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# DAILY School AKLAN VALLEY HIGH SCHOOL Grade Level 9

## LESSON Teacher MARK RUEL S. PATNUGOT Learning Area MATHEMATICS

LOG Teaching Week Week 1 Quarter I

## Time: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date
I. OBJECTIVES This lesson will introduce to students the concept of systems of equations and the methods of solving two equations with two unknowns.
Through examples, students will learn that systems of equations are present in every day life and are useful in problem solving. This day
will also introduce the "Break-Even Point" problem which the students will use throughout the lesson.
A. Content Standards Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the
distributive property and collecting like terms.
B. Performance Students will solve systems of two linear equations in two variables both algebraically and graphically and apply these techniques to solve
Standards practical problems. When appropriate, graphing calculators will be used as a tool to confirm an algebraic solution.
C. Learning Students will also represent the solution set to a system of linear inequalities in two variables in the coordinate plane. Systems of linear
Competencies/ equations and inequalities will be used to model real-world situations, leading to algebraic solutions and in some cases estimates or
Objectives predictions about future occurrences.
II. CONTENT Systems of Linear Equation
III. LEARNING
RESOURCES
A. References Mathematics 8 Textbook, Teachers Manual, Visual Aids
IV. PROCEDURES
A. Reviewing Part 1: Systems of Equations 1. How can you solve a system of equations?
previous lesson or 2. How do you determine which method is most appropriate and/or most efficient for solving a particular system of equations?
presenting the new 3. How can systems of equations model real world situations?
lesson 4. How can systems of equations predict future behavior of real world situations?

B. Establishing a The solution to a system of equations can be determined by solving one equation for one variable and then substituting the expression for
purpose for the that variable into the other equation. The substitution method is efficient when one equation is already solved for one of the variables, or
lesson when it is easy to solve for one of the variables.

C. Presenting Use the properties of equality to solve a real-world problem that can be represented by a system of linear equations. Represent a realworld
examples/ situation using a system of equations to solve the system using previously learned method.
instances of the new
lesson
D. Discussing new In solving systems graphically, students may mistake a system with infinite solutions for a system with no solutions. A. Infinite solutions
concepts and occur when two equations have the same graph. All point that lie on the line are solutions to the system. B. If the graphs of the equations
practicing new skill #1 are parallel, then the system has no solutions because parallel lines will never intersect.
F. Developing Students will also represent the solution set to a system of linear inequalities in two variables in the coordinate plane. Systems of linear
Mastery equations and inequalities will be used to model real-world situations, leading to algebraic solutions and in some cases estimates or
predictions about future occurrences.
G. Finding practical Many real-world mathematical problems can be represented algebraically and graphically. A function that models a real-world situation can
applications of then be used to find algebraic solutions or make estimates and/or predictions about future occurrences.
concepts & skills in
daily living
H. Making A linear inequality describes a region of the coordinate plane with a boundary line. Two or more inequalities form a system of inequalities.
generalizations & The system’s solutions lie where the graphs of the inequalities overlap.
lesson
I. Evaluating Learning Quiz
V. REMARKS

Prepared by: Mark Ruel S. Patnugot Checked and noted by: Ms. Lina F. Teston-
Ortega
DAILY School AKLAN VALLEY HIGH SCHOOL Grade Level 9
LESSON Teacher MARK RUEL S. PATNUGOT Learning Area MATHEMATICS
LOG Teaching Week Week 2 Quarter I

## Time: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date
I. OBJECTIVES Solve a system of equations when no multiplication is necessary to eliminate a variable. Solve a system of equations when
multiplication is necessary to eliminate a variable. Solve application problems that require the use of this method. Recognize
systems that have no solution or an infinite number of solutions.
A. Content Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the
Standards distributive property and collecting like terms.
B. Performance Students will solve systems of two linear equations in two variables both algebraically and graphically and apply these techniques to
Standards solve practical problems. When appropriate, graphing calculators will be used as a tool to confirm an algebraic solution.
C. Learning Students will also represent the solution set to a system of linear inequalities in two variables in the coordinate plane. Systems of linear
Competencies/ equations and inequalities will be used to model real-world situations, leading to algebraic solutions and in some cases estimates or
Objectives predictions about future occurrences.
II. CONTENT Systems of Linear Inequalities
III. LEARNING
RESOURCES
A. References Mathematics 8 Textbook, Teachers Manual, Visual Aids
IV. PROCEDURES
A. Reviewing Students studying intermediate algebra need to know how to solve systems with three equations and three variables. The technique is
previous lesson or the same as solving a system with two equations, except that it is more involved and students are more apt to make mistakes.
presenting the new Labeling the equations during this process is even more important here than it was with two equation systems.
lesson
B. Establishing a Students may try to eliminate the x-variable in one pair of equations and the z-variable in another pair. Make sure they understand that
purpose for the they must eliminate the same variable in both pairs of equations.
lesson
C. Presenting Be aware of the fact that one system of three equations with three unknowns may take a long time for a student to work through.
examples/ Because of the complexity of these problems, we suggest giving problems that have only integer values for each of the variables in the
instances of the new solution. Then when students get a fraction for one of the variables, they'll know something isn’t correct. Usually it is easier to go back
lesson and start the problem from the beginning rather than looking back to try and find the error (sometimes the actual error was one of
copying the problem down incorrectly).
D. Discussing new Although students are quite familiar with algebraic statements by this point in the course, understanding and solving systems of
concepts and multiple equations and inequalities can still be difficult. One thing that is useful to students is to take a simple system such as x + y = 5
practicing new skill x−y=3
#1

F. Developing In all mathematics, the best way to really learn new skills and ideas is repetition. Problem solving is woven into every aspect of this
Mastery course—each topic includes warm-up, practice, and review problems for students to solve on their own. The presentations, worked
examples, and topic texts demonstrate how to tackle even more problems. But practice makes perfect, and some students will benefit
G. Finding practical This simulation allows students to demonstrate their ability to write and solve systems of equations in order to understand real world
applications of problems. Students will be asked to apply what they have learned to solve a problem involving: Writing and solving equations
concepts & skills in Writing systems of equations
daily living
Solving systems of equations.

Students are presented with the following problem: A merchant and a scientist are both conducting experiments. The merchant is
blending two different types of teas and wants to come up with a combination that is priced to sell. The scientist is mixing different acid
solutions to come up with a desired result. You will work through each of the problems to determine the right mixtures to get the correct
combinations that the merchant and scientist need.
H. Making To find the solution to a system of linear equations we look for the intersection of the lines on the graph. To find the solution to a
generalizations & system of linear inequalities we look for the intersection of the two boundaries on the graph. A system of linear inequalities whose
abstractions about graph forms a set of parallel lines may still have a solution set.
the lesson
I. Evaluating Quiz Quiz Quiz Quiz Quiz
Learning
V. REMARKS

Prepared by: Mark Ruel S. Patnugot Checked and noted by: Ms. Lina F. Teston-
Ortega
DAILY School AKLAN VALLEY HIGH SCHOOL Grade Level 9
LESSON Teacher MARK RUEL S. PATNUGOT Learning Area MATHEMATICS
LOG Teaching Week Week 3 Quarter I

## Time: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date
I. OBJECTIVES
A. Content Standards Students will solve systems of two linear equations in two variables both algebraically and graphically and apply these
techniques to solve practical problems. When appropriate, graphing calculators will be used as a tool to confirm an algebraic
solution.
B. Performance Standards Students will graph linear inequalities as well as write and use linear inequalities when modeling real-world situatio
C. Learning Competencies/ Students will solve systems of linear inequalities through graphing as well as model real-world situations using systems of linear
Objectives inequalities.
II. CONTENT Graphical Solutions of Systems of Linear Equations
III. LEARNING
RESOURCES
A. References Mathematics 8 Textbook, Teachers Manual, Visual Aids
IV. PROCEDURES
A. Reviewing previous Determine if two linear equations that Use substitution to solve a real-world situation that Quiz/Assessment
lesson or presenting the represent a real-world situation intersect can be represented by a system of linear equations.
new lesson within a specified domain.

B. Establishing a purpose Solve systems of equations in slope intercept Solve for a variable and then use substitution to solve Quiz/Assessment
for the lesson form by graphing. Solve systems of a system of equations.
equations NOT in slope intercept form by Solve for a variable and then use substitution to solve
graphing. SWBAT analyze special systems a system of equations.
that have no solutions or an infinite number
of solutions.
C. Presenting examples/ Represent a realworld situation using a Show students a real-world problem represented by a Quiz/Assessment
instances of the new lesson system of equations to solve the system linear inequality in two variables.
using previously learned method.

## D. Discussing new Solving Equations, Solving Inequalities

concepts and practicing
new skill #1
F. Developing Mastery Solving equations will be extended to systems of equations. Students will graph and solve systems of linear inequalities
G. Finding practical Performance Tasks
applications of concepts &
skills in daily living
H. Making generalizations If when solving a system of equations using substitution, you get a result of 0 = 0, this indicates that you have substituted the
& abstractions about the expression into the wrong equation. Go back and substitute the expression into the second equation.
lesson
I. Evaluating Learning Quiz Quiz Quiz Quiz Quiz
V. REMARKS

Prepared by: Mark Ruel S. Patnugot Checked and noted by: Ms. Lina F. Teston-Ortega
DAILY School AKLAN VALLEY HIGH SCHOOL Grade Level 9
LESSON Teacher MARK RUEL S. PATNUGOT Learning Area MATHEMATICS
LOG Teaching Week Week 4 Quarter I

## Time: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date
I. OBJECTIVES Students will understand the connection between equations and slope-intercept form and solve/graph two-variable equations and
inequalities. They will:

##  represent real-world scenarios with two-variable equations and inequalities.

 find solutions to two-variable equations and inequalities.
 write an equation in slope-intercept form.
 solve a two-variable equation for one variable.
 solve a two-variable inequality for one variable.
 graph two-variable linear equations and inequalities.

A. Content Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the
Standards distributive property and collecting like terms.
B. Performance Students will solve systems of two linear equations in two variables both algebraically and graphically and apply these techniques to solve
Standards practical problems. When appropriate, graphing calculators will be used as a tool to confirm an algebraic solution.
C. Learning Students will also represent the solution set to a system of linear inequalities in two variables in the coordinate plane. Systems of linear
Competencies/ equations and inequalities will be used to model real-world situations, leading to algebraic solutions and in some cases estimates or
Objectives predictions about future occurrences.
II. CONTENT Algebraic Method of Solving Systems of Linear Equations
III. LEARNING
RESOURCES
A. References Mathematics 8 Textbook, Teachers Manual, Visual Aids
IV. PROCEDURES
A. Reviewing  How can mathematics support effective communication?
previous lesson or  How are relationships represented mathematically?
presenting the new  How can expressions, equations and inequalities, be used to quantify, solve, model, and/or analyze mathematical situations?
lesson  How can data be organized and represented to provide insight into the relationship between quantities?
B. Establishing a The purpose of this lesson is to have the students learn how to solve systems of linear inequalities using graphs. The goal of this lesson is
purpose for the to have the students understand what a system of linear inequalities is.
lesson
C. Presenting We know that a linear equation with two variables For the inequality, the line defines the boundary of the region that is shaded. This
examples/ has infinitely many ordered pair solutions that form indicates that any ordered pair in the shaded region, including the boundary line, will
instances of the new a line when graphed. A linear inequality with two satisfy the inequality. To see that this is the case, choose a few test points and
lesson variables, on the other hand, has a solution set substitute them into the inequality.
consisting of a region that defines half of the plane.
D. Discussing new The graph of the solution set to a linear inequality is always a region. However, the boundary may not always be included in that set. In the
concepts and previous example, the line was part of the solution set because of the “or equal to” part of the inclusive inequality ≤. If given a strict
practicing new skill inequality <, we would then use a dashed line to indicate that those points are not included in the solution set.
#1
F. Developing To graph the solution set of an inequality with two variables, first graph the boundary with a dashed or solid line depending on the
Mastery inequality. If given a strict inequality, use a dashed line for the boundary. If given an inclusive inequality, use a solid line. Next, choose a
test point not on the boundary. If the test point solves the inequality, then shade the region that contains it; otherwise, shade the opposite
side.

G. Finding practical Solve word problems leading to inequalities of the form px + q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the
applications of solution set of the inequality, and interpret it in the context of the problem. [7-EE4b]
concepts & skills in Example: As a salesperson, you are paid \$50 per week plus \$3 per sale. This week you want your pay to be at least \$100. Write an
daily living inequality for the number of sales you need to make, and describe the solutions.

H. Making An ordered pair is a solution to a two variable inequality if, when each number is substituted into its corresponding variable, it makes the
generalizations & inequality a true number sentence.
abstractions about Each ordered pair of numbers in the solution set of the inequality corresponds to a point on the coordinate plane.
the lesson The set of all such points in the coordinate plane is called the graph of the inequality.
The graph of a linear inequality in the coordinate plane is called a half-plane.

I. Evaluating Formative assessment Formative assessment Formative assessment Formative assessment Quiz
Learning
V. REMARKS

Prepared by: Mark Ruel S. Patnugot Checked and noted by: Ms. Lina F. Teston-Ortega
DAILY School AKLAN VALLEY HIGH SCHOOL Grade Level 9
LESSON Teacher MARK RUEL S. PATNUGOT Learning Area MATHEMATICS
LOG Teaching Week Week 5 Quarter I

## Time: MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Date
I. OBJECTIVES The learner will solve quadratic equations by applying the zero product property The learner will solve quadratic equations by completing
the square and the quadratic formula. The learner will solve quadratic equations by utilizing the graphing calculator.
A. Content Students will solve quadratic equations using various methods. Students will understand what their answers mean and the different
Standards possible types of answers we can have. Students will understand that some methods are more useful than others depending on the type of
B. Performance All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and
Standards algebraic concepts and processes.
C. Learning All students will represent and analyze relationships among variable quantities and solve problems involving patterns, functions, and
Competencies/ algebraic concepts and processes.
Objectives
II. CONTENT Solving Quadratic Expressions using many methods
Methods: Factoring, Completing the Square, Quadratic Formula, Graphing Calculator
III. LEARNING
RESOURCES
A. References Mathematics 8 Textbook, Teachers Manual, Visual Aids
IV. PROCEDURES
A. Reviewing The class will begin with a warm up on simplfying quadratic expressions. Then, the students will be presented with a soccer problem that
previous lesson or describes the path of the soccer ball and they will solve it to find out how long it takes to hit the ground.
presenting the new
lesson
B. Establishing a I will show the students that there are many ways to solve this problem. We will discuss the different ways that they came up with. Then I
purpose for the will tell them how some methods will allow us to solve all quadratic equations. I will chunk the different methods and allow time for the
lesson students to practice and solve.
C. Presenting Students will have 4 problems of each method to solve. I will place one on the board, walk around and help if needed, then show them how
examples/ to do it. I will have students put their answers on the board.
instances of the new
lesson
D. Discussing new It may be helpful to show students what the visual representation of quadratic functions look like and how where it crosses the x axis is
concepts and where the solution lies.
practicing new skill
#1
F. Developing I will have students write on note cards a problem that they create themselves. They must really understand it in order to creat their own
Mastery equation.
G. Finding practical The Students will be able to solve the quadratic equations of the form: ax2 +bx +c = 0. The students will be able to make connections
applications of between these equations and the parabolic equations/functions. Different types of parabolic antennas' receivers can be used as examples
concepts & skills in for the real world application of such equations.
daily living
The main goal is to help the student to master different methods of solving the quadratic equations, and to discover their real world
applications. the students will use different examples to model and solve the quadratic equations.

H. Making Students will have a summarizer problem that they must solve before they leave. It will be a tough equation and they will be able to use
generalizations & any method they want to sovle.