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Sample DLL
Sample DLL
2016
PRESIDENT QUIRINO
School Grade Level GRADE 9
NATIONAL HIGH SCHOOL
DAILY LESSON
Teacher JOHN L. PADASAN Learning Areas MATHEMATICS
LOG
Teaching
JULY 08, 2019 (Day 26) Quarter FIRST
Day
C. Learning Competencies The learner characterizes the roots of a quadratic equation using the
discriminant.
Write the LC Code for each
M9AL-Ic-1
3. Textbook pages
A. Reviewing previous lesson or Good Morning Class! Good morning sir! It’s nice to
presenting the new lesson. see you!
House Rule:
1. Enter to learn
2. Behave
3. Be responsible
Do you understand?
Yes sir!
Very Good!
Smiling
Our lesson for today is about The
Listening
Nature of the Roots of Quadratic
Equation. But before we go on, let
us have a short review.
−b ± √ b −4 ac
2
x=
2a
And b2 – 4ac is the discriminant of
the equation ax2 + bx + c = 0.
B. Establishing a purpose for the This value can be described the Listening
lesson. nature of the roots of quadratic
equation. It can be,
(Lecture Method) 1. Real number and are equal if the
discriminant is equal to zero.
2. Rational number but not equal if
the discriminant is greater than
zero and a perfect square.
3. Irrational numbers and not equal
if the discriminant is greater than
zero but not a perfect square.
4. No real roots if the discriminant
is less than zero.
Like for example,
C. Presenting examples/instances of 1. Describe the roots of Listening and asks any
the lesson. x2 – 4x + 4 = 0 clarification
a = 1, b = -4 , c = 4
(Demonstration and Socratic b2 – 4ac = (-4)2 – 4 (1)(4)
Method) = 16 – 16
=0
Since the value is 0, then the roots
are real and are equal.
Another problem and let the
student to answer it on the board.
Given problem answered by the
2. Determine the nature of the
student on the board.
roots of x2 + 7x + 10 = 0.
x2 + 7x + 10 = 0.
a = 1, b = 7 , c = 10
b2 – 4ac = (7)2 – 4 (1)(10)
= 49 – 40
=9
Since the value is greater than 0
and perfect square then what is the
nature of the roots? Rational number but not equal.
Understand?
Yes, sir!
Is there any question?
None sir! Quiz! Quiz! Quiz!
Very Good! Not yet. Now, proceed
Ugh…
to your group and do the following
Proceed to their respective
activities.
group and do the activities.
D. Discussing new concepts and (Concept) Do the activity by group
practicing new skills #1 Activity 5: Place Me on the Table!
(Activity Method)
V. REMARKS Achieved
VI. REFLECTION
A. No. of learners who earned 60
(80%) in the evaluation
(Note: 80% in 0=60 transmutation formula is 1/2 of the highest possible score)
E. Which of my teaching strategies Lecture method, Demonstration method, Activity Method and
worked well? Why did these work? Socratic method.
Prepared by:
JOHN L. PADASAN
Math Teacher
Checked by:
NIEVA B. COSTALES, MT-I
Math Department Head
ACTIVITY SHEET
July 08, 2019
Rule: Work in group. After doing the following activities the group leader will pick a number
from which of the following activities will be presented by the group. The leader shall also
assign rate to the members from 1-5 based on participation. The fraction hereof is multiplied to
the group score by the teacher for individual score in performance tasks.
Name of Group: ____________________
Leader : ___________________________
Members: Rate:
1. _________________________ __________
2. _________________________ __________
3. _________________________ __________
4. _________________________ __________
5. _________________________ __________
1. x2 + 5x = 4
2. -4 x2 = 8x - 3
3. 10x - 1 = 4x2
4. 15 + 8x - 3x2
5. 3x(x – 14) = 12
1. When a basketball player shoots a ball his hand at an initial height of 2 m with an initial
upward velocity of 10 meters per second, the height of the ball can be modeled by the
quadratic expression -4.9t2 + 10t + 2 after t seconds.
a. What will be the height of the ball after 2 seconds?
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b. How long will it take the ball to reach the height of 4.5m? How long will it take to touch
the ground?
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c. Do you think the ball can reach the height of 12 m? Why?
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d. Will the ball hit the ring if the ring is 3 m high?
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