DAILY LESSON LOG OF M9-AL-Ig-3(Week Seven-Day One)

School Grade Level Grade 9

Teacher
Teaching Date and
Time
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies/
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources
IV. PROCEDURES
A. Review previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
Learning Area Mathematics
Quarter First
Objectives must be met over the week and connected to the curriculum standards. To meet the
objectives, necessary procedures must be followed and if needed, additional lessons, exercises and
remedial activities may be done for developing content knowledge and competencies. These are
assessed using Formative Assessment Strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly
objectives shall be derived from the curriculum guides.
The learner demonstrates understanding of key concepts of quadratic
inequalities and functions and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships in
various situations, formulate real-life problems involving quadratic inequalities.
Learning Competency: Represents a quadratic function using (a) table of values;
(b)graph; (c)equation. (M9AL-Ig-3)
Learning Objectives:
1. Identify a quadratic function using equation.
2. Illustrate a quadratic function using equation.
3. Perform the given activity with accuracy.
Representing Quadratic Functions
p.88-100
p.127-133
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/ students
which you can infer from formative assessment activities. Sustain learning systematically by providing
pupils/students with multiple ways to learn new things, practice the learning, question their learning
processes, and draw conclusions about what they learned in relation to their life experiences and
previous knowledge. Indicate the time allotment for each step.
Based on our previous discussions, how are quadratic functions represented?
Answer: Quadratic functions are represented using table of values and graphs.
The teacher lets the students realize that quadratic functions can also be
represented in equations.
By pair, the teacher lets the students answer the given activity.
Direction: Tell whether the following equations are quadratic functions or not.
1.g(x) = x 2+ 2x -1
2. f(x) = 2x+1
3.H(x)= 3x3
4.y=3x-7
5.f(x)=x2 -4
Answer Keys: 1 and 5 quadratic function 2-4 not
The teacher lets the students justify their answers on the given activity.
Answers:
. It is because the equation has the highest degree of 2.
. It is in a quadratic term.
The teacher gives another activity to the students, in groups of five using a flash
cards.
Directions: Identify the given equation whether it is quadratic or not.

E. Discussing new concepts 1.y= x2-4

2.y= 2x+3x+2
and practicing new skills 3.y= (x-4)(x+4)
#2 4.y= 9-2x2
5. y=4x+1
Answer Key:
Number 1,3,4 are quadratic function
Number 2 & 5 are not quadratic function
F. Developing mastery
(leads to formative
assessment 3)
 DAILY LESSON LOG OF M9-AL-Ig-3(Week Seven-Day One)

G. Finding practical
applications of concepts
and skills in daily living
H. Making generalizations
and abstractions about
the lesson
The teacher summarizes the mathematical skills in identifying quadratic
functions using equations by articulating to the learners that:
Quadratic functions that can be described by equations of the form y = ax 2 + bx +
c, where, a, b, and c are real numbers and a ≠ 0. The highest power of the
independent variable x is 2. Thus, the equation of a quadratic function is of
degree 2.

The teacher gives the formative assessment. Activity7 Where Do you Belong!
page133 of Learner’s (Individually)
➤ Activity 7: Where Do You Belong? Put the letter of the given equation in the
diagram below where you think it belongs.
a. y = x2 – 1 f. y = x3 + 1
b. y = x g. 22 + x = y
c. 2x2 – 2x + 1 = y h. y = 3x + 2x
d. 3x-1 + y = 0 i. 3x +x 2 = y
I. Evaluating Learning e. y = (2x+ 3) ( x- 1) j. 2x(x – 3) - y = 0

Not Linear Nor Quadratic Linear Functions

Quadratic Functions

Answer Key:
Quadratic Linear Not linear nor function
function
a,c,e,I,j f,h b,d ,g
J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.
A. No. of learners who earned 80%
of the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lesson 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:

MA. CRISTINA C. LAMPARAS

BANILAD NHS