DAILY LESSON LOG OF M9AL-Ia-b-1(Day Five)

School Grade Level Grade 9

Teacher Learning Area Mathematics
Teaching Date and Time 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
I. OBJECTIVES 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.
A. Content Standards The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.
B. Performance Standards The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them using a variety of strategies.
Learning Competency: Solves quadratic equations by (a) extracting square roots; (b)
factoring; (c) completing the square; and (d) using the quadratic formula (M9AL-Ia-b-1)
Learning Objectives:
C. Learning Competencies/
1. State the quadratic formula
Objectives 2. Solve quadratic equations using the quadratic formula
3. Show critical thinking skills in solving quadratic equations by using the quadratic
formula
II. CONTENT Solving Quadratic Equations by Using the Quadratic Formula
III. LEARNING RESOURCES
A. References Teacher’s guide, Learner’s module
Oronce, O.& Mendoza, M.(2014). e-math 9. Rex Bookstore, Inc. Sampaloc,
Manila.
1. Teacher’s Guide pages pp. 33-38
2. Learner’s Materials
pp. 47-55
pages
3. Textbook pages pp. 137-146
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources /Materials
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
IV. PROCEDURES 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.
A. Review previous lesson
or presenting the new The teacher groups the students into six groups and assigns each group to
lesson complete each box. Group 1 will answer number 1, group 2 will answer number 2
and so on.
Directions:
In Lot I, identify a, b, and c of the given quadratic equation.
In Lot II, evaluate b2 – 4ac.
In Lot III, classify the given trinomial as factorable or non factorable.
In Lot IV, give the factors of the quadratic trinomial. Write N.A. if it is not
factorable.
Example:

I II
a =1, b = 3, c = 1 5

x2 + 3x + 1 = 0

Non-factorable N.A.
III IV

B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new concepts
and practicing new skills
#1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery (leads
to formative assessment 3)
1. 2.
I II
I II
2x2 - 3x + 1 = 0
x2 + 7x + 10 = 0
III IV
III IV
3. 4.
I II
I II
x2 + 2x + 1 = 0
x2 + 3x - 4 = 0
III IV
III IV
5. 6.
I II
I II
x2 - 3x - 1 = 0
3x2 + 2x + 1 = 0
III IV
III IV
After 10 minutes, the teacher asks one representative from each group to post
the answer of the group on the board.
Answer Key:
1. a = 1, b = 7, c = 10; b2 – 4ac = 9; factorable; (x +5)(x + 2)
2. a = 2, b = -3, c = 1; b2 – 4ac = 1; factorable; (x - 1)(2x - 1)
3. a = -1, b = -3, c = 4; b2 – 4ac = 25; factorable; (x + 4)(x - 1)
4. a = 1, b = 2, c = 1; b2 – 4ac = 0; factorable; (x + 1)2
5. a = 3, b = 2, c = 1; b2 – 4ac = -8; not factorable; N.A.
6. a = -1, b = 3, c = 1; b2 – 4ac = 13; not factorable; N.A.
The teacher asks the students the following guide questions:
1. Observe the values of b2 – 4ac when the expression is factorable. How do you
identify whether a quadratic equation can be factored by just looking at the value
of b2 – 4ac.
If the quadratic equation is factorable, its value of b2 – 4ac is a perfect square.
The teacher explains to the students that not all quadratic equations can be
solved by factoring or by extracting square roots. And each time we solve a
quadratic equation by completing the square, we follow and repeat six or seven
procedures. If you had a hard time memorizing the procedures, then you can use
the Quadratic formula. This formula is derived by solving for x in the quadratic
equation in standard form using the completing the square.
The teacher presents the derivation of the Quadratic formula as presented on
page 50 of their Learner’s module.
The teacher discusses with the students how to solve quadratic equations
using the quadratic formula as presented on pages 50-51 of the Learner’s
module.
The teacher lets the students answer items 1 to 5 of Activity 5, which is
found on page 52 of the Learner’s Module.
Answer Key:
1. x = -1 or x = -9
2. x = 7 or x = 5
3. x = -7 or x = 2
4. No real roots
−7+ √ 65 −7− √ 65
5. x = or x =
2 2
The teacher lets the students answer the exercise orally.
A. Fill in the blanks to make the statement true. (10 points)
1. If a, b, and c are real numbers, and a ≠ 0, then the general quadratic equation

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities or
remediation
V. REMARKS
VI. REFLECTION
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?
is _______________.
−b ± √ b 2−4 ac
2. The formula x = is called the _____________.
2a
3. The expression
−b ± √ b 2−4 ac can be read as ______ of b, plus ____ the
2a
______ of b _______ minus 4 _____ a times c, all ______ 2a”.
4. To use the quadratic formula, we begin by writing the equation in
____________.
5. Although the quadratic formula can be used to solve x2 – 3x = 0, the ________
method is easier.
Answer Key:
1. ax2 + bx + c = 0
2. quadratic formula
3. negative; minus; square root; squared; times; divided
4. standard form
5. factoring
The teacher asks the students to answer the problem below with their group
mates.
Grace constructed an open box with a square base out of 192 cm 2
material. The height of the box is 4 cm. What is the length of the side of
the base of the box?
Answer: The length of a side of the base of the box is 8 cm.
The teacher summarizes the lesson by asking the students to answer the
following questions:
1. When is it practical to use the quadratic formula?
 When the given quadratic equation is not factorable
2. How do you solve quadratic equations by using the quadratic formula?
Enumerate the steps on how to solve quadratic equations by completing the
square.
 Write the equation in standard form (zero on one side of the equation).
 List the numerical vales of the coefficients a, b, and c.
 Write the quadratic formula.
 Substitute the numerical values for a, b, and c in the quadratic formula.
 Simplify to get the exact solution.
 Check the solutions obtained against the original equation.
The teacher lets the students do the following activity individually.
Find the solutions of the following quadratic equations.
1. x2 – 8x – 9 = 0; Answer: x = -1 or x = 9
−3+ √ 7 −3− √7
2. 2x2 + 6x + 1 = 0; Answer: x = or x =
2 2
 G. What innovation or localized
materials did I use/ discover
which I wish to share with
other teachers

Prepared by:

VIRNA MARIE C. PORIO

Paknaan National HS