School Dela Paz National High School Grade Level Grade 9

DAILY LESSON LOG Teacher Mark A. Soliva Learning Area Mathematics 9

Teaching Dates and Time (Week 5) Quarter Quarter I
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content
Standards
The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic equations, inequalities and functions, and rational
Standards algebraic equations and solve them using a variety of strategies.
C. Learning At the end of the lesson, the learners are expected to:
Competencies/
Objectives
D. Most Essential
Learning Solves equations transformable to quadratic Solves equations transformable to quadratic Solves equations transformable to quadratic Solves equations transformable to
Competencies Solves equations transformable to quadratic equations (including rational algebraic equations) equations (including rational algebraic equations) equations (including rational algebraic quadratic equations (including
(MELC) equations (including rational algebraic equations) rational algebraic equations)
(if applicable equations)
write the
indicated MELC)
E. Enabling
Competencies
(if available,
write the
attached
enabling
competencies)
F. Enrichment
Competencies
(if available,
write the
attached
enrichment
competencies)

II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra

III. LEARNING
RESOURCES
A. References
a. Teacher’s TG Mathematics G9 p. 50-53 TG Mathematics G9 p. 50-53 TG Mathematics G9 p. 50-53 TG Mathematics G9 p. 50-53
TG Mathematics G9 p. 50-53
Guide PIVOT BOW in MATH9 P.179 PIVOT BOW in MATH 9 p. 179 PIVOT BOW in MATH 9 p.179
PIVOT BOW in MATH 9 p. 179
Pages
b. Learner’s Learners Material, p. 77-87 Learners Material, p. 77-87 Learners Material, p. 77-87 Learners Material, p. 77-87
Material Learners Material, p. 77-87
Pages
c. Textbook
Pages
d. Additiona Integrative Mathematics 9 through Experiential Integrative Mathematics 9 through Experiential Integrative Mathematics 9 through Integrative Mathematics 9 through
l Approach Approach Experiential Approach Experiential Approach
Materials
Integrative Mathematics 9 through
from
Experiential Approach
Learning
Resource
s
 B. List of Learning
Resources for PPT videos, smart phones,
PPT videos, smart phones, internet PPT videos, smart phones, internet PPT videos, smart phones, internet PPT videos, smart phones, internet
Development internet access (Facebook &
and
access (Facebook & Youtube), and access (Facebook & Youtube), and access (Facebook & Youtube), and access (Facebook & Youtube), and
Youtube), and google meet
Engagement google meet access google meet access google meet access google meet access
access
Activities
IV. PROCEDURE
S
What I need to know? What I need to know? What I need to know? What I need to know? What I need to know?
-The learners will be oriented about what they -The learners will be reminded of what they need -The learners will be reminded of what they need -The learners will be reminded of what they -The learners will be reminded of
need to do and must not do during the online to do and must not do during the online session. to do and must not do during the online session. need to do and must not do during the online what they need to do and must
session. -The content and lesson objectives about solves -The content and lesson objectives about solves session. not do during the online
-The content and lesson objectives about equation transformable to quadratic equations equation transformable to quadratic equations The content and lesson objectives about evaluation.
Solves equations transformable to quadratic will also be introduced among the learners. will also be introduced among the learners solves equation transformable to quadratic
equations (including rational algebraic equations will also be introduced among the
equations will also be introduced among the learners
learners.
What’s new? What’s new? What’s new? What’s new? What’s new?
The learners will read the  As a review, let the students do the The teacher reviews the previous lesson by
 As a review, let the students answer the
A. Introductio introduction and focus questions, lesson and exercises in groups of three below: asking the following: The teacher reviews the previous
exercises in group of three below:
coverage and module map to have an Activity No. 1 1. How do we transform rational lesson by asking the following:
n overview of the topics/lessons they will be Set Me to Your Standard!
Activity No. 1
expressions into quadratic equations? 1. How do you transform rational
Find My LCD
learning this week. Transform each quadratic equation in 2. What are the methods of finding the expressions into quadratic
Identify the least common denominator
standard form. Write the equation with solutions of a quadratic equation? equations?
of the given set of numbers or terms if
a positive coefficient for the second 2. What are the steps in finding
the denominators are:
degree term. the solutions of a quadratic
1. 3 x ( 4 x+ 5 )=7 ( 4 x+5 )
4. 2∧4 equation?
5. 4 , 5∧10 3. Do all roots satisfy the
2. x ( x +11 ) =2 ( x +5 ) equation?
6. 7∧x
3. ( x−3)2 + ( x−3 )−2=0 7. ( x−3)∧(x 2−9)

B. Developme What I Know? What I Know? What I Know? What I Know? What I know?
The teacher asks the students: “What are your The teacher lets the students realize the The teacher’s will invite the students to think of The teacher lets the students realize the The teacher lets the students
nt
ideas about quadratic equations?” (Including importance of their knowledge and skills on a another way of solving quadratic inequalities. importance of transforming rational equations realize the importance of
the standard form and the methods in solving) mathematical concept or principle (PEMDAS) to into quadratic equations in order to solve transforming rational equations
understand the concepts of transforming equations that deal with rational expressions. into quadratic equations in order to
equations into quadratic and solving the roots. solve real-life problems that deal
with rational expressions.

What’s in? What’s in? What’s in? What’s in? What’s in?
The teacher lets the students realize the The teacher lets the students realize the The teacher lets the students realize the The teacher lets the students realize the
importance of their knowledge and skills in importance of their knowledge and skills on a importance of their knowledge and skills on a importance of transforming rational equations
quadratic equation that includes different mathematical concept or principle (PEMDAS) to mathematical concepts or principles used in into quadratic equations in order to solve
methods in solving quadratic equations to understand the concepts of transforming finding the least common multiple in order to add equations that deal with rational expressions.
understand the concepts of transforming equations into quadratic and solving the roots. or subtract rational algebraic expressions.
equations into quadratic. ..
What is it? What is it? What is it? What’s it? What’s it?
 Let the students do Activity 1 as a
review or recall.  The teacher presents the same exercises for Let the students, in pair, do the Activity 2: Let’s The teacher utilizes odd numbers
Activity No. 1. the next activity. Let the students do the Add or Subtract items 1 and 6 found on pages 77 – With books closed, the teacher instructs only for this activity. The teacher
Follow the Standards! activity below in pair. students to work in pairs and have them gives printed metacards of all
 Write each quadratic equation in Activity No. 2. 78 of the Learner’s Module. answer the equation below. answers to every group, and once
standard form. What’s My Root? the question is raised, the groups
1. x 2+ 12=8 x Determine the roots of the following +8 4x select and raise their answer.
quadratic equations. Find the roots of x =1+ . 1. x(x+3)=28
2. x 2=49 x−2 x−2
1. 12 x2−13 x−35=0 2. (t+1)2 + (t-8)2=45
3. 3 x+ 2=−x 2 16
2. x 2+ 9 x−10=0 1.What is the LCM needed to transform the 3. ¿¿ +¿¿ =
4. −5 x=−x 2−4 equation into quadratic equation? 3
3. x 2−5 x+ 4=0 2. What is the transformed quadratic equation
• The teacher recalls with the of the rational equation?
students the process of arriving at the answer 3. What are the roots of the equation?
of each item on Activity 1. Furthermore, 4. Do all solutions satisfy the original
he/she asks the students about the equation?
mathematical principle that they used in
rewriting each equation into standard form

C. Engagemen What’s more? What’s more? What’s more? What’s more? What’s more?
 Using the answers of Activity 1, the The teacher discusses with the students the The teacher instructs students to compare The teacher gives Activity 7: Let’s
t
teacher lets the students identify the The teacher says all the items in Activity process of arriving at the answer of each item on their answer to the solution found on p. 81 of Paint the House! Of LM p. 84. After
values of a, b, and c. 2 can be solved using the concept or Activity 2. Furthermore, he/she asks the students LM. the time limit, each group presents
Activity No. 2. principle of PEMDAS (Parenthesis, about the mathematical principle that they used in The teacher may ask: answer to the class.
What’s My Value? Exponent, Multiplication, Division, adding or subtracting two rational algebraic 1. Did you get the correct solution?
Write the following quadratic Addition and Subtraction) in rewriting expressions 2. Do all roots satisfy the original
equations in standard form, the equations in standard form and equation?
a x 2+ bx+ c=0, then identify then proceed to the different methods
in solving quadratic equations except
3. How do you call roots that do not
satisfy the original equation?
the values of a, b, and c.
for one. You may apply substitution
1. method for number 3 as shown below:
x 2−8 x +12=0
2. x 2−49=0
Solve: ( x−3)2 + ( x−3 )−2=0
Solution: Let u be the dummy variable.
3.
u2 +u−2=0
x 2 +3 x +2❑=0 ( u+2 ) + ( u−1 )=0
4.
u=−2∨u=1
x 2−5 x+ 4=0 x−3=−2∨x−3=1
x=1∨x =4
Solution set is {1, 4}

What I can do? What I can do? What I can do? What I can do? What I can do?
The learners will be asked to give at least five The learners will be asked to create at least 1 The teacher will give them a problem to answer The teacher will give them a problem to
examples of their own quadratic inequalities. example of solving quadratic inequalities showing and the output will compile it in their portfolio. answer and the output will compile it in their
They’ll be asked to submit their outputs online the different steps discussed. Outputs must be portfolio.
and compile it in their portfolio. The output submitted online and compile in their portfolio.
must consist the generated patter/ sequence
and the rule that they applied in order to
create their output.
What other enrichment activities can I What other enrichment activities can I engage in? What other enrichment activities can I engage in? What other enrichment activities can I
engage in? engage in?

*https://www.youtube.com/watch? *https://www.youtube.com/watch? *https://www.youtube.com/watch?

*https://www.youtube.com/watch? v=ANkqpCqSdcM v=ANkqpCqSdcM v=ANkqpCqSdcM
v=ANkqpCqSdcM *https://www.onlinemath4all.com/solving-word- *https://www.onlinemath4all.com/solving-word- *https://www.onlinemath4all.com/solving-
*https://www.onlinemath4all.com/solving- problems-involving-quadratic-equations.html problems-involving-quadratic-equations.html word-problems-involving-quadratic-
word-problems-involving-quadratic- equations.html
 equations.html

What I have learned? What I have learned? What I have learned? What I have learned? What I have learned?
Guide Questions Guide Questions: Guide Questions: Guide Questions: Guide Questions:
1. How did you write each The teacher asks the students using the 1. How did you find the sum or the 1. What are the steps in transforming 1. What are the steps in
quadratic equation in guide questions below: difference of rational algebraic equations into quadratic equations in transforming equations into
standard form? 1. What mathematical concepts or expressions? standard form? quadratic equations?
2. What mathematical concepts principles did you apply to write 2. How important is the LCD in 2. How do we get the roots of transformed 2. How do we get the roots of
or principles did you apply to each quadratic equation in finding the sum and difference of quadratic equations? transformed quadratic
write each quadratic equation standard form? two rational algebraic 3.When are roots / solutions called equations?
in standard form? 2. How about in solving the roots of expressions? extraneous?
3. How did you find the the given quadratic equations in .
solutions of each equation? Activity 2?
4. What method of solving
quadratic equations did you
use to find the roots of each
equation?
Answer shall be drawn from the students.
What I can do? What I can do? What I can do? What I can do? What I can do?
 The teacher gives formative  The teacher gives formative assessment  The teacher lets the students Activity 3:
assessment for the students to answer. for the students to work out. How Long Does It Take to Finish Your Chosen items from Activity 4: View Me in Even items from Activity 6: Let’s
Write the following quadratic Job found on page 78 of the Learner’s Another Way! Be True!
equations in standard form and Write the following quadratic equations Module and asks the students to
determine the corresponding in standard form and then solve the answer the questions that follow. Expec Transform the following equations
values of a, b, and c. Then, solve roots. ted answers: into quadratic equations and find
the roots. 1. ( x +5 ) (x−5)=11 Mary and Carol are doing a math 3 4 the solution/s.
D. Assimilation project. Carol can do the work twice as 1. + = x-1
Write the following quadratic 2. fast as Mary. If they work together, x 2x 1. 3s(s-2) =12s
1. x2– x – 5 = 0
equations in standard form and
6( y+ 3)2 −5 ( y +3 )−1=0 they can finish the project in 4 hours. 2. (3r+1)2 + (r+2)2=65
determine the corresponding How long does it take Mary working 6 s−5
values of a, b, and c. Then, solve alone to do the same project? 2. + =3
the roots. s +5 2
Questions: 2. s2- 6s – 43 = 0
1. If Mary can finish the job in x hours 2 4
alone, how many hours will it take Carol 3. + = 7
to do the same job alone? r−1 r +5
2
2. How would you represent the amount 3. 7r + 22r - 41 = 0
of work that Mary can finish in 1 hour?
How about the amount of work that
Carol can finish in 1 hour?
3. If they work together, what equation
would represent the amount of work
they can finish in 1 hour?
4. How would you describe the equation
formulated in item 3?
5. How would you solve the equation
formulated? What mathematical
concepts and principles are you going
to use?

V. REFLECTION The learners will write in their The learners will write in their notebook, The learners will write in their notebook, The learners will write in their The learners will write in
(Reflection on notebook, journal or portfolio their journal or portfolio their personal journal or portfolio their personal notebook, journal or portfolio their their notebook, journal or
the type of personal insights about the lesson. insights about the lesson. insights about the lesson. personal insights about the lesson. portfolio their personal
formative insights about the lesson.
assessment used for I understand that _____________ I understand that ___________ I understand that ___________ I understand that _____________
this particular I realize that _________________ I realize that _______________ I realize that _______________ I realize that _________________ I understand that
exemplar) _____________
I realize that
_________________