GRADES 9 School Juanito C.

Wagan Integrated NHS Grade Level 9

DAILY LESSON LOG Teacher Mrs.Sherly O. De Guzman Learning Area MATHEMATICS
Teaching Dates and September 19-23, 2022
Quarter FIRST
Time Makabansa- 1:10pm – 2:10pm

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of functions.
2. Performance The learner is able to accurately construct mathematical models to represent real-life situations using functions.
Standards
Performs addition, Performs addition, Performs addition, Performs addition,
subtraction, multiplication, subtraction, multiplication, subtraction, multiplication, subtraction, multiplication,
division, division, division, division,
and composition of and composition of and composition of and composition of
functions. (M9AL-Ia-3) functions. (M9AL-Ia-3) functions. (M9AL-Ia-3) functions. (M9AL-Ia-3)

1.Enumerate the steps to 1.Enumerate the steps to 1.Enumerate the steps to 1.Enumerate the steps to
undergo in performing the undergo in performing the undergo in performing the undergo in performing the
operation on functions operation on functions operation on functions operation on functions
2.Perform operations on 2.Perform operations on 2.Perform operations on 2.Perform operations on
and composition of and composition of and composition of and composition of
functions functions functions functions
3.Demonstrate cooperation 3.Demonstrate cooperation 3.Demonstrate cooperation 3.Demonstrate cooperation
in group activity in group activity in group activity. in group activity

II. CONTENT Operations on Functions Operations on Functions Operations on Functions Operations on Functions
Addition Subtraction Multiplication Division

III. LEARNING
RESOURCES
A. References
 1. Teacher’s
Guide Pages 14-22 Pages 14-22 Pages 14-22 Pages 14-22

a. Learner’s Pages 13-20 Pages 13-20 Pages 13-20 Pages 13-20

Materials
2. Textbook
3. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Instructions: Each group shall Instructions: Each group shall Instructions: Each group shall Instructions: Each group shall
lesson or presenting be given 1 tag board, rag and a be given 1 tag board, rag and be given 1 tag board, rag and be given 1 tag board, rag and
the new lesson chalk. The teacher will present a chalk. The teacher will a chalk. The teacher will a chalk. The teacher will
to the class of what function to present to the class of what present to the class of what present to the class of what
evaluate. After the allotted function to evaluate. After the function to evaluate. After the function to evaluate. After the
time, they will be asked to raise allotted time, they will be allotted time, they will be allotted time, they will be
their tag boards for answers to asked to raise their tag boards asked to raise their tag boards asked to raise their tag boards
be checked. for answers to be checked. for answers to be checked. for answers to be checked.
1) f(x) = 5x – 8; if x= 9 1) f(x) = 5x – 8; if x= 10 1) f(x) = 5x – 8; if x= 11 1) f(x) = 5x – 8; if x= 12
2 2
2) g(x) = x – 7; if x = -4 2) g(x) = x – 7; if x = -3 2) g(x) = x2 – 7; if x = -2 2) g(x) = x2 – 7; if x = -1
3) h(x) = (x – 4)(x + 4); if x = 0 3) h(x) = (x – 4)(x + 4); if x = 1 3) h(x) = (x – 4)(x + 4); if x = 2 3) h(x) = (x – 4)(x + 4); if x = 3

B. Establishing a The teacher emphasizes that it The teacher emphasizes that it The teacher emphasizes that it The teacher emphasizes that it
purpose for the is good to have learned is good to have learned is good to have learned is good to have learned
lesson operations on algebraic operations on algebraic operations on algebraic operations on algebraic
expressions, so that operations expressions, so that expressions, so that expressions, so that
on functions will just be easy operations on functions will operations on functions will operations on functions will
because there are some real just be easy because there are just be easy because there are just be easy because there are
life situations that may involve some real life situations that some real life situations that some real life situations that
operations which can be may involve operations which may involve operations which may involve operations which
represented by functions can be represented by can be represented by can be represented by
 functions functions functions
DIVISION OF FUNCTIONS
C. Presenting examples/ SUBTRACTION OF MULTIPLICATION OF FUNCTIONS x 2  2x  1 x 1 f
; find   x 
instances of the ADDITION OF FUNCTIONS FUNCTIONS 2
Given: f ( x) 
x 2  5x  6
; g ( x) 
x2 g
Given:f(x)=x + 5x + 6 ; g(x) = x + 1; find (fg)(x)
lesson Given: f(x) = x + 5; g(x) = x – 1; f f ( x)
 g  x  = g ( x)
find (f + g) (x) Given: g(x) = (x2 + x – 1); f(x) x2 + 2x + 1 x+2  

= x2 - 1;find (f-g)(x) (fg)(x)= f(x)g(x)

(f + g) (x) = f(x) + g(x) = x2 + 5x + 6  x + 1 = x2 + 2x + 1 ÷ x + 1

(f-g)(x) = f(x) – g(x) x2 + 2x + 1 x+2 x2 + 5x + 6 x+2

= (x +5) + (x -1) = (x+3)(x+2)  x + 1

= (x+1)(x+1)  x + 2

= (x2 – 1) - (x2 + x – 1) (x+3)(x+2) x+1

(x+1)(x+1) x+2 f x 1

= x + 5 +x-1   x  =
g x3
= x+3
= x2 – 1- x2 - x + 1
(f + g)(x) =2x +4 x+1

(f-g)(x) = -x
D. Discussing new From the presented
From the presented From the presented From the presented
concepts and examples on the board,
examples on the board, the examples on the board, the examples on the board, the
practicing new skills the teacher will ask the
teacher will ask the students teacher will ask the students teacher will ask the students
#1 students of the steps that
of the steps that were used of the steps that were used of the steps that were used
were used given a
given a particular operation given a particular operation given a particular operation
particular operation on
on functions to arrive at an on functions to arrive at an on functions to arrive at an
functions to arrive at an
answer. The teacher will answer. The teacher will answer. The teacher will
answer. The teacher will
give other examples to give other examples to give other examples to
give other examples to
discuss for further discuss for further discuss for further
discuss for further
understanding of the lesson. understanding of the lesson. understanding of the lesson.
understanding of the
Given: f(x) = 1/x; g(x) = 1/x2 Given: f(x) = 1/x; g(x) = 1/x2 Given: f(x) = 1/x; g(x) = 1/x2
lesson.
; find (f+g)(x); ; find (f-g)(x); ; find (f/g)(x)
Given: f(x) = 1/x; g(x) =
1/x2; find (f•g)(x);
E. Discussing new The teacher asks students The teacher asks students The teacher asks The teacher asks students
concepts and to practice the following to practice the following students to practice the to practice the following
practicing new skills numbers by groups of five. numbers by groups of five. following numbers by numbers by groups of five.
#2 Find (f+g)(x); (f-g)(x); (f•g) Find (f+g)(x); (f-g)(x); (f•g) groups of five. Find (f+g)(x); (f-g)(x); (f•g)
(x); (f/g)(x); given the (x); (f/g)(x); (f o g)(x), given Find (f+g)(x); (f-g)(x); (x); (f/g)(x); (f o g)(x), given
following: the following: (f•g)(x); (f/g)(x); (f o g) the following:
1) f(x) = x/2 and g(x) = 2x 1) f(x) = x/3 and g(x) = 3x (x), given the following: 1) f(x) = x/5 and g(x) = 5x
 1) f(x) = x/4 and g(x) =
4x
2) f(x) = (x +5)/(x-1) and g 2) f(x) = (x +6)/(x-2) and g 2) f(x) = (x +8)/(x-4) and g
2) f(x) = (x +7)/(x-3) and
(x) = (x2-3x +2)/(x2 – 25) (x) = (x2-3x +2)/(x2 – 25) (x) = (x2-3x +2)/(x2 – 25)
g (x) = (x2-3x +2)/(x2 –
25)
F. Developing mastery
(Leads to Formative
Assessment 3)

Addition only Subtraction only Multiplication only Division only

G. Finding practical
How are you going to relate How are you going to relate How are you going to relate How are you going to relate
applications of
our lesson in real-life our lesson in real-life our lesson in real-life our lesson in real-life
concepts and skills in
situation? situation? situation? situation?
daily living
H. Making The teacher summarizes The teacher summarizes The teacher summarizes the The teacher summarizes
generalizations and the lesson by letting the the lesson by letting the lesson by letting the the lesson by letting the
abstractions about students fill the blank. students fill the blank. students fill the blank. students fill the blank.
the lesson 1. In adding and 1. In adding and 1. In adding and 1. In adding and
subtracting functions, We subtracting functions, We subtracting functions, We subtracting functions, We
must remember that must remember that must remember that must remember that
________.(Possible ________.(Possible ________.(Possible ________.(Possible
answers: only similar terms answers: only similar terms answers: only similar terms answers: only similar terms
can be combined through can be combined through can be combined through can be combined through
addition and subtraction; addition and subtraction; addition and subtraction; addition and subtraction;
when fractions are given, when fractions are given, when fractions are given, when fractions are given,
finding the LCD is the first finding the LCD is the first finding the LCD is the first finding the LCD is the first
thing to do.) thing to do.) thing to do.) thing to do.)
2. In multiplying 2. In multiplying 2. In multiplying 2. In multiplying
functions, remember to functions, remember to functions, remember to functions, remember to
____________.(Possible ____________.(Possible ____________.(Possible ____________.(Possible
answer: factor or to rewrite answer: factor or to rewrite answer: factor or to rewrite answer: factor or to rewrite
the given into prime factors) the given into prime factors) the given into prime factors) the given into prime factors)
3. In dividing functions, 3. In dividing functions, 3. In dividing functions, 3. In dividing functions,
do not forget to do not forget to do not forget to do not forget to
 ___________. (Possible ___________. (Possible ___________. (Possible ___________. (Possible
answer: factor and to get answer: factor and to get answer: factor and to get answer: factor and to get
the reciprocal of the divisor the reciprocal of the divisor the reciprocal of the divisor the reciprocal of the divisor
before proceeding to before proceeding to before proceeding to before proceeding to
multiplication.) multiplication.) multiplication.) multiplication.)
4. In composition of 4. In composition of 4. In composition of 4. In composition of
functions, like(f o g)(x), it functions, like(f o g)(x), it functions, like(f o g)(x), it functions, like(f o g)(x), it
means that the x of _____ means that the x of _____ means that the x of _____ means that the x of _____
must be replaced by _____. must be replaced by _____. must be replaced by _____. must be replaced by _____.
(Possible answer: f(x), g(x) ) (Possible answer: f(x), g(x) ) (Possible answer: f(x), g(x) ) (Possible answer: f(x), g(x) )
I. Evaluating learning Answer Lesson 3 Answer Lesson 3 Answer Lesson 3 Answer Lesson 3
Supplementary Exercises 3 Supplementary Exercises 3 Supplementary Supplementary
No. 1a No. 1b Exercises 3 No. 1c Exercises 3 No. 1d
J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the
formative assessment
2. No. of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

SHERLY O. DE GUZMAN CRISTOPHER M. DE OCAMPO

Teacher SST-III/OIC

GRADES 9 School Juanito C. Wagan Integrated NHS Grade Level 9

DAILY LESSON LOG Teacher Mrs.Sherly O. De Guzman Learning Area MATHEMATICS
 Teaching Dates and September 26-30, 2022
Quarter FIRST
Time Makabansa- 1:10pm – 2:10pm

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of functions.
2. Performance The learner is able to accurately construct mathematical models to represent real-life situations using functions.
Standards
Performs addition, Performs addition, Performs addition, Performs addition,
subtraction, multiplication, subtraction, multiplication, subtraction, multiplication, subtraction, multiplication,
division, division, division, division,
and composition of and composition of and composition of and composition of
functions. (M9AL-Ia-3) functions. (M9AL-Ia-3) functions. (M9AL-Ia-3) functions. (M9AL-Ia-3)

1.Enumerate the steps to 1.Enumerate the steps to 1.Enumerate the steps to 1.Enumerate the steps to
undergo in performing the undergo in performing the undergo in performing the undergo in performing the
operation on functions operation on functions operation on functions operation on functions
2.Perform operations on 2.Perform operations on 2.Perform operations on 2.Perform operations on
and composition of and composition of and composition of and composition of
functions functions functions functions
3.Demonstrate cooperation 3.Demonstrate cooperation 3.Demonstrate cooperation 3.Demonstrate cooperation
in group activity in group activity in group activity. in group activity

II. CONTENT Operations on Functions Operations on Functions Operations on Functions

Composition of Functions
Subtraction Multiplication Division

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide Pages 14-22 Pages 14-22 Pages 14-22 Pages 14-22
 2. Learner’s Pages 13-20 Pages 13-20 Pages 13-20 Pages 13-20
Materials
3. Textbook
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Drill Instructions: Each group shall Instructions: Each group shall Instructions: Each group shall
lesson or presenting be given 1 tag board, rag and be given 1 tag board, rag and be given 1 tag board, rag and
the new lesson Do a quick review of the rules a chalk. The teacher will a chalk. The teacher will a chalk. The teacher will
of adding, subtracting, present to the class of what present to the class of what present to the class of what
multiplying and dividing function to evaluate. After the function to evaluate. After the function to evaluate. After the
fractions and algebraic allotted time, they will be allotted time, they will be allotted time, they will be
expressions asked to raise their tag boards asked to raise their tag boards asked to raise their tag boards
for answers to be checked. for answers to be checked. for answers to be checked.
1) f(x) = 5x – 8; if x= 10 1) f(x) = 5x – 8; if x= 11 1) f(x) = 5x – 8; if x= 12
2) g(x) = x – 7; if x = -3
2
2) g(x) = x2 – 7; if x = -2 2) g(x) = x2 – 7; if x = -1
3) h(x) = (x – 4)(x + 4); if x = 1 3) h(x) = (x – 4)(x + 4); if x = 2 3) h(x) = (x – 4)(x + 4); if x = 3

B. Establishing a The important concept that the The teacher emphasizes that it The teacher emphasizes that it The teacher emphasizes that it
purpose for the students need to understand in is good to have learned is good to have learned is good to have learned
lesson this lesson is that adding, operations on algebraic operations on algebraic operations on algebraic
subtracting and multiplying two expressions, so that expressions, so that expressions, so that
or more functions together will operations on functions will operations on functions will operations on functions will
result in another function. just be easy because there are just be easy because there are just be easy because there are
Dividing two functions together some real life situations that some real life situations that some real life situations that
will also result in another may involve operations which may involve operations which may involve operations which
function if the denominator or can be represented by can be represented by can be represented by
divisor is not the zero function functions functions functions
 C. Presenting examples/
instances of the
lesson

D. Discussing new
concepts and
practicing new skills
#1

E. Discussing new
concepts and
practicing new skills
#2

F. Developing mastery The teacher will call

(Leads to Formative students to solve problems
Assessment 3) on the board.
G. Finding practical
How are you going to relate How are you going to relate How are you going to relate How are you going to relate
applications of
our lesson in real-life our lesson in real-life our lesson in real-life our lesson in real-life
concepts and skills in
situation? situation? situation? situation?
daily living
H. Making The teacher summarizes The teacher summarizes The teacher summarizes the The teacher summarizes
generalizations and the lesson by letting the the lesson by letting the lesson by letting the the lesson by letting the
abstractions about students fill the blank. students fill the blank. students fill the blank. students fill the blank.
the lesson 1. In adding and 1. In adding and 1. In adding and 1. In adding and
subtracting functions, We subtracting functions, We subtracting functions, We subtracting functions, We
must remember that must remember that must remember that must remember that
________.(Possible ________.(Possible ________.(Possible ________.(Possible
 answers: only similar terms answers: only similar terms answers: only similar terms answers: only similar terms
can be combined through can be combined through can be combined through can be combined through
addition and subtraction; addition and subtraction; addition and subtraction; addition and subtraction;
when fractions are given, when fractions are given, when fractions are given, when fractions are given,
finding the LCD is the first finding the LCD is the first finding the LCD is the first finding the LCD is the first
thing to do.) thing to do.) thing to do.) thing to do.)
2. In multiplying 2. In multiplying 2. In multiplying 2. In multiplying
functions, remember to functions, remember to functions, remember to functions, remember to
____________.(Possible ____________.(Possible ____________.(Possible ____________.(Possible
answer: factor or to rewrite answer: factor or to rewrite answer: factor or to rewrite answer: factor or to rewrite
the given into prime factors) the given into prime factors) the given into prime factors) the given into prime factors)
3. In dividing functions, 3. In dividing functions, 3. In dividing functions, 3. In dividing functions,
do not forget to do not forget to do not forget to do not forget to
___________. (Possible ___________. (Possible ___________. (Possible ___________. (Possible
answer: factor and to get answer: factor and to get answer: factor and to get answer: factor and to get
the reciprocal of the divisor the reciprocal of the divisor the reciprocal of the divisor the reciprocal of the divisor
before proceeding to before proceeding to before proceeding to before proceeding to
multiplication.) multiplication.) multiplication.) multiplication.)
4. In composition of 4. In composition of 4. In composition of 4. In composition of
functions, like(f o g)(x), it functions, like(f o g)(x), it functions, like(f o g)(x), it functions, like(f o g)(x), it
means that the x of _____ means that the x of _____ means that the x of _____ means that the x of _____
must be replaced by _____. must be replaced by _____. must be replaced by _____. must be replaced by _____.
(Possible answer: f(x), g(x) ) (Possible answer: f(x), g(x) ) (Possible answer: f(x), g(x) ) (Possible answer: f(x), g(x) )
I. Evaluating learning Answer Lesson 3 Answer Lesson 3 Answer Lesson 3 Answer Lesson 3
Supplementary Exercises 3 Supplementary Exercises 3 Supplementary Supplementary
No. 1a No. 1b Exercises 3 No. 1c Exercises 3 No. 1d
J. Additional activities
for application or
remediation
V. REMARKS

VI. REFLECTION
1. No. of learners who
earned 80% on the
 formative assessment
2. No. of learners who
require additional
activities for
remediation.
3. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
4. No. of learners who
continue to require
remediation
5. Which of my teaching
strategies worked
well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: Checked by:

SHERLY O. DE GUZMAN CRISTOPHER M. DE OCAMPO

Teacher SST-III/OIC