School: Minuyan National High School Grade Level: 9

Grade 9
Teacher: Mr. Jefferson B. Torres Learning Area: Mathematics
Teaching
Daily Lesson LogDates: October 2-6, 2023 Quarter: First

I. OBJECTIVES DAY 1 DAY 2 DAY 3 DAY 4

1. Content
The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
Standards
2. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic equations, inequalities and functions, and
Standards rational algebraic equations and solve them using a variety of strategies.
3. Learning Models real-life situations using quadratic functions. Models real-life situations using Models real-life situations using Models real-life situations using
Competencies (M9AL-Ig-2) quadratic functions. quadratic functions. quadratic functions.
/ Objectives (M9AL-Ig-2) (M9AL-Ig-2) (M9AL-Ig-2)
a. Model real-life situations
using quadratic functions a. Model real-life situations a. Model real-life situations a. Model real-life situations
b. Appreciate the using quadratic functions using quadratic functions using quadratic functions
application of quadratic b. Appreciate the b. Appreciate the b. Appreciate the
function in real-life application of quadratic application of quadratic application of quadratic
situations function in real-life function in real-life function in real-life
situations situations situations

II. CONTENT Introduction to Quadratic Function Introduction to Quadratic Function Introduction to Quadratic Function Introduction to Quadratic Function
III. LEARNING
RESOURCES
A. References

a. Teacher’s Guide pp. 85-96 pp. 85-96 pp. 85-96 pp. 85-96
1. Learner’s
pp. 125-126 pp. 127-129 pp. 127-129 pp. 127-129
Materials
2. Textbook
3. Additional
Materials from
Learning
Resource (LR)
portal
B. Other
Learning
Resources
IV. PROCEDURES
A. Reviewing Drill: Multiplication Table Drill: Multiplication Table
previous
lesson or What is your favourite team in PBA? NBA? How about Many things we see everyday are
presenting the modeled by QUADRATIC
your idol/favourite player in basketball?
new lesson FUNCTIONS. Give at least 3
Have you ever asked yourself why PBA/NBA star
examples.
Players are good in free throws? How do angry bird expert 1.Water in drinking fountain.
players hit their targets? Do you know the secret key in 2. the path of a basketball
playing this game? What is the maximum height reached 3. McDonald’s logo
by an object thrown vertically upward given a particular
 condition?

B. Establishing a Let the students act their ideas to show how PBA/NBA and 1. Which of the mathematical
purpose for Angry Birds Players do a free throw and hit their targets. sentences are quadratic
the lesson Let the students estimate the maximum height reached by functions?
the object thrown vertically upward.
2. Which of the mathematical
sentences are NOT
quadratic functions? Why?
3. How would you describe
those mathematical
sentences which are not
quadratic functions?
How are they different from
those equations which
are quadratic?
How your example does modeled the 1. What are the differences
quadratic functions? of Quadratic equations
How do we represent and identify and not Quadratic
quadratic functions using a graph? equation base on the
activity?
2. How can you recognize a
quadratic function when a
set of equations are
given?

C. Presenting Illustrative Example 1: The graph of a quadratic function is a The previous activities familiarized the
examples/ Who does not like pizza? Nowadays, pizza seems to be parabola. The parabola can either be students with the general form y =
instances of the favorite snack of many teenagers. in "legs up" or "legs down" orientation. ax²+bx+c of a quadratic function so if
the lesson When pizza is served to a customer, it is already divided
an equation was written in vertex form
into 8 pieces, if it is regular size or into 12 pieces if it is We know that a quadratic equation will y = a(x-h)²+k we can express the
family size. Observe the 8 pieces be in the form:
result from 4 straight cuts; the 12-piece from 6 straight equation into standard form that will be
cuts. Reasoning tells us that 3 straight cuts would result to 2
more convenient to use when working
6 pieces and 5 straight cuts to 10 y = ax + bx + c on problems involving the vertex of the
pieces. In other words, pizza-cutting this way can be graph of a quadratic function.
described by the linear function where is the number of Our job is to find the values
straight cuts and, the number of pieces that result. of a, b and c after first observing the
graph. Sometimes it is easy to spot the
points where the curve passes
through, but often we need to estimate
the points.
D. Discussing Among the most well-known of the physical situations Find the differences between adjacent y
new concepts represented by the quadratic function is that which – values in each table, and write them
and practicing involves velocity and force of gravity. In the 17th century, on the blanks provided.
new skills #1
Isaac Newton discovered that the height (h) of an object
thrown upwards with an initial velocity (v0) at time (t) would

be v0t reduced by the force of gravity equal to . If the

thrower’s hand upon the release of this ball was at a 2. Using the table values, graph the
starting height (h0) above the ground, then, two functions.
3. Compare the graph of linear function
and
quadratic function.

The symbol which stands for acceleration due to gravity

is equal to 9.8 m/sec near the earth’s surface.
Suppose a baseball pitcher throws a ball upward with an
initial velocity of 20m/sec.
1. What equation will give
the height of the ball for
any time in seconds?
Use
2. What is the greatest
height the ball would
reach before it starts to
fall to the ground?
3. At what time would the
ball reach the ground?
 E. Discussing 1. Is quadratic function 1. What do you observe with a. What kind of functions is Transform the given quadratic
new concepts useful in real-life the difference of each table f(x) = 3x +1 and functions into the form
and practicing situations? values? g(x) = x²+2x-4? y = a(x-h)²+k by following the steps
new skills #2 2. How can you recognize a
2. How can quadratic b. What do you observe below.
quadratic function when a
Function be used to about the graph of linear 1. y = x² - 4x - 10
table of values is given?
solve real- life function and quadratic
2. y = 3x² - 4x + 1
function?
problems?

F. Developing Menggay maintains a small retail store to help support her Consider the given functions f(x) = 2x + 1. How do you find
mastery family. Think of the diagram below as rows of bath soap. 1 and transforming of general
(Leads to Formative g(x) = x²+2x-1. form into vertex form in
Assessment 3) general form?
1. What kind of functions is
2. How about transforming a
f(x)? g(x)?
vertex form
2. Complete the following
y = a(x-h)²+k into general
table values using the
indicated function, form.

f(x) = 2x + 1
x -3 -2 -1 0 1 2 3
y

g(x) = x²+2x-1
x -3 -2 -1 0 1 2 3
y

3. What are the differences

between two adjacent
x – values in each table?
4. Find the differences
between each adjacent y –
values in each table.
G. Finding Derek is living in Tagaytay, Cavite. He is thinking of Write a 1 paragraph statement
practical growing vegetables in his backyard. He has 100 m. long explaining how to recognize that the
applications of fencing material. He wants to enclose as much of his given mathematical sentence is a
concepts and backyard as possible. What dimensions of a rectangular lot QUADRATIC FUNCTIONS using the
skills in daily will result to the greatest area? table of values in your own words.
living Think of the given length of the wire as the perimeter of the
lot, so a length and a width is 50. If the length is denoted
as , then the width is Area, if you recall, is length times
width.
Let us put some pairs of values for and and their
corresponding areas in a table.
H. Making There are many situations in the real world that can be general form
generalization modeled or mathematically described by the quadratic y = ax² + bx + c
s and function.
vertex form
abstractions Skill to do this can be useful to make estimates of one
y = a(x-h)² + k
about the variable from known values of the related variable or to
lesson make predictions of the relationship between the same two
variables in a different
situation.

I. Evaluating In 2009, a strong typhoon Ondoy with heavy rains flooded

learning some parts of Luzon for days including Cavite. Helicopters
were used to bring food and
other supplies to flood victims. A helicopter dropped
packages of food and supplies to a group of people from a
height of 100 meters.
1. Neglecting air
resistance, how far
would the
package have dropped
in 2 seconds? (Hint: Go
back to Newton‟s
formula)
2. When will the package
touch the ground?

J. Additional Assignment: Assignment: Assignment: List the mathematical concept that you
activities for Study represent a quadratic function using: a) table of Bring graphing paper tomorrow. use to transform the given quadratic
application or values, b) graph, and c)equation functions.
remediation a. What is a quadrati
c function?
b. What is the difference
between quadratic
function and linear
function?
 Reference:
Grade 9 Learning Module pp. 125-126 Reference: Reference:
Grade 9 Learning Module pp. pp. 127- Grade 9 Learning Module pp. 127-129
129

Reference:
Grade 9 Learning Module pp. 127-129
V. REMARKS
VI. REFLECTION DIEGO SILANG MELCHORA AQUINO
1. No. of learners
who earned 80%
on the formative
assessment
2. No. of learners
who require
additional activities
for remediation.
3. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
4. No. of learners
who continue to
require
remediation
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:

JEFFERSON B. TORRES MARIA CYNTHIA C. BASA LUISITO V. DE GUZMAN,PhD.

Mathematics 9 Teacher Head Teacher II Secondary School Principal IV