DAILY LESSON Dianawan National High September 26-

School Grade Level 9 Month

LOG School 30, 2022
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, 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 Models real-life situations Represents a quadratic Represents a quadratic Represents a quadratic Reading
Competencies/ using quadratic functions. function using: (a) table of function using: (a) table of function using: (a) table of Remediation
Objectives (M9AL-Ig-2) values; (b) graph; and (c) values; (b) graph; and (c) values; (b) graph; and (c)
equation. (M9AL-Ig-3) equation. (M9AL-Ig-3) equation. (M9AL-Ig-3)
a. Model real-life
situations a. Differentiate quadratic a. Differentiate quadratic a. Differentiate quadratic
using quadratic functions from linear functions from linear functions from linear
functions functions functions functions
b. Appreciate the b. Represent and identify b. Represent and identify b. Represent and identify
application of quadratic quadratic function using: quadratic function using: quadratic function
function in real-life (a) table of values (b) graph using:
situations c. Value accumulated c. Value accumulated c) general form into
knowledge as means of knowledge as means of vertex
new understanding new understanding form equation
c. Value accumulated
knowledge as means of
new understanding
II. CONTENT Introduction to Introduction to Quadratic Introduction to Quadratic Introduction to
Quadratic Function Function Function Quadratic Function
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 What is your favourite Many things we see everyday
lesson or presenting team in PBA? NBA? How are modeled by QUADRATIC
the new lesson about your idol/favourite FUNCTIONS. Give at least 3
examples.
player in basketball?
1.Water in drinking fountain.
Have you ever asked 2. the path of a basketball
yourself why PBA/NBA 3. McDonald’s logo
star
Players are good in free
throws? How do angry
bird expert players hit
their targets? Do you
know the secret key in
playing this game? What
is the maximum height
reached by an object
 thrown vertically upward
given a particular
condition?

B. Establishing a Let the students act their 1. Which of the How your example does 1. What are the
purpose for the ideas to show how mathematical modeled the quadratic differences
lesson PBA/NBA and Angry sentences are quadratic functions? of Quadratic equations
Birds Players do a free How do we represent and and not Quadratic
functions?
throw and hit their targets. identify quadratic functions equation base on the
Let the students estimate 2. Which of the using a graph? activity?
the maximum height mathematical 2. How can you recognize
reached by the object sentences are NOT a
quadratic functions? quadratic function when
thrown vertically upward.
Why? a
3. How would you describe set of equations are
given?
those mathematical
sentences which are not
quadratic functions?
How are they different
from
those equations which
are quadratic?
C. Presenting examples/ Illustrative Example 1:
instances of the Who does not like pizza?
lesson Nowadays, pizza seems
to be the favorite snack of
many teenagers.
When pizza is served to a
customer, it is already
divided into 8 pieces, if it
is regular size or into 12
pieces if it is family size.
Observe the 8 pieces
result from 4 straight cuts;
the 12-piece from 6
straight cuts. Reasoning
tells us that 3 straight cuts
would result to 6 pieces
and 5 straight cuts to 10
pieces. In other words,
pizza-cutting this way can
be described by the linear
function where is the
number of straight cuts
and, the number of pieces
that result.
The graph of a quadratic The previous activities
function is a parabola. The familiarized the students
parabola can either be in with the general form y =
"legs up" or "legs down" ax²+bx+c of a quadratic
orientation. function so if an equation
was written in vertex form
We know that a quadratic y = a(x-h)²+k we can
equation will be in the
form: express the equation into
standard form that will be
y = ax  + bx + c
2
more convenient to use
when working on
Our job is to find the
problems involving the
values of a, b and c after vertex of the graph of a
first observing the graph. quadratic function.
Sometimes it is easy to
spot the points where the
curve passes through, but
often we need to estimate
the points.
D. Discussing new Among the most well-
concepts and known of the physical
practicing new skills situations represented by
#1 the quadratic function is
that which involves
velocity and force of
gravity. In the 17th
century, Isaac Newton
discovered that the height
(h) of an object thrown
upwards with an initial
velocity (v0) at time (t)
would be v0t reduced by
the force of gravity equal
Find the differences
between adjacent y –
values in each table, and
write them on the blanks
provided.
2. Using the table values,
graph the two functions.
3. Compare the graph of
linear function and
quadratic function.

to . If the thrower’s

hand upon the release of

this ball was at a starting
height (h0) above the
ground, then,

The symbol which

stands for acceleration
due to gravity is equal to
9.8 m/sec near the earth’s
surface.
Suppose a baseball
pitcher throws a ball
upward with an initial
velocity of 20m/sec.
1. What equation will give
the height of the ball
for
any time in seconds?
Use
2. What is the greatest
height the ball would
reach before it starts to
fall to the ground?
3. At what time would the
ball reach the ground?
 E. Discussing new 1. Is quadratic function 1. What do you observe a. What kind of functions is Transform the given
concepts and useful in real-life with f(x) = 3x +1 and quadratic functions into the
practicing new skills the difference of each g(x) = x²+2x-4? form
situations?
#2 y = a(x-h)²+k by following
2. How can quadratic table b. What do you observe
Function be used to values? about the graph of linear the steps below.
2. How can you recognize a function and quadratic 1. y = x² - 4x - 10
solve real- life
quadratic function when a function? 2. y = 3x² - 4x + 1
problems?
table of values is given?

F. Developing mastery Menggay maintains a Consider the given 1. How do you find
(Leads to Formative small retail store to help functions f(x) = 2x + 1 and transforming of general
Assessment 3) support her family. Think g(x) = x²+2x-1. form into vertex form in
of the diagram below as general form?
1. What kind of functions is
rows of bath soap. 2. How about transforming
f(x)? g(x)?
a
2. Complete the following
vertex form
table values using the
y = a(x-h)²+k into
indicated function,
general
f(x) = 2x + 1 form.
x -3 -2 -1 0 1 2 3
y
 g(x) = x²+2x-1
x -3 -2 -1 0 1 2 3
y

3. What are the differences

between two adjacent
x – values in each table?
4. Find the differences
between each adjacent y
–
values in each table.

G. Finding practical Derek is living in Write a 1 paragraph

applications of Tagaytay, Cavite. He is statement explaining how to
concepts and skills in thinking of growing recognize that the given
daily living vegetables in his mathematical sentence is a
backyard. He has 100 m. QUADRATIC FUNCTIONS
long fencing material. He using the table of values in
your own words.
wants to enclose as much
of his backyard as
possible. What
dimensions of a
rectangular lot will result
to the greatest area?
Think of the given length
of the wire as the
perimeter of the lot, so a
length and a width is 50. If
the length is denoted as ,
then the width is Area, if
you recall, is length times
 width.
Let us put some pairs of
values for and and their
corresponding areas in a
table.

H. Making There are many situations general form

generalizations and in the real world that can y = ax² + bx + c
abstractions about the be modeled or
vertex form
lesson mathematically described y = a(x-h)² + k
by the quadratic function.
Skill to do this can be
useful to make estimates
of one variable from
known values of the
related variable or to
make predictions of the
relationship between the
same two variables in a
different
situation.
I. Evaluating learning In 2009, a strong typhoon
Ondoy with heavy rains
flooded some parts of
Luzon for days including
Cavite. Helicopters were
used to bring food and
other supplies to flood
victims. A helicopter
dropped packages of food
and supplies to a group of
people from a height of
100 meters.
1. Neglecting air
resistance, how far
would the
package have dropped
in 2 seconds? (Hint:
Go
back to Newton‟s
formula)
2. When will the package
touch the ground?

J. Additional activities Assignment: Assignment: Assignment: List the mathematical

for application or Study represent a Bring graphing paper concept that you use to
remediation quadratic function using: tomorrow. transform the given
a) table of values, b) quadratic functions.
graph, and c)equation
a. What is a quadrati
c function?
b. What is the difference
between quadratic
function and linear
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