Lesson: FINDING THE SOLUTION SET OF A QUADRATIC EQUATION (One Variable

Equation)
Competency: The learner solves quadratic equations by: (a) extracting square roots; (b) factoring;
(c) completing the square; (d) using the quadratic formula.
Code: M9AL-Ia-b-1


Introduction:
In the previous lesson, the learners are already acquainted how to illustrate quadratic equations
in one variable. In this lesson, try to emphasize that not all real numbers can satisfy an equation. The
real numbers that can be substituted to the variable in the equation that makes an equation true is
called solutions or roots of the equation.

I. What to KNOW
This activity can lead them on finding the solution set of the following quadratic equations. They
might give a wrong answer but the purpose of this activity is just to be acquainted with the roots of the
quadratic equations. This activity can be a collaborative work. Let them present and explain their work
on how they came up with their answers. Keep their answer for they will correct it as they already
learned the methods of finding the solution set of the quadratic equations.
The learners will answer the process questions after all groups have presented their work. They
can answer it orally or they will write their answer in their journal notebook or in a piece of paper.
This part is intended for one hour or one session.

II. What to PROCESS
In this part, expected that some of the students have queries regarding how to find the roots of
quadratic equation. Each method in finding the solution set of quadratic equation are intended to be
discussed in one session. It is suggested that their answer to the questions after the quiz must be
written in their journal notebook for self-reflection and self-evaluation. The quiz in each method is just
formative, not intended as part of their grades. The answer of each quiz are shown below.

Answer in Quiz 1









Answer in Quiz 2







Answer in Quiz 3










In the finding the solution set of quadratic equation using the quadratic formula, let them understand
how to derive the formula using the completing the square method. Facilitate in the recalling the
mathematical concepts used in each step like the properties of equalities.
Answer in Quiz 4












III. What to REFLECT ON and FURTHER UNDERSTAND
This part will solidify the understanding of the learners. This is expected for one session only.
Questions 1 and 2 are for knowledge, questions 3 and 4 are for process and skills, and questions
4 to 8. Below is the rubrics for this activity. Their output in this activity is graded based on the
corresponding levels of assessment.

Characteristic 4 3 2 1 0
Calculations
performed
Calculated the
correct answer.
Work shown is
logical.
Diagrams or
labeled work
support the
strategy.
Calculations are
completely correct
and answers
properly labeled.
Calculated a
correct answer but
was unable to
explain the
strategy.
Work shown has
gaps.
Calculations are
mostly correct,
may contain minor
errors.
Work is partially
shown.
Major errors may
be evident.
Calculations
contain major
errors.
Attempted to solve
the problem.
A limited amount of
work shown.
Calculations are
completely
incorrect leading to
an incorrect
answer.
No attempt or
below grade
level work
shown.
Correct Answer Arrived at a correct
answer.
Arrived at correct
answer that comes
from computation
errors.
Arrived at a correct
answer that comes
from conceptual
errors.
Incorrect answer. No attempt or
below grade
level work
shown.
Justification of
strategy, conclusion
and/or answer
Justifies the
strategy,
conclusion, and/or
answer to the
Justifies the
strategy,
conclusion, and/or
answer, but leaves
Attempts to justify
the strategy,
conclusion, and/or
answer, but the
No justification for
the strategy,
conclusion, and/or
answer.
No attempt or
below grade
level work
shown.
problem. out details. justification is not
relevant to the
problem.
Explanation of
strategy for solving
the problem.
Adequately
explained the
answer.
Exemplary
explanation.
Detailed and clear,
examples may
have been
provided.
Adequately
explained the
strategy but did not
calculate the
correct answer.
Explanation
contained
adequate details.
Adequate clarity.
Could not explain
the strategy used.
Explanations are
somewhat clear.
Lacks details.
Attempted an
explanation, but
incorrect or
unclear.
No attempt or
below grade
level work
shown.

IV. WHAT TO TRANSFER
In this part, the students will show how much they understand the finding the solution set of quadratic
equations. They will present their output to the class later on. As indicated in this part as for session 7,
this session is intended to giving of instruction and clarification to their output.

Their output is graded for this is their product/performance in this competency. Expected that they can
present their output 3 days after giving this to the learners. The rubric is shown below.

Characteristic 4 3 2 1 0
Question identified /
Clarified
Math information /
numbers identified.
Appropriate labels
identified.
Math information
used to solve the
problem.
Math information /
numbers identified.
Appropriate labels
identified.
Most of the math
information is used
to solve the
problem.
Math information /
numbers identified.
Labels may be
missing.
Some of the math
information is used
to solve the
problem.
No math
information /
numbers identified.
Prompt is copied.
No math
information is used
to solve the
problem.
No attempt or
below grade
level work
shown.
Strategy chosen and
applied
Used an
appropriate
strategy.
Reasonable
strategy selected
and developed.
Content knowledge
is used correctly.
Used an
appropriate
strategy.
Reasonable
strategy selected,
moderately
developed.
Content knowledge
used appropriately,
with minor
computation errors.
Used an
appropriate
strategy.
Reasonable
strategy selected,
minimally
developed.
Uses content
knowledge with
conceptual errors.
There is an
attempt to solve
the problem.
No strategy is
applied that could
lead to an answer.
Uses no content
knowledge.
No attempt at
using a strategy
or below grade
level work
shown.
Calculations
performed
Calculated the
correct answer.
Work shown is
logical.
Diagrams or
labeled work
support the
strategy.
Calculations are
completely correct
and answers
properly labeled.
Calculated a correct
answer but was
unable to explain
the strategy.
Work shown has
gaps.
Calculations are
mostly correct, may
contain minor
errors.
Work is partially
shown.
Major errors may
be evident.
Calculations
contain major
errors.
Attempted to solve
the problem.
A limited amount of
work shown.
Calculations are
completely
incorrect leading to
an incorrect
answer.
No attempt or
below grade
level work
shown.
Correct Answer Arrived at a correct
answer.
Arrived at correct
answer that comes
from computation
errors.
Arrived at a correct
answer that comes
from conceptual
errors.
Incorrect answer. No attempt or
below grade
level work
shown.
Justification of
strategy, conclusion
and/or answer
Justifies the
strategy,
conclusion, and/or
answer to the
problem.
Justifies the
strategy,
conclusion, and/or
answer, but leaves
out details.
Attempts to justify
the strategy,
conclusion, and/or
answer, but the
justification is not
relevant to the
problem.
No justification for
the strategy,
conclusion, and/or
answer.
No attempt or
below grade
level work
shown.
Explanation of Adequately Adequately Could not explain Attempted an No attempt or
strategy for solving
the problem.
explained the
answer.
Exemplary
explanation.
Detailed and clear,
examples may
have been
provided.
explained the
strategy but did not
calculate the
correct answer.
Explanation
contained adequate
details.
Adequate clarity.
the strategy used.
Explanations are
somewhat clear.
Lacks details.
explanation, but
incorrect or
unclear.
below grade
level work
shown.