UNIT LEARNING PLAN TEMPLATE
LEARNING PLAN
EXPLORE
This unit is about: Quadratic function with one or more variables in which
the highest exponent of the variable is two.
Consider this question: How can key concepts of quadratic functions be
used?
Introduction:
Have you ever thought of how a businessman projects his or her sales? When
does a businessman know how much he or she should produce to maximize his or
her profits? When does he or she know that he or she needs to stop production?
How can he or she determine the break-even point? Have you ever wondered why
a football travels in an arch or how far it would go before it hits the ground? Have
you ever wondered how long a dolphin can stay in the air after jumping out of the
water? In this module, you will discover how important it is to utilize essential
mathematical skills to be able to understand these questions that arise in various
real-life situations that we encounter every day and use these skills wisely to be
able to come up with the desired output.
Map of Conceptual Change
Instructions: Answer the K and W Column (What I Know and What I
want to know)
LEARNING
COMPETENCY
LC1 M9ALIg-3
represents a quadratic
function using: (a)
table of values; (b)
FIRM-UP (ACQUISITION)
Activity 1
Offline Quadratic Function Drill
Instructions: Read the lesson on pages ____. After reading, answer the
Check your Understanding.
graph; and (c)
equation.
Online: Completing the table then Graph
Instructions: Read and review the lesson using the given link below.
Complete the table of values to graph the following function.
Clickable Links : https://bit.ly/2HUzCGn
Screenshot of Online Resource:
LC2 M9ALIj-1
determines the
equation of a quadratic
function given: (a) a
table of values; (b)
graph; (c) zeros.
Activity 2
Offline: Pictionary
Instructions: Determine whether the mapping shows a function or not.
Online: Table
Instructions: Determine whether the table of values represent a quadratic function
or not. Write QF if it is a quadratic function; write NQF if it is not.
Clickable Links : https://bit.ly/3PEsfBt
Screenshot of Online Resource:
LC3 M9ALIh-1
transforms the
quadratic function
defined by
y= ax2 + bx + c into
the form y = a(x – h)2
+ k.
Activity 3
Offline: Hands-on modeling worksheet
2
Instructions: Transform the given quadratic function 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐 into
2
vertex form 𝑦 = 𝑎(𝑥 − ℎ) + 𝑘 and vice versa.
2
1. 𝑓(𝑥) = 𝑥 + 12𝑥 + 37
2
3. 𝑓(𝑥) =− 3(𝑥 + 3) + 2
.
2
2. 𝑓(𝑥) = (𝑥 + 6) − 9
2
4. 𝑓(𝑥) = 2𝑥 + 20𝑥 − 33
Online:Sequence and Flow
Instructions: Read and understand the lesson on how to transform a quadratic
function into vertex form and vice versa. And watch the video by clicking the link
below. Then, answer the interactive questions below the lesson.
Clickable Links :
https://www.youtube.com/watch?v=5EnN7dCZV5U
Interactive activity:
https://www.cuemath.com/algebra/standard-form-to-vertex-form/
Screenshot of Online Resource:
Scaffold for TRANSFER 1
Activity 4
Instructions: Analyze the videos that help to identify different applications of
quadratic function in real life situations and solving maximum height of the
bridge and the quadratic function of the parabolic bridge.
Resources:https://www.youtube.com/watch?
v=He42k1xRpbQ&ab_channel=JenniferAnderson
https://www.youtube.com/watch?v=i-NI_BFHQYo
Process Questions:
1.
Where can we see the application of quadratic function?
2. What are the measurements needed in computing the maximum height
of the bridge?
Screenshot of online resource
Scaffold for Transfer 2:
Activity 5
Instructions: Take a picture of a bridge within your barangay and measure
the distance between two land areas.
Process Questions
1.
Where is the location of the bridge you measure?
2.
What is the distance of the two land areas?
3.
If the height of the bridge 2m from the outside edge is 5m, calculate
for its maximum height.
Sample pictures:
Self-assessment:
I can….
represents a
quadratic function
using: (a) table of
values; (b) graph;
and (c) equation.
determines the
equation of a
quadratic function
given: (a) a table
of values; (b)
graph; (c) zeros.
transforms the
quadratic function
defined by
y= ax2 + bx + c
into the form y =
a(x – h)2 + k.
Interactive Quiz 1
Instructions: We will use quizizz for today’s quiz. Click the link given in the
chatbox then use the code ____________.
Link: https://quizizz.com/join?gc=110056&source=liveDashboard
Screenshot of Online Resource:
DEEPEN (MAKE MEANING)
LEARNING
COMPETENCY
LC 4
M9AL-Ig-h-i-1
elaborate a quadratic
function: (a) domain;
(b) range; (c)
intercepts; (d) axis of
symmetry; (e) vertex;
(f) direction of the
opening of the
parabola.
LC 5 M9ALIi-2
analyzes the effects of
changing the values of
a, h and k in the
equation y = a(x – h)2
+ k of a quadratic
function on its graph.
Instructions: Read each statement carefully and show the solution to each
problem.
GUIDED GENERALIZATION TABLE
Essential
Text 1
Text 2
Text 3
Question
How can key
concepts of
quadratic
functions be
used?
As a rancher you
use 600 meters of
fence to enclose a
rectangular corral
with another fence
dividing it in the
middle as in the
diagram below.
As indicated in the
diagram, the four
horizontal sections
of fence will each
be x meters long
and the three
vertical sections
will each be y
meters long.The
rancher's goal is to
use all of the fence
and enclose the
largest possible
area.The two
rectangles each
have area xy, so
we have total
area: A = 2xy.
There is not much
we can do with the
quantity A while it
is expressed as a
product of two
variables.
However, the fact
that we have only
1200 meters of
fence available
leads to an
equation that x and
y must satisfy.
Your company is
going to make
frames as part
of a new product
they are
launching.
The frame will
be cut out of a
piece of steel,
and to keep the
weight down,
the final area
should be 28
cm2
The inside of the
frame has to be
11 cm by 6 cm
What should the
width x of the
metal be?
Area of steel
before cutting:
Area = (11 +
2x) × (6 + 2x)
cm2
Area = 66 + 22x
+ 12x + 4x2
Area = 4x2 +
34x + 66
Area of steel
after cutting out
the 11 × 6
middle:
Area = 4x2 +
34x + 66 − 66
Area = 4x2 +
34x
A ball is thrown
straight up, from 3
m above the
ground, with a
velocity of 14 m/s.
When does it hit
the ground?
Ignoring air
resistance, we can
work out its height
by adding up these
three things:
(Note: t is time in
seconds)
The height starts
at 3m: 3
It travels upwards
at 14 meters per
second (14m/s):
14t
Gravity pulls it
down, changing
its position by
about 5m per
second squared:
-5t^2
(Note for the
enthusiastic:
the -5t2 is
simplified from
-(½)at2 with
a=9.8 m/s2)
Answer:
Answer:
Answer:
The largest
possible area
where the
rancher's goal is to
use all of the fence
and enclose the
area is 2x = 300 or
x = 150, average of
0 and 300 and y =
200.
The desired area
of 28 is shown
as a horizontal
line.
The ball hits the
ground after 3
seconds.
The area equals
28 cm2 when:
x is about −9.3
or 0.8
The negative
value of x make
no sense, so the
answer is:
x = 0.8 cm
(approx.)
Supporting Texts:
●
The
diagram
has four
horizontal
sections of
fence
which will
each be x
meters
long and
the three
vertical
sections
will each
be y
meters
long.
● The two
rectangles
each have
area xy, so
we have
total area:
A = 2xy.
● The line of
symmetry
of the
graph of A
is x = 150,
the
average of
0 and 300.
Reason:
Supporting Texts:
●
●
The
frame will
be cut
out of a
piece of
steel, and
to keep
the
weight
down, the
final area
should be
28 cm2
The
inside of
the frame
has to be
11 cm
by 6 cm
Reason:
Supporting Texts
●
Add them
up and the
height h at
any time t
is: h = 3 +
14t − 5t2
●
●
●
And the
ball will hit
the ground
when the
height is
zero: 3 +
14t − 5t2 = 0
In standard
form: −5t2 +
14t + 3 = 0
Multiply all
terms by
-1: 5t2 − 14t
−3=0
Reason:
The largest
possible area
where the
rancher's goal is to
use all of the fence
and enclose the
area is x = 150 and
y = 200.
We need to get the
median of the area
because the ranch
is divided with
another fence in
the middle. That is
why the two
rectangles each
have area xy, so
we have a formula
of total area: A =
2xy. However, the
fact that we have
only 1200 meters
of fence available
leads to an
equation that x and
y must satisfy.
3y + 4x = 1200.
3y = 1200 - 4x.
y = 400 - 4x/3.We
now have y
expressed as a
function of x, and
we can substitute
this expression for
y in the formula for
total area A.
A = 2xy = 2x (400
-4x/3).
We need to find
the value of x that
makes A as large
as possible. A is a
quadratic function
of x, and the graph
opens downward,
so the highest
point on the graph
of A is the vertex.
Since A is factored,
the easiest way to
find the vertex is to
find the
x-intercepts and
average.
The frame will
be cut out of a
piece of steel,
and to keep the
weight down,
the final area
should be 28
cm2
The inside of the
frame has to be
11 cm by 6 cm.
Find the area
of steel before
cutting: Area =
(11 + 2x) × (6
+ 2x) cm2
Area = 66 + 22x
+ 12x + 4x2
Area = 4x2 +
34x + 66. And
find the area of
steel after
cutting out the
11*6 middle :
Area = 4x2 +
34x + 66 − 66
Area = 4x2 +
34x
We need to find
the width x of
the metal has
been cut.
There are many
ways to solve it,
here we will factor
it using the “Find
two numbers that
multiply to give axc
and add to give b”
axc = -15 and b =
-14
By trying a few
combinations we
find that -15 and 1
work (-15x1 = -15,
and -15+1 = -14)
Rewrite the middle
with -15 and 1:
5t2 − 15t + t − 3 = 0
Factor first two and
last two:
5t(t-3) + 1(1-3) = 0
Common Factor is
(t- 3):
(5t + 1)(t - 3) = 0
And the two
solutions are:
5t+1 = 0 or
t-3=0
t = -0.2 or t = 3
The "t = −0.2" is a
negative time,
impossible in our
case.
The desired area
of 28 is shown
as a horizontal
line.
The "t = 3" is the
answer we want:
The area equals
28 cm2 when:
The ball hits the
ground after 3
seconds.
x is about −9.3
or 0.8
Here is the graph of
the Parabola
The negative
value of x make
no sense, so the
answer is:
x = 0.8 cm
(approx.)
h = −5t2 + 14t + 3
2x (400
-4x/3) = 0.
2x = 0 or
400 -4x/3 =
0.
x = 0 or 400
= 4x/3.
x = 0 or
1200 = 4x
x = 0 or 300
= x.
Therefore, the line
of symmetry of the
graph of A is x =
150, the average of
0 and 300.
Now that we know
the value of x
corresponding to
the largest area,
we can find the
value of y by going
back to the
equation relating x
and y.
y = 400 - 4x/3
= 400 -4(150)/3
= 200.
It shows you the
height of the ball vs
time
Some interesting
points:
(0,3) When t=0 (at
the start) the ball is
at 3 m
(−0.2,0) says that
−0.2 seconds
BEFORE we threw
the ball it was at
ground level. This
never happened!
So our common
sense says to
ignore it.
(3,0) says that at 3
seconds the ball is
at ground level.
Also notice that the
ball goes nearly 13
meters high.
Common Ideas in Reasons:
Students justify their answers by showing solutions.
Enduring Understanding/Generalization:
Students will understand that the key concepts of quadratic functions can
be used to formulate real-life problems and solve them using a variety of
strategies.
C-E-R Questions:
Topic(competency) :solving QE by extracting square roots;
Questions if the floor area of the school canteen is 25 square meters and it has
square shape, What is the length of its side?
Claim the solution set is + 5
Evidence is the solution
Reason : because the square root of 25 is - 5 and +5 and we discard the - sign
because there is no negative measurement in length.
4. EQ: How can the key concept of quadratic functions be used?
Prompt for Generalization:
1. How can key concepts of quadratic functions be used?
2. How did you solve the given problems?
3. How can your knowledge of quadratic functions be used in the real
world?
ASYNCHRONOUS ONLINE LEARNING MATERIALS
Text 1: Quadratic Functions
Link:
https://www.algebra.com/algebra/homework/Human-and-algebraic-languag
e/Human-and-algebraic-language.faq.question.120787.html
Text 2: Quadratic Functions
Link:
https://www.mathsisfun.com/algebra/quadratic-equation-real-world.html
Text 3: Quadratic Functions
Link: https://www.purplemath.com/modules/quadprob.htm
Holistic Rubric for Guided Generalization:
Highly specific discussion with strong justification.
Enough discussion with adequate justifications.
Partial discussion with limited justifications.
Vague discussion and does not provide justifications.
No attempt to discuss the Enduring Understanding.
Scaffold for Transfer 3:
Instructions: Using the given length, computed maximum height and
solved quadratic equation, graph the parabolic bridge. You may use PhET
interactive simulations to present your graph.
Resources
https://phet.colorado.edu/sims/html/graphing-quadratics/latest/graphing-qua
dratics_en.html
Screenshot of the link
Map of Conceptual Change
Instructions: Check your KWL chart answered in the beginning of our
lesson and answer the L Column. (What I Learned)
Learning
Competency
LC 6 M9ALIi-j-2
solves real life
problems involving
quadratic functions.
TRANSFER
Transfer Goal: The learners on their own and in the long run will be
able to formulate problems involving quadratic functions in order
to come-up with a design of an infrastructure for alternative
routes during typhoons.
LC 7 M9AL - Ig - 2
models real -life
situations using
quadratic functions.
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
Performance Task
1. One Product
A barangay with a creek is prone to flooding. The barangay captain
called for a meeting to all the residents to give his proposal for the
construction of a bridge. As an Architect and an Engineer you are
tasked to design a blueprint for a bridge over the said creek using
quadratic functions and will be evaluated according to the accuracy
of the computations, blueprint details are complete and submitted on
time.
Use of Web 2.0 App for Output (Ex. InShot, etc)
● Bridge Designer 2016
Instructions: Use the Bridge designer 2016 to present your bridge proposal.
Watch the video for your guidance to download and navigate the app.
Resources: https://bridgedesigner.org/download/
Guide: https://www.youtube.com/watch?v=ezPhUZ_OyWg
Analytic Rubric:
CRITERIA
OUTSTANDING
4
SATISFACTORY
3
DEVELOPING
2
BEGINNING
1
Detail
Every design
was
well-supporte
d with the
formula of
quadratic
function
Every design
was
adequately
supported with
the formula of
quadratic
function
Every design
was
supported
with the
formula of
quadratic
function
Every design
was not
supported
with the
formula of
quadratic
function
Accuracy
All design and
lay-out are
accurately
scaled
Almost the
design and
lay-out are
accurately
scaled
Most of the
design and
lay-out are
accurately
scaled
Most of the
design and
lay-out are
inaccurately
scaled
Cooperation
Almost always
listens to,
shares with
and supports
the efforts of
the others in
the group.
Always keep
the group
working
together.
Usually listen
to, share with
and support
the efforts of
the others in
the group.
Does not
cause waves
in the group
Often listens
to, shares
with and
supports the
efforts of the
others in the
group but
sometimes
not a good
team
member.
Rarely listen
to, share
with and
support the
efforts of the
others in the
group. Often
not a good
team
member.
Submitted
before the
deadline
It is
submitted on
time
It is
submitted 5
to 7 days
after the
deadline
It is
submitted 8
days after
the deadline
Timeliness
Self-Assessment:
I can…
I can solve real life
problems involving
quadratic equations.
I can model real-life
situations using quadratic
functions.
Value Integration:
Ask the following questions:
1. How is cooperation important in teamwork especially during online
class?
2. How is patience being observed among individuals during the
activity?
3. How honest is your group in accomplishing the details?
4. How do you attain all the challenges of the given task attentively?
Unit Assessment :
A. Acquisition
Selected - Response Test Items:
Link:
Assessment No. 1: Multiple Choices
Instructions: Choose the letter of the correct answer.
2
1. It is a function in the form of 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐 where 𝑎 ≠ 0.
a. quadratic function
b. linear function
c. cubic function
2. What is the degree of a quadratic function?
a. 2
b. 1
c. 3
3. What is the line that divides the parabola into two symmetrical parts?
a. axis of symmetry
b. vertex
c. intercepts
4. What do you call the graph of a quadratic function?
a. parabola
b. line
c. hyperbola
2
5. In the quadratic function 𝑦 = 𝑎𝑥 + 𝑏𝑥 + 𝑐 , when is the vertex the minimum point of the graph?
a. a>0
b. a<0
c. b>0
Assessment No. 2: True or False
Instructions: Write TRUE if the statement is true and FALSE if it is false.
1.
2.
3.
4.
5.
The graph of quadratic function is a hyperbola.
The quadratic function in general form is f(x) = ax^2 + bx + c.
The quadratic function in vertex form is f(x) = a(x-h)^2 + k where the vertex is (h, k).
In the quadratic function y = 3x^2 + 1, the vertex is (1, 0).
In the quadratic function y = -2x^2 + 3x - 5, the opening of the graph is upward.
Assessment No. 3: Hands- on
Instruction: Transform each quadratic function into general form to vertex form or vice versa.
1. y = (x +4)^2 + 5
2. y = -(x + 1)^2 - ½
3. y = (x + 2)^2 - 2
4. y = 2x^2 + 5x - 3
5. y = -2x^2 + 12x -17
B. Making Meaning
C-E-R
LEARNING COMPETENCY: LC 9.M9AL-Ig-h-i-1 graphs a quadratic function: (a)
domain; (b) range; (c) intercepts; (d) axis of symmetry; (e) vertex; (f) direction of the
opening of the parabola.
INSTRUCTIONS: Read the problem.
Mrs. Lazaro is starting her own business that produces personalized shirts. The weekly
profit (in pesos) is given by the function P(x) = -x² + 50 – 100 where (x) represents the
number of shirts produced.
QUESTION: How many shirts should be produced so that the profit would be at
maximum? ​
YOUR CLAIM OR ANSWER:
Cite from the article three evidences that support your claim:
EVIDENCE 1:
EVIDENCE 2:
EVIDENCE 3:
Explain how your evidence supports your claim.
REASONING: My chosen evidence supports my claim because…
C. Transfer
Performance Task (1 product)
Performance Standard: The learner is able to thoroughly investigate
mathematical relationships in various situations, formulate real - life problems
involving quadratic functions and solve them using a variety of strategies.
Situation: A barangay with a creek is prone to flooding.
Goal: To design a blueprint for a bridge over the said creek using quadratic functions.
Role: Architect and Engineer
Product Choices in line with Modalities: Blueprint of a Bridge
Audience: Barangay Captain and the community
Standards: Detailed, Accuracy, Cooperation, Timeliness
GRASPS Narrative:
A barangay with a creek is prone to flooding. The barangay captain called for a
meeting to all the residents to give his proposal for the construction of a bridge. As
an Architect and an Engineer you are tasked to design a blueprint for a bridge over
the said creek using quadratic functions and will be evaluated according to the
accuracy of the computations, blueprint details are complete and submitted on time.
Analytic Rubric:
CRITERIA
OUTSTANDING
4
SATISFACTORY
3
DEVELOPING
2
Detail
Every design was
well-supported with
the formula of
quadratic function
Every design was
adequately
supported with the
formula of quadratic
function
Every design was
supported with the
formula of quadratic
function
Every design was
not supported with
the formula of
quadratic function
All design and
lay-out are
accurately scaled
Almost the design
and lay-out are
accurately scaled
Most of the design
and lay-out are
accurately scaled
Most of the design
and lay-out are
inaccurately scaled
Almost always
listens to, shares
with and supports
the efforts of the
others in the group.
Always keep the
group working
together.
Usually listen to,
share with and
support the efforts
of the others in the
group. Does not
cause waves in the
group
Often listens to,
shares with and
supports the efforts
of the others in the
group but
sometimes not a
good team
member.
Rarely listen to,
share with and
support the efforts
of the others in
the group. Often
not a good team
member.
Submitted before
It is submitted on
It is submitted 5 to It is submitted 8
Accuracy
Cooperation
Timeliness
BEGINNING
1
the deadline
time
7 days after the
deadline
days after the
deadline.
Unit learning plan Calendar
WEEK 1
MON
Introduction
Explore
Map of Conceptual
Change
Answering the K
and W Column.
(What I know and
What I want to
know)
TUE
Represents a
quadratic function
using: (a) table of
values; (b) graph;
and (c) equation.
Firm-Up
Act. No. 1:
Completing the
table then graph
WED
THU
FRI
Determines the
equation of a
quadratic function
given: (a) a table of
values; (b) graph;
(c) zeros.
Firm-Up
Act. No. 2:
Pictionary
Determines the
equation of a
quadratic function
given: (a) a table of
values; (b) graph;
(c) zeros.
Firm-Up
Act. No. 2:
Table
WED
THU
FRI
Elaborate a
quadratic function:
(a) domain; (b)
range; (c)
intercepts; (d) axis
of symmetry; (e)
vertex; (f) direction
of the opening of
the parabola.
Analyzes the
effects of
changingthe values
of a, h and k in the
equation y = a(x –
h)2 + k of a
quadratic function
on its graph.
Elaborate a
quadratic function:
(a) domain; (b)
range; (c)
intercepts; (d) axis
of symmetry; (e)
vertex; (f) direction
of the opening of
the parabola.
Represents a
quadratic function
using: (a) table of
values; (b) graph;
and (c) equation.
Firm-Up
Act. No. 1:
Completing the
table then graph
WEEK 2
MON
Transforms the
quadratic function
defined by
y= ax2 + bx + c
into the form y =
a(x – h)2 + k.
Firm-Up
Act. No. 3:
Hands - on
modeling
worksheet
TUE
Transforms the
quadratic function
defined by
y= ax2 + bx + c
into the form y =
a(x – h)2 + k.
Firm-Up
Act. No. 3:
Hands - on
Firm-Up
Scaffold for
Transfer 1
Firm Up
Scaffold for Transfer
2
Deepen
Guided
Generalization:
Text No. 1
Combine text 1,2,3
WEEK 3
MON
TUE
WED
THU
FRI
Elaborate a
quadratic function:
(a) domain; (b)
range; (c)
intercepts; (d) axis
of symmetry; (e)
vertex; (f) direction
of the opening of
the parabola.
Deepen
C-E-R Questions
Map of
Conceptual
Change
Check your KWL
chart answered in
the beginning of
our lesson and
answer the L
Column. (What I
Learned)
Analyzes the
effects of changing
the values of a, h
and k in the
equation y = a(x –
h)2 + k of a
quadratic function
on its graph.
Analyzes the
effects of changing
the values of a, h
and k in the
equation y = a(x –
h)2 + k of a
quadratic function
on its graph.
Deepen
Scaffold for Transfer
3
Transfer
Self - Assessment
WEEK 4
MON
TUE
WED
THU
FRI
Analyzes the
effects of changing
the values of a, h
and k in the
equation y = a(x –
h)2 + k of a
quadratic function
on its graph.
Solves real life
problems involving
quadratic functions.
Solves real life
problems involving
quadratic functions.
Models real -life
situations using
quadratic functions.
Models real -life
situations using
quadratic functions.
Transfer
Assessment No. 2
Transfer
Assessment No. 3
Transfer
PT: Bridge Design
Transfer
PT: Bridge Design
Transfer
Assessment No. 1
TABLE OF SPECIFICATIONS
QUARTERLY ASSESSMENT
Grade/Subject: 9 - Mathematics
Topic
Objectives/Learning
Competencies
No. of
Days/
Hours
No.
of
Items
Levels of Performance
Remembering
Understanding
Analyzing
Applying
% of
Items
Evaluating
Creating
Quadratic
Function
and
Properties
of Parabola
Equation
of a
quadratic
function
Standard
Form of
Quadratic
Function
Vertex
and Axis
of
Symmetry
of
Quadratic
Function
Graphing a
Quadratic
Function in
Standard
Form
LC1 M9ALIg-3
represents a quadratic
function using: (a)
table of values; (b)
graph; and (c)
equation.
LC2 M9ALIj-1
determines the
equation of a quadratic
function given: (a) a
table of values; (b)
graph; (c) zeros.
LC3 M9ALIh-1
transforms the
quadratic function
defined by
y= ax2 + bx + c into
the form y = a(x – h)2
+ k.
LC 4
M9AL-Ig-h-i-1
elaborate a quadratic
function: (a) domain;
(b) range; (c)
intercepts; (d) axis of
symmetry; (e) vertex;
(f) direction of the
opening of the
parabola.
LC 5 M9ALIi-2
analyzes the effects of
changing the values of
a, h and k in the
equation y = a(x – h)2
+ k of a quadratic
function on its graph.
2
3
10%
1
2
3
3
5
4
2
3
9, 10
11
10 %
5
8
17
18, 19
25 %
4
6
Solving
Quadratic
Function
LC 6 M9ALIi-j-2
solves real life
problems involving
quadratic functions.
2
3
Application of
Quadratic
Function
LC 7 M9AL - Ig - 2
models real -life
situations using
quadratic functions.
2
2
12,
13,
14
15, 16
5
20, 21
22, 23,
24, 25
26, 27,
28
29, 30
6,7,8
15 %
20 %
10 %
10 %
Design a bridge
PERFORMANCE TASK
Total
20 hrs
30
3
3
9
6
5
4
100%