GRADES 9 DAILY School Grade Level 9

LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and
Quarter FIRST
Time
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions,
and rational algebraic equations.
2. Performance Standards 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 strategies.
of
 3. Learning Transforms the Transforms the quadratic Graphs a quadratic function Graphs a quadratic function
Competencies/ quadratic function function defined by and determine the following: and determine the following:
Objectives defined by y=ax² + bx y=ax²+bx+c into the form (a) domain; (b) range; (c) (a) domain; (b) range; (c)
+ c into the form y=a(x-h)²+k. (M9AL-Ih-1) intercept; (d)axis of intercept; (d)axis of
y=a(x-h)² +k. symmetry; (e) vertex; (f) symmetry; (e) vertex; (f)
(M9AL-Ih-1) a. Discuss the procedure in direction of the opening the direction of the opening the
transforming a quadratic parabola. (M9AL-Ig-h-i-1) parabola. (M9AL-Ig-h-i-1)
a. Discuss the function from the general
procedure in a. Draw the graphs of a. Draw the graphs of
transforming a form quadratic function quadratic function
quadratic function into the standard form b. Determine the b. Determine the
from the general domain, range, intercepts, domain, range, intercepts,
form y=ax² + bx + c axis of symmetry, and the axis of symmetry, and the
.
into the standard opening of the parabola opening of the parabola
(Using
form y=a(x-h)² +k c. Show appreciation of c. Show appreciation of
solution 2, by applying the
(using solution 1: By the graph of quadratic the graph of quadratic
completing the function through active function
formula and
participation

square) in classroom activities through active participation

b. Derive the standard ) in classroom activities
form from the general b. Value accumulated
form of the quadratic knowledge as means of new
function understanding

II. CONTENT Introduction to Introduction to Quadratic Graphs of Quadratic Graphs of Quadratic

Quadratic Function Function Functions Functions
III. LEARNING RESOURCES

A. References
 1. Teacher’s Guide
pp. 90-93 pp. 90-93 pp. 97-106 pp. 97-106

2. Learner’s Materials
pp. 129-138 pp. 129-138 pp. 140-150 pp. 140-150
3. Textbook
4. Additional Materials
from Learning
Resource (LR) portal

B. Other Learning Grade 9 LCTG by Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources DepEd Cavite Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
Mathematics 2016, activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
activity sheets, laptop monitor monitor monitor
and monitor
IV. PROCEDURES
A. Reviewing previous lesson Sagot Mo! Show Mo! Sagot Mo! Show Mo! Complete the table of values Given the quadratic
or presenting the new for x and y. functions and
lesson Express each Express each perfect
perfect square square trinomial as the , transform
them into the form
trinomial as the square of a binomial. x -3 -2 -1 0 1 .
square of a binomial. 1. y
1. 2.

2.
B. Establishing a purpose for It is customary Motive Question: Motive Question:
the lesson to the Filipinos to buy How does the If we draw the graph
famous products quadratic function in the of the quadratic functions
every time they go to form can be and
a certain place. transformed into the form ,
Later you will
? 1.Which of the 2 quadratic
find out the local
functions has a minimum
product of each
point? Maximum point?
Municipality by simply
2.Can you identify the
matching the
domain and range of the
quadratic function.
functions?
Motive Question:

Are you
familiar with the local
product of each
municipality? Motive Question: Given
the graph of a
quadratic function ,
can you determine the
domain, range, intercepts,
axis of symmetry, vertex, and
direction of the opening of the
parabola?
C. Presenting Express Express in the Analyze the graph of a Describe My Paths!
examples/ instances of in the Complete the table of
the lesson form form. quadratic function ,
values of x and y of the two
form and determine the following:
quadratic functions and
from and give the Solution 2: By Applying the
values of and . determine the domain,
formula, and range, intercepts, axis of
symmetry, and the opening
Solution 1: By of the parabola
Completing the :
square In the equation
x - 0 1 2 3
,
1
and y
By substituting the solved
values of and in
, we obtain x 0 1 2 3 4
y

1. domain (possible
values of x)
2. range(possible values
of y)
3. Intercepts (points
where the graph
passes the x and y
axes)
4. equation of the axis
ofsymmetry
5. vertex (turning point
of the graph)
6. highest / lowest point
obtained by the graph
7. direction of the
opening of the
parabola
D. Discussing new concepts . Deriving the The general form of a The graph of a quadratic Analyze the graphs of the
and practicing new skills #1 standard form from quadratic function is function quadratic functions
the general form of and the and
the quadratic function: standard form or vertex form
is , where
is the vertex.

If and ,

(1,-4)

Minimum point
 1. What have you 1.What have you observed
observed about the about the opening of the
opening of the graphs? Do you have any
graph? Do you have idea where you can relate
any idea where you the opening of the curves?
can relate the 2.Observe each graph. Can
opening of the you draw a line that divides
curves? the graph in such a way tha
2. What does the axis of one part is a reflection of the
symmetry do to the other part? If there is any,
graph of quadratic determine the equation of
function? the line?
3. Take a closer look at 3.Take a closer look at the
the minimum point or minimum point or the
the maximum point maximum point and try to
and try to relate it to relate it to the values of h
the values of and and k in the equation
in the equation
of the
function.
How will you identify the
domain and range of the
functions?
 E. Discussing new Step by Step! Step by Step! Draw and Describe Me! Draw
concepts and practicing Express the graph of a quadratic function
new skills Express in the and identify
#2 the vertex, domain, range, and
form
in opening of the graph. State whether
the form by following the steps
the vertex is a

by
following the steps
Draw and Describe Me!
Draw the graph of a
quadratic function
and
identify
the vertex, domain, range,
minimum or a maximum point, and and opening of the graph.
write the equation of its axis of State whether the vertex is a
symmetry . minimum or a maximum
point, and write the equation
of its axis of symmetry.
 Vertex _______ Vertex _______
Opening of the graph __ Opening of the graph __
Vertex is a ____ point Vertex is a ____
Equation of the axis of symmetry point Equation of the
__ Domain: ________ axis of symmetry __
Range: __________ Domain: ________
Range: __________

F. Developing mastery Transform Transform Draw the graph of a quadratic . The graph of
(Leads to Formative function and identify is drawn , identify the
Assessment 3) into the form into the following:
form
 following the steps the vertex, domain, range, Vertex _______
following the steps and opening of the graph. Opening of the graph __
State whether the vertex is a Vertex is a ____
minimum or a maximum point Equation of the
point, and write the equation axis of symmetry __
of its axis of symmetry Domain: ________
Range: __________

Vertex _______
Opening of the graph __
Vertex is a ____
point Equation of the
axis of symmetry __
Domain: ________
Range: __________
G. Finding practical Find out the local Draw the graph of a 1.Draw the graph of
Apply the formula
applications of product of each quadratic function and a quadratic function
concepts and skills in Municipality by determine the vertex,
daily living matching the and in domain, range, and opening and
quadratic function transforming a quadratic of the graph. State whether determine the following:
to its function from general form the vertex is a minimum or a. vertex
equivalent standard into standard a maximum point, and write b. domain
form the equation of its axis of c. range
form symmetry.
on the right d. opening of the graph
side. Group 1. e. equation of its axis of
Groups 1 and 2: symmetry
Show your solution.
2.State whether the vertex is
Groups 3 and 4: a minimum or a maximum
Group 2 point
Groups 5 and 6:
 and to the formula , the vertex , the vertex i
from the is the point (h,k). The line x the point (h,k). The line x =
constant term. = h is the axis of symmetry h is the axis of symmetry
5.Simplify and 4.Substitute the values of and k is the minimum or and k is the minimum or
express the perfect and in the form maximum value of the maximum value of the
square trinomial as function. The domain of a function. The domain of a
square of a binomial 5Simply quadratic function is the set quadratic function is the set
6.Give the value of . of all real numbers. The of all real numbers. The
Give the value of . range depends on whether range depends on whether
the parabola opens upward the parabola opens upward
or downward, If it opens or downward, If it opens
upward, the range is the set upward, the range is the set
{y:y≥k}; if it opens {y:y≥k}; if it opens downward
downward, then the range is then the range is the set
the set {y:y≤k} {y:y≤k}
I. Evaluating learning Apply the steps in Apply the steps in The graph of i
transforming the transforming the following drawn ,
following quadratic quadratic functions into the
functions into the form form

1. 1.
2. Jaime, a Grade 10 student
3. is a Sepak Takraw player in
the Cavite Provincial Meet.
In one of his games he
kicked the ball forming a
1.Identify the following:
parabolic path with an
a. Vertex
equation of b. domain
Draw the graph and c. Range
determine the following: d. opening of the graph
1.domain
2.range
 3.quation of the axis of e. equation of
symmetry the axis of
4.vertex symmetry
5.highest / lowest point
obtained by the graph 2.State whether the vertex
6.direction of the opening of is a minimum or a maximum
the parabola point
7.Opening of the graph
J. Additional activities for 1.Follow-up 1.Follow-up Follow-up Follow-up:
application or remediation Transform Which has the lower
the following Transform the Which has the vertex?
quadratic functions following quadratic functions lower vertex 1.
in general form into in 1.
standard form general form into standard
a. form 2.

a.
b. b.

2.Study 2.Study
Think of
another way in Transform the quadratic
transforming a function
quadratic function
from the general form
to standard form.
V. REMARKS

VI. REFLECTION
a. No. of learners who earned
80% on the formative
assessment

b. No. of learners who require

additional activities for
remediation.

c. Did the remedial lessons

work? No. of learners who
have caught up with the
lesson.

d. No. of learners who continue

to require remediation

e. Which of my teaching
strategies worked well? Why
did these work?

f. What difficulties did I

encounter which my
principal or supervisor can
help me solve?

g. What innovation or localized

materials did I use/discover
which I wish to share with
other teachers?