GRADES 9 School Soong National High School Grade Level 9

DAILY LESSON LOG Teacher Kemberly U. Gama 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 The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life
Standards problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them
using a variety of strategies.
3. Learning Characterizes the roots of a Describes the relationship Describes the relationship Solves equations
Competencies/ quadratic equation using between the coefficients and between the coefficients and transformable to quadratic
Objectives the discriminant. the roots of a quadratic the roots of a quadratic equations (including rational
(M9AL-Ic-1) equation. (M9AL-Ic-2) equation. (M9AL-Ic-2) algebraic equation).
(M9AL-Ic-d-1)
a. Evaluate the expression a. Describe the relationship a. Describe the relationship
given the b2 – 4ac values of between the coefficients and between the coefficients and a. Transform quadratic
a, b, and c the roots of quadratic equation into standard form
the roots of quadratic
b. Use the discriminant in b. Determine the sum of the b. Determine the product of b. Find the solutions of
characterizing the roots of roots of quadratic equations the roots of quadratic equations transformable to
c. Value the knowledge as a equations quadratic equations
quadratic equations
c. Show self-reliance and
c. Appreciate the means of new understanding c. Appreciate the importance
display interests when
importance of discriminant of quadratic equation in real- working independently
life situation
II. CONTENT Nature of Roots of Sum of the Roots of Product of the Roots of Equations Transformable to
 Quadratic Equation Quadratic Equations Quadratic Equations Quadratic Equations
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pp. 39-44 pp. 45-49 pp. 45-49 pp. 50-53

2. Learner’s
Materials pp. 56-63 pp. 66-72 pp. 66-72 pp. 77-87

3. Textbook 21st Century Mathematics 21st Century Mathematics Intermediate Algebra

Our World of Math
pp. 168-172 pp. 168-172 pp. 58-60
pp. 21-25
Ju Se T. Ho et.al Ju Se T. Ho et.al Julieta G. Bernabe et.al.
4. Additional http:// http://
http://
Materials from www.athometuition.com/ www.athometuition.com/
www.purplemath.com/
Learning QuadraticEquationFormula.ph QuadraticEquationFormula.p
moduleiquadraticform.htm
Resource (LR) h
portal http://www.math-help-
http://
ace.com/Quadratic-Equation- http://www.math-help-
www.algebrahelp.com/
Solver.html ace.com/Quadratic-
lessons/equation/quadratic
Equation-Solver.html
B. Other Learning Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
monitor monitor monitor monitor
IV. PROCEDURES
A. Reviewing previous Preliminary Activity: Let’s Do Addition! Determine the roots of each Preliminary Activity:
lesson or presenting 1. Evaluate the expression Perform the indicated quadratic equation using any Showing different equations
the new lesson b2 – 4ac given the following operation. method. on the TV screen and letting
values of a, b, and c. 1. x2 + 7x + 12 = 0
1. 7+15 = each learner study the given
1. a =1 , b = 5, c = 4 2. -9 + 14 = = ____ , = ____ equation.
 2. a = 2, b = 1, c = -21
3. a = 4, b = 4, c = 1
4. a = 1, b = -2, c = -2
5. a = 9, b = 0, c = 16
B. Establishing a 1. Where you able to find
purpose for the the expression b2 - 4ac
lesson given the values of a, b,
and c?
2. What do you think is the
importance of the
expression b2 – 4ac in
determining the nature of
the roots of a quadratic
equation?
C. Presenting Examples:
examples/
instances of the 1. x2 – 2x + 1 = 0
lesson
D = b2 – 4ac
2. 2x2 – 3x – 20 = 0
1.
= ____ , = ____
2. (x+1) (x – 2) = 12
3. x(x – 3) = 20
3. -6 + (-17) = Quadrati Sum Product
c of of 4.
4. + = Equation Roots Roots
x2 + 7x + 5.
12 =0
5. + = 2x2 – 3x
– 20 = 0
1. How did you determine the 1. What do you observe 1. Which of the given
result of each operation? about the sum and product equations are written in
2. What mathematics of the roots of each Standard Form?
concepts and principles did quadratic equation in 2. How do you describe
you apply to arrive at each relation to the values a, b, c? standard form of equation?
result? 2. Do you think a quadratic
3. Compare your answers equation can be determined
with those of your classmates. given its roots or solutions?
Justify your answer by giving
Did you arrive at the same
3 examples
answers? If NOT, explain
why.
The sum of the roots of the The product of the roots of Solving Quadratic Equations
quadratic equation ax2 + bx + the quadratic equation That are Not Written in
c = 0 can be determined using Standard Form
+ bx + c = 0 can be
the coefficients a, b, and c.
Example 1: Solve x(x – 5) =
Remember that the roots of determined using the
36
D = (-2)2 – 4(1)(1) a quadratic equation can be coefficients a, b, and c.
determined using the formula Remember that the roots
D=4–4 of a quadratic equation can
be determined using the
D=0 formula
Example 2: Find the roots of
Therefore the roots are the equation
real, rational, and equal. From the quadratic formula,

2. 3x2 – x – 2 = 0
let and
D = b2 – 4ac

D = (- 1)2 – 4(3)(-2) From the quadratic formula,

D = 1 + 24 D = 25 be the
let
Since D ˃ 0 and a perfect roots.
square and
Example 1. Find the sum of
Therefore the roots are the roots of + 8x – 10 = 0
real, rational, and unequal. be the
Sum of the roots = (2x - 2)(x + 4) = 0
3. x2 – 6x + 7 = 0 roots.
D = b2 – 4ac D = (-6)2 – Example 1. Find the sum of 2x – 2 = 0 or x + 4 = 0
4(1)(7) X = 1 or x = -4
the roots of + 8x – 10 =
D = 36 – 28 0
The sum of the roots of
D = 8 Since + 8x – 10 = 0 is - 4 Product of the roots =

D ˃ 0 and not a perfect Example 2. Use the values of

square. a, b and c in finding the roots
of the quadratic equation.
Therefore the roots are The values of a, b, and c in
 real, irrational and unequal. the equation are 1, 7 and -18, The product of the roots of
4. x2 – 4x + 5 = 0
D = b2 – 4ac
D = (-4)2 – 4(1(5)
D = 16 – 20
D=-4
Since D ˂ 0 therefore the
roots are not real or
imaginary.
D. Discussing new Using the values of a, b, Direction: Determine the sum Direction: Determine the
concepts and and c, write the quadratic
practicing new skills equation ax2+bx+c= 0. of the roots by using
#1 Then find the roots of each
resulting equation.
1. a =1 ,b = 5, c = 4
respectively. Use this value to
+ 8x – 10 = 0 is -5
find the sum and the product
of the roots of the equation.
Example 2. Use the values
Sum of the roots = of a, b and c in finding the
roots of the quadratic
equation.
The values of a, b, and c in
the equation are 1, 7 and -
18, respectively. Use this
The sum of the roots of + value to find the sum and
7x – 18 = 0 is -7 the product of the roots of
the equation.
Product of the roots =
The product of the roots of
+ 7x – 18 = 0 is -18
View Me in Another Way!
product of the roots by using Transform each of the
. c/a following equations into a
- 2x – 6 = 0 quadratic equation in the
form .
- 2x – 3 = 0 = 10x – 36
+ 2x – 5 = 0 1. x (x + 5)= 2
= 10x – 25
+ 8x + 6 = 0 2.
 2. a = 2,b = 1,c =-21 – 2x – 14 = 0.
+ 2x – 5 = 0 3.
3. a = 4,b = 4, c = 1
+ 8x + 3 = 0
4. a = 1,b = -2,c = -2 4.
– 2x – 7 = 0
5. a = 9, b = 0, c = 16

5.

E. Discussing new Follow-up Questions:
concepts and
practicing new skills 1. Can we determine the
#2 nature of the roots of a
quadratic equation without
solving the equation?
2. Can we identify whether
the roots are real, rational,
or irrational, equal or
unequal?
3. When will the equation
have no real roots?
Follow-up Questions: Follow-up Questions: Follow-up Questions:
1. What is the relation 1. What is the relation 1. How did you
between the coefficients and between the coefficients and transform each
the roots of quadratic the roots of quadratic equation into a
equation? equation? quadratic equation?
2. How can the sum of the 2. How can the product of 2. What mathematics
roots be obtained? the roots be obtained? concepts or principles
3. How do you check your did you apply?
answer? 3. Did you find any
difficulty in
transforming each
equation into a
quadratic equation?
Explain.

F. Developing mastery Solve for the discriminant Direction: Find the sum of the Direction: Find the product Solve and Find the roots of
 (Leads to Formative of the following quadratic roots. of the roots. the following equations.
Assessment 3) equation and determine the
1.
nature of the roots. + 4x + 3 = 0 + 4x + 9 = 0

1. + 5p – 3 = 0 + 12x – 18 = 0 + 12x – 36 = 0
2. (x – 10)(x + 3) = 0
2. + 9r + 14 = 0 – 6x = 8 – 6x = 18
3. x(x + 12) = 10
3. + 5x + 10 = 0 – 3x = 0 – 16x = 0
4.
4. – 7x = 30 = 25 = 36

5. + 6x + 9 = 0
G. Finding practical Directions: Study the
applications of situation below and answer
concepts and skills in the questions that follow.
daily living Lola Nidora asks
Rogelio to make a table
which has an area of 6m2.
The length of the table has
to be 1 m longer the width.
1. If the width of the table Write the equation.
is p meters, what will be its
length?
2. Form a quadratic
equation that represents
the situation.
3. Without actually
computing for the roots,
determine whether the
dimensions of the table are
rational numbers. Explain.
4. Give the dimensions
Answer the following problem. Read and understand the
1. Suppose the sum of the situation below to answer
roots of a quadratic equation the questions that follow.
is given, do you think you can
determine the equation? 1. Lola Nidora is informed
Justify your answer. that his bodyguard Rogelio
2. The sum of the roots of a owns a rectangular lot. The
quadratic equation is -5. If one perimeter of the lot is 90m
of the roots is 7, how would and its area is 450 m2.
you determine the equation?
a. What equation
represents the
perimeter of the lot?
b. How about the
equation that
represents the area?
c. How is the given
situation related to
the sum
and the product of the
roots of quadratic
equation?
5. (x – 4)(x + 5) = 0
My understanding of
Equations Transformable
into Quadratic!
Answer the following.
1. In a water refilling
station, the time that a
pipe takes to fill a tank
is 10 minutes more
than the time that
another pipe takes to
fill the same tank. If
the two pipes are
opened at the same
time, they can fill a
tank in 12 minute.
How many minutes
does each pipe take
to fill the tank?
2. A flare is launched
from a life raft with an
initial velocity of 80
 of the table. d. What quadratic meters per second.
equation can be How many seconds
formed that will it take for the flare
describes the to return to the sea?
problem?
e. What are the
dimensions of the
rectangular lot?

2. The perimeter of a
rectangular bulletin board is
20ft. if the area of the board
is 21ft. What are its length
and width?
2
H. Making If b –4ac = 0, the roots Sum of the Roots of Quadratic Product of the Roots of There are equations that are
generalizations and are real, rational and equal. Equation Quadratic Equation transformable to quadratic
2
abstractions about If b –4ac ˃ 0 and a perfect equations. These equations
the lesson square, then the roots are may be given in different
real, rational and unequal. + forms. Hence, the
If b2 –4ac ˃ 0 and not a procedures in transforming
perfect square, the roots these equations to quadratic
are unequal and irrational. equations may also be
If b2 –4ac ˂ 0 the roots are ) different. Once the equations
not real or imaginary. are transformed to quadratic
equations, then they can be
solved using the different
methods of solving quadratic
equations, such as extracting
square roots, factoring,
completing the square and
using the quadratic formula.
An extraneous root of an
equation can be derived from
The sum of the roots of The sum of the roots of an original equation.
However, it is not a solution
 of the original equation.
quadratic equation is . quadratic equation is .

I. Evaluating learning “Where do you like to go in Using the values of a, b, and Using the values of a, b, and Let’s Be True!
Cavite?” c, find the sum of the following c, find the product of the
Find the solution set of the
equations. following equations.
Direction: Characterize the following.
nature of the roots of the – 4x – 21 = 0 – 4x – 12 = 0 1. x(x+3)=28
following quadratic
equations using the – 8x = 48 – 8x = 24 2. 3s(s-2) = 12s
discriminant. Use the = -6
legend below. =1
–x+6=0 – x + 12 = 0
-8x + 3 = 0 4. =65
-8x + 1 = 0

Taal Volcano Water Camp

Kaybiang Tunnel Aguinaldo
Shrine
(real,rational,equal)
(real,rational,unequal)
(real,irrational, unequal)
(not real, imaginary)

1. + 9x + 20 =0
2. + 6x + 13 = 0
3. – 5x = - 4
4. – 2x – 5 = 0
 5. + 8x + 16 = 0

J. Additional activities Assignment: Assignment: Assignment: Assignment:

for application or
remediation Follow-up Study Determine the sum and the Study the steps in
Find the value of k 1. Product of Roots of product of each equation. transforming rational
in each quadratic equation Quadratic Equations 1. = 3c algebraic expressions into
in order to have: quadratic equation.
Equal roots 2. (x – 2 =9
a. + 2x + 1 = 0
3. – 9b = 0
b. + 4x + k = 0
2. Study the sum and 4. (n–7 =6
product of the roots of the
5. 3(a + 7 + 4 = 49
quadratic equation.
a. How do you get the
sum and product of
quadratic equation?
b. Give the formula

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?

Prepared by:

KEMBERLY U. GAMA
Teacher I

Noted By:
AIMEE AMOR . PORTO
Principal II