GRADES 9 School ANDABUEN NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON LOG

Teacher JOHNSON E. GAPPO Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 4

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 problems involving quadratic
Standards equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
3. Learning Solves equations transformable Solve problems involving quadratic Solve problems involving Solve problems involving quadratic
Competencies/ to quadratic equations (including equations and rational algebraic quadratic equations and rational equations and rational algebraic
Objectives rational algebraic equation). equations. (M9AL-Ie-1) algebraic equations. (M9AL-Ie-1) equations. (M9AL-Ie-1)
(M9AL-Ic-d-1)
a. Translate mathematical a. Analyze and solve a variety of a. Analyze and solve a variety of
a. Transform rational algebraic statements into algebraic word problems in rational word problems in rational algebraic
expression into quadratic equations algebraic equations equations
equations b. Analyze and solve a variety of b. Synthesize all the mathematical b. Appreciate the importance of
b. Find the solutions of equations word problems involving quadratic presentation of problems
solving problem with rational
transformable to quadratic equations c. Realize the role of systematic algebraic equation in real-life
equations including rational c. Realize the role of systematic planning in
algebraic expression situation
planning in solving problems solving problems
c. Appreciate the importance of
rational algebraic expressions in
real-life situation
II. CONTENT Equations Transformable to Solving Problems Involving Solving Problems Involving Solving Problems Involving
Quadratic Equations Quadratic Equations Quadratic Equations Quadratic Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 50-53 pp. 54-57 pp. 54-57 pp. 54-57
2. Learner’s Materials pp. 77-87 pp. 88-95 pp. 88-95 pp. 88-95
3. Textbook Intermediate Algebra Intermediate Algebra Intermediate Algebra Intermediate Algebra
pp. 58-60 pp. 61-65 pp. 95-101 pp. 95-101
Julieta G. Bernabe et.al. Julieta G. Bernabe et.al. Julieta G. Bernabe et.al. Julieta G. Bernabe et.al.
 4. Additional
Materials from
Learning
Resource (LR)
portal
B. Other Learning Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite
Resources Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and monitor activity sheets, laptop and monitor activity sheets, laptop and monitor
monitor
IV. PROCEDURES
A. Reviewing previous Find the LCM of the following Translate the verbal phrases into Study the situation below. The Review:
lesson or presenting the expressions: algebraic expressions. sum of two numbers is 36. Analyze, study and solve the given
new lesson a. The ratio of x and 4. Describe the following problem.
b. 3 less than thrice a number representations:
1. 1. Coco Martin has a vacant
c. The sum of twice a number _________1. Let x be the
lot in his backyard. He
and 8 _________2. 36–x be the
wants to make as many
d. The ratio of a number x and ________ 3. x(36-x) be the
rectangular gardens as
2. six increased by two possible such that the
e. A certain number decreased length of each garden is
by two 3m longer than its width.
He also wants the length
3. of the garden with the
smallest area to be 4m.

B. Establishing a purpose 1. How did you find the LCM
for the lesson of the following expressions?
2. What mathematics
concepts or principles did you
apply?
3. Did you find any difficulty in
performing the task?
1. What words serve as clues to what
operation symbol is to be used?
2. What must be considered in
translating verbal phrases to
mathematical phrases and vice versa?
3. In translating a verbal phrase to an
algebraic expression, a single word
can make a difference. Thus, every
word in the statement must be
interpreted correctly. In what way does
it affect our dealings with others?
Cite an example or situation in
real life where the concept of the
quadratic equation and rational
algebraic equation is applied.
1. Illustrate the different
rectangular gardens that Coco
Martin could make.
2. What are the dimensions of
the different gardens that
Coco Martin wants to make?
3. What is the area of each
garden in item 2?
4. What is the area of the
smallest garden that Coco
Martin can make? How about
the area of the largest
 garden? Explain your answer.
C. Presenting examples/ Example 1: Solve the rational Example 1: if the square of a number Example. A tank fitted with two Example. The denominator of a
instances of the Algebraic equation is added to 3 times, the sum is 108. pipes is to be filled with water. fraction is 4 more than the
lesson Find the number. One pipe can fill it in 15 hours. numerator. If both the numerator
Solution: Let x be the number After it has been open for 3 hours, and the denominator of the fraction
the second pipe is opened and the are increased by 1, the resulting
tank is filled in 4 hours more. How
long would it take the second pipe fraction equals . Find the
a. Multiply both sides of alone to fill the tank?
the equation by the (x +12) (x – 9) = 0 fraction.
LCM of all x + 12 =0 x–9=0 Let x be the time in hours for the Analysis:
denominators. In the x = -12 x=9 second pipe alone to fill the tank. Let x, the numerator of the fraction
given equation, the Example 2. The speed at which water Then: Rate x Time = Part Filled Then, x + 4 is the denominator.
LCM is 4x. travels in a pipe can be measured by Increasing both of these
Rate x Part
directing the flow through an elbow expressions by 1, the resulting
Time Filled
and measuring the height its spurts out
on the top. If the elbow height is 10cm, First Pipe 7
the equation relating the height of the equation is
water above the elbow (in cm) and its
velocity v (in cm/sec) is given by Second 4
Solution:
b. Write the resulting Pipe
The LCD is (x + 5)(2). Multiplying
quadratic equation in (h + 10). Find v if h = both sides by the LCD
standard form.
2cm.
Solution: substitute the value Solution:
of h in the formula:
c. Find the roots of the 2 (x +1) = x + 5
resulting equation 2x + 2 = x + 5
using any of the x=3
methods of solving = 1960 (12)
quadratic equations. = 23520
Try factoring in finding the fraction is
the roots of the 8x = 60
equation. = 153.36 cm/sec.

The second pipe alone can fill the

x – 3 = 0 or x – 8 = 0
 x = 3 or x = 8
tank in
the roots of
D. Discussing new concepts Solve the following. What are my Dimensions?
and practicing new skills Use the situation below to answer the
questions that follow.
The length of a rectangular floor is 5m
1.
longer than its width. The area of the
floor is
. 2. The length of a rectangle
Questions:
2. 1. What expression represents
the width of the floor? How
about the expressions
3. represent its width?
2. Formulate an equation relating
the width, length and the area
of the floor. Explain how you
arrived at the mathematical
sentence.
3. How would you describe the
equation that you formulated?
4. What is the width of the floor?
How about its length?
5. How did you find the length
and width of the floor?
hours. The product of
+ 7x – 18 = 0 is -
18
Solve the following. Analyze and solve the following
1. What positive number problem.
exceeds 3 times its 1. The perimeter of a
reciprocal by 2? rectangular swimming pool
Representation: Let x be
is 86m and its area is
the number and its
450m2. What is the length
reciprocal.
of the swimming pool?
is 7 inches more than its How about its width?
width, its area is 228 Explain how you arrived at
square inches. What are your answer.
the dimensions of the
2. The length of a rectangular
rectangle?
parking lot is 36m longer
Representation: Let x be
the width of the rectangle than its width. The area of
and x+7 be the length the parking lot is 5,152m2.
3. Mrs. Cesa can finish What equation represents
checking 40 item test the area of the parking lot?
ahead of Mrs.
Saburao by 1 min.
Together they can finish
27 papers in 1 hour. How
long does it take each to
finish checking one
paper?
Representation: Let x be
the time it takes for Mrs.
Cesa to finish
checking a 40-item test
paper. x + 1 be the time it
takes for Mrs. Saburao to
finish checking a 40-item
test paper.
 E. Discussing new
concepts and Solve this equation:
practicing new skills
#2
a. Multiply both sides Questions:
of equation by 2x(x+3) 1. What expression represents the for the condition of the problem. In feet of the projectile above the
to get the quadratic
equation
b. Solve for x using
any method.
F. Developing mastery View Me in Another Way!
(Leads to Formative Transform each of the
Assessment 3) following equations into a
quadratic equation in the form
. Formulate an equation relating the
1.
2.
Use the situation below to answer the In word problems, what we need Use the situation below to answer
questions that follow. is to set a certain quadratic the questions that follow.
equation related to the condition of
The length of rectangular board is 36 the problem. To facilitate the A projectile that is fired vertically
inches longer than its width. The area formulation of the quadratic into the air with an initial velocity of
of the board is 576 square inches. equation, as well as the solution, 120ft. per second can be modeled
we need to draw a rough diagram by the equation s = 120t – 16t . In
2
the equation, s is the distance in
some problems, a root derived
width of the board? How about the ground after t seconds.
expression that represents its may be discarded. What do you
length? think are the reasons why? 1. How long will it take for a
2. Formulate an equation relating the Explain. (Examples 1 – 3) projectile to reach 216
width, length and the area of the feet?
board. Explain how you arrived at 2. Is it possible for the
the mathematical sentence. projectile to reach 900
3. How would you describe the feet? Justify your answer.
equation that you formulated?
4. Using the equation, how will you
determine the length and width of
the board?
5. What is the width of the board?
How about its length?
6. How did you find the length and
width of the boar
Let each student get the area of the Let Me Try! Let each student get the area of
front page cover of their Math Learners the blackboard Represent the
Solve the following.
Manual book. Represent the width of width of the board by x and then
the book by x and then find the 1.Find the two consecutive even find the expression that represents
expression that represents its length. integers if one – third of the its length. Formulate an equation
smaller one is equal to one – fourt relating the width, length and the
width, length and the area of the book. of the larger one. area of the board. Explain how you
Explain how you arrived at the 2. the ten di of a two – digit arrived at the mathematical
mathematical sentence. Use cm as a number is one more than the sentence. Use m as a unit of
unit of measurement. units’ digit. If the number is divide measurement.
by the sumof the digits, the
quotient is equal to seven.what is
the number?
 3.

4.

G. Finding practical What is the agricultural Use a variable to represent the Make a design or sketch plan of a Play the role of….
applications of concepts product that is usually known unknown quantity, and then write an table than can be made out of By Group:
and skills in daily living as source of income of equation from the given information. Cite and role play a situation in
Maragondonians? Explain how you arrived at your real – life situation where the
answer. (Group students into 5 and let plywood and 2” x concept of quadratic and rational
Solve the following equations. them work on these for 20 min) algebraic equation is applied.
3” x 8’ wood. Using the design or
Copy the letter corresponding Group 1 – Find the area and perimeter Formulate and solve problems out
sketch plan, formulate problems
to each equation and write it of one rectangular pathway in your of these situations.
that involve quadratic equations,
above the corresponding school campus.
then solve in as many ways as
answer in the boxes below Group 2 – Find the length of fencing
possible.
that contain the answer code. materials needed to enclose a
rectangular lot of administration
building in your school campus.
Group 3 – Find the area and perimeter
of any rectangular garden in your
school campus.
Group 4 – Find the area and perimeter
of the tarpaulin needed that will fit to
the wall of the stage in your school
campus.
Group 5 – Number of hollow blocks (5”
x 4”) needed to concretize the 3 walls
of your school campus Pavilion
including the 2 layered hollow blocks
below the ground.

H. Making generalizations STEPS IN TRANSFORMING There are conditions in a given There are conditions in a given There are many types of applied
and abstractions about RATIONAL ALGEBRAIC problem which when translated to the problem which when translated to problems involving rational
the lesson EXPRESSION INTO equation form in one variable lead to a the equation form in one variable equation. Success in solving them
QUADRATIC EQUATION quadratic equation and two answers lead to a quadratic equation and depends upon:
 Multiply both sides of are obtained. In some problems, a set two answers are obtained. In 1. Correct analysis of the
the equation by the of answers can be discarded. For some problems, a set of answers problem
LCM of all instance, negative dimensions of can be discarded. For instance, 2. Proper labeling of the
rectangles and the negative time are negative dimensions of rectangles variable(s)
denominators. In the
disregarded. and the negative time are 3. Accurate statement of the
given equation. disregarded. mathematical sentence
 Write the resulting 4. Systematic derivation of
quadratic equation in the truth set, and
standard form. 5. Proper translation into the
 Find the roots of the solution set
resulting equation
using any of the
methods of solving
quadratic equations.
Try factoring in finding
the roots of the
equation.
I. Evaluating learning Find those missing!
involving rational algebraic
Solve the following problems involving equation.
quadratic equations
1. A rectangular garden has an
area of 84m2 and a perimeter
of 38m. Find its length and
width.
2. A car travels 20 kph faster
than a truck. The car covers
350km in two hours less than
the time it takes the truck to
travel the same distance. What
is the speed of the car? How
about the truck?
3. Filomena Resort rented a
certain number of function
rooms for Php 28, 800 when
the price was reduced by Php
20 per room, 6 more rooms
were rented. How many
function rooms were rented?
Solve the following problems
1. The denominator of a
fraction is 4 more than the
numerator. If both the
numerator and the
denominator of the
fraction are increased by
1, the resulting fraction
equals to ½. Find the
fraction.
2. The fifth, fifteen and fiftieth
parts of a number
together make43. Find the
number.
3. The smaller of two
numbers is two –thirds of
the larger, and the sum of
their reciprocal is 1/6.
What are the numbers?
Solve the following problems.
1. If an amount of money P
in pesos is invested at r
percent compounded
annually, it will grow to an
amount
A= P (l + r)2 in two years.
Suppose Vice Ganda
wants his money
amounting to Php200,000
to grow to Php228, 980 in
two years. At what rate
must he invested his
money?
2. Kathryn can type a report
in five hours while Liza
can finish the same report
in four hours. If both girls
work on the report
together, how long will it
take to finish it?

J. Additional activities for Assignment: Assignment: Assignment: Assignment:

application or
remediation Solve:
Two joggers leave the starting
point of a circular course at
the same time. One jogger
completes one round in 6
minutes, and the second
jogger finishes in 8 minutes.
After how many minutes will
they meet again at the starting
place, assuming that they
continue to run at the same
pace?
Answer the problem below. Make a design or sketch plan of a Make a research about
picture frame that can be made quadratic inequalities.
An amusement park wants to out of 6” x 12” cardboard. Using
place a new rectangular billboard the design or sketch plan,
to inform visitors of their new formulate problems that involve
attractions. Suppose the length of quadratic equations, then solve in
the billboard to be placed is 4m as many ways as possible.
longer than its width and the area
is 96m2. What will be the length
and the width of the billboard?
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?