Grades 1 to 12

School: Grade Level GRADE 9

Teacher: Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: (Week 1-to be filled up with correct date) Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of variations.
B. Performance Standard The learner is able to formulate and solve accurately problems involving variations.
Translate into variation statement
a relationship between two
Illustrates situations that involve quantities given by a. table of Solve problems involving direct Illustrates situations that involve
C. Learning Competencies
Conduct Pre Assessment for direct variation. values; b. a mathematical variation. inverse variation.
the Second Quarter equation; c. a graph, and vice
versa.

II. CONTENT Direct Variation Direct Variation Direct Variation Inverse Variation
III. LEARNING RESOURCES
1. Teacher's Guide pages TG, Module 3, pp. 132-134 TG, Module 3, pp. 134-136 TG, Module 3, pp. 137-138 TG, Module 3, pp. 139-141
40-item Test Questionnaire
2. Learner's Materials pages LM, Module 3, pp. 194-196 LM, Module 3, pp. 197-201 LM, Module 3, pp. 202-205 LM, Module 3, pp. 206-209
3. Textbook pages none none none none none
4. Additional Materials from none none none none none
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or Give a situation that will introduce Recall the basic concept of Review basic concepts necessary Assess students' knowledge of
presenting the new lesson the basic concept of variations. variations. in direct variations. the concepts of direct variation.
Assist the students to respond on Pose some questions that will elicit Guide the students ta answer
2. Establishing a purpose for the Show graph of direct variation and
Activity 1: Before Lesson their motivation in learning the Activity 10: Who's Increasing or
lesson discuss.
Response lesson. Decreasing!
Give situational problem that will
3. Presenting examples/instances Give illustrative examples that
Drill to measure their lead to the concept of inverse
of the new lesson involve direct variation. Provide a problem that involve
Students are given understanding the concepts of variation.
directions/instructions on more than one pair of quantities
what they are going to do variations by starting activity 2: Discuss the concept of direct
4. Discussing the concepts and and show solution.
with the test What's the Back Story? variation in the form of y=kx and
practicing new skills 1
y=kx2. Guide the students ta answer
Activity 11: Observe and Compare
5. Discussing new concepts and Do Activity 3 & 4 to introduce Guide the in Performing Activity
practicing new skills 2 situation involving direct variations. 7:Can Anyone!
Perform Activity 6: It's Yor Turn
and discuss the answers.
 with the test

Perform Activity 6: It's Yor Turn

6. Developing mastery (leads to
formative assessment)
7. Finding practical applications of
concepts and skills in daily living
8. Making generalizations and
abstractions about the lesson
9. Evaluating learning
10. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who earned 80%
in the evaluation
2. No. of learners who require
additional activities for remediation who
score below 80%
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
Discuss the concept used in
Activity 3 & 4 to derive constant
variation
Ask the students on how they
relate the lesson to their daily life. of allowance they receive that will relate the lesson to their daily life.
Students answer a 50-item
test questionnaire.
When can we say that the
statement is referring to direct
variation?
Through their answers evaluate
Check and item analyze.
how much the students
understands the lesson
None
Answer Activity 5: Watch This!
Carried Carried
and discuss the answers.
Let the student present their Discuss the key concept of
answer. inverse variation
Let the students share their
experience regarding the amount Ask the students on how they Cite a practical example relating
to inverse variation.
relate to direct variation.
1. How we solve direct variation? When can we say that the
How we write the equation given
2. What is k in direct statement is referring to inverse
the table of values and graph?
variation? variation?
As a result of their activity,
Give a situational test involving
evaluate their level of Give a 2-item formative test.
inverse variation
understanding of the lesson.
Give additional problems to
none None
answer.
Carried Carried Carried

5. Which of my teaching strategies

worked well? Why did these work?

6. What difficulties did I encounter

which my principal or superior can help
me solve?
7. What innovation or localized
materials did I use/discover which I wish
to share with other teachers
 Grades 1 to 12 School: Grade Level GRADE 9
Teacher: Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: (Week 2-to be filled up with correct date) Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of variations.
B. Performance Standard The learner is able to formulate and solve accurately problems involving variations.

Translate into variation

statement a relationship
between two quantities given
C. Learning Competencies
by a. table of values; b. a
mathematical equation; c. a
graph, and vice versa.
Translate into variation statement
Solve problems involving inverse Illustrates situations that involve
a relationship involving more than
variation. joint variation.
two quantities.

II. CONTENT
III. LEARNING RESOURCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
Provide an example that will
3. Presenting examples/instances
discuss the concepts of inverse
of the new lesson
variation.
4. Discussing the concepts and
practicing new skills 1
Inverse Variation Inverse Variation
TG, Module 3, pp. 139-145 TG, Module 3, pp. 139-145
LM, Module 3, pp. 206-214 LM, Module 3, pp. 206-214
none none
none none
Review the past lesson Recall the past lesson
Present to the students the
Ask the students to have closer
essential question that will
look at some aspects of inverse
guide them through out the
variations.
lesson.
Provide a problem that will give
them the opportunities to think
deeper their understanding on
inverse variation.
Give illustrative examples.
Guide them to perform Activity13:
Think deeper!
Joint Variation
TG, Module 3, pp. 146-149
LM, Module 3, pp. 215-219
none
none
Present drills to review their
Recall the concept of variation
understanding on multiplying
involving two quantities
radical expressions.
Give situation that will involve
more than two quantities.
Discuss the concept of joint
variation and provide examples.
Present illustrative examples
Joint Variation
TG, Module 3, pp. 146-149
LM, Module 3, pp. 215-219
none
none
Review the lesson yesterday
Present to the students the
essential question that will guide
them through out the lesson.
Give drill involving translating
statements into mathematical
sentences
More examples.
 Guide them to perform Activity13:
5. Discussing new concepts and Group the class to Perform Think deeper! Perform letter A in Activity 17: Let them do letter C in Activity 17:
practicing new skills 2 Activity 12: It's your turn! What is Joint Together? by pair
Prepare a group activity and
6. Developing mastery (leads to Let the students discuss their
encourage them to work Let them present their answer Discuss their results in the activity.
formative assessment) result to the class.
cooperatively.
Ask the students to share their
7. Finding practical applications of Cite an example in real life that Let them share their experience in Give real life examples that will
experience in studying and taking
concepts and skills in daily living will relate to inverse variation. doing the activity. relate joint variation.
the test.
1. How we solve direct variation?
8. Making generalizations and
2. What is k in direct
abstractions about the lesson
variation?
Evaluate the students
understanding through their Give a situational test involving
9. Evaluating learning Give 2-item formative test Formative Test
responses of activity they joint variation
perform.
10. Additional activities for
None Answer Activity 14 None none
application or remediation
V. REMARKS Carried carried carried carried
VI. REFLECTION
1. No. of learners who earned 80%
in the evaluation
2. No. of learners who require
additional activities for remediation who
score below 80%
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 superior can help
me solve?
7. What innovation or localized
materials did I use/discover which I wish
to share with other teachers
 Grades 1 to 12
DAILY LESSON LOG Teaching Dates and Time: (Week 3-to be filled up with correct date)
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances Dicuss translating equation
of the new lesson
School: Grade Level GRADE 9
Teacher: Learning Area MATHEMATICS
Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of the key concepts of variations.
The learner is able to formulate and solve accurately problems involving variations.
Illustrate, translate into variation
statement a relationship between
two quantities given the a. tables
Solve problems involving joint Illustrate and translate situations Solve problems involving Solve problems involving
of values; b. mathematical
variation. that involve combined variation. combined variation. combined variation.
equation; c. a graph, & vice versa
and solve problem involving joint
and combined variation.
Joint Variation Combined Variation Combined Variation Combined Variation Joint and Combined Variation
TG, Module 3, pp. 146-149 TG, Module 3, pp. 149-152 TG, Module 3, pp. 149-152 TG, Module 3, pp. 149-152 TG, Module 3, pp. 146-152
LM, Module 3, pp. 215-219 LM, Module 3, pp. 220-222 LM, Module 3, pp. 220-222 LM, Module 3, pp. 220-222 LM, Module 3, pp. 215-222
none none none none none
none none none none none
Present drills to review their
Recall the concept of joint Review the concept of combined Recall the discussion on joint and
Recall direct and inverse variation understanding on combined
variation variation. combined variation.
variation.
Test the student understanding Ask the students what are the Present to the students the
Provide examples on solving
by asking them to translate things they find difficulty in solving essential question that will guide
combined variation.
statement into equation. direct and inverse variation. them through out the lesson.
Give two problems and le the
students solve and discuss it.
Clarify on the basic concepts that Discuss how to solve worded
Tell the students the importance in
are necessary that students still problem orderly and
that involve joint variation learning the lesson.
find it difficult to understand. systematically.
 Give an illustrative example of a
4. Discussing the concepts and Give sample problem and Present examples in translating problem that involves combined Give another example of problem
practicing new skills 1 discuss the process in solving. combined variations. variations and on how to solve it and discuss the process in solving.
systematically.

Prepare another set of problems

5. Discussing new concepts and Perform Activity 19: Think Perform letter A Activity 21: DV that students will answer and Perform activity 22: How well do Summative Test and check their
practicing new skills 2 Deeper! aaand IV Combined guide them on how to arrive with you understand? papers
the correct answer.

Group the students and let them

6. Developing mastery (leads to let them present and discuss
Discuss the answer in activity 21. answer problems involving Discuss their answer.
formative assessment) their answer to the class
combined variation.

Out from the activity let them Let them present and explain their
7. Finding practical applications of Let them share their
generalize their understanding answers on the class to verify their Provide real life example.
concepts and skills in daily living experience in doing the activity.
about the lesson. understanding of the lesson.
8. Making generalizations and
abstractions about the lesson
Evaluate the students
Based from their answers, evaluate Ask the students through guide Through their answers evaluate
understanding through their Giving the prepared summative
9. Evaluating learning if the learners met the learning questions that will eventually lead how much the students
responses of your guide test
objectives. to generalization of the topic. understands the lesson
questions.
Prepare some additional
10. Additional activities for
problem to those students who none none none Study for the next lesson
application or remediation
need remediation.
V. REMARKS carried carried carried carried carried
VI. REFLECTION
1. No. of learners who earned 80%
2. No. of learners who require
in the evaluation
additional activities for remediation who
3. Did the remedial lessons work?
score below 80%
No. of learners who have caught up with
4. No. of learners who continue to
the lesson
require5.remediation
Which of my teaching strategies
worked6.well?
WhatWhydifficulties did work?
did these I encounter
which 7.
myWhat
principal or superior can help
innovation or localized
me solve?
materials did I use/discover which I wish
to share with other teachers
 Grades 1 to 12
DAILY LESSON LOG Teaching Dates and Time: (Week 4-to be filled up with correct date)
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
II. CONTENT
III. LEARNING RESOURCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances Guide them to perform activity
of the new lesson
School: Grade Level GRADE 9
Teacher: Learning Area MATHEMATICS
Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of key concepts of radicals.
The learner is able to formulate and solve accurately problems involving radicals.
Apply the laws involving positive
Apply the laws involving
Apply the laws involving positive integral exponents to zero and
positive integral exponents to Illustrate expressions with rational Illustrate expressions with rational
integral exponents to zero and negative integral exponents and
zero and negative integral exponents. exponents.
negative integral exponents. illustrate expressions with rational
exponents.
exponents.
Zero, Negative, and Rational
Zero and Negative Exponents Rational Exponents Zero and Negative Exponents Rational Exponents
Exponents
TG, Module 4, pp. 163 - 164 TG, Module 4 p. 165 TG, Module 4, pp. 165 - 166 TG, Module 4, pp. 166 - 167 TG, Module 4, p. 163-167
LM, Module 4, pp. 233 LM, Module 4, pp. 234 - 235 LM, Module 4, pp. 235 - 237 LM, Module 4, pp. 238 - 241 LM, Module 4, pp. 233-241
none none none none none
none none none none none
Review the previous lesson and
Ask the students about the lesson Give drills to recall the lesson Recall the discussion on Zero,
Recall Laws of Exponents clarify concepts that students had
yesterday. yesterday Negative and rational exponents.
difficulty in understanding.
Provide drills to elicit their Discuss and give examples on Present to the students the
Guide them to perform Activity 2:
understanding the laws of how to simplify expressions with essential question that will guide
Agree or Disagree.
exponents rational exponents. them through out the lesson.
Give two examples and discuss
Discuss their answer and ask the process in solving.
Discuss the definition of b n/m and
which part of the activity finds them Give more examples
1: Remember Me this Way! give illustrative examples.
hard to answer.

Tell the students the
4. Discussing the concepts and
importance in learning the
practicing new skills 1
lesson.
Provide more examples and
discuss the process in answering
the tasks.
Present an activity that students
Perform activity 8: I'll get my
will perform to determine if they
reward!
undertood the lesson well.

Summative Test and check their

papers
 Group the class into 5-member and
5. Discussing new concepts and Perform activity 3: You Complete Summative Test and check their
Present more examples. Perform Activity 3: Play with the Discuss the answer of the activity.
practicing new skills 2 Me! papers
Negative!
Provide seatwork to measure
6. Developing mastery (leads to
their prior knowledge of laws of Present their answer to the class. Discuss and explain the answer. Provide seatwork
formative assessment)
exponents

Give example of practical

applications of the lesson in
7. Finding practical applications of Ask students to give situation
daily living which can develop Give a real life examples
concepts and skills in daily living relating to the topic.
appreciation of the students to
the lesson.
8. Making generalizations and
abstractions about the lesson
Through their answers Evaluate students through their
Evaluate students through their Giving the prepared summative
9. Evaluating learning evaluate how much the Give 2-item formative test responses in the seatwork
responses in activity 3. test
students remember the lesson provided
10. Additional activities for
none none none Answer Activity 9: I ChallengYou! Study for the next lesson
application or remediation
V. REMARKS carried delivered carried delivered carried
VI. REFLECTION
1. No. of learners who earned 80%
in the evaluation
2. No. of learners who require
additional activities for remediation who
score below 80%
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 superior can help
me solve?
 7. What innovation or localized
materials did I use/discover which I wish
to share with other teachers

Grades 1 to 12 School: Grade Level GRADE 9

Teacher: Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: (Week 5 - to be filled up with correct date) Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
Simplify expressions with Zero Simplify expressions with rational Simplify expressions with rational Simplify expressions with rational Simplify expressions with rational
C. Learning Competencies
exponents. exponents. exponents. exponents. exponents.
Zero, Negative and Rational
II. CONTENT Zero Exponents Negative Exponents Rational Exponents Rational Exponents
Exponents
III. LEARNING RESOURCES
1. Teacher's Guide pages TG, Module 4, p. 169 TG, Module 4, p. 171 TG, Module 4, pp. 171 - 172 TG, Module 4, pp. 173 - 174 TG, Module 4, pp. 173 - 174
2. Learner's Materials pages LM, Module 4, pp. 242 - 243 LM, Module 4, p. 244 LM, Module 4, pp. 245 - 248 LM, Module 4, pp. 249 - 250 LM, Module 4, pp. 249 - 250
3. Textbook pages none none none none none
4. Additional Materials from none none none none none
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
Recall Laws of exponents
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances
of the new lesson
4. Discussing the concepts and
practicing new skills 1
5. Discussing new concepts and
practicing new skills 2
 6. Developing mastery (leads to
formative assessment)
7. Finding practical applications of
concepts and skills in daily living
8. Making generalizations and
abstractions about the lesson
9. Evaluating learning
10. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who earned 80%
in the evaluation
2. No. of learners who require
additional activities for remediation who
score below 80%
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 superior can help
me solve?
7. What innovation or localized
materials did I use/discover which I wish
to share with other teachers

Grades 1 to 12 School: Grade Level GRADE 9

Teacher: Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: (Week 6 - to be filled up with correct date) Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
Write expressions with rational Write expressions with rational Write expressions with rational Write expressions with rational Write expressions with rational
C. Learning Competencies exponents as radicals and vice exponents as radicals and vice exponents as radicals and vice exponents as radicals and vice exponents as radicals and vice
versa. versa. versa. versa. versa.
II. CONTENT Radicals Radicals Radicals Radicals Radicals
III. LEARNING RESOURCES
1. Teacher's Guide pages TG, Module 4, pp. 175 TG, Module 4, pp. 176 - 177 TG, Module 4, pp. 177 - 178 TG, Module 4, pp. 178 TG, Module 4, pp. 179
2. Learner's Materials pages pp. 251 pp. 252 - 255 pp. 255 - 256 pp. 256 - 257 pp. 257 - 258
3. Textbook pages none none none none none
4. Additional Materials from none none none none none
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson3. Presenting examples/instances
of the new lesson the concepts and
4. Discussing
practicing new skills new
1 concepts and
5. Discussing
practicing new skills 2
6. Developing mastery (leads to
formative assessment)
7. Finding practical applications of
concepts and skills in daily living and
8. Making generalizations
abstractions about the lesson
9. Evaluating learning
10. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who earned 80%
2. No. of learners who require
in the evaluation
additional activities for remediation who
3. Did the remedial lessons work?
score below 80%
No. of learners who have caught up with
4. No. of learners who continue to
the lesson
require5.remediation
Which of my teaching strategies
worked6.well?
WhatWhydifficulties did work?
did these I encounter
which 7.
myWhat
principal or superior can help
innovation or localized
me solve?
materials did I use/discover which I wish
to share with other teachers
 Grades 1 to 12 School: Grade Level GRADE 9
Teacher: Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: (Week 7 - to be filled up with correct date) Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
C. Learning Competencies Derives the Laws of Radicals Derives the Laws of Radicals Derives the Laws of Radicals Derives the Laws of Radicals Derives the Laws of Radicals
II. CONTENT Radicals Radicals Radicals Radicals Radicals
III. LEARNING RESOURCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages none none none none none
4. Additional Materials from none none none none none
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson3. Presenting examples/instances
of the new lesson the concepts and
4. Discussing
practicing new skills new
1 concepts and
5. Discussing
practicing new skills 2mastery (leads to
6. Developing
formative assessment)
7. Finding practical applications of
concepts and skills in daily living and
8. Making generalizations
abstractions about the lesson
9. Evaluating learning
10. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who earned 80%
2. No. of learners who require
in the evaluation
additional activities for remediation who
score below 80%
 3. Did the remedial lessons work?
No. of learners who have caught up with
4. No. of learners who continue to
the lesson
require5.remediation
Which of my teaching strategies
worked6.well?
WhatWhydifficulties did work?
did these I encounter
which 7.
myWhat
principal or superior can help
innovation or localized
me solve?
materials did I use/discover which I wish
to share with other teachers

Grades 1 to 12 School: Grade Level GRADE 9

Teacher: Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: (Week 8 - to be filled up with correct date) Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
Perform operations on radical Perform operations on radical Perform operations on radical Perform operations on radical Perform operations on radical
C. Learning Competencies
expressions expressions expressions expressions expressions
II. CONTENT Radicals Radicals Radicals Radicals Radicals
III. LEARNING RESOURCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages none none none none none
4. Additional Materials from none none none none none
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson3. Presenting examples/instances
of the new lesson the concepts and
4. Discussing
practicing new skills new
1 concepts and
5. Discussing
practicing new skills 2mastery (leads to
6. Developing
formative assessment)
7. Finding practical applications of
concepts and skills in daily living and
8. Making generalizations
abstractions about the lesson
 9. Evaluating learning
10. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who earned 80%
2. No. of learners who require
in the evaluation
additional activities for remediation who
3. Did the remedial lessons work?
score below 80%
No. of learners who have caught up with
4. No. of learners who continue to
the lesson
require5.remediation
Which of my teaching strategies
worked6.well?
WhatWhydifficulties did work?
did these I encounter
which 7.
myWhat
principal or superior can help
innovation or localized
me solve?
materials did I use/discover which I wish
to share with other teachers

Grades 1 to 12 School: Grade Level GRADE 9

Teacher: Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: (Week 9 - to be filled up with correct date) Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
Solve problems involving
C. Learning Competencies Solve problems involving radicals. Solve problems involving radicals. Solve problems involving radicals. Solve problems involving radicals.
radicals.
II. CONTENT Solving Radical Equations Solving Radical Equations Solving Radical Equations Solving Radical Equations Solving Radical Equations
III. LEARNING RESOURCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages none none none none none
4. Additional Materials from none none none none none
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
 2. Establishing a purpose for the
lesson3. Presenting examples/instances
of the new lesson the concepts and
4. Discussing
practicing new skills new
1 concepts and
5. Discussing
practicing new skills 2mastery (leads to
6. Developing
formative assessment)
7. Finding practical applications of
concepts and skills in daily living and
8. Making generalizations
abstractions about the lesson
9. Evaluating learning
10. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who earned 80%
2. No. of learners who require
in the evaluation
additional activities
3. Did for remediation
the remedial who
lessons work?
score below 80%
No. of learners who have caught up with
4. No. of learners who continue to
the lesson
require5.remediation
Which of my teaching strategies
worked6.well?
WhatWhydifficulties did work?
did these I encounter
which 7.
myWhat
principal or superior can help
innovation or localized
me solve?
materials did I use/discover which I wish
to share with other teachers

Grades 1 to 12 School: Grade Level GRADE 9

Teacher: Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: (Week 10 - to be filled up with correct date) Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
Solve problems involving
C. Learning Competencies Solve problems involving radicals. Solve problems involving radicals.
radicals.
II. CONTENT Solving Radical Equations Solving Radical Equations Solving Radical Equations
III. LEARNING RESOURCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages none none none
4. Additional Materials from none none none
Learning Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson3. Presenting examples/instances
of the new lesson the concepts and
4. Discussing
practicing new skills 1
5. Discussing new concepts and
practicing new skills 2mastery (leads to
6. Developing
3rd Quarter Test 3rd Quarter Test
formative assessment)
7. Finding practical applications of
concepts and skills in daily living and
8. Making generalizations
abstractions about the lesson
9. Evaluating learning
10. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who earned 80%
2. No. of learners who require
in the evaluation
additional activities for remediation who
3. Did the remedial lessons work?
score below 80%
No. of learners who have caught up with
4. No. of learners who continue to
the lesson
require5.remediation
Which of my teaching strategies
worked6.well?
WhatWhydifficulties did work?
did these I encounter
which 7.
myWhat
principal or superior can help
innovation or localized
me solve?
materials did I use/discover which I wish
to share with other teachers
 Grade 9
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
Code
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning Look for additional materials at LR Portals
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances of
the new lesson
School: MT. OLIVE NATIONAL HIGH SCHOOL Grade Level GRADE 9
Teacher: NECO C. RENDON Learning Area MATHEMATICS
Teaching Dates and Time: AUG 14-18, 2017 & 3:00 - 4:00 PM Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of the key concepts of variations.
The learner is able to formulate and solve accurately problems involving variations.
Translate into variation statement a Translate into variation statement a
relationship between two quantities relationship between two quantities
Illustrates situations that involve direct Solve problems involving direct Solve problems involving direct
given by a. table of values; b. a given by a. table of values; b. a
variation. variation. variation.
mathematical equation; c. a graph, and mathematical equation; c. a graph, and
vice versa. vice versa.
M9AL-IIa-1 M9AL-IIa-b-1 M9AL-IIa-b-1 M9AL-IIb-c-1 M9AL-IIb-c-1
Direct Variation Direct Variation Direct Variation Direct Variation Direct Variation
TG, Module 3, pp. 132-134 TG, Module 3, pp. 134-136 TG, Module 3, pp. 136-137 TG, Module 3, pp. 137 TG, Module 3, pp. 138-139
LM, Module 3, pp. 194-196 LM, Module 3, pp. 197-201 LM, Module 3, pp. 197-201 LM, Module 3, pp. 202-205 LM, Module 3, pp. 202-205
Review the previous lesson and clarify
Give a situation that will introduce the Review basic concepts necessary in Assess students' knowledge of the
Recall the basic concept of variations. concepts that students had difficulty in
basic concept of variations. direct variations. concepts of direct variation.
understanding.
Present examples that will answer to
Assist the students to respond on Show graph of direct variation and Pose some questions that will elicit Give examples on solving problem
the students questions and
Activity 1: Before Lesson Response discuss. their motivation in learning the lesson. involving direct variation
clarifications.
Drill to measure their understanding the Provide a problem that involve more
Give illustrative examples that involve Guide the students ta answer Activity
concepts of variations by starting Present illustrative examples than one pair of quantities and show
direct variation. 7: Cans Anyone!, p.202
activity 2: What's the Back Story? solution.
 Guide the students in answering the
4. Discussing the concepts and Discuss the concept of direct variation Show to them how to answer the
Explain to them Activity 2 sample problems using board work Discuss their answers in Activity 7.
practicing new skills 1 in the form of y=kx and y=kx2. activity.
activity.

5. Discussing new concepts and Do Activity 3 & 4 to introduce situation Perform Activity 6: It's Yor Turn (B) and Guide the in Performing Activity 6: C &
Perform Activity 6: It's Yor Turn (A) Give and discuss more examples.
practicing new skills 2 involving direct variations. discuss the answers. D! It's Your Turn

Give another set of problems that

6. Developing mastery (leads to
formative assessment)
7. Finding practical applications of
concepts and skills in daily living
Discuss the concept used in Activity 3
Discuss the answer of the activity
& 4 to derive constant variation
Let the students share their
Ask the students on how they relate experience regarding the amount of
the lesson to their daily life. allowance they receive that will relate
to direct variation.
students will answer and guide them
on how to arrive with the correct
answer.
Present examples that relates to real
.ife situation.
Let the student present their answer.
Ask the students on how they relate
the lesson to their daily life.
Provide another set of exercises
through board work.
Cite a practical example relating to
direct variation.

8. Making generalizations and When can we say that the statement is How we write the equation given the How we write the equation given the
How we solve direct variation? What is a direct variation?
abstractions about the lesson referring to direct variation? table of values? graph?

Through their answers evaluate how As a result of their activity, evaluate Prepare seatwork to students that will As a result of their activity, evaluate
9. Evaluating learning much the students understands the their level of understanding of the validate their understanding about the Give a 2-item formative test. their level of understanding of the
lesson lesson. lesson. lesson.

10. Additional activities for application

Answer Activity 5: Watch This! none None Give additional problems to answer. None
or remediation
V. REMARKS Carried Carried Carried Carried Carried
VI. REFLECTION
1. No. of learners who earned 80% in
the evaluation
2. No. of learners who require
additional activities for remediation who
score below
3. Did 80%
the remedial lessons work? No.
of learners who have caught up with the
lesson4. No. of learners who continue to
require remediation
5. Which of my teaching strategies
worked6.well?
WhatWhy did these
difficulties did work?
I encounter
which my principal or superior can help me
solve?
 7. What innovation or localized
materials did I use/discover which I wish to
share with other teachers

Grade 9 School: MT. OLIVE NATIONAL HIGH SCHOOL Grade Level GRADE 9
Teacher: NECO C. RENDON Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: AUG 21-25, 2017 & 3:00 - 4:00 PM Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of variations.
B. Performance Standard The learner is able to formulate and solve accurately problems involving variations.

Translate into variation statement a Translate into variation statement a

Illustrates situations that involve
C. Learning Competencies
inverse variation.
relationship between two quantities
given by a. table of values; b. a
mathematical equation; c. a graph, and
vice versa.
relationship between two quantities
Solve problems involving inverse Solve problems involving inverse
given by a. table of values; b. a
variation. variation.
mathematical equation; c. a graph, and
vice versa.

Code M9AL-IIa-1 M9AL-IIa-b-1 M9AL-IIa-b-1 M9AL-IIb-c-1 M9AL-IIb-c-1

II. CONTENT Inverse Variation Inverse Variation Inverse Variation Inverse Variation Inverse Variation
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages TG, Module 3, pp. 139-141 TG, Module 3, pp. 142-144 TG, Module 3, pp. 144 TG, Module 3, pp. 145 TG, Module 3, pp. 145
 2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning Look for additional materials at LR Portals
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances of
the new lesson
4. Discussing the concepts and
practicing new skills 1
5. Discussing new concepts and
practicing new skills 2
6. Developing mastery (leads to
formative assessment)
7. Finding practical applications of
concepts and skills in daily living
8. Making generalizations and
abstractions about the lesson
9. Evaluating learning
LM, Module 3, pp. 206-208 LM, Module 3, pp. 209-214
Assess students' knowledge of the
concepts of direct variation.
Guide the students ta answer Activity
10: Who's Increasing or Decreasing!
Give situational problem that will lead
to the concept of inverse variation.
Guide the students ta answer Activity
11: Observe and Compare
Let the students present their answer
in activity 11.
Discuss the key concept of inverse
variation
Cite a practical example relating to
inverse variation.
When can we say that the statement is How we write the equation given the
referring to inverse variation? table of values?
Give a situational test involving inverse
variation
Review illustrating situations that
involves inverse variation.
Present to the students the essential
question that will guide them through
out the lesson.
Provide an example that will discuss
the concepts of inverse variation.
Give illustrative examples.
Perform Activity 12: It's your turn
(A&B)!, p. 209-210
Let the students discuss their result to students will answer and guide them
the class.
Cite an example in real life that will
relate to inverse variation.
Evaluate the students understanding
through their responses of activity they validate their understanding about the Give 2-item formative test
perform.
LM, Module 3, pp. 206-214
Review translating variation statements
gives the table of values.and clarify
concepts that students had difficulty in understanding inverse variation
understanding.
Present examples that will answer the Ask the students to have closer look at Assess students' knowledge of the
students questions and clarifications. some aspects of inverse variations.
Guide the students in answering the
sample problems using board work
activity.
Perform Activity 12: It's Your Turn C
Discuss the answers of activity 12.
Give another set of problems that
on how to arrive with the correct
answer.
Present examples that relates to real
.ife situation.
How we write the equation given the
graph?
Prepare seatwork to students that will
lesson.
LM, Module 3, pp. 212
Present drills to review their
concepts of inverse variation.
Provide a problem that will give them
the opportunities to think deeper their
understanding on inverse variation.
Guide them to perform Activity13: Think Guide the students to answer Activity
deeper! , p. 212
Discuss their answers on the activity.
Provide another problem sample.
Ask the students to share their
experience in studying and taking the
test.
How we solve direct variation?
LM, Module 3, pp. 213-215
Review the basic concept of inverse
variation..
Give examples on solving problem
involving inverse variation
14: After Lesson Response, p. 213
Let the students discuss their asnwer
to the class.
Give another set of problems that
students will answer and guide them
on how to arrive with the correct
answer.
Cite a practical example relating to
inverse variation.
What is a inverse variation?
As a result of their activity, evaluate
their level of understanding of the
lesson.
 10. Additional activities for application Answer Activity 11:Observe and
none None Answer p.191 #s 13, 14 & 17 none
or remediation Compare, p. 207
V. REMARKS Carried Carried Carried carried carried
VI. REFLECTION
1. No. of learners who earned 80% in the
evaluation
2. No. of learners who require additional activities
for remediation who score below 80%
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 superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other teachers

Grade 9 School: MT. OLIVE NATIONAL HIGH SCHOOL Grade Level GRADE 9
Teacher: NECO C. RENDON Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: AUG 28-SEP 1, 2017 & 3:00 - 4:00 PM Quarter Second
 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of the key concepts of variations.
B. Performance Standard The learner is able to formulate and solve accurately problems involving variations.

C. Learning Competencies
Code
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances of
the new lesson
4. Discussing the concepts and
practicing new skills 1
5. Discussing new concepts and
practicing new skills 2
6. Developing mastery (leads to
formative assessment)
Illustrate and translate situations that
involve joint variation.
M9AL-IIa-1 & M9AL-IIa-b-1
Joint Variation
TG, Module 3, pp. 146-148
LM, Module 3, pp. 215-216
Look for additional materials at LR Portals
Recall the concept of variation
involving two quantities
Give situation that will involve more
than two quantities.
Discuss the concept of joint variation
and provide examples.
Present illustrative examples
Perform letter A in Activity 17: What is Let them perform Activity 18:Who is
Joint Together?
Let them present their answer
Solve problems involving joint variation. Solve problems involving joint variation.
M9AL-IIb-c-1
Joint Variation
TG, Module 3, pp. 148
LM, Module 3, pp. 217-218
Review translating situations involving
Recall direct and inverse variation
joint variation
Present to the students the essential
question that will guide them through
out the lesson.
Give drill involving translating
statements into mathematical
sentences
Present more examples.
this Filipino Inventor?
Discuss their results in the activity.
M9AL-IIb-c-1
Joint Variation
TG, Module 3, pp. 148-149
LM, Module 3, pp. 218-219
Ask the students what are the things Ask the students what are the things Present to the students the essential
they find difficulty in solving direct and they find difficulty in solving direct and question that will guide them through
inverse variation.
Clarify on the basic concepts that are
necessary that students still find it
difficult to understand.
Present examples in translating
combined variations.
Perform letter A Activity 19: Think
Deeper!, p. 218
Discuss the answer in the activity.
Illustrate and translate situations that
involve combined variation.
M9AL-IIa-1 & M9AL-IIa-b-1
Combined Variation
TG, Module 3, pp. 149-151
LM, Module 3, pp. 220-222
Recall direct and inverse variation
inverse variation.
Clarify on the basic concepts that are
necessary that students still find it
difficult to understand.
Present examples in translating
combined variations.
Perform letter A Activity 21: DV aaand students will answer and guide them
IV Combined (A)
Discuss the answer in activity 21.
Solve problems involving combined
variation.
M9AL-IIb-c-1
Combined Variation
TG, Module 3, pp. 151
LM, Module 3, pp. 215-222
Present drills to review their
understanding on combined variation.
out the lesson.
Tell the students the importance in
learning the lesson.
Give an illustrative example of a
problem that involves combined
variations and on how to solve it
systematically.
Prepare another set of problems that
on how to arrive with the correct
answer.
Perform Activity 21: DV and IV
Combined (B)!
 Out from the activity let them Out from the activity let them Let them present and explain their
7. Finding practical applications of Let them share their experience in Give real life examples that will relate
generalize their understanding about generalize their understanding about answers on the class to verify their
concepts and skills in daily living doing the activity. joint variation.
the lesson. the lesson. understanding of the lesson.

Prepare a follow-up/ guide questions Ask the students through guide Ask the students through guide
8. Making generalizations and
What is joint variation? that will lead the students in making questions that will eventually lead to What is combined variation? questions that will lead them if they
abstractions about the lesson
generalization about the lesson. generalization of the topic. understand well the lesson.

Based from their answers, evaluate if Based from their answers, evaluate if Ask the students through guide
Give a situational test involving joint
9. Evaluating learning Formative Test the learners met the learning the learners met the learning questions that will eventually lead to
variation
objectives. objectives. generalization of the topic.
10. Additional activities for application Answer Activity 22: How well do you
None none none none
or remediation Understand?, p.222
V. REMARKS carried carried carried carried carried
VI. REFLECTION
1. No. of learners who earned 80% in the
evaluation
2. No. of learners who require additional activities
for remediation who score below 80%

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 superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other teachers
 Grade 9 School: MT. OLIVE NATIONAL HIGH SCHOOL Grade Level GRADE 9
Teacher: NECO C. RENDON Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: SEP 4-8, 2017 & 3:00 - 4:00 PM Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
Applies the laws involving positive Applies the laws involving positive
Solve problems involving combined Illustrate expressions with rational Illustrate expressions with rational
C. Learning Competencies integral exponents to zero and integral exponents to zero and
variation. exponents. exponents.
negative integral exponents. negative integral exponents.
Code M9AL-IIb-c-1 M9AL-IId-1 M9AL-IId-1 M9AL-IId-2 M9AL-IId-2
II. CONTENT Combined Variation Zero, Negative and Rational Exponents Zero, Negative and Rational Exponents Zero, Negative and Rational Exponents Zero, Negative and Rational Exponents
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages TG, Module 3, pp. 151-152 TG, Module 4 p. 165 TG, Module 4, pp. 165 - 166 TG, Module 4, pp. 166 - 167 TG, Module 4, p. 167-168
2. Learner's Materials pages LM, Module 3, pp. 232 LM, Module 4, pp. 233 - 234 LM, Module 4, pp. 235 - 238 LM, Module 4, pp. 238 - 240 LM, Module 4, pp. 240-241
3. Textbook pages
4. Additional Materials from Learning Look for additional materials at LR Portals
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE

1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances of
the new lesson
4. Discussing the concepts and
practicing new skills 1
5. Discussing new concepts and
practicing new skills 2
Review the laws involving positive
integral exponents to zero and
Review the concept of combined Ask the students about the Laws of Give drills to recall illustrating
Recall Laws of Exponents negative integral exponents and clarify
variation. Exponents. expressions with rational exponents.
concepts that students had difficulty in
understanding.
Discuss and give examples on how to Present to the students the essential
Provide examples on solving combined Provide drills to elicit their Guide them to perform Activity 3: Play
simplify expressions with rational question that will guide them through
variation. understanding the laws of exponents with the Negative!
exponents. out the lesson.
Discuss their answer and ask which
Discuss how to solve worded problem Guide them to perform activity 1: Discuss the definition of b n/m and give
part of the activity finds them hard to Give more examples
orderly and systematically. Remember Me this Way! illustrative examples.
answer.
Present an activity that students will
Give another example of problem and Tell the students the importance in Provide more examples and discuss
perform to determine if they undertood Perform Activity 8: I'll Get My Reward!
discuss the process in solving. learning the lesson. the process in answering the tasks.
the lesson well.
Perform activity 22: How well do you Perform Activity 4: You complete Me!, Perform Activity 7: What's Happening!,
Present more examples. Discuss the answer of the activity.
understand? p. 235 p. 239

6. Developing mastery (leads to Provide seatwork to measure their prior

Discuss their answer of the activity Provide another set of activity. Discuss and explain the answer. Provide another set of activity.
formative assessment) knowledge of laws of exponents

Give example of practical applications

Let them discuss their answers in the
7. Finding practical applications of of the lesson in daily living which can Ask students to give situation relating Let them share their experience in
Provide real life example. class and ask them how do they relate
concepts and skills in daily living develop appreciation of the students to to the topic. doing the activity.
the lesson to their life as a students.
the lesson.

8. Making generalizations and
abstractions about the lesson
How did you apply your knowledge of
Ask the students to summarize what
the laws of integral exponents in
they have learned from the lesson.
answering a given problem?
What can you say if an expression is
What do you think is zero raised to 0?
raised to a negative integral exponent?
Out from the activity let them
generalize their understanding about
the lesson.

9. Evaluating learning
Through their answers evaluate how
much the students understands the
lesson
Through their answers evaluate how
much the students remember the
lesson
Evaluate students through their Evaluate students through their
Give 2-item formative test
responses in activity 7. responses in the seatwork provided

10. Additional activities for application Answer Activity 2: Agree or Disagree!, Answer Activity 5: A New Kind of
none None none
or remediation p 234 Exponent
V. REMARKS carried carried delivered carried delivered
VI. REFLECTION
1. No. of learners who earned 80% in
the evaluation
 2. No. of learners who require
additional activities for remediation who
score below 80%
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 superior can help me
solve?
7. What innovation or localized
materials did I use/discover which I wish to
share with other teachers

Grade 9 School: MT. OLIVE NATIONAL HIGH SCHOOL Grade Level GRADE 9
Teacher: NECO C. RENDON Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: SEP 11-15, 2017 & 3:00 - 4:00 PM Quarter Second

I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
Code
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning Look for additional materials at LR Portals
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of key concepts of radicals.
The learner is able to formulate and solve accurately problems involving radicals.
Simplifies expressions with rational Simplifies expressions with rational Simplifies expressions with rational Simplifies expressions with rational Simplifies expressions with rational
exponents. exponents. exponents. exponents. exponents.
M9AL-IIe-1 M9AL-IIe-1 M9AL-IIe-1 M9AL-IIe-1 M9AL-IIe-1
Zero, Negative and Rational Exponents Zero, Negative and Rational Exponents Zero, Negative and Rational Exponents Zero, Negative and Rational Exponents Zero, Negative and Rational Exponents
TG, Module 4, p. 169 TG, Module 4, p. 171 TG, Module 4, pp. 171 - 172 TG, Module 4, pp. 173 - 174 TG, Module 4, pp. 173 - 174
LM, Module 4, pp. 241 - 242 LM, Module 4, p. 243 LM, Module 4, pp. 244 LM, Module 4, pp. 245 LM, Module 4, pp. 246 - 250
Review simplifying expression with Clarify concepts from simplifying
Provide activity that will recall the
Give drills to recall simplifying Ask the students about simplifying zero and negative exponents and expression with zero and negative
students understanding/ knowledge of
expressions with zero exponents. expressions with negative exponents. clarify concepts that students had exponnts that learnes had difficulty in
laws of exponents.
difficulty in understanding. understanding.

Give more examples on how to simplify

Present to the students the essential Discuss and give examples on how to
2. Establishing a purpose for the Tell the students the importance in Guide them to perform Activity 14: Fill- expressions with rational exponents to
question that will guide them through simplify expressions with rational
lesson learning the lesson. Me-In!, p. 244 deepen the students understanding of
out the lesson. exponents.
the lesson.

Ask the students to share the difficulty
3. Presenting examples/instances of
that they in illustrating expressions with
the new lesson
rational exponents.
Discuss their answer and ask which
Guide them to answer orally Activity 13:
part of the activity finds them hard to
Follow Me!, p. 243
answer.
Guide them to answer Activity 16: Tke-
Perform Activity 15: Make Me Simple!,
It-2-D-Nxt-Lvl!, p. 246 and discuss the
p. 245
steps in solving. the problem

Discuss and give examples on how to

4. Discussing the concepts and
practicing new skills 1
Provide exercises/ activities that will
simplify expressions with zero and Provide more examples and discuss Discuss and let them explain their Perform Activity 18: Create a Problem
evaluate the understanding of the
negative integer as the exponents the process in answering the tasks. answer. for Me?
students regarding on the lesson.
applying the laws of exponents.
 5. Discussing new concepts and Perform Activity 9: I Challenge You!, p. Discuss to the class their output of the
Present more examples. Give another set of questions. Provide another activity .
practicing new skills 2 241 activity.
6. Developing mastery (leads to Provide seatwork to measure their prior Perform Activity 17: How Many….., p. Perform Activity 19: Agree or Disagree!
Let them present their answer. Present their answer to the class.
formative assessment) knowledge of laws of exponents 246 (Revisited), p. 249
Give example of practical application of
Cite an example in real life that will
7. Finding practical applications of the lesson in daily living which can Let them share their experience in Let them share their experience in
Give a real life examples relate to simplifying expression with
concepts and skills in daily living develop appreciation of the students to doing the activity. doing the activity.
rational exponents.
the lesson.
What are the concepts in simplifying What are the needed knowledge and
8. Making generalizations and How would you simplify expressions How would you simplify expressions How did you apply your understanding
expressions with zero and negative skills to remember in simplifying
abstractions about the lesson with positive integral exponents? with negative integral exponents? of exponents in solving the problems?
integral exponents? expressions with rational exponents?
Through their answers evaluate how Prepare seatwork to students that will
Evaluate students through their
9. Evaluating learning Give 2-item formative test much the students remember the validate their understanding about the Formative Test
responses in the seatwork provided
lesson lesson.
10. Additional activities for application
Answer Activity 11 & 12. none none none none
or remediation
V. REMARKS carried carried delivered carried delivered
VI. REFLECTION
1. No. of learners who earned 80% in the
evaluation

2. No. of learners who require additional activities

for remediation who score below 80%

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 superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other teachers
 Grade 9 School: MT. OLIVE NATIONAL HIGH SCHOOL Grade Level GRADE 9
Teacher: NECO C. RENDON Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: SEP 18-22, 2017 & 3:00 - 4:00 PM Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
Writes expressions with rational Writes expressions with rational Writes expressions with rational Simplifies radical expressions using the
C. Learning Competencies Derives the Laws of Radicals
exponents as radicals and vice versa. exponents as radicals and vice versa. exponents as radicals and vice versa. laws of radicals
Code M9AL-IIf-1 M9AL-IIf-1 M9AL-IIf-1 M9AL-IIf-2 M9AL-IIg-1
II. CONTENT Radicals Radicals Radicals Radicals Radicals
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages TG, Module 4, pp. 175-176 TG, Module 4, pp. 177 TG, Module 4, pp. 177 - 178 TG, Module 4, pp. 178 TG, Module 4, pp. 179
2. Learner's Materials pages LM, Module 4 pp. 253-255 LM, Module 4 pp. 256 - 257 LM, Module 4 pp. 257 - 258 LM, Module 4 pp. 258 - 259 LM, Module 4 pp. 259 -261
3. Textbook pages
4. Additional Materials from Learning Look for additional materials at LR Portals
Resource (LR) portal
 B. Other Learning Resources
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances of
the new lesson
4. Discussing the concepts and
practicing new skills 1
5. Discussing new concepts and
practicing new skills 2
6. Developing mastery (leads to
formative assessment)
7. Finding practical applications of
concepts and skills in daily living
8. Making generalizations and
abstractions about the lesson
9. Evaluating learning
10. Additional activities for application
or remediation
V. REMARKS
VI. REFLECTION
1. No. of learners who earned 80% in the
evaluation
Pose a question: How can you simplify Review how to transform radical to
Recall Laws of Exponents Recall the Laws of Exponents Review Laws of Radicals
a radical? exponential form and vice versa.
Recall their understanding on Ask the students what are the things
Present drills to recall transforming Guide the students to realize the Present drills to recall their
simplifying zero, negative and rational they find difficulty in transforming
radical to exponential and vice versa. importance of the lesson. understanding on the laws of Radicals
exponents. radical to exponential form.
Discuss the following: Removing
Discuss the following terms: Radical Present to the students the essential Perfect nth Powers, Reducing the
Asnwer orally Activity 1: Let's Recall
expressions, radical sign, radicand and question that will guide them through Discuss the Laws of Radicals index to the lowest possible order, &
and explain the answers.
index. out the lesson. rationalizing the denomianator of the
radicand.
Discuss and illustrate examples on how Present examples that will answer to
Perform Activity 5: The Pair Cards, p.
to write expressions with rational Give illustrative examples. the students questions and Provide illustrative examples.
257.
exponents as radicals and vice versa. clarifications.
Perform Activity 4: Transformers 1, p. Direct the students to perform another
Give more examples. Discuss the answer of the activity. Provide illustrative examples.
256 set of problems.
Guide them in answering Activity 3: Fill- Guide the students to answer another Let them discuss to the class their
Discuss the answer of the activity. Provide another set of problems.
Me-In, p. 254. set of examples. answer of the given problems.
Ask the students on how they relate Let them share their experience in Cite an example in real life that will Cite a practical example relating to Ask the students on how they relate
the lesson to their daily life. doing the activity. relate to the day-discussion. radicals. the lesson to their daily life.
What are the needed skills in writing What are the needed skills in writing Out from the activity let them
How did you apply your understanding How we simplify radicals with the same
expressions with rational exponents as radicals asn expression with rational generalize their understanding about
of radicals in solving the problems? index
radicals? exponents?? the lesson.
Evaluate students through their
Formative test Provide another set of problems. Formative test Provide another set of problems.
responses in activity 4.
none none none none none
carried carried delivered carried delivered
 2. No. of learners who require additional activities
for remediation who score below 80%

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 superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other teachers.
 Grade 9
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
Code
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning Look for additional materials at LR Portals
Resource (LR) portal
B. Other Learning Resources
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances of
the new lesson
4. Discussing the concepts and
practicing new skills 1
School: MT. OLIVE NATIONAL HIGH SCHOOL Grade Level GRADE 9
Teacher: NECO C. RENDON Learning Area MATHEMATICS
Teaching Dates and Time: SEP 25- 29, 2017 & 3:00 - 4:00 PM Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
The learner demonstrates understanding of key concepts of radicals.
The learner is able to formulate and solve accurately problems involving radicals.
Simplifies radical expressions using the Simplifies radical expressions using the Performs operations on radical Performs operations on radical Performs operations on radical
laws of radicals laws of radicals expressions expressions expressions
M9AL-IIg-1 M9AL-IIg-1 M9AL-IIh-1 M9AL-IIh-1 M9AL-IIh-1
Radicals Radicals Addition and Subtration of Radicals Addition and Subtration of Radicals Multiplication of Radicals
TG, Module 4, pp. 179 TG, Module 4, pp. 179-180 TG, Module 4, pp. 181 TG, Module 4, pp. 181 TG, Module 4, pp. 181
LM, Module 4 pp. 259-260 LM, Module 4 pp. 261-263 LM, Module 4 pp. 263 LM, Module 4 pp. 263 LM, Module 4 pp. 264-265
Review the basic concept of simplifying Review the concept of simplifying
Recall the Laws of Radicals Recall and review laws of radicals. Review simplifying radicals.
radicals. radical expressions.
Present an activity that will guide the
Present to the students the essential Introduce the concept of similar
Clarify concepts that students had students in combining radical Introduce new lesson about how to
question that will guide them through radicals that will be use in adding and
difficulty in understanding. expressions. Gudie them in doing the multiply radical expressions.
out the lesson. subtracting radicals.
activity.
Give illustrative examples and discuss
Provide illustrative examples to deepen Provide another activity that will verify Present, demonstrate, and explain
the process to add and subtract
Present drills on simplifying radicals. students understanding on simplifying their understanding of the concept of some examples on multiplying radical
radicals and let them analyze the
radicals. adding and subtracting radicals. expressions.
illustrative examples..
Perform Activity 6: Why am I true/Why Let the students discuss how the arrive
Perform Activity 7: Who am I?, p. 261 Perform Activity 9: Puzzle-Math, p. 263. Perform Activity 10: Fill-In-The-Blanks
am I False? the correct answer of the activity.
 Let them discuss their answer of the
5. Discussing new concepts and Let them discuss their answer to the activity and emphasize to them that
Discuss the answers of the activity. Give another set of problems Let the students discuss their answer.
practicing new skills 2 class only like or similar radicals can be
added.
6. Developing mastery (leads to Provide another set of problemss and
Provide another set of activity. Give another set of problems. Discuss their answer. Provide another set of problems.
formative assessment) discuss the answers.
Ask the students "How can we apply
Out from the activity let them
7. Finding practical applications of Cite a practical examples that will Ask the students on how they relate what we learn in addition and Cite a practical examples that will
generalize their understanding about
concepts and skills in daily living relate to the lesson. the lesson to their daily life. subtraction of radicals in real life relate to the lesson.
the lesson.
situation?
8. Making generalizations and How do we simplify radicals with How do we simplify expressions with How do we multiply radicals with
How do you add radicals? How do you subtract radicals?
abstractions about the lesson different indices? radicals in the denominator? different indices.

Let them perform Activity 8:

9. Evaluating learning Provide another set of problems. Give the prepare test. Give the prepared test. Formative test
Generalization, p. 262.
10. Additional activities for application
none none Give additional problems none none
or remediation
V. REMARKS delivered delivered carried carried carried
VI. REFLECTION
1. No. of learners who earned 80% in the
evaluation
2. No. of learners who require additional activities
for remediation who score below 80%

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 superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other teachers
 Grade 9 School: MT. OLIVE NATIONAL HIGH SCHOOL Grade Level GRADE 9
Teacher: NECO C. RENDON Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time: OCT 2-6, 2017 & 3:00 - 4:00 PM Quarter Second
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of key concepts of radicals.
B. Performance Standard The learner is able to formulate and solve accurately problems involving radicals.
Performs operations on radical Performs operations on radical Performs operations on radical Performs operations on radical Performs operations on radical
C. Learning Competencies
expressions expressions expressions expressions expressions
Code M9AL-IIh-1 M9AL-IIh-1 M9AL-IIh-1 M9AL-IIh-1 M9AL-IIh-1
II. CONTENT Multiplication of Radicals Multiplication of Radicals Division of Radicals Division of Radicals Division of Radicals
III. LEARNING RESOURCES
1. Teacher's Guide pages TG, Module 4, pp. 182 TG, Module 4, pp. 182 TG, Module 4, pp. 183-184 TG, Module 4, pp. 284 TG, Module 4, pp. 185
 2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances of
the new lesson
LM, Module 4 pp. 265 LM, Module 4 pp. 266 LM, Module 4 pp. 267-268 LM, Module 4 pp. 268-270 LM, Module 4 pp. 271-276
none none none none none
none none none none none
Present drills to review their
Review basic concepts necessary in Review the concept of division of
understanding on multiplying radical Review addition of radicals Review multiplication of radicals
the division of radicals. radicals.
expressions.
Discuss the following: Multiplying Give an illustrative example showing
Present to the students the essential Use the previous concept in
radicals with different indices, different the application of multiplying radicals in Tell the students the importance in
question that will guide them through rationalizing the denominator and
radicands, binomial form same indices real-life situation to motivate the learning the new lesson.
out the lesson. conjugate of radicals.
and radicands. learners.
Provide an activity that will validate and Discuss dividing radicals of the same Provide examples on when can you
Clarify the things that the students find Present illustrative examples on how to
deepen the understanding of the order, different order rationalizing rationalize and use conjugate in
difficulty in multiplying radicals. divide radical expressions.
students in multiplying radicals. denominators and conjucate pairs radicals.

Present an activity that students will
4. Discussing the concepts and
perform to determine if they undertood
practicing new skills 1
the lesson well.
Discuss on the examples that you have Discuss how to rationalize the
Clarify the things that the students find Guide them to perform Activity 12: I'll
presented and guide the students in denominator and use the concept of
difficulty in multiplying radicals. Let You Divide, p. 268
answering some of the examples. conjugate in division of radicals.

Prepare group activity on the new

5. Discussing new concepts and
practicing new skills 2
Divide the class in small group and
Prepare an activity that the students Let them discuss their answer to the lesson which will allow the students to
Give the prepared activity. give them problems on division of
will present in the class. class. work cooperatively in understanding
radicals.
the lesson.

Emphasize to the students that in

6. Developing mastery (leads to
formative assessment)
Students will answer Act. 11: What's
the Message?, p. 265
Let the students present their asnwer
of the activity.
Let them present and explain their
division of radicals it is necessary to Let the students perform Act. 15:A
answers on the class to verify their
express them as radicals of the same Noisy Game!
understanding of the lesson.
order then rationalize the denominator.

Give example of practical applications

7. Finding practical applications of
concepts and skills in daily living
8. Making generalizations and
abstractions about the lesson
9. Evaluating learning
Present another illustrative example
Cite real life situation that will relate to Ask the students on how they relate of the lesson in daily living which can Guide the students in answering Act.
showing the practical applications of
the lesson today. the lesson to their daily life. develop appreciation of the students to 18 Try to answer my questions!
multiplication of radicals in daily living.
the lesson.
Out from those activities sum up now
and let the students make their own Ask the students through guide Ask the students through guide
How do we multiplyradicals that are How do you identify the conjugate
generalization of the concept of questions that will eventually lead to questions that will lead them if they
both binomials? pair?
multiplying radicals through guide generalization of the topic. understand well the lesson.
questions.
Give the prepared test Formative test Give prepared test Formative test Give prepared test
 10. Additional activities for application
none none none Answer Activity 13: Justify Your Answer none
or remediation
V. REMARKS carried delivered carried delivered carried
VI. REFLECTION
1. No. of learners who earned 80% in the
evaluation

2. No. of learners who require additional activities

for remediation who score below 80%

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 superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other teachers
 Grade 9
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards
B. Performance Standard
C. Learning Competencies
Code
II. CONTENT
III. LEARNING RESOURCES
1. Teacher's Guide pages
2. Learner's Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
IV. PROCEDURE
1. Reviewing previous lesson or
presenting the new lesson
2. Establishing a purpose for the
lesson
3. Presenting examples/instances of
the new lesson
4. Discussing the concepts and
practicing new skills 1
5. Discussing new concepts and
practicing new skills 2
School:
Teacher:
Teaching Dates and Time:
MONDAY
The learner demonstrates understanding of key concepts of radicals.
The learner is able to formulate and solve accurately problems involving radicals.
Solves equations involving radical
expressions
M9AL-IIi-1
Radicals
TG, Module 4, pp. 191-192
LM, Module 4 pp. 280-284
none
none
Review mathematical laws, facts, or
concepts necessary in solving radical
equation.
Pose some questions that will trigger
their motivation in learning the lesson.
Let the students perform Activity 1:
Let's Recall, p. 280
Present and discuss examples on how
Perform Activity 4: Solve Me, p. 287
to solve radical equations.
Give follow-up problems involving
solving radical equations to the
students.
MT. OLIVE NATIONAL HIGH SCHOOL
NECO C. RENDON
OCT 9-13, 2017 & 3:00 - 4:00 PM
TUESDAY
Solves equations involving radical
expressions
M9AL-IIi-1
Radicals
TG, Module 4, pp. 193
LM, Module 4 pp. 285-287
none
none
Review the concept of solving radical
equations.
Ask the students what are the things
they find difficulty in solving radical
equations.
Clarify those mislead concepts and Tell the students the importance in
present more examples on the lesson. learning the lesson.
Discuss the answer of the activity.
Grade Level
Learning Area
Quarter
WEDNESDAY THURSDAY
Solves equations involving radical
Solve problems involving radicals.
expressions
M9AL-IIi-1 M9AL-IIj-1
Radicals Radicals
TG, Module 4, pp. 194-195 TG, Module 4, pp. 195
LM, Module 4 pp. 287-290 LM, Module 4 pp. 290
none none
none none
Present the answers of their Review basic concepts necessary in
assignment. solving problems involving raicals.
Present to the students the essential
Give higher kind of example about the
question that will guide them through
lesson to the students.
out the lesson.
Clarify on the basic concepts that are
necessary that students still find it
difficult to understand.
Guide the students in asnwering higher Give an illustrative example of a
kind of problems involving radical problem that involves radicals and on
equations. how to solve it systematically.
Prepare another set of problems that
Perform Activity 5: The reasons behind students will answer and guide them
my Actions, p. 287 on how to arrive with the correct
answer.
GRADE 9
MATHEMATICS
Second
FRIDAY
Solve problems involving radicals.
M9AL-IIj-1
Radicals
TG, Module 4, pp. 196-197
LM, Module 4 pp. 291-292
none
none
Use a game to review on solving
problems involving radicals.
Guide the students to realize the
importance of the lesson in their life.
Clarify issues that student's still find
difficulty in learning the lesson.
Present examples that will answer to
the students questions and
clarifications.
Guide the students in answering the
sample problems using board work
activity.
 Provide activity/ seatwork about solving Prepare group work activity about
6. Developing mastery (leads to Give an activity to deepen their Perform Activity 7: More Problems Perform Activity 8: What is my
radical equations to assess students solving radical equation and act as
formative assessment) understanding about the lesson. Here!, p. 290 Problem!, p. 291.
understanding about the lesson. facilitator in the activity.
Let them discuss their answers in the
7. Finding practical applications of Discuss LM p.284 that shows pratical class and out from their answer guide Let them present their answers to the Use real-life situation based problem in
discuss the answer of the activity.
concepts and skills in daily living applications of the lesson in daily living. them in making an easy way in solving class. their work by pair activity.
radical equations.
Guide the students in making How did you solve the given equations Out from the activity let them Prepare a follow-up/ guide questions Out from the activity, make some guide
8. Making generalizations and
generalization of the lesson to verify using what you hve learned in generalize their understanding about that will lead the students in making questions that will lead the students
abstractions about the lesson
their understanding. radicals? the lesson. generalization about the lesson. generalization of the topic.
Evaluate the students understanding
Give an individual activity to verify if
9. Evaluating learning Give the prepared test Give the prepared test. Formative test through their responses of the guide
they trully understand the topic well.
questions.
10. Additional activities for application Answer Activity 6: Problem-Solved!, p. Prepare some additional problem to
none none none
or remediation 289 those students who need remediation.
V. REMARKS carried delivered carried carried delivered
VI. REFLECTION
1. No. of learners who earned 80% in the
evaluation
2. No. of learners who require additional activities
for remediation who score below 80%

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 superior can help me solve?

7. What innovation or localized materials did I

use/discover which I wish to share with other teachers