SCHOOL
DAILY LESSON LOG
I.OBJECTIVES
A.Content Standards
B.Performance Standards
C.Learning
Competencies/Objectives
Write the LC Code for each
II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from
Learning Resources (LR) portal
B.Other Learning Resources
Adlay National High School GRADE LEVEL 9
TEACHER Marie Grace O. Aparre LEARNING AREA Mathematics
TIME 7:30- 8:30 -(8:30-9:30), (9:45-10:45) QUARTER FIRST Quarter
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
JULY 22, 2019 JULY 23, 2019 JULY 24, 2019 JULY 25, 2019 JULY 26, 2019
The learner demonstrates understanding of key concepts of quadratic equations, quadratic inequalities, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic
equations, quadratic inequalities, and rational algebraic equations and solve them using a variety of strategies.
In this lesson, you are expected In this lesson, you are expected
to: to:
1. Define real numbers, rational 1. Recall the basic skills in
and irrational numbers. adding and multiplying rational
2. Identify the nature of the numbers.
roots of the quadratic equation. 2. Find the sum and product of
roots of quadratic equations.
3. apply the understanding of
the sum and product of roots of
quadratic equation to real-life
applications
M9AL-Ic-1 M9AL-Ic-1
BEAM Second Year, Module 4 BEAM Second Year, Module 4
(TG) (TG)
2. EASE Module Second Year 2. EASE Module Second Year
Quadratic Quadratic
Equations, Module 3 Chapter 2 Equations, Module 3 Chapter 2
Quadratic Equations pp.53-59 Quadratic Equations pp.53-59
(LM) (LM)
3. Advanced Algebra, 3. Advanced Algebra,
Trigonometry, and Statistics IV. Trigonometry, and Statistics IV.
2003. pp. 103-104* 2003. pp. 103-104*
4. Integrated Mathematics III. 4. Integrated Mathematics III.
2001. pp. 116-119* 2001. pp. 116-119*
IV.PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
The teacher will let the students
realize that given the values of
a, b, and c, the value of
b² – 4ac can be obtained. Then,
will ask them to perform
Activity 4. In this activity, the
students
will write the quadratic equation
given the values of a, b, and c
and solve this using
any of the methods presented in
the previous lessons. Let them
explain how they
came up with the roots of each
equation.
Immediately after the students
do Activity 4, ask them to
perform Activity 5.
Tell them to write their answers
for Activities 3 and 4 in the
table provided. Let the
students describe the roots of
the quadratic equation and
relate these to the value of
its discriminant. The students
should realize at this stage that
the value of the
discriminant of a quadratic
equation can be used to describe
its roots.
The teacher will let the students
perform mathematical tasks to
activate their prior
mathematical
knowledge and skills then let
them connect these to their new
lesson, sum and
product of roots of quadratic
equations. Emphasize to the
students this important
question: “How do the sum and
product of roots of quadratic
equation facilitate in
understanding the required
conditions of real-life
situations?”
Start the lesson by asking the
students to add and multiply
rational numbers.
These are the basic skills that
students need to learn about the
relationships among
the values of a, b, and c in a
quadratic equation ax2 +bx + c
= 0 and its roots.
Ask them to perform Activity
1. Let them explain how they
arrived at their answers and
how they applied the different
mathematics concepts or
principles in performing each
operation.
Provide the students with
opportunities to enhance their
skill in finding the
roots of quadratic equations by
doing Activity 2. Let them use
the different methods
of solving quadratic equations
which were already presented
in the previous lessons.
Finding the solutions of a

E.Discussing new concepts and
practicing new skills #2
F.Developing mastery
(Leads to formative assessment)
G.Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I.Evaluating Learning
Develop students’
understanding of the nature of
roots of quadratic equations
through a real-life situation
involving a quadratic equation.
Ask the students to solve
the problems given in Activity
6. This activity provides the
students with an
opportunity to realize that the
occurrence of a particular event
may not always be
possible for a given condition.
For example, a ball cannot
reach a height of 160 ft.
following the initial conditions
of the problem. Hence, s = 160
is not a realistic value
of s in the equation s = 100t –
16t².
Give the students opportunities
to demonstrate their
understanding of the
nature of roots of quadratic
equations by doing a practical
task. Let them perform
Activity 10. You can ask the
students to work individually or
in groups. In this activity,
the students will be asked to
solve a particular real-life
problem involving the
discriminant of quadratic
equations and then cite similar
or other situations where
this mathematics concept is
applied.
quadratic equation facilitates in
determining the
relationships among its roots
and its terms. Once the roots
are known, the students
can then relate these to the
terms of the quadratic equation.
In Activity 3 of this lesson, the
students will be asked to
determine the values
of a, b, and c of quadratic
equations written in standard
form and their respective roots.
Let the students find the sum
and product of these roots and
relate the results to the values
of a, b, and c. At this point, the
students should realize that the
sum and the product of roots of
a quadratic equation are equal
to a
+ b and a/c , respectively. The
students should also learn that
the quadratic equation can be
determined given its roots or
the sum and product of its
roots.
Present to the students a real-
life illustration of the
relationships among the
roots and the terms of a
quadratic equation. Let them
perform Activity 4. In this
activity, the students should
realize that the dimensions of
the garden represent the roots
of the quadratic equation.
Hence, the sum of the roots
represents one-half of the
perimeter of the garden and the
product of the roots represents
its area.
The teacher will give 5 item
 quiz to the students.
J.Additional activities for
application or remediation
V.REMARKS

VI.REFLECTION
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to remediation

C.Did the remedial lessons work?No.

of learners who have caught up with
the lesson
D.No. of learner’s 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
material did I use/discover which I
wish to sharewith other teachers?

Prepared by: Checked by: Noted by:

MARIE GRACE O. APARRE MYRACELL P. BUENAFLOR VICTORINO S. NIMES, P-1

Subject Teacher Academic Coordinator School Head