DAILY LESSON LOG OF M9AL-Ia-1 (Day 1)
School
Teacher
Teaching Date and
Time
I.
OBJECTIVES
A. Content Standards
B. Performance Standards
C.
Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
/Materials
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
Grade Level
Learning Area
Quarter
Grade 9
Mathematics
First
Objectives must be met over the week and connected to the curriculum
standards. To meet the objectives, necessary procedures must be followed and if
needed, additional lessons, exercises and remedial activities may be done for
developing content knowledge and competencies. These are assessed using
Formative Assessment Strategies. Valuing objectives support the learning of
content and competencies and enable children to find significance and joy in
learning the lessons. Weekly objectives shall be derived from the curriculum
guides.
The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in
various situations, formulate real-life problems involving quadratic equations,
inequalities and functions, and rational algebraic equations and solve them using
a variety of strategies.
Learning Competency: Illustrates quadratic equations (M9AL-Ia-1)
Learning Objectives:
1. Identify quadratic equations
2. Write quadratic equations in standard form
3. Illustrate quadratic equations
4. Show critical thinking skills in identifying and illustrating quadratic equations
Quadratic Equations
Teacher’s guide, Learner’s module
pp. 14-17
pp. 11-17
These steps should be done across the week. Spread out the activities
appropriately so that pupils/students will learn well. Always be guided by
demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning,
question their learning processes, and draw conclusions about what they learned
in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
The teacher instructs the students to go to their respective groups and assigns
each group to find the product of the polynomials assigned to them. Refer to
Activity 1: Do You Remember These Products?) on page 11 of the Learner’s
Module.
Group 1 & 6 : 3(x2 + 7)
Answer: 3x2+21
Group 2 & 7: (x + 4)(x + 4)
Answer: x2+8x+16
Group 3 & 8:(2r – 5)(2r – 5) Answer: 4r2-20r+25
Group 4 & 9:(x + 9)(x – 2)
Answer: x2+7x-18
2
Group 5 & 10: (3 – 4m)
Answer: 16m2-24m+9
After a minute, the teacher asks one representative from each group to post the
answer of the group.
The teacher asks the students to comment on the answers posted. If there are
answers that are incorrect, he/she leads them in arriving at the correct answer.
The teacher asks the students the following questions:
1. How did you find each product? Possible answers: By using the Distributive
property/ By using the FOIL method
2. In finding each product, what mathematics concepts or principles did you
apply? Explain how you applied these mathematics concepts or principles.
Possible answers: The concepts of multiplying, adding, and subtracting
polynomial expressions. I use the Distributive property and the FOIL method in
finding the products of the two given polynomials.
c. How would you describe the products obtained? Are the products
polynomials? If YES, what common characteristics do these polynomials have?
Possible answers: The products are all polynomials of degree 2.
B. Establishing a purpose
for the lesson
The teacher lets the students realize that there are a lot of real-life
situations or problems that can be modelled or solved by a polynomial
expression or equation of degree 2.
The teacher lets the students stay in their respective groups and do
Activity 3: (A Real Step to Quadratic Equations), which is found on page
12 of the Learner’s module.
Answer Key:
1.
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new concepts
and practicing new skills #2
Area = 18 ft2
2. Possible dimensions of the bulletin board: 2 ft by 9 ft and 3 ft by 6 ft.
3. Find two positive numbers whose product equals 18. (Area = length x
width)
4. Let w be the width (in ft). Then the length is w+7. Since the area is 18,
then
w(w+7) = 18. (Other variables can be used to represent the length or
width of the bulletin board.)
5. Taking the product on the left side of the equation formulated in item
4 yields w2 + 7w = 18. The highest exponent of the variable involved is 2.
The teacher discusses with the students the process of arriving at
the answer of Activity 3. Furthermore, he/she asks the students
about the mathematical skills or principles that they used to get
the correct answers. He/she tells them that the equation
formulated in Activity 3 is a quadratic equation.
The teacher discusses and illustrates thoroughly the definition of
quadratic equation as presented on page 13-14 of the Learner’s
Module.
Working in pairs, the teacher lets the students Answer Activity 4:
(Quadratic or Not Quadratic?) , which is found on page 14 of the
Learner’s module.
F. Developing mastery
(leads to formative
assessment 3)
Answer Key:
1. Not Quadratic; It’s a linear equation.
2. Quadratic
3. Not Quadratic; It’s a linear equation.
4. Quadratic
5. Quadratic
6. Quadratic
7. Quadratic
8. Not Quadratic; It’s a linear equation.
9. Quadratic
10. Quadratic
The teacher asks the students to tell whether the following situations
illustrate quadratic equations or not.(Taken from the Localization and
G. Finding practical
applications of concepts
and skills in daily living
Contextualization guide)
1. The length of a swimming pool is 8m longer than its width and the area is 105
m2. (Quadratic)
2. Rody paid at least Php 1,500 for a pair of pants and shirt. The cost of the pair
of pants is Php 900 more than the cost of the shirt. (Not Quadratic)
H. Making generalizations
and abstractions about the
The teacher summarizes the lesson by asking the students to answer the
following questions:
lesson
I. Evaluating Learning
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
A.
B.
C.
D.
E.
F.
G.
No. of learners who earned
80% of the evaluation
No. of learners who require
additional activities for
remediation who scored
below 80%
Did the remedial lesson
work? No. of learners who
have caught up with the
lesson.
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers
1. What is a quadratic equation?
A quadratic equation in one variable is a mathematical sentence of
degree 2 that can be written in the following standard form.
ax2 + bx + c = 0, where a, b, and c are real numbers and a ≠ 0
In the equation, ax2 is the quadratic term, bx is the linear term, and c is
the constant term.
2. How do you write quadratic equations in standard form?
Quadratic equations can be written in standard form ax2 + bx + c = 0 by
using the different mathematics concepts or principles, particularly the
distributive property and the addition/subtraction property of equality.
3. How can you tell if a given situation illustrates quadratic equation or
not?
By analyzing the situation and formulating the equation based on the
given in the problem or situation.
The teacher lets the students answer individually the formative
assessment.
A. Identify which of the following equations are quadratic and which are
not.
1. 3m2 + 8 = 15; Quadratic
2. 12 – 4x = 0; Not
3. 10– 7t = t2 ; Quadratic
4. h(h2 - 6) = 0; Not
5. 3 (x-2) = -7: Not
6. 6. (𝑟 − 1)2 = -7; Quadratic
B. Write each quadratic equation in standard form, ax2 + bx + c = 0 then
identify the values of a, b, and c.
1. 3x - 2x2 = 7 Answer: 2x2 - 3x + 7 = 0; a = 2, b = -3, c = 7
2. (x + 3)(x + 4) = 0 Answer: x2 + 7x + 12 = 0; a = 1, b = 7, c = 12
3. 2x(x - 3) = 15 Answer: 2x2 - 6x - 15 = 0; a = 2, b = -6, c = -15
4. (x - 4)2 + 8 = 0 Answer: x2 - 8x + 24 = 0; a = 1, b = -8, c = 24
Prepared by:
VIRNA MARIE C. PORIO
Paknaan National HS