DAILY LESSON

School Dianawan National High School Grade Level 9 Month October 3-7, 2022
LOG
Teacher JANIÑA S. DUASO Learning Area MATHEMATICS Quarter First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, Reading
and rational algebraic equations. Remediation
2. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-
Standards life problems involving quadratic equations, inequalities and functions, and rational algebraic equations and
solve them using a variety of strategies.
3. Learning Transforms the quadratic Transforms the quadratic Graphs a quadratic Graphs a quadratic
Competencies/ function defined by y=ax² function defined by function and determine the function and determine
Objectives + bx + c into the form y=ax²+bx+c into the form following: (a) domain; (b) the following: (a)
y=a(x-h)² +k. y=a(x-h)²+k. (M9AL-Ih-1) range; (c) intercept; (d)axis domain; (b) range; (c)
(M9AL-Ih-1) of symmetry; (e) vertex; (f) intercept; (d)axis of
a. Discuss the procedure in direction of the opening the symmetry; (e) vertex; (f)
a. Discuss the procedure transforming a quadratic parabola. (M9AL-Ig-h-i-1) direction of the opening
in transforming a quadratic function from the general the parabola. (M9AL-
function from the general a. Draw the graphs of Ig-h-i-1)
form y=ax² + bx + c into form quadratic function
the standard form y=a(x- into the standard form b. Determine the domain, a. Draw the graphs of
h)² +k (using solution 1: range, intercepts, axis of quadratic function
By completing the square) . (Using symmetry, and the opening b. Determine the
b. Derive the standard solution 2, by applying the of the parabola domain, range,
form from the general form c. Show appreciation of the intercepts, axis of
of the quadratic function formula and graph of quadratic function symmetry, and the
through active participation opening of the parabola
) in classroom activities c. Show appreciation of
b. Value accumulated the graph of quadratic
knowledge as means of new function through active
understanding participation in
classroom activities
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

2. Learner’s
Materials
3. Textbook
4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Sagot Mo! Show Mo! Complete the table of Given the quadratic
Sagot Mo! Show Mo! values for x and y.
lesson or presenting functions
the new lesson Express each and ,
perfect square trinomial as Express each perfect
transform them into the
the square of a binomial. square trinomial as the x -3 -2 -1 0 form .
square of a binomial.
1. y
1.
2. 2.
B. Establishing a purpose It is customary to Motive Question: Motive Question:
for the lesson the Filipinos to buy famous How does the If we draw the
products every time they quadratic function in the form graphs of the quadratic
go to a certain place. can be functions
Later you will find transformed into the form and
out the local product of ? ,
each Municipality by 1.Which of the 2
simply matching the quadratic functions has
quadratic function. a minimum point?
Maximum point?
Motive Question: 2.Can you identify the
domain and range of
Are you familiar the functions?
with the local product of
each municipality?

Motive Question:
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 form. quadratic function , Complete the
lesson from and give the values and determine the table of values of x and
of and . Solution 2: By Applying the following: y of the two quadratic
functions and determine
formula, and the domain, range,
Solution 1: By Completing intercepts, axis of
the square : symmetry, and the
opening of the parabola
In the equation
,
and
x - 0 1 2
By substituting the solved
1
values of and in
y
, we obtain

x 0 1 2 3
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 . Deriving the standard The general form of a The graph of a quadratic Analyze the graphs of
concepts and form from the general form quadratic function is function the quadratic functions
practicing new skills #1 of the quadratic function: and the and
standard form or vertex form
is , where
is the vertex.

If and ,
(1,-4)

Minimum point

1. What have you

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

Draw and Describe Me!

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

F. Developing mastery Transform Transform Draw the graph of a

(Leads to Formative into into the quadratic function
Assessment 3) the form form and
following the steps following the steps identify the vertex, domain,
range, and opening of the
graph. State whether the
 vertex is a minimum or a . The graph of
maximum point, and write is drawn ,
the equation of its axis of identify the following:
symmetry

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

Group 4.

Group 5.

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

JANIÑA S. DUASO VILMA L. EUGENIO

Teacher I Principal I