Lesson 3

The Nature of the Roots of a Quadratic Equation ( August

5 – 6,2019)
I. OBJECTIVES
A. Content Standard
The learner demonstrates understanding of key concepts of quadratic equation.
B. Performance Standard
The learner is able to investigate thoroughly mathematical relationships in various situations,
formulate real – life problems involving quadratic equation.
C. Learning Competency
The learner characterizes the roots of a quadratic equation using discriminant. M9AL – Ic - 1
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 the
discriminant.
 Appreciate the importance of the discriminant to real life setting.
II. CONTENT
Content : The Nature of the roots of a Quadratic Equations
About the Lesson: This lesson will help students to describe the nature of the roots of a
quadratic equation.
Prerequisite : Knowledge in Solving Quadratic Equation
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide: Lesson 3
2. Learner’s Materials on Lesson 3
3. Textbook Pages: 56 - 65
4. Additional Materials from Learning Resource (LR) Portal: none
B. Other Learning Resources
 Powerpoint presentation
IV. PROCEDURES
A. Reviewing Activity 1: Yes – NO – Stand Up Game
previous  In this game, the teacher will tell the students that answering YES means
lesson “stand up” and answering NO means “sit down”.
 Next, the teacher will ask students some random and mathematical
questions to check their understanding on the previous lesson.
B. Establishing Activity 2: Real or not Real?
purpose for Directions: Given the situations below, students are to identify if the statement
the lesson is REAL or Not REAL. If the situation is REAL say “YES”, if the situation is Not
REAL say “NO”.
1. The LGBT community is given the same rights with men and women of
today’s generation.
2. Same sex marriage is allowed in the Philippines.
3. LGBT community has the privilege to live free from violence and
discrimination.
4. Gays and Lesbians are not allowed to enrol any educational or training
institution.
5. Discrimination and bullying of gay and transgender people remain a
threat to LGBT freedom and welfare.
(Applies knowledge of the content within and across the
curriculum teaching areas)

C. Presenting Activity 3:Complete the table below by solving b 2 – 4ac, and answer the
examples/ questions that follow.
instances of Group Quadratic b2 - 4ac Roots
the new Equation
Group I x2 + 2x + 3 = 0
lesson.
Group II x2 – 2x – 2 = 0
Group III x2 + 5x + 4 = 0
Group IV x2 + 4x + 4 = 0
Group V x2 + 6x + 8 = 0
1. How did you get you answer/s?
1. 2. How would you describe the roots of a quadratic equation when b 2 – 4ac
is zero? Perfect square? Not a perfect square? Negative?
2. 3. Which of the quadratic equation has roots that are not equal? Equal?
Rational numbers? Irrational numbers?
3. 4. Is there a need to solve for b2 – 4ac? Why?
(Applies a range of teaching strategies to develop critical and
creative thinking, as well as other higher – order thinking skills)

D. Discussing  The value of the expression b 2 - 4ac is called the discriminant of the
new concepts quadratic equation, denoted by D = b2 – 4ac.
and practicing  This value can be used to describe the nature of the roots of a
quadratic equation. It can be zero, positive perfect square,
new skills #1
positive but not a perfect square, or negative.
 If D = 0, the roots are real and are equal
 If D > 0 and a perfect square, the roots are rational but are
not equal
 If D > 0 and not a perfect square, the roots are irrational and
are not equal
 If D < 0, the equation has no real roots.
E. Discussing Activity 3: Matching Type Activity
 Students are tasked to solve for the discriminant in column A and
new concepts
match it to column B where they are to describe the nature of the
& practicing roots.
new skills #2
Column A Column B

1. x2 – 4x + 4 = 0 a. no real Roots

2. x2 + 7x + 10 = 0 b. roots are real and are equal

 3. x2 + 6x + 3 = 0 c. roots are irrational but are
not equal
4. x2 + 2x + 5 = 0 d. roots are rational but are
not equal
Follow – up Question:
1. Were you able to solve for the discriminant?

2. When can you say that the roots of a quadratic equation

are real? Rational or irrational? Equal or not equal?

(Manages classroom structure to engage learners,

individually or in groups, in meaningful exploration,
discovery and hands – on activities within a range of
physical learning environments)

F. Developing  Students are tasked to describe the roots of a quadratic equation

mastery when the discriminant is
(Leads to 1. Zero
Formative 2. Positive perfect square
Assessment 3) 3. Positive but not perfect square
4. Negative
(Uses a range of teaching strategies that enhance learner
achievement in literacy and numeracy skills)

G. Finding
Directions: Given the situation below, students are to answer the question
practical using the guide questions.
applications
of concepts & Situation:
skills in daily Marcus kicks a football in order to score a field goal. The height of the ball
living is given by the equation y = - x 2 + x, where y is the height of the goalpost.
If the goalpost is 10 feet high, can Marcus kick the ball high enough to go
ever the goalpost?

Guide Questions:
1. What will be the resulting equation in standard form?
Hint: replace y by 10 (the height of the goalpost)

2. What is the value of the discriminant?

Hint: use the equation in standard form in no.1

3. Would it be possible for Marcus to kick the ball high enough to go over
the goalpost?
Hint: if the discriminant is positive – it is possible
If the discriminant is negative – it is not possible

H. Making Activity 4 :
Generalizations Students are to describe the nature of roots using the value of the discriminant
and abstractions through: Yell(musical), Reporting (talk show), Group discussion
about the lesson (classroom setting), Debate, or Oral reading.

(Uses differentiated, developmentally appropriate

learning experiences to address learner’s gender, needs,
strengths, interests and experiences)
I. Evaluating Describe the nature of the roots of the following quadratic equations using
Learning the discriminant:
Quadratic Equation Discriminant Nature of the roots

1. x2 + 6x + 9 = 0 ____________ __________________
2. x2 + 9x + 20 = 0 ____________ __________________
3. 2x2 + 6x + 4 = 0 ____________ __________________

(Plans, manages, and implements developmentally sequenced

teaching and learning processes to meet curriculum requirement
and varied teaching contexts)

J. Additional On your Learner’s Manual Book, answer activity 3: Relate me to my roots

activities for on page 67. Write your answer on your activity notebook.
application or
remediation

V. REMARKS
(This is a part of the DLP in which teachers shall indicate special cases, including, but not limited to, continuation of lesson plan on the following day in
case or re-teaching or lack of time, transfer of lesson on the following day in cases of class suspension, etc.)

VI. REFLECTION
(This part of the DLP should be filled out right after the delivery of the lesson. Teachers are encouraged to think about their lessons particularly the parts
that went well and the parts that were weak and write about it briefly. In the reflection, teachers can share their thoughts and feelings about their
lessons including things about the lesson that were successfully implemented, that needed improvement, or that could be adjusted in the future. As in the
DLP, teachers can also talk about their leaners who did well in the lesson and those who need help.)
A. No. of learners who earned 80% in the evaluation: _____________________________________________
B. No. of learners who required additional activities for remediation. _____________________________
C. Did the remedial lessons work? ________________________________________________________________
D. Number of learners who continue to require remediation? ______________________________________
E. Which of my teaching strategies worked well? Why did it work? __ ____________________________
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F. What difficulties did I encounter which my principal or supervisor can help me solve?
__________________________________________________________________________________________________
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G. What innovation or localized materials did I use/ discover which I wish to share with other
teachers? _______________________________________________________________________________________
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Prepared by: Checked by:

MARY ANN C. CRIZALDO ANNABEL C. CUBERO

Subject Teacher Subject Coordinator