GRADES 9 School AYALA HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher Vivien Facun-David Learning Area MATHEMATICS

Teaching Dates September 4 – 8, 2023 Quarter FIRST

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of the 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.
Illustrates quadratic Solves quadratic equations Solves quadratic equations Solves quadratic equations
equations. (M9AL-Ia-1) by: (a) extracting square by: (a) extracting square by: (a) extracting square
roots; (b) factoring; (c) roots; (b) factoring; (c) roots; (b) factoring; (c)
a. Write a quadratic completing the square; and completing the square; and completing the square; and
equation in standard (d) using the quadratic (d) using the quadratic (d) using the quadratic
form. formula. (M9AL-Ia-b-1) formula. (M9AL-Ia-b-1) formula. (M9AL-Ia-b-1)
b. Identify quadratic
equations. a. Express quadratic a. Find the factors of a. Find the factors of
c. Appreciate the equation in the form quadratic expressions. quadratic expressions.
importance of quadratic 2 b. Apply the zero product b. Solve quadratic equations
equations. x =k.
b. Solve quadratic equation property in solving by factoring.
by extracting square quadratic equations. c. Appreciate how does
roots. c. Be attentive and solving quadratic equation
c. Appreciate the cooperative in doing the help in making decision.
importance of solving given task with the group.
quadratic equations by
extracting square roots.
II. CONTENT Solving Quadratic
Illustrations of Quadratic Solving Quadratic Solving Quadratic
Equations by Extracting
Equations Equations by Factoring Equations by Factoring
Square Roots
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pp. 14-18 pp. 19-23 pp. 24-27 pp. 24-27

2. Learner’s
Materials pp. 11-15 pp. 18-23 pp. 27-31 pp. 27-31

3. Textbook Math III SEDP Series 21st Century Math III Math PACE (Algebra II – 8)
Capalad, Lanniene, et., al. pp. 167-172 pp. 7
Ho, Ju Se T. et., al Accelerated Christian
Education, Inc.

4. Additional http://math.tutorvista.com/
Materials from algebra/ http://
Learning quadraticequation.htm www.purplemath.com/ http://
Resource (LR) moduleiquadraticform.htm www.purplemath.com/ https://
portal http://library.thinkquest.org/ modules/solvquad.html cdn.kutasoftware.com/
20991/alg2/quad.htm http:// worksheets/Alg1/Solving
www.algebrahelp.com/ http://www.webmath.com/ %20Quadratic
lessons/equation/quadratic quadri.html %20Factoring.pdf

B. Other Learning
Resources Activity Sheets Activity Sheets Activity Sheets Activity Sheets

IV. PROCEDURES
A. Reviewing previous Do You Remember These Students are grouped into 2
lesson or presenting Products? a. What are the factors (boys vs girls).
Find My Roots!
the new lesson that contribute to Using flashcards, have each
Find each indicated product garbage segregation group give the factors of the
then answer the questions and disposal? following polynomials
 Find the following square b. As an ordinary mentally.
roots. Answer the questions citizen, what can we 2
a. x + 8x – 9 = 0
that follow. do to help solve the 2
b. x + 9x = 10
garbage problem in 2
that follow. 1. 6. our community? c. x = 3 – 2x
2 2
1. 3(x +7) d. x – 6 = – 5x
2. 2s(s-4) 2. 7. 2
e. x + 6x – 7 = 0
3. (w+7)(w+3) 3. 8. 2
4. (x+9)(x-2) f. x + x – 12 = 0
5. (2t-1)(t+5)
6. (x+4)(x+4) 4. 9.
7. (2r-5)(2r-5)
2 a .How did you find each
8. (3-4m)
square root?
9. (2h+7)(2h-7) b. How many square roots
10. (8-3x)(8+3x) does a number have?
c. Does a negative number
a. How did you find each have a square root? Why?
product? d. Describe the following
b. In finding each product, numbers:
what mathematics concepts
or principles did you apply? .
Explain.
c. How would you describe Are the numbers rational or
the products obtained? irrational?
How do you describe
rational numbers?
How about numbers that
are irrational?
B. Establishing a Another Kind of Equation! What Would Make a Factor each polynomial.
purpose for the Statement True?
Below are different 2
lesson a. x – 9x + 20
equations. Use these Solve each of the following 2
b. x – 8x + 12
equations to answer the equations in as many ways 2
questions that follow. as you can. Answer the c. x + 14x +48
2
questions that follow. d. x – x – 6
 a. How did you solve each
equation?
b. What mathematics
concepts or principles did
1. Which of the given
equations are linear? 1. 6.
2. How do you describe
2. 7.
linear equations?
3. Which of the given 3. 8.
equations are not 4. 9. 2
linear? Why? you apply to come up with e. x + 7x – 18
How are these the solution of each
equations different equation?
from those which are c. Compare the solutions
linear? What common you got with those of your
characteristics do classmates. Did you arrive
these equations at the same answer? If not,
have? why?
d. Which equations did you
find difficult? Why?

C. Presenting examples/ A quadratic equation in one Equations such as
instances of the variable is a mathematical
lesson sentence of degree 2 that
can be written in the
following standard form
2 equations, we extract the
ax + bx + c = 0, where a, b,
and c are real numbers and
2
a ≠ 0. In the equation, ax is
the quadratic term, bx is the
linear term, and c is the
constant term.
, Illustrative Example: Illustrative Example:
, and are the
The quadratic equation Find the solutions of
simplest forms of quadratic 2 2
x + 4x = 5 can be solved by 2x + x = 6 by factoring.
equations. To solve this
factoring using the following a. Transform the
procedure: equation into
square roots of both sides.
standard form
Hence we get,
Write the equation in 2
ax +bx+ c = 0.
standard form: 2
2 2x + x – 6 = 0
x + 4x – 5 = 0 b. Factor the quadratic
Factor the quadratic 2
expression 2x +x–6.
polynomial:
Example 2. Find the (2x – 3) (x + 2)
Example 1 solutions of the equation (x + 5) (x – 1)= 0 c. Apply the zero
2
2x – 6x – 15 = 0 is a by extracting Set each factor equal to 0: product property by
quadratic equation in square roots. (x +5=0) or (x-1=0) setting each factor of
standard form with a =2 Solve each equation: the quadratic
Write the equation in the
b = -6 and c =-15. x = -5 or x = 1 expression equal to
form . Write the solution set:{ -5, 1} 0.
Example 2 Adding both sides results in Each member of the 2x – 3 = 0 ; x + 2 = 0
2x (x – 4) = 18 is a quadratic . solution set can be checked d. Solve each resulting
equation. However, it is not by substituting for x in the equation.
written in standard form. To Recall that the square of original equation. 2x – 3 + 3 = 0 + 3
write the equation in any real number, whether it Let x = -5 Let x = 1 2x = 3
standard form, expand the is positive or negative, is 2
x + 4x = 5
2
x + 4x = 5 x = 3/2
product and make one side always a positive number. 2 2
For example (-5) +4(-5)=5 (1) +4(1)=5
of the equation zero as x+2–2=0–2
shown below. . 25 - 20 = 5 1+4 =5 x=-2
2 Hence, there is no real 5=5 5=5 e. Check the values of
2x(x – 4)= 18→ 2x – 8x = 18
2 number x which satisfies the variable obtained
2x – 8x – 18 = 18 -18 by substituting each
2 . Therefore, the
2x – 8x – 18 = 0 equation has no real root. in the equation
The equation becomes 2
2x + x = 6.
2
2x – 8x –18 = 0 which is in
standard form. For x = 3/2
In the equation 2
2
2x - 8x -18 = 0 2x + x = 6
2
a = 2, b = - 8, c = - 18. 2(3/2) + 3/2 = 6
2(9/4) + 3/2 = 6
9/2 + 3/2 = 6
6=6

For x = -2
2
2x + x = 6
2
2(-2) + (-2) = 6
2 (4) – 2 = 6
8–2=6
 6=6
D. Discussing new Extract Me!
concepts and Tell whether each equation Have them find a partner
practicing new skills is quadratic or not quadratic. Solve the following and do the following.
Solve each equation by
#1 If the equation is not quadratic equations by
factoring.
quadratic, explain. extracting square roots. Solve each equation by 2
factoring. 1. 2x -7x - 4 = 0
2
a. x + 7x + 12 = 0 2 2
2. 3x + x – 2 = 0
1. 6. 1. x -11x + 30 = 0
b. -3x (x + 5) = 0 2
2 3. 4x – 1 = 0
c. 12 – 4x = 0 2. 7. 2. x – x – 12 = 0
2 2
d. (x + 7) (x – 7) = 3x 8. 3. x + 5x – 14 = 0 4. 2x - 3x + 1 = 0
3. 2 2
e. 2x+ (x + 4) = 4. x + 2x + 1 = 0 5. 10x – 14x + 4 = 0
9.
(x – 3)+ (x – 3) 4. 2
5. x – 4x – 12 = 0
5. 10.
E. Discussing new Factor each of the following
concepts and polynomials:
practicing new skills 2 a. How do we solve a
a. x + 5x -6
quadratic equation?
#2 Find the factors of -6 b. What are the
a. What is a quadratic whose sum is 5
1. What is the simplest form b. y2 – 6y – 27 procedures in
equation? solving quadratic
of quadratic equation?
b. What is the standard form Think of the factors of - equation by
2. How do you get the
of quadratic equation? 27 whose sum is -6 factoring?
solutions of these 2
c. In the standard form of equations? c. x + 14x + 49 c. How many
quadratic equation, which is 3. How many solutions/roots Find identical factors of solution/s does a
the quadratic term? 49 and having the sum quadratic equation
does the equation have?
linear term? constant term? of 14
have if k > 0? 2 d. How do you call
d. Why is a in the standard k = 0? k < 0? d. x – 5x – 14
form cannot be equal to 0? each solution?
Determine the factors of
e. How do we know if
-14 whose sum is -5
2 the solution is
e. 2x - 7x + 6 correct?
Find the missing factors
(2x __)(x __)
F. Developing mastery Write each equation in “Extract then Match” Solve the following Determine the solution set
(Leads to Formative
Assessment 3)
standard form then identify
the values of a, b, and c. Find the solutions of the
2 following quadratic
a. 2x + 5x – 3 = 0
2 equations by matching
b. 3 -2x = 7 column B with column A.
c. x (4x + 6) = 28 Correct roots will also reveal
d. (3x-7)(5x+2) the cities primary delicious
fruits.

A B
Tagaytay Strawberry quadratic equation by
factoring. of each equation.
2 2
1. x + 9x – 36 = 0 1. 7r - 14r = -7
Davao Mangosteen 2 2
2. x – 6x = 27 2. x – 25 = 0
2 2
3. x + 4x – 60 = 0 3. 3y = 3y + 60
2 2
Cebu Pineapple 4. 2x – 5x – 18 = 0 4. y – 11y + 19 = -5
2 2 2
5. x + 6x = 16 5. 8x = 6x - x

Zamboanga Durian

Baguio Mango

Banana

G. Finding practical New houses are being Solve the problem. Solve the following problem: Solve the problem:
applications of constructed in CalleSerye.
concepts and skills in The residents of this new Cora has a piece of cloth One positive number The length of a rectangle
daily living housing project use a 17m whose area is 32 square exceeds another by 5. The is 6 cm more than the width.
long path that cuts inches. What is the length of sum of their squares is 193. If the area is 55 cm2, find
diagonally across a vacant the side of the largest Find both numbers.
 rectangular lot. Before the
diagonal lot was
constructed, they had to
walk a total of 23 m long
along the two sides if they the dimensions of the
square that can be formed
want to go from one corner rectangle.
using the cloth?
to an opposite corner. Write
the quadratic equation that
represents the problem if
the shorter side is x. Identify
the values of a, b, and c.
H. Making Some quadratic equations
When solving a quadratic
generalizations and can be solved easily by
equation, keep in mind that:
abstractions about factoring. To solve such
the lesson equations, the following
1. The quadratic
procedure can be followed.
equation must be
expressed in
1. Transform the
standard form before
quadratic equation
A quadratic equation is an To solve an incomplete you attempt to factor
using standard form
equation of degree 2 that quadratic equation: the quadratic
in which one side is
1. Solve the equation for polynomial.
can be written in the form zero.
the square of the 2. Every quadratic
2
ax + bx + c = 0, where a, b, 2. Factor the non-zero
unknown number. equation has two
side.
and c are real numbers and 2. Find the square roots of solutions. Each
3. Set each factor to
a ≠ 0. both members of the solution is called a
zero.
equation. root of the equation.
4. Solve each resulting
3. The solution set of a
equation.
quadratic equation
5. Check the values of
can be checked by
the variable obtained
verifying that each
by substituting each
different root makes
in the original
the original equation
equation.
a true statement.
I. Evaluating learning Write fact if the equation is Solve each equation by Group Activity: Solve each equation by
 What Name is Given to factoring.
Words That are Formed to
Imitate Sounds? 2
1. 3r – 16 r – 7= 5
2
2. 6b – 13b + 3 = -3
Find the solutions and write 2 2
the letter of each solution 3. -4k – 8k – 3 = -3-5k
2
set on top of the given 4. 7x + 2x = 0
answer in the boxes below 2
5. 15a – 3a = 3 – 7a
quadratic and bluff if the to solve the puzzle.
equation is not quadratic.
2 extracting square roots.
1. x + x – 3 = 0 N T C
2 x2– 2x = x2 +4x– x2 – 4x
2. 24x + 81 = x 2
1. x = 81 4 21 =0 =5
2 2
3. x = 2x (6x + 4) 2
2. 4x – 100 = 0 P E A
2
4. 2x = 7x 2
x2 – 2x x2 – 3x x2 – x =
3. a – 225 = 0 =8 = 10 2
5. 5 – x + (2x - 3) = 12 2 I O M
4. 7p – 2 = 54p
x2 – 9x x2 – 3x x2–
2
5. 2r + 3 = 67 = -8 = -2 5x+6= 0

J. Additional activities 1. Give 5 examples of Follow-Up Factor the following

Find the solutions of the
for application or quadratic equations written 1. Find the solutions of Quadratic Equation.
following equations by
remediation in standard form. Identify 2
extracting square roots. (x + 3) = 25.
the values of a, b, and c. 2
2. Do you agree that x
2 1. x + 4x + 4 = 0
2. Study solving quadratic 2
1. 2(x+3)2 = 18 + 5x – 14 = 0 and 14 2. x – 6x + 9 = 0
equation by extracting the
square root. 2. 4a2 – 147 = a2 2
– 5x – x = 0 have
2
3. x – 8x + 16 = 0
 a. Do you solve a quadratic
equation by extracting the 2
4. x + 2x + 1 = 0
square root? 3. 1 = ½ x2
2
b. Give the procedure. the same solutions? 5. x – 10x + 25 = 0
4. 54a2 – 6 - 24
Justify your answer.
Reference: 5. 3c2 – 5 = 25 What have you noticed with
Learner’s Material pp. 18-20 their factors?

V. REMARKS

VI. REFLECTION
1. No. of learners who G9-Actinium _______ G9-Actinium _______ G9-Actinium _______ G9-Actinium _______
earned 80% on the G9-Argon _______ G9-Argon _______ G9-Argon _______ G9-Argon _______
formative assessment G9-Antimony _______ G9-Antimony _______ G9-Antimony _______ G9-Antimony _______
G9-Astatine _______ G9-Astatine _______ G9-Astatine _______ G9-Astatine _______
G9-Arsenic _______ G9-Arsenic _______ G9-Arsenic _______ G9-Arsenic _______
2. No. of learners who G9-Actinium _______ G9-Actinium _______ G9-Actinium _______ G9-Actinium _______
require additional G9-Argon _______ G9-Argon _______ G9-Argon _______ G9-Argon _______
activities for G9-Antimony _______ G9-Antimony _______ G9-Antimony _______ G9-Antimony _______
G9-Astatine _______ G9-Astatine _______ G9-Astatine _______ G9-Astatine _______
remediation. G9-Arsenic _______ G9-Arsenic _______ G9-Arsenic _______ G9-Arsenic _______
3. Did the remedial G9-Actinium _______ G9-Actinium _______ G9-Actinium _______ G9-Actinium _______
lessons work? No. of G9-Argon _______ G9-Argon _______ G9-Argon _______ G9-Argon _______
learners who have G9-Antimony _______ G9-Antimony _______ G9-Antimony _______ G9-Antimony _______
G9-Astatine _______ G9-Astatine _______ G9-Astatine _______ G9-Astatine _______
caught up with the G9-Arsenic _______ G9-Arsenic _______ G9-Arsenic _______ G9-Arsenic _______
lesson.
4. No. of learners who G9-Actinium _______ G9-Actinium _______ G9-Actinium _______ G9-Actinium _______
continue to require G9-Argon _______ G9-Argon _______ G9-Argon _______ G9-Argon _______
remediation G9-Antimony _______ G9-Antimony _______ G9-Antimony _______ G9-Antimony _______
G9-Astatine _______ G9-Astatine _______ G9-Astatine _______ G9-Astatine _______
G9-Arsenic _______ G9-Arsenic _______ G9-Arsenic _______ G9-Arsenic _______
5. Which of my teaching
strategies worked
 well? Why did these
work?
6. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
7. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

Prepared by: Checked by: Noted by:

VIVIEN FACUN-DAVID MARK ANTHONY C. MANICDAO ALBERT V. DATU

Teacher I Head Teacher I School Principal