GRADES 9 School Hinandayan National High School Grade Level 9

DAILY LESSON LOG Teacher Michael T. Tiu Learning Area MATHEMATICS

Teaching Dates and
Sept. 12 – 15, 2022 (7:30 – 8:30AM) Quarter FIRST
Time
Sept. 12, 2022 (7:30 –
Teaching Day and Time 8:30AM)
Sept. 13, 2022 (7:30 – 8:30AM) Sept. 14, 2022 (7:30 – 8:30AM) Sept. 15, 2022 (7:30 – 8:30AM)

Grade Level Section Grade 9 - Platinum Grade 9 - Platinum Grade 9 - Platinum Grade 9 - Platinum

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
Standards problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them
using a variety of strategies.
3. Learning Solves equations Solve problems involving Solve problems involving Solve problems involving
Competencies/ transformable to quadratic quadratic equations and quadratic equations and quadratic equations and
Objectives equations (including rational algebraic equations. rational algebraic equations. rational algebraic equations.
rational algebraic (M9AL-Ie-1) (M9AL-Ie-1) (M9AL-Ie-1)
equation). (M9AL-Ic-d-1)
a. Translate mathematical a. Analyze and solve a a. Analyze and solve a
a. Transform rational statements into algebraic variety of word problems in variety of word problems in
algebraic expression into equations rational algebraic equations rational algebraic equations
quadratic equations b. Analyze and solve a variety b. Synthesize all the b. Appreciate the importance
b. Find the solutions of of word problems involving mathematical presentation of solving problem with
equations transformable to quadratic equations of problems rational algebraic equation in
quadratic equations c. Realize the role of c. Realize the role of
including rational algebraic real-life situation
systematic planning in solving systematic planning in
expression solving problems
problems
c. Appreciate the
importance of rational
 algebraic expressions in
real-life situation
II. CONTENT Solving Problems Solving Problems
Equations Transformable Solving Problems Involving Involving Quadratic Involving Quadratic
to Quadratic Equations Quadratic Equations Equations 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 Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
monitor monitor monitor monitor
IV. PROCEDURES
A. Reviewing previous Find the LCM of the Translate the verbal phrases Study the situation below. Review:
lesson or presenting following expressions: into algebraic expressions. The sum of two numbers is Analyze, study and solve the
the new lesson a. The ratio of x and 4. 36. Describe the following given problem.
b. 3 less than thrice a number representations:
 c. The sum of twice a number _________1. Let x be the
1. and 8 _________2. 36–x be the
d. The ratio of a number x and ________ 3. x(36-x) be the
six increased by two
e. A certain number decreased
2. by two
3.
B. Establishing a 1. How did you find the 1. What words serve as clues to
purpose for the LCM of the following what operation symbol is to be
lesson expressions? used?
2. What mathematics 2. What must be considered in
concepts or principles did translating verbal phrases to
you apply?
mathematical phrases and vice
3. Did you find any
versa?
difficulty in performing
the task? 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. Coco Martin has a
vacant lot in his
backyard. He wants to
make as many
rectangular gardens
as possible such that
the length of each
garden is 3m longer
than its width. He also
wants the length of
the garden with the
smallest area to be
4m.
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 Example 1: Solve the Example 1: if the square of a Example. A tank fitted with Example. The denominator
examples/ rational Algebraic number is added to 3 times, the two pipes is to be filled with of a fraction is 4 more than
instances of the sum is 108. Find the number. water. One pipe can fill it in the numerator. If both the
lesson
equation Solution: Let x be the number 15 hours. After it has been numerator and the
open for 3 hours, the second denominator of the fraction
pipe is opened and the tank are increased by 1, the
a. Multiply both sides
is filled in 4 hours more.
of the equation by
(x +12) (x – 9) = 0 How long would it take the resulting fraction equals .
the LCM of all
denominators. In x + 12 =0 x – 9 = 0 second pipe alone to fill the Find the fraction.
x = -12 x=9 tank?
the given
Analysis:
equation, the LCM Example 2. The speed at which
is 4x. water travels in a pipe can be Let x be the time in hours for Let x, the numerator of the
measured by directing the flow the second pipe alone to fill fraction
through an elbow and the tank.
measuring the height its spurts Then: Rate x Time = Part Filled Then, x + 4 is the
out on the top. If the elbow Rate x Part denominator.
height is 10cm, the equation Time Filled Increasing both of these
relating the height of the water
b. Write the resulting expressions by 1, the
above the elbow (in cm) and its First 7
quadratic equation resulting equation is
velocity v (in cm/sec) is given by Pipe
in standard form.
(h + 10). Find v if h = Second 4
2cm. Pipe
Solution: substitute the
c. Find the roots of
value of h in the formula:
the resulting Solution:
equation using Solution:
any of the The LCD is (x + 5)(2).
methods of Multiplying both sides by the
 solving quadratic = 1960 (12) LCD
equations. Try = 23520
factoring in finding
the roots of the
equation. = 153.36 cm/sec.
2 (x +1) = x + 5
2x + 2 = x + 5
x – 3 = 0 or x – 8 = 0 8x = 60
x=3
x = 3 or x = 8

the fraction is
The second pipe alone can

fill the tank in hours. The

product of the roots of +

7x – 18 = 0 is -18
D. Discussing new Solve the following. What are my Dimensions? Solve the following. Analyze and solve the
concepts and Use the situation below to 1. What positive number following problem.
practicing new skills answer the questions that exceeds 3 times its 1. The perimeter of a
follow. reciprocal by 2? rectangular swimming
1. Representation: Let x
The length of a rectangular floor pool is 86m and its
be the number and its
is 5m longer than its width. The reciprocal. area is 450m2. What is
area of the floor is 2. The length of a the length of the
2. . rectangle is 7 inches swimming pool? How
Questions: more than its width, about its width?
1. What expression its area is 228 square Explain how you
represents the width of inches. What are the arrived at your
3. dimensions of the
the floor? How about the answer.
rectangle?
expressions represent its 2. The length of a
 width? Representation: Let x rectangular parking lot
2. Formulate an equation be the width of the is 36m longer than its
relating the width, length rectangle and x+7 width. The area of the
be the length
and the area of the floor. parking lot is 5,152m2.
3. Mrs. Cesa can finish
Explain how you arrived checking 40 item test What equation
at the mathematical ahead of Mrs. represents the area of
sentence. Saburao by 1 min. the parking lot?
3. How would you describe Together they can
the equation that you finish 27 papers in 1
formulated? hour. How long does
it take each to finish
4. What is the width of the
checking one paper?
floor? How about its Representation: Let x
length? be the time it takes
5. How did you find the for Mrs. Cesa to finish
length and width of the checking a 40-item
floor? test paper. x + 1 be
the time it takes for
Mrs. Saburao to finish
checking a 40-item
test paper.
E. Discussing new Use the situation below to In word problems, what we Use the situation below to
concepts and Solve this equation: answer the questions that need is to set a certain answer the questions that
practicing new skills follow. quadratic equation related to follow.
#2 the condition of the problem.
The length of rectangular board To facilitate the formulation A projectile that is fired
is 36 inches longer than its of the quadratic equation, as vertically into the air with an
width. The area of the board is well as the solution, we need initial velocity of 120ft. per
a. Multiply both 576 square inches. to draw a rough diagram for
second can be modeled by
sides of equation the equation s = 120t – 16t2.
the condition of the problem.
by 2x(x+3) to get Questions: In some problems, a root
In the equation, s is the
the quadratic 1. What expression represents distance in feet of the
the width of the board? How derived may be discarded. projectile above the ground
equation
 b. Solve for x about the expression that What do you think are the after t seconds.
using any method. represents its length? reasons why? Explain.
2. Formulate an equation (Examples 1 – 3) 1. How long will it take
relating the width, length for a projectile to
and the area of the board. reach 216 feet?
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
equation that you answer.
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
F. Developing mastery View Me in Another Way! Let each student get the area of Let Me Try! Let each student get the
(Leads to Formative the front page cover of their area of the blackboard
Transform each of the Solve the following.
Assessment 3) Math Learners Manual book. Represent the width of the
following equations into a Represent the width of the book 1.Find the two consecutive board by x and then find the
quadratic equation in the by x and then find the even integers if one – third expression that represents
form expression that represents its of the smaller one is equal to its length. Formulate an
length. Formulate an equation one – fourt of the larger one. equation relating the width,
. relating the width, length and the 2. the ten di of a two – digit length and the area of the
area of the book. Explain how number is one more than the board. Explain how you
you arrived at the mathematical units’ digit. If the number is arrived at the mathematical
sentence. Use cm as a unit of divide by the sumof the sentence. Use m as a unit of
measurement. digits, the quotient is equal measurement.
1. to seven.what is the
number?
 2.

3.

4.

5.

G. Finding practical What is the agricultural Use a variable to represent the Make a design or sketch Play the role of….
applications of product that is usually unknown quantity, and then plan of a table than can be By Group:
concepts and skills in known as source of write an equation from the given Cite and role play a situation
daily living income of information. Explain how you made out of in real – life situation where
Maragondonians? arrived at your answer. (Group plywood and 2” x 3” x 8’ the concept of quadratic and
students into 5 and let them wood. Using the design or rational algebraic equation is
Solve the following work on these for 20 min) sketch plan, formulate applied. Formulate and solve
equations. Copy the Group 1 – Find the area and problems that involve problems out of these
letter corresponding to perimeter of one rectangular quadratic equations, then situations.
each equation and write pathway in your school campus. solve in as many ways as
it above the Group 2 – Find the length of possible.
corresponding answer in fencing materials needed to
the boxes below that enclose a rectangular lot of
contain the answer code. 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 STEPS IN There are conditions in a given There are conditions in a There are many types of
generalizations and TRANSFORMING problem which when translated given problem which when applied problems involving
abstractions about RATIONAL ALGEBRAIC to the equation form in one translated to the equation rational equation. Success in
the lesson EXPRESSION INTO variable lead to a quadratic form in one variable lead to solving them depends upon:
QUADRATIC equation and two answers are a quadratic equation and 1. Correct analysis of the
EQUATION obtained. In some problems, a two answers are obtained. In problem
set of answers can be some problems, a set of 2. Proper labeling of the
 Multiply both sides
discarded. For instance, answers can be discarded. variable(s)
of the equation by negative dimensions of For instance, negative 3. Accurate statement of
the LCM of all rectangles and the negative time dimensions of rectangles the mathematical
denominators. In are disregarded. and the negative time are sentence
the given disregarded. 4. Systematic derivation
equation. of the truth set, and
 Write the resulting 5. Proper translation into
the solution set
quadratic equation
in standard form.

 Find the roots of

the 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! Solve the following problems
involving rational algebraic
Solve the following problems equation.
involving quadratic equations
1. A rectangular garden has
an area of 84m and a
2
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. If an amount of
1. The denominator of a money P in pesos is
fraction is 4 more invested at r percent
than the numerator. If compounded
both the numerator annually, it will grow
and the denominator to an amount
of the fraction are A= P (l + r)2 in two
increased by 1, the years. Suppose Vice
resulting fraction Ganda wants his
equals to ½. Find the money amounting to
fraction. Php200,000 to grow
2. The fifth, fifteen and to Php228, 980 in two
fiftieth parts of a years. At what rate
number must he invested his
together make43. money?
Find the number. 2. Kathryn can type a
3. The smaller of two report in five hours
numbers is two – while Liza can finish
thirds of the larger, the same report in
and the sum of their four hours. If both
reciprocal is 1/6. girls work on the
What are the report together, how
numbers? long will it take to
finish it?
 J. Additional activities Assignment:
for 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?
Assignment: Assignment: Assignment:
Answer the problem below. Make a design or sketch Make a research about
plan of a picture frame that quadratic inequalities.
An amusement park wants can be made out of 6” x 12”
to place a new rectangular cardboard. Using the design
billboard to inform visitors of or sketch plan, formulate
their new attractions. problems that involve
Suppose the length of the quadratic equations, then
billboard to be placed is 4m solve in as many ways as
longer than its width and the possible.
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?

Prepared by: Checked by:

MICHAEL T. TIU RESTIE F. GUPANA

SST – I School Head