School ILLURU NATIONAL HIGH SCHOOL Grade Level 9

GRADES 9 Teacher JOSEFINA A. TARAYAO Learning Area MATHEMATICS

DAILY LESSON LOG
Teaching Dates and Time Quarter FIRST
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 The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic
Standards equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
3. Learning Models real-life situations using Represents a quadratic function Represents a quadratic function Represents a quadratic function
Competencies/ quadratic functions. using: (a) table of values; (b) graph; using: (a) table of values; (b) using: (a) table of values; (b)
Objectives (M9AL-Ig-2) and (c) equation. (M9AL-Ig-3) graph; and (c) equation. (M9AL- graph; and (c) equation. (M9AL-Ig-
a. Model real-life situations a. Differentiate quadratic Ig-3) 3)
using quadratic functions functions from linear a. Differentiate quadratic a. Differentiate quadratic
b. Appreciate the functions functions from linear functions from linear
application of quadratic b. Represent and identify functions functions
function in real-life quadratic function using: b. Represent and identify b. Represent and identify
situations (a) table of values quadratic function using: quadratic function using:
c. Value accumulated (b) graph c) general form into vertex
knowledge as means of c. Value accumulated form equation
new understanding knowledge as means of c. Value accumulated
new understanding knowledge as means of
new understanding
II. CONTENT Introduction to Quadratic Introduction to Quadratic Introduction to Quadratic Introduction to Quadratic
Function Function Function Function

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide
pp. 85-96 pp. 85-96 pp. 85-96 pp. 85-96
 2. Learner’s
Materials pp. 125-126 pp. 127-129 pp. 127-129 pp. 127-129

3. Textbook

4.Additional Materials from

Learning Resource (LR) portal

B. Other Learning Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite
Resources Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and monitor activity sheets, laptop and monitor, activity sheets, laptop and monitor
monitor graphing paper
IV. PROCEDURES

A. Reviewing previous What is your favourite team in Many things we see everyday are
lesson or presenting the PBA? NBA? How about your modeled by QUADRATIC
new lesson idol/favourite player in FUNCTIONS. Give at least 3
examples.
basketball?
1.Water in drinking fountain.
Have you ever asked yourself 2. the path of a basketball
why PBA/NBA star 3. McDonald’s logo
Players are good in free throws?
How do angry bird expert players
hit their targets? Do you know
the secret key in playing this
game? What is the maximum
height reached by an object
thrown vertically upward given a
particular condition?

B. Establishing a purpose Let the students act their ideas to 1. Which of the mathematical How your example does modeled 1. What are the differences
for the lesson show how PBA/NBA and Angry sentences are quadratic the quadratic functions? of Quadratic equations
Birds Players do a free throw and functions? How do we represent and identify and not Quadratic
hit their targets. quadratic functions using a graph? equation base on the
2. Which of the mathematical
Let the students estimate the activity?
sentences are NOT 2. How can you recognize a
maximum height reached by the
quadratic functions? Why? quadratic function when a
object thrown vertically upward.
3. How would you describe set of equations are
those mathematical given?
sentences which are not
quadratic functions?
 How are they different from
those equations which
are quadratic?

C. Presenting examples/ Illustrative Example 1: The graph of a quadratic function The previous activities familiarized
instances of the Who does not like pizza? is a parabola. The parabola can the students with the general form
lesson Nowadays, pizza seems to be either be in "legs up" or "legs y = ax²+bx+c of a quadratic
the favorite snack of many down" orientation.
function so if an equation was
teenagers.
written in vertex form y = a(x-h)²+k
When pizza is served to a We know that a quadratic equation
customer, it is already divided will be in the form: we can express the equation into
into 8 pieces, if it is regular size standard form that will be more
or into 12 pieces if it is family convenient to use when working on
2
y = ax + bx + c
size. Observe the 8 pieces problems involving the vertex of
result from 4 straight cuts; the the graph of a quadratic function.
12-piece from 6 straight cuts. Our job is to find the values
Reasoning tells us that 3 straight of a, b and c after first observing
cuts would result to 6 pieces and the graph. Sometimes it is easy to
5 straight cuts to 10 spot the points where the curve
pieces. In other words, pizza- passes through, but often we need
cutting this way can be described to estimate the points.
by the linear function where is
the number of straight cuts and,
the number of pieces that result.
D. Discussing new concepts Among the most well-known of Find the differences between
and practicing new skills the physical situations adjacent y – values in each table,
#1 represented by the quadratic and write them on the blanks
function is that which involves provided.
velocity and force of gravity. In
the 17th century, Isaac Newton
discovered that the height (h) of
an object thrown upwards with
an initial velocity (v0) at time (t) 2. Using the table values, graph
would be v0t reduced by the force the two functions.
3. Compare the graph of linear
function and
of gravity equal to . If the quadratic function.
thrower’s hand upon the release
of this ball was at a starting
height (h0) above the ground,
then,

The symbol which stands for

acceleration due to gravity is
equal to 9.8 m/sec near the
earth’s surface.
Suppose a baseball pitcher
throws a ball upward with an
initial velocity of 20m/sec.
1. What equation will give
the height of the ball for
any time in seconds?
Use
2. What is the greatest
height the ball would
reach before it starts to
fall to the ground?
3. At what time would the
ball reach the ground?
 E. Discussing new 1. Is quadratic function
concepts and useful in real-life
practicing new skills situations?
#2
2. How can quadratic
Function be used to
solve real- life
problems?
1. What do you observe with a. What kind of functions is
the difference of each table f(x) = 3x +1 and
values? g(x) = x²+2x-4?
2. How can you recognize a
b. What do you observe
quadratic function when a about the graph of linear
table of values is given? function and quadratic
function?
Transform the given quadratic
functions into the form
y = a(x-h)²+k by following the
steps below.
1. y = x² - 4x - 10
2. y = 3x² - 4x + 1

F. Developing mastery Menggay maintains a small retail Consider the given functions f(x) = 1. How do you find
(Leads to Formative store to help support her family. 2x + 1 and transforming of general
Assessment 3) Think of the diagram below as g(x) = x²+2x-1. form into vertex form in
rows of bath soap. general form?
1. What kind of functions is
2. How about transforming a
f(x)? g(x)?
vertex form
2. Complete the following
y = a(x-h)²+k into general
table values using the
indicated function, form.

f(x) = 2x + 1
x -3 -2 -1 0 1 2 3
y

g(x) = x²+2x-1
 x -3 -2 -1 0 1 2 3
y

3. What are the differences

between two adjacent
x – values in each table?
4. Find the differences
between each adjacent y –
values in each table.

G. Finding practical Derek is living in Tagaytay, Write a 1 paragraph statement

applications of concepts Cavite. He is thinking of growing explaining how to recognize that the
and skills in daily living vegetables in his backyard. He given mathematical sentence is a
has 100 m. long fencing material. QUADRATIC FUNCTIONS using
He wants to enclose as much of the table of values in your own
his backyard as possible. What words.
dimensions of a rectangular lot
will result to the greatest area?
Think of the given length of the
wire as the perimeter of the lot,
so a length and a width is 50. If
the length is denoted as , then
the width is Area, if you recall, is
length times width.
Let us put some pairs of values
for and and their corresponding
areas in a table.
H. Making generalizations There are many situations in the general form
and abstractions about real world that can be modeled y = ax² + bx + c
the lesson or mathematically described by
the quadratic function. vertex form
Skill to do this can be useful to y = a(x-h)² + k
make estimates of one variable
from known values of the related
variable or to make predictions of
the relationship between the
same two variables in a different
situation.

I. Evaluating learning In 2009, a strong typhoon Ondoy

with heavy rains flooded some
parts of Luzon for days including
Cavite. Helicopters were used to
bring food and
other supplies to flood victims. A
helicopter dropped packages of
food and supplies to a group of
people from a height of 100
meters.
1. Neglecting air
resistance, how far
would the
 package have dropped
in 2 seconds? (Hint: Go
back to Newton‟s
formula)
2. When will the package
touch the ground?

J. Additional activities for Assignment: Assignment: Assignment: List the mathematical concept that
application or Study represent a quadratic Bring graphing paper tomorrow. you use to transform the given
remediation function using: a) table of values, quadratic functions.
b) graph, and c)equation
a. What is a quadrati
c function?
b. What is the difference
between quadratic
function and linear
function?

Reference: Reference: Reference:

Grade 9 Learning Module pp. Grade 9 Learning Module pp. pp. Grade 9 Learning Module pp. 127-
125-126 127-129 Reference: 129
Grade 9 Learning Module pp. 127-
129
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?