25=0 r −¿ 121 = 0 Quadratic equation that can be written 2in the form x 2=k can be 2 x −25=0 2.solved ( x+by 11 )applying −49=0the following2.properties: >0, then x 2=k 3.has two solutions or roots: 1. If )k2=16 ( x−2real )2=16 3. ( 2 s−1 x=± √ k 2 2 4. 2 ( s−2 ) =32 m + 4=24 2. If k = 0, then x 2=k has one real solution or root: x = 0 <0, then x 2=k 5.has no 3. If k2=24 real2=121 solutions or roots. (k +7) 5. 2(s−5) The method of solving the quadratic equation x 2=k is called Group Game Activity 4. D. Discussing new B. Developing concepts and mastery ( Leads to practicing new Formative skills # 1 Assessment 3) extracting square (Divide the into threeroots. of four groups) Find the solution of the given quadratic equation by extracting square Find the solution of the following quadratic equations. For every roots. correct answer is 22 points and no points if your answer is wrong. Example 1: x −25=0 2 1. x =25 Solution : Write the equation in the form x 2=k 2 2. m + 49=0 2 3. 2 x −25=0→ x =25 4 x 2−100=0 x=± √25 2 4. 3 b −27=0 5. (s +7)2=121 Downloaded by April Sotomil (april.sotomil@deped.gov.ph) x=± 5 lOMoARcPSD|16121051 Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 Activity: Extract in Real Life! E. Finding practical applications of concepts and A 9 ft 2 square painting is mounted wit border on a square frame. If the total area of the border is 3.25 ft 2 , what is the length pf a side of the frame? skills in daily living F. Making How do you solve quadratic equation? generalizations What are the properties that you may apply in solving? and abstractions What are the other concepts that you learned in our lesson about the lesson for today? Solve the following quadratic equation by extracting square roots. Advanced Learner G. Evaluating Learning Average Learner 1. 2 t −121 =0 1. x =16 2. 4 x 2−225=0 2. m2+8=8 3. 3 x −36=0 3. t −81=0 4. ( 2 s−1 )2=225 4. 2 s 2=50 2 2 2 2 5. (x−4) =169 5. 2(s+3)2=8 Activity: Intensify your understanding! H. Additional Answer the following: activities for 1. Do you agree that a quadratic equation has at most two application or remediation solutions? Justify your answer and give an example. 2. Sheryl says that the solutions of the quadratic equation 2 w =9∧¿ 2 w + 9=0 are the same. Do you agree with Sheryl? Justify your answer. V. Assignment: Study on how to solve Quadratic Equation by factoring? Prepared by: Noted: JAIME B. BONGADILLO, JR RAMON N. NEGRETE TEACHER 1 SCHOOL HEAD Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 Malidong National High School Pioduran, Albay Lesson Plan in Math 9 I. OBJECTIVES The learner demonstrates understanding of the key concepts of A. Content Standards quadratic of equations, inequalities and functions, and rational algebraic equations. The learner is able to investigate thoroughly mathematical B. Performance relationships in various situations, formulate real – life problems Standards involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them using aa variety of strategies. The learner characterizes the roots of a quadratic equation C. Learning using the discriminant. (M9AL – Ic – 1) Competencies/ Objectives II. III. CONTENT LEARNING Roots of a quadratic equation using Discriminant RESOURCES A. References IV. 1. Teaching Guide Teaching Guide For mathematics Grade 9 Pg. 39 - 44 2. Learners’ Material Mathematics Learning Material Grade 9 Pg. 56 – 65 PROCEDURES Advanced Learners A. Reviewing previous Presenting a table showing a quadratic equation and its roots lesson or presenting the then let the students describe the characteristics of the roots. new lesson (Use worksheet #1) B. Establishing a Purpose for the lesson Average Learners Without solving, will it be possible to describe the roots given the quadratic equation? Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 Given the quadratic Given the quadratic equation equation, compute the and the values of a, b, and c, value of the expression compute the expression b2−4 ac and describe its characteristics. C. Presenting Examples/ Instances of the lesson b2−4 ac and describe its characteristics (Use Worksheet #2) (Use Worksheet #2) (Let the students realize that ( Let the students realize that writing first the equation in writing first the quadratic equation standards form and the in standards equation in standard values of a, b ,and c, facilities form and the values of a, b, and in obtaining the values of the c, facilitates in obtaining the discriminant) values of thee discriminant) Reflect on the table the value of the discriminant its roots D. Discussing New obtained and their characteristics. Concepts and Practicing New Skill # 1 (Use Worksheet #3) (Answer will come from worksheet #1 and #2) Accomplishing the table will lead to generalization. Explain: 1. Without solving the values of the given quadratic equation, how did you determine the nature of its roots? 2. If the value of the discriminant is E. Discussing New Concepts and Practicing a. Zero New Skills #2 b. Perfect square number c. Not a perfect square number d. Negative What is the nature of the roots? Determine the nature of the roots of the quadratic equation using the discriminant. Activity 7: What is My Nature? LM, p.62 F. Developing Mastery (Make them realize that the value of the discriminants facilitates in determining the nature of the roots of the quadratic equations.) Activity 6: Let’s shoot that ball! LM, pg. 59 G. Finding Practical (Answering the related questions will help to find out how the Application of Concepts discriminant of a quadratic equation is illustrated in real – life in Daily Living situation Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 b2−4 ac The value of the discriminant H. Making generalization and abstraction about the lesson can be used to describe the nature of the roots of a quadratic equation. a. If b2−4 ac b. If b −4 ac 2 is zero, the roots are real and equal. is positive the perfect square, the roots are rational and unequal. 2 b −4 ac c. If is positive and not a perfect square, the roots are irrational and unequal. d. If b2−4 ac is negative, there are no real roots. Solve each question and Solve each question and explain I. Evaluating Learning J. Additional activities for explain how you get the how you get the correct answer. correct answer. Activity 9: How we Did I Activity 9: How well Did I Understand the Lesson? LM, p. Understand the Lesson?, 63 nos. 1-4 and LM, p. 63 nos. 1-5 Cite two more real life Activity 8: Let’s Make a table. Activity 10: Will it or Will it situation where the not?, LM,p.64 discriminant of a quadratic application or equation is being applied or remediation illustrated. WORKSHEET # 1. I AM THE TRUNK, WHAT DOES MY ROOTS LOOK LIKE? QUADRATIC EQUATION 2 1. x −4 x + 4=0 2. x 2+6 X−7=0 2 3. 3 x −17 X +10=0 4. 5. ROOTS 2 -7 2 3 2 1+3 1No Real Roots x −2 X−2=0 2 x 2−3 X+ 3=0 WORKSHEET # 2. 1. 2. 3. 4. 5. (x−2) =0 2 x +6 x=0 2 17 x−10=3 x 2 x −2=2 x 2 x 2=3 (x−1) 3 Irrational numbers WHAT’S MY VALUE? QUADRATIC EQUATION 2 CHARACTERISTICS Equal, Real number Two, Rational number Two, rational numbers 2 1 5 A 1 1 3 1 2 B -4 6 -17 -2 -3 C 4 -7 10 -2 3 2 b −4 ac 0 64 289 12 -15 Downloaded by April Sotomil (april.sotomil@deped.gov.ph) CHARACTERISTICS Zero Perfect square Perfect square Not a perfect square Negative lOMoARcPSD|16121051 Downloaded by April Sotomil (april.sotomil@deped.gov.ph) lOMoARcPSD|16121051 Downloaded by April Sotomil (april.sotomil@deped.gov.ph)