DLL-1st Week 2

Republic of the Philippines
Department of Education
REGION III
SCHOOLS DIVISION OF MABALACAT CITY
DOÑA ASUNCION LEE INTEGRATED SCHOOL
DAILY LESSON LOG IN MATHEMATICS

GRADE NINE SCHOOL DOÑA ASUNCION LEE INTEGRATED SCHOOL GRADE LEVEL NINE
DAILY LESSON TEACHE
BERNADETTE G. GAMBOA LEARNING AREA MATHEMATICS
LOG R
DATE AUGUST 30- SEPTEMBER 2, 2022 QUARTER FIRST
WEEK 2 DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of the key concepts of quadratic equations, 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
B. Performance Standard
equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
MELC: MELC: MELC:

MELC: (M9AL-Ia-b-1) (M9AL-Ia-b-1) (M9AL-Ia-b-1)
(M9AL-Ia-b-1) Specific Objective/s: Specific Objective/s: Specific Objective/s:
Specific Objective/s: Solves quadratic equations by: (a) Specific Objective/s: Solves quadratic equations by:
Solves quadratic equation by extracting square roots; (b) factoring; Solves quadratic equations by: (a) (a) extracting square roots; (b)
C. Learning extracting the square roots (c) completing the square; and (d) extracting square roots; (b) factoring; (c) completing the
Competency/ a. Express quadratic equation in using the quadratic formula. factoring; (c) completing the square; and (d) using the
Objectives the form x2 = k a. Find the factors of square; and (d) using the quadratic formula.
b. Solve Q.E. by extracting the quadratic expressions. quadratic formula.
LC Code roots b. Apply the zero product a. Identify and complete perfect
c. Appreciate the importance of property in solving a. Identify and complete perfect square trinomial
solving Q.E by extracting the quadratic equations. square trinomial b. Model the process of
roots. c. Be attentive and b. Model the process of completing completing the square with
cooperative in doing the the square with algebra tiles algebra tiles
given task with the group. c. Appreciate the use of algebra c. Appreciate the use of algebra
tiles tiles
Address: Xevera, Tabun, Mabalacat City, Pampanga

Email address: dalis@depedmabalacat.org
REGION III
Solving Q. E. by Extracting the Solving Quadratic Equations by Solving Quadratic Equations by Solving Quadratic Equations by
II. CONTENT/TOPIC
Roots Factoring Factoring Completing the Square
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide PP. 28-32 PP. 28-32 PP. 33-38 PP. 33-38
pages
2. Learner’s Material Grade 9 Mathematics Grade 9 Mathematics Grade 9 Mathematics Grade 9 Mathematics
Pages Patterns and Practicalities Patterns and Practicalities Patterns and Practicalities Patterns and Practicalities
3. Textbook pages
4. Additional
Materials from
LRDMS
B. Other Learning
Resources (Teaching
Strategy)
IV. PROCEDURES
A. Reviewing past lessons Find My Roots! Students are grouped into 2 (boys vs What does a square look like?
or presenting the new girls). Is this a square?
lesson. Find the following square roots. Answer Using flashcards, have each group give the
(e.g., Drill/Review/ the questions that follow. factors of the following polynomials What about this one?
Unlocking of mentally.
a .How did you find each square root?
difficulties) Balik-Aral a. x2 + 8x – 9 = 0
b. x 2 + 9x = 10
c. x2 = 3 – 2x This one?
1. 6. a. What are the factors that contribute d. x2 – 6 = – 5x
to garbage segregation and disposal? e. x2 + 6x – 7 = 0 Why isn’t the last picture a square?
As an ordinary citizen, what can we do to help f. x2 + x – 12 = 0 What would we need to do to make
solve the garbage problem in our community? this a square?
2. 7.

REGION III
b. How many square roots does a
number have?
c. Does a negative number have a
square root? Why?
d. Describe the following numbers:
.
Are the numbers rational or irrational?
How do you describe rational numbers?
How about numbers that are irrational?
What Would Make a Statement True?
Solve each of the following equations in
as many ways as you can. Answer the
questions that follow.
a. How did you solve each equation?
We can model a quadratic expression
like this
Factor each polynomial. x2 + 4x + 4 with tiles like this
1. 6.
B. Establishing a purpose a. x2 – 9x + 20
of the new lesson b. x2 – 8x + 12
(Motivation) 2. 7. c. x2 + 14x +48
d. x2 – x – 6
b. What mathematics concepts or x2 + 7x – 18
principles did
you apply to come up with the solution
of each equation?
c. Compare the solutions you got with
those of your classmates. Did you arrive
at the same answer? If not, why?
d. Which equations did you find
difficult? Why?

REGION III
C. Presenting examples/ Illustrative Example: Illustrative Example: Illustrative Example:
Equations such as ,
instances of the new The quadratic equation
lesson , and x2 + 4x = 5 can be solved by factoring using the Find the solutions of x2 + 6x – 8 = 0
(Presentation) following procedure: 2x2+ x = 6 by factoring. We will use algebra tiles to help us
are the simplest forms of
quadratic equations. To solve this Write the equation in standard form: a. Transform the equation into with the non factorable problem. The
equations, we extract the square roots x2 + 4x – 5 = 0 standard form ax2+bx+ c = 0. algebra tiles will help us get a new c
of both sides. Hence we get, Factor the quadratic polynomial: 2x2 + x – 6 = 0 value that will help us factor into a
(x + 5) (x – 1)= 0 b. Factor the quadratic expression new perfect square.
Set each factor equal to 0: 2x2+x–6.
(x +5=0) or (x-1=0) (2x – 3) (x + 2) ax2 + bx + c
Solve each equation: c. Apply the zero product property
x = -5 or x = 1 by setting each factor of the
Example 2. Find the solutions of the Write the solution set:{ -5, 1} a= b= c=
quadratic expression equal to 0.
Each member of the solution set can be so for x2 + 6x – 8 ; a = 1
equation by 2x – 3 = 0 ; x + 2 = 0
checked by substituting for x in the original b = 6 c = -8
extracting square roots. d. Solve each resulting equation.
equation. using algebra tiles we have
Write the equation in the form 2x – 3 + 3 = 0 + 3
Let x = -5 Let x = 1 2x = 3
. x2 + 4x = 5 x2 + 4x = 5 (- x = 3/2
Adding both sides results in 5)2+4(-5)=5 (1)2+4(1)=5
. 25 - 20 = 5 1 + 4 = 5 x+2–2=0–2
Recall that the square of any real 5=5 5=5 x=-2
number, whether it is positive or e. Check the values of the variable
negative, is always a positive number. obtained by substituting each in
For example the equation
2x2 + x = 6.
. Hence, We are missing a space in our square.
there is no real number x which How many s would we really need to
For x = 3/2 complete the square?
satisfies . Therefore, the 2x2 + x = 6 Answer = 9 s
equation has no real root. 2(3/2)2 + 3/2 = 6 So x2 + 6x – 8 = 0 would factor out
2(9/4) + 3/2 = 6 9/2 + easier if it were
3/2 = 6 x2 + 6x + 9. So we bring the -8 to the
6=6 other side.
x2 + 6x + 9 = 8 + 9
For x = -2

REGION III
2x2 + x = 6 because what we do to one side we
2(-2)2 + (-2) = 6 must also do to the other.
2 (4) – 2 = 6 Which factors out to be
8–2=6 (x + 3)(x + 3) = 17
6=6 (x + 3)2 = 17
(x + 3) = ±√17
x = - 3 ±√17
Extract Me! A. Complete the square of the
Solve the following quadratic equations following:
by extracting square roots. 1. x2 + 4x + _____
2. x2 – 6x + _____
Have them find a partner and do the following.
Solve each equation by factoring. 3. x2 – 12 x +_____
Solve each equation by factoring.
D. Discussing new 1. 2x2 -7x - 4 = 0 4. n2 – 18n + _____
1. x2 -11x + 30 = 0
concepts and practicing 2. 3x2 + x – 2 = 0 5. x2 + 8x + _____
2. x2 – x – 12 = 0
new skills no.1. 1. 6. 3. x2 + 5x – 14 = 0
3. 4x2 – 1 = 0 B. Determine a number that
(Modeling) 4. 2x2 - 3x + 1 = 0 must be added to both sides
4. x2 + 2x + 1 = 0
10x2 – 14x + 4 = 0 1. x2 + 4x = 12
x2 – 4x – 12 = 0
2. x2 – 2x = 24
3. x2 – 6x = -8
2. 7.
4. x2 – 6x = 7
5. x2 + 6x = 16
E. Discussing new 1. What is the simplest form of Factor each of the following polynomials: a. How do we solve a 1. What does it mean to
concepts and practicing quadratic equation? a. x2 + 5x -6 quadratic equation? “complete the square”?
new skills # 2 2. How do you get the solutions of Find the factors of -6 whose sum is 5 b. What are the procedures in 2. How do you describe a
these equations? b. y2 – 6y – 27
solving quadratic equation perfect square trinomial?
3. How many solutions/roots does the Think of the factors of -27 whose sum is -
by factoring? 3. How can you determine a
6
equation have if k > 0? c. How many solution/s does number that must be
c. x2 + 14x + 49
k = 0? k < 0? a quadratic equation have? added to the terms of
Find identical factors of 49 and having
the sum of 14 d. How do you call each polynomial to make it a
d. x2 – 5x – 14 solution? perfect square trinomial?
Determine the factors of -14 whose sum How do we know if the solution 4. Observe the terms of
is -5 is correct? each trinomial. How is the
e. 2x2 - 7x + 6 Find the missing factors third term related to the

REGION III
coefficient of the middle
5. How can algebra tiles be
(2x __)(x __)
used to visually represent
completing the square?
F. Developing Mastery “Extract then Match” Solve the following quadratic equation by Determine the solution set of each Solve the following quadratic equation
(Leads to Formative Find the solutions of the following factoring. equation. using algebra tiles.
Assessment 3.) quadratic equations by matching 1. x2 + 9x – 36 = 0 1. 7r2 - 14r = -7
(Independent Practice) column B with column A. Correct roots 2. x2 – 6x = 27 2. x2 – 25 = 0 1. x2 + 10x – 3 = 0
will also reveal the cities primary 3. x2 + 4x – 60 = 0 3. 3y2 = 3y + 60 2. x2 + 2x – 1 = 0
delicious fruits. 4. 2x2 – 5x – 18 = 0 4. y2 – 11y + 19 = -5 3. x2 – 4x – 6 = 0
A B 5. x2 + 6x = 16 8x = 6x - x2
2
4. x2 – 6x – 18 = 0
Tagaytay Strawberry 2
x – 2x – 5 = 0
Davao Mangosteen
Cebu Pineapple
Zamboanga Durian
Baguio Mango
Banana

REGION III
Solve the problem below.

Solve the problem. Solve the problem:
Solve the following problem: A space in the shape of a right triangle
G. Finding practical
Cora has a piece of cloth whose area is The length of a rectangle is 6 cm is to be surrounded on its edge by
application of concepts
and skills in daily living 32 square inches. What is the length of One positive number exceeds another by 5. more than the width. If the area is 55 cm2, pebbles. The hypotenuse of the
(Application/Valuing) the side of the largest The sum of their squares is 193. Find both find the dimensions of the rectangle. triangle is 6m. One leg is to be 2m
square that can be formed using the numbers. longer than the other leg. To the
cloth? nearest hundredths, what are the
lengths of the two legs?
Some quadratic equations can be solved easily When solving a quadratic equation, keep
by factoring. To solve such equations, the in mind that:
following procedure can be followed. 1. The quadratic equation must be
1. Transform the quadratic equation expressed in standard form
To solve an incomplete quadratic
using standard form in which one before you attempt to factor
H. Making Generalization equation: Algebra tiles can help us solve non
side is zero. the quadratic polynomial.
and abstraction about 1. Solve the equation for the square factorable quadratic equations. It will
2. Factor the non-zero side. 2. Every quadratic equation has
the lesson of the unknown number. help us get a new value of c that will
(Generalization) 3. Set each factor to zero. two solutions. Each solution is
Find the square roots of both members help us factor into a perfect square.
4. Solve each resulting equation. called a root of the equation.
of the equation.
5. Check the values of the variable The solution set of a quadratic equation
obtained by substituting each in the can be checked by verifying that each
original equation. different root makes the original equation
a true statement.
I. Evaluating learning Solve each equation by extracting Group Activity: Solve each equation by factoring. Group Work: Solve the following
square roots. What Name is Given to Words That are equations. Have one representative
Formed to Imitate Sounds? from a group come to the board and
1. 3r2 – 16 r – 7= 5
explain why/how they got their
Find the solutions and write the letter of each 2. 6b2 – 13b + 3 = -3
1. x2 = 81 answer and then they will solve on
solution set on top of the given answer in the 3. -4k2 – 8k – 3 = -3-5k2 board.
2. 4x2 – 100 = 0 boxes below to solve the puzzle. 4. 7x2 + 2x = 0
5. 15a2 – 3a = 3 – 7a 1. x2 + 8x – 3 = 0

REGION III
N T C 2. x2 – 6x – 9 = 0
x2– 2x = 4 x2 +4x–21 x2 – 4x = 5 x2 = 6x = 1
=0
P E A
x2 – 2x = 8 x2 – 3x = x2 – x = 2
10
3. a2 – 225 = 0
I O M
x2 – 9x = -8 x2 – 3x = -2 x2–5x+6= 0
4. 7p2 – 2 = 54p
2r2+ 3 = 67
Find the solutions of the following Assignment:

equations by extracting square roots. Factor the following Quadratic Equation.
Follow-Up Answer the following.
J. Additional activities for 1. 2(x+3)2 = 18 1. x2 + 4x + 4 = 0
1. Find the solutions of (x + 3)2 = 25.
application and 2. 4a2 – 147 = a2 2. x2 – 6x + 9 = 0
Do you agree that x2 + 5x – 14 = 0 and 14 – 5x – Karen wants to use completing the
remediation 3. x2 – 8x + 16 = 0
x2 = 0 have the same solutions? Justify your square in solving the quadratic
(Assignment) 4. x2 + 2x + 1 = 0
3. 1 = ½ x2 answer. equation 4x – 25 = 0. Can she use it in
5. x2 – 10x + 25 = 0
4. 54a2 – 6 – 24 What have you noticed with their factors? finding the solutions of the equation?
5. 3c2 – 5 = 25 Explain why or why not.
V. REMARKS
VI. REFLECTION

REGION III
A. No. of learner who
___ of Learners who earned 80% ___ of Learners who earned 80% ___ of Learners who earned 80%
earned 80% in ___ of Learners who earned 80% above
above above above
evaluation
B. No. of learners who
___ of Learners who earned ___ of Learners who earned below ___ of Learners who earned
scored below 80% ___ of Learners who earned below 80%
below 80% 80% below 80%
(needs remediation)
C. No. of learners who
___ of Learners who have caught ___ of Learners who have caught up ___ of Learners who have caught ___ of Learners who have caught
have caught up with
up with the lesson with the lesson up with the lesson up with the lesson
the lesson
D. No of learner who
___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to ___ of Learners who continue to
continues to require
require remediation require remediation require remediation require remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work
strategies work well?
___ Group collaboration ___ Group collaboration well:
Why?
___ Group collaboration ___ Games ___ Games ___ Group collaboration
___ Games ___ PowerPoint Presentation ___ PowerPoint Presentation ___ Games
___ PowerPoint Presentation ___ Answering preliminary ___ Answering preliminary ___ PowerPoint Presentation
___ Answering preliminary activities/exercises activities/exercises ___ Answering preliminary
activities/exercises ___ Discussion ___ Discussion activities/exercises
___ Discussion ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Discussion
___ Think-Pair-Share (TPS) ___Use of Graphic Organizers ___Use of Graphic Organizers ___ Think-Pair-Share (TPS)
___Use of Graphic Organizers ___ Rereading of ___ Rereading of ___Use of Graphic Organizers
___ Rereading of Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Rereading of
Paragraphs/Poems/Stories ___ Differentiated Instruction ___ Differentiated Instruction Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Role Playing/Drama ___ Role Playing/Drama ___ Differentiated Instruction
___ Role Playing/Drama ___ Discovery Method ___ Discovery Method ___ Role Playing/Drama
___ Discovery Method ___ Lecture Method ___ Lecture Method ___ Discovery Method

REGION III
___ Lecture Method ___ Lecture Method
Why? Why?
Why? Why?
___ Complete IMs ___ Complete IMs
___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials
___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group members’ cooperation in ___ Group members’ cooperation
___ Group members’ cooperation ___ Group members’
doing their tasks in doing their tasks
in doing their tasks cooperation in doing their tasks
___ Bullying among pupils ___ Bullying among pupils
___ Bullying among pupils
___ Pupils’ behavior/attitude ___ Bullying among pupils ___ Pupils’ behavior/attitude
___ Pupils’ behavior/attitude
___ Unavailable Technology ___ Pupils’ behavior/attitude ___ Unavailable Technology
F. What difficulties did I ___ Unavailable Technology
Equipment (AVR/LCD) ___ Unavailable Technology Equipment Equipment (AVR/LCD)
encounter that my Equipment (AVR/LCD)
___ Science/ Computer/Internet (AVR/LCD) ___ Science/ Computer/Internet
principal /supervisor ___ Science/ Computer/Internet
Lab ___ Science/ Computer/Internet Lab Lab
can help me solve? Lab
___ Reading Readiness ___ Reading Readiness ___ Reading Readiness
___ Reading Readiness
___ Lack of Interest among ___ Lack of Interest among pupils ___ Lack of Interest among
___ Lack of Interest among pupils
pupils pupils
Planned Innovations: Planned Innovations:
Planned Innovations:
G. What innovation or ___ Interactive Videos Planned Innovations: ___ Interactive Videos
___ Interactive Videos
localized materials did I ___ Use of recycled/ real objects ___ Interactive Videos ___ Use of recycled/ real objects
___ Use of recycled/ real objects
use/discover that I ___ Use of PowerPoint ___ Use of recycled/ real objects ___ Use of PowerPoint
___ Use of PowerPoint
wish to share with presentations ___ Use of PowerPoint presentations presentations
presentations
w/other teachers? ___ Use of manipulative ___ Use of manipulative materials ___ Use of manipulative
___ Use of manipulative materials
materials materials
H. Intervention/
Enhancement /
Remediation
Prepared: Checked: Verified: Approved:

REGION III
BERNADETTE G. GAMBOA LORENA C. DALIDA FRANCES ANN V. PAMINTUAN CARMELA P. CABRERA

Teacher II Master Teacher I Head Teacher Designate Principal IV


DLL-1st Week 2

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Republic of the Philippines

DAILY LESSON LOG IN MATHEMATICS

WEEK 2 DAY 1 DAY 2 DAY 3 DAY 4

MELC: MELC: MELC:

Address: Xevera, Tabun, Mabalacat City, Pampanga

Address: Xevera, Tabun, Mabalacat City, Pampanga

Address: Xevera, Tabun, Mabalacat City, Pampanga

Address: Xevera, Tabun, Mabalacat City, Pampanga

Address: Xevera, Tabun, Mabalacat City, Pampanga

Address: Xevera, Tabun, Mabalacat City, Pampanga

Solve the problem below.

Address: Xevera, Tabun, Mabalacat City, Pampanga

Find the solutions of the following Assignment:

Address: Xevera, Tabun, Mabalacat City, Pampanga

___ Answering preliminary activities/exercises activities/exercises ___ Answering preliminary

activities/exercises ___ Discussion ___ Discussion activities/exercises

___ Rereading of Paragraphs/Poems/Stories Paragraphs/Poems/Stories ___ Rereading of

Paragraphs/Poems/Stories ___ Differentiated Instruction ___ Differentiated Instruction Paragraphs/Poems/Stories

Address: Xevera, Tabun, Mabalacat City, Pampanga

Prepared: Checked: Verified: Approved:

Address: Xevera, Tabun, Mabalacat City, Pampanga

BERNADETTE G. GAMBOA LORENA C. DALIDA FRANCES ANN V. PAMINTUAN CARMELA P. CABRERA

Address: Xevera, Tabun, Mabalacat City, Pampanga

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