School Dela Paz National High School Grade Level Grade 9

DAILY LESSON LOG Teacher Mark A. Soliva Learning Area Mathematics 9

Teaching Dates and Time (Week 6) Quarter Quarter I
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content
Standards
The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic equations, inequalities and functions, and rational
Standards algebraic equations and solve them using a variety of strategies.
C. Learning At the end of the lesson, the learners are expected to:
Competencies/
Objectives Weekly evaluation
D. Most Essential
Learning Solve problems involving quadratic equations and Solve problems involving quadratic equations and Solve problems involving quadratic equations
Competencies rational algebraic equations rational algebraic equations and rational algebraic equations
Solve problems involving quadratic equations
(MELC)
and rational algebraic equations
(if applicable
write the
indicated MELC)
E. Enabling
Competencies
(if available,
write the
attached
enabling
competencies)
F. Enrichment
Competencies
(if available,
write the
attached
enrichment
competencies)

II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra

III. LEARNING
RESOURCES
A. References
a. Teacher’s TG Mathematics G9 p. 54-56 TG Mathematics G9 p. 54-56 TG Mathematics G9 p. 50-53
TG Mathematics G9 p. 54-56
Guide TG Mathematics G9 p. 54-56
PIVOT BOW in MATH 9 p. 179
Pages
b. Learner’s Learners Material, p. 88-94 Learners Material, p. 88-94 Learners Material, p. 88-94 Learners Material, p. 77-87
Material Learners Material, p. 88-94
Pages
c. Textbook
Pages
d. Additiona Integrative Mathematics 9 through Experiential Integrative Mathematics 9 through Experiential Integrative Mathematics 9 through Integrative Mathematics 9 through
l Approach Approach Experiential Approach Experiential Approach
Materials
Integrative Mathematics 9 through
from
Experiential Approach
Learning
Resource
s
 B. List of Learning
Resources for
PPT videos, smart phones, internet
Development
and
access (Facebook & Youtube), and
Engagement google meet access
Activities
IV. PROCEDURE
S
What I need to know?
-The learners will be oriented about what they
need to do and must not do during the online
session.
-The content and lesson objectives about
Solves equations transformable to quadratic
equations (including rational algebraic
A. Introductio
equations will also be introduced among the
n learners.
What’s new?
The teacher asks the students:
“How do you transform a rational algebraic
equation into a quadratic equation?”
B. Developme What I Know?
The teacher lets the students realize that
nt
rational algebraic equation can be
transformed into quadratic equation.
What’s in?
The teacher lets the students realize the
importance of their knowledge and skills in
quadratic equation that includes different
methods in solving quadratic equations to
understand the concepts of transforming
equations into quadratic. ..
What is it?
The teacher divides the students in groups of
five, do Activity 1(FIND MY SOLUTIONS! )
numbers (1-5) and ACTIVITY 2 TRANSLATE
INTO.. (1-2) found on pages 88-89 of the
Learner’s Module.
PPT videos, smart phones, internet
access (Facebook & Youtube), and
google meet access
What I need to know?
-The learners will be reminded of what they need
to do and must not do during the online session.
-The content and lesson objectives about solves
equation transformable to quadratic equations
will also be introduced among the learners.
What’s new?
 The teacher asks the students to give a
recap what transpired the previous
meeting.
What I Know?
The teacher lets the students realize that
transforming rational algebraic equation into
quadratic equations is important in solving real-life
problems.
What’s in?
The teacher lets the students realize the
importance of their knowledge and skills on a
mathematical concept or principle (PEMDAS) to
understand the concepts of transforming
equations into quadratic and solving the roots.
What is it?
In groups of five, the teacher lets the students
answer the following work problem:
1. Mario and Kenneth work in a car
station. The time that Mario takes in washing in a
car alone is 20 minutes less than the time that
Kenneth takes in washing the same car. If both of
them together in washing the car, it will take
them 90 minutes. How long will it take each of
them to wash the car?
The learners are tasked to answer the following
questions below.
1. What formula is being used to solve
problems involving quadratic equations related to
real life situation?
2. How long will it take each of them to
PPT videos, smart phones, internet
access (Facebook & Youtube), and
google meet access
What I need to know?
-The learners will be reminded of what they need
to do and must not do during the online session.
-The content and lesson objectives about solves
equation transformable to quadratic equations
will also be introduced among the learners
What’s new?
 The teacher asks the students to give a
recap what transpired the previous
meeting .
What I Know?
The teacher lets the students realize that
mastering their skills in transforming and
translating rational algebraic equations into
quadratic equations are very much important in
solving problems.
What’s in?
The teacher lets the students realize that
mastering their skills in transforming and
translating rational algebraic equations into
quadratic equations are very much important in
solving problems.
What is it?
Do Activity 3 “What are my Dimensions? on page
89 of the Learner’s module.
Activity 3
Use The situation below to answer the questions
that follow.
1. The length of a rectangular floor id 5m longer
than its width. The area of the floor is 84m 2.
PPT videos, smart phones,
PPT videos, smart phones, internet
internet access (Facebook &
access (Facebook & Youtube), and
Youtube), and google meet
google meet access
access
What I need to know? What I need to know?
-The learners will be reminded of what they -The learners will be reminded of
need to do and must not do during the online what they need to do and must
session. not do during the online
The content and lesson objectives about evaluation.
solves equation transformable to quadratic
equations will also be introduced among the
learners
What’s new?
The teacher asks the students to give a recap
what transpired the previous meeting .
What I know?
The teacher lets the students realize that
transforming rational algebraic equation into
quadratic equations in solving real-life
problems involving quadratic equations and
rational algebraic equations is important.
What’s in?
The teacher lets the students realize the
importance of transforming rational equations
into quadratic equations in order to solve
equations that deal with rational expressions.
What is it?
1. A projectile that is fired vertically into the
air with an initial velocity of 120 ft. per second
can be modelled by the equation
s=120t−16 t 2. In the equation , s is the
distance in feet of the projectile above the
ground after t seconds
The learners are tasked to answer the
following questions below.
1. How long will it take for a projectile reach
216 feet ?
2. Is it possible for the projectile to reach 900
feet ? Justify your answer

What’s more?
The teacher discusses with the students the
process of arriving at the answers of each
exercise in Activity 1. Furthermore, he/she
asks the students about the mathematical
skills used in transforming rational algebraic
equation into quadratic equation.
What I can do?
The teacher discusses and illustrates Activity 2
C. Engagemen thoroughly about translating Mathematical
statement into Mathematical Equation.
t takes in cleaning the house is 4 hours more than
What other enrichment activities can I
engage in?
 Real Life Aplication of Quadratic Function
*Real Life Aplication of Quadratic Function
https://youtu.be/tcS-39YGPCE *Functions and
Quadratic Functions in Real Life Situations
https://youtu.be//O2h_YflijVS8
D. Assimilation What I have learned?
Guide Questions
1. What are the steps in transforming
rational algebraic equations into quadratic
equations?
wash the car?.
3. How to solve problems involving
quadratic equations?
What’s more?
The students will discuss on how they arrived at
the answers to the given activity. The teacher will
guide the learners in arriving at the correct
answers.
What I can do?
WORK PROBLEM:
1. Jane and Maria can clean the house in 8
hours if they work together. The time that Jane
the time takes in cleaning the same house. How
long does it take Jane to clean the house alone?
How about Maria?
What other enrichment activities can I engage in?
 Real Life Aplication of Quadratic Function
https://youtu.be/tcS-39YGPCE *Functions and
Quadratic Functions in Real Life Situations
https://youtu.be//O2h_YflijVS8
What I have learned?
The teacher summarizes the
mathematical skills or principles that
are needed to solve work problems
Questions:
1. What is the expression represents the width of
the floor? How about the expression that
represents its length?
2. Formulate an equation relating the width,
length, and the area of the floor. Explain how you
arrived at the mathematical sentence.
3. How would you describe the equation that you
formulated?
4. Using the equation, how will you determine the
length and the width of the floor?
5. What is the width of the floor? How about its
length?
What’s more?
The students will discuss on how they arrived at
the answers in Activity 3. The teacher will guide if
the answers of the students are correct.
What I can do?
The teacher will present Sample problems 1 and 2
found on page 90-91 of the learners module and
explain the process of solving the problem.
What other enrichment activities can I engage in?
https://youtu.be/tcS-39YGPCE *Functions and
Quadratic Functions in Real Life Situations
https://youtu.be//O2h_YflijVS8
What I have learned?
The teacher summarizes the mathematical skills
and principles that are needed to solve problems
involving quadratic Equations.
What’s more?
The students will discuss on how they arrived
at the answers to the given activity. The
teacher will guide the learners in arriving at
the correct answers.
What I can do?
PROJECTILE PROBLEM
A ball is thrown vertically upward
from the top of a building 96 feet tall with an
initial velocity of 80 feet per second. The
distance s (in feet) of the ball from the ground
after t seconds is s=96+80t-〖16t〗^2
After how many seconds does the
ball strike the ground?
After how many seconds will the ball pass the
top of the building on its way down?
What other enrichment activities can I
engage in?
*https://www.youtube.com/watch?
v=ANkqpCqSdcM
*https://www.onlinemath4all.com/solving-
word-problems-involving-quadratic-
equations.html
What I have learned?
The teacher summarizes the mathematical
skills or principles that are needed to solve
projectile problems involving quadratic
 2. How are you going to translate
mathematical statement into equations?
What I can do?
The teacher lets the students answer
individually the formative assessment.
A. Solve each of the following quadratic
Equations.
9. 3 w 2−11w=4
10 .4 u2 +4 u=15
B.Use a variable to represent the unknown
quantity, then write an equation from the
given information.
4. The length of a tarpaulin is 3 ft. more than
thrice its width and its area is 126 ft 2
5. Mario and Kenneth work in a car wash
station. The time that Mario takes in washing a
car alone is 20 minutes less than the time that
Kenneth takes in washing the same car. If both
of them work together in washing the car, it
will take them 90 minutes.
The learners will write in their
V. REFLECTION notebook, journal or portfolio their
(Reflection on personal insights about the lesson.
the type of
formative I understand that _____________
assessment used for I realize that _________________
this particular
exemplar)
involving quadratic Equations like
transformable Equation and quadratic
Formula.
What I can do?
The teacher lets the students answer individually
the formative assessment.
1. Working together, Nelia and Roger can clean
their house in 1.5 hours. Working alone, it
takes Roger 4 hrs less than Nelia to do the
job. How long does it take for each working
alone to clean the house?
The learners will write in their notebook,
journal or portfolio their personal
insights about the lesson.
I understand that ___________
I realize that _______________
What I can do?
The teacher lets the students answer
individually the formative assessment.
A rectangular garden has an area of 84
m^2 and a perimeter of 38 m. Find its length
and width.
The learners will write in their notebook,
journal or portfolio their personal
insights about the lesson.
I understand that ___________
I realize that _______________
Equations like transformable Equation and
quadratic Formula.
What I can do? What I can do?
The teacher lets the students Please refer to the prepared online
answer individually the formative evaluation through the use of
assessment. Google Forms
1. A ball is thrown the top of 144-
foot building. The ball follows a
trajectory. The height H reached
by the ball after t seconds is given
by the quadratic equation H= 〖 -
16t〗^2+64t
a. How high did the ball reach?
b. How long did it take to reach
that height?
c. Where was the ball after 5
seconds?
d. How long did it take for the ball
to hit the ground?
The learners will write in their The learners will write in
notebook, journal or portfolio their their notebook, journal or
personal insights about the lesson. portfolio their personal
insights about the lesson.
I understand that _____________
I realize that _________________ I understand that
_____________
I realize that
_________________