GRADES 9 School BONIFACIO R. TAGABAN SR.

IS Grade Level 9
DAILY LESSON LOG Teacher ARIEL JAY B. VELA Learning Area MATHEMATICS
Teaching Dates and
OCT. 4 AND 6 - 1:15 - 3:15 Quarter FIRST
Time

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES TUESDAY THURSDAY
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 of strategies.
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 domain, b. Determine the domain,
from the general form range, intercepts, axis of
y=ax² + bx + c into . (Using symmetry, and the opening range, intercepts, axis of
symmetry, and the opening
the standard form solution 2, by applying the of the parabola of the parabola
y=a(x-h)² +k (using c. Show appreciation of the c. Show appreciation of the
solution 1: By formula and graph of quadratic function graph of quadratic function
completing the through active participation
) through active participation
square) in classroom activities
b. Derive the standard b. Value accumulated in classroom activities
form from the general knowledge as means of new
 form of the quadratic understanding
function
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 functions
or presenting the new for x and y. and
lesson Express each Express each perfect , transform
perfect square square trinomial as the 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 graphs
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 Motive Question:
of each municipality? 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 examples/ Express Express in the Analyze the graph of a Describe My Paths!
instances of the in the form form. quadratic function , Complete the table of
lesson form and determine the following: values of x and y of the two
from and give the Solution 2: By Applying the quadratic functions and
values of and . determine the domain,
formula, and range, intercepts, axis of
 symmetry, and the opening
Solution 1: By : of the parabola
Completing the In the equation
square ,
and x - 0 1 2 3
By substituting the solved 1
values of and in y
, 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 of
symmetry
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 Minimum
(1,-4)point
 is , where
is the vertex.

If and ,

1.What have you observed

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

Draw the graph of a

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

F. Developing mastery Transform Transform Draw the graph of a . The graph of

(Leads to Formative into the quadratic function is drawn , identify the
Assessment 3) into the form form and identify following:
following the steps the vertex, domain, range,
 following the steps and opening of the graph. Vertex _______
State whether the vertex is a Opening of the graph __
minimum or a maximum Vertex is a ____ point
point, and write the equation Equation of the
of its axis of symmetry
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 a
Apply the formula
applications of concepts product of each quadratic function and quadratic function
and skills in daily living Municipality by determine the vertex,
and in and
matching the domain, range, and opening
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 a. vertex
equivalent standard into standard maximum point, and write b. domain
form the equation of its axis of c. range
form
on the right side. symmetry. d. opening of the
Show your solution. graph
Group 1. e. equation of its
Groups 1 and 2:
axis of
Groups 3 and 4: symmetry
2.State whether the vertex is
Group 2
Group 3. Groups 5 and 6: a minimum or a maximum
point
 Group 4.

H. Making generalizations and Steps in transforming Steps in transforming The graph of a quadratic The graph of a quadratic
abstractions about the general form general form function function
Group 5.
lesson to Is called parabola. The Is called parabola. The
parabola opens upward or parabola opens upward or
to standard or vertex standard or vertex form downward. It has a turning downward. It has a turning
form point called vertex which is point called vertex which is
(Solution 2: By either the lowest point or the either the lowest point or the
(Solution 1: By applying the formula highest point of the graph. If highest point of the graph. If
Completing the the value of a>0, it opens the value of a>0, it opens
and
square) upward and has a minimum upward and has a minimum
1.Group the terms point but if a<0, the point but if a<0, the parabola
containing x. ) parabola opens downward opens downward and has a
2.Factor out and has a maximum point. maximum point. There is a
3.Complete the 1.Determine the values of There is a line called the line called the axis of
expression in and axis of symmetry which symmetry which divides the
parenthesis to make it divides the graph into two graph into two parts such
2.Substitute the values of
a perfect square parts such that one-half of that one-half of the graph is
and to the formula
trinomial by adding the graph is a reflection of a reflection of the other half.
the other half. If the If the quadratic function is
and subtracting quadratic function is expressed in the form
3Substitute the values of expressed in the form , the vertex is
and to the formula
 , the vertex
from the
is the point (h,k). The line x
constant term. 4.Substitute the values of = h is the axis of symmetry
5.Simplify and and in the form and k is the minimum or
express the perfect maximum value of the
square trinomial as 5Simply function. The domain of a
square of a binomial quadratic function is the set
6.Give the value of . of all real numbers. The
Give the value of . range depends on whether
the parabola opens upward
or downward, If it opens
upward, the range is the set
{y:y≥k}; if it opens
downward, then the range is
the set {y:y≤k}
the point (h,k). The line x =
h is the axis of symmetry
and k is the minimum or
maximum value of the
function. The domain of a
quadratic function is the set
of all real numbers. The
range depends on whether
the parabola opens upward
or downward, If it opens
upward, the range is the set
{y:y≥k}; if it opens downward,
then the range is the set
{y:y≤k}

I. Evaluating learning Apply the steps in Apply the steps in The graph of is
transforming the transforming the following drawn ,
following quadratic quadratic functions into the
functions into the form form

1. 1.
2.
3. Jaime, a Grade 10 student is
a Sepak Takraw player in
the Cavite Provincial Meet.
In one of his games he
kicked the ball forming a
parabolic path with an 1.Identify the following:
equation of a. Vertex
Draw the graph and b. domain
determine the following: c. Range
1.domain d. opening of
2.range the graph
 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 the Which has the lower
following quadratic Transform the Which has the lower vertex?
functions in general following quadratic functions vertex
form into standard in 1. 1.
form general form into standard 2.
a. form
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?