GRADES 1 TO 12

DAILY LESSON LOG Wawang Pulo National High School

School Grade Level Nine
Teacher Eliza C. Sorianosos Learning Area Mathematics
Teaching Dates and Time October 03-07, 2022 (12:30-6:45) Quarter First

Monday Tuesday Wednesday Thursday Friday

(10/03/22) (10/04/22) (10/05/22) (10/06/22) (10/07/22)
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons, exercises and remedial activities may be done
for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and
joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards
The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.

B. Performance Standards The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real- life problems involving quadratic equations, inequalities and functions, and rational algebraic
equations and solve them using a variety of strategies.

C. Learning Competencies/Objectives
Write the LC code for each
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
DESCRIBES THE RELATIONSHIPS BETWEEN DESCRIBES THE RELATIONSHIPS WORLD TEACHERS DAY DESCRIBES THE RELATIONSHIPS SOLVES EQUATIONS TRANSFORMABLE
THE COEFFICIENTS AND THE ROOTS OF Q. BETWEEN THE COEFFICIENTS AND THE BETWEEN THE COEFFICIENTS AND THE TO Q.E. INCLUDING RATIONAL
CELEBRATION
E. (M9AL-Ic-2) ROOTS OF Q. E. (M9AL-Ic-2) ROOTS OF Q. E. (M9AL-Ic-2) ALGEBRAIC EXPRESSION
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
SUM AND PRODUCT OF THE ROOTS FINDING THE Q.E. GIVEN THE ROOTS FINDING THE Q.E. GIVEN THE ROOTS EQUATIONS TRANSFORMABLE TO
OF Q.E. (SHORTCUT METHOD) (ACTIVITY TIME) Q.E.
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and manipulative materials as well as paper-based materials.
Hands-on learning promotes concept development.
TG pp.53 to 59 TG pp.53 to 59 TG pp.53 to 59 TG pp.53 to 59 TG pp.53 to 59

2. Learner’s Material pages

3. Textbook pages
4. Additional Materials from Learning
Resource (LR) portal
B. Other Learning Resources

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment
activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life
experiences and previous knowledge. Indicate the time allotment for each step.
Recall on the operation on Recall on the operation on Recall on operation on fraction
Simplifying Rational Algebraic Expression
fractions fractions

B. Establishing a purpose for the Find the roots, sum and product of Write the quadratic equation in Write the quadratic equation in Reduced the ff. rational equations into
lesson quadratic equation by using Long standard form using the roots. standard form using the roots. quadratic equations.
and Shortcut Method Identify also the sum and product Identify also the sum and product 2
of the roots. of the roots.
1. −x−1=0
2 x
1. x +3x+2=0
2 1.r 1=7 ,r 2=5 1.r 1=7 ,r 2=5 2−4 x2 3−x
2. s −5 s
+6=0 2. =
x 2
 −2 3 −2 3 4 4
3. r 2+2r-8=0 2. 2.r 1= ,r 2= 2. 2.r 1= ,r 2= 3. + =1
5 4 5 4 x x+ 6
2
4. t
+12t+36=0 3.r 1=7 ,r 2=−2 3.r 1=7 ,r 2=−2 3 1
5. 2 w 2 −3 w−20=0 4. =
4.r 1= √5 , r 2=− √5 4.r 1= √5 , r 2=− √5 x −x x
2

C. Presenting examples/instances for To get the sum and the product of Let the students pick the given by Let the students pick the given by Let the student try this
the new lesson the roots you may use the long group to write the quadratic equation group to write the quadratic equation
method or the shortcut method x
wherein the 5. 3=
3
∑ −b ∧the product= c
a a 1−2 x2 3−x
6. =
x 4
D. Discussing new concepts and Let the students try this. 2
x x
practicing new skills #1 Using Long Method or Short 7. =
Method, find the sum and product 3 2
of the roots
1. 15 h2−7 h−2=0
2
2. 12 s −5 s−3=0
3. 6 t 2−7 t−3=0
4. 3 m 2−−8 m−4=0

E. Discussing new concepts and Continue completing the chart by doing

practicing new skills #2 the short cut method of sum and
product.
F. Developing mastery
(Leads to Formative Assessment 3)

G. Finding practical applications of

concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for application
for remediation
V. REMARKS
VI.REFLECTION
A. No. of learners who earned 80% in
the evaluation.
To get the sum and the product of Formula for finding the Formula for finding the Essential Question:
the roots you may use the long quadratic equation given the quadratic equation given the
method or the shortcut method roots: roots: How will you transform rational
wherein the
equation into quadratic
−b c
∑¿ a
∧the product=
a
x 2−( r 1 +r 2 ) x + ( r 1 .r 2) =0 x 2−( r 1 +r 2 ) x + ( r 1 .r 2) =0 equations?
where: where:
( r 1 +r 2 ) =∑ of the roots ( r 1 +r 2 ) =∑ of the roots
( r 1 . r 2 )= product of the roots ( r 1 . r 2 )= product of the roots
Please refer to Grade 9 SLM Please refer to Grade 9 SLM Please refer to Grade 9 SLM Please refer to Grade 9 SLM
Quarter 1 (Color Blue) Quarter 1 (Color Blue) Quarter 1 (Color Blue) Quarter 1 (Color Blue)
DISCUSSION/EVALUATION DISCUSSION/EVALUATION ACTIVITY TIME DISCUSSION/EVALUATION
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional supervisors can
provide for you so when you meet them, you can ask them relevant questions.

B. No. of learners who require

additional activities for
 remediation who scored below
80%.
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by: Noted by:

Eliza C. Sorianosos Glaiza M. Batas Juliana T. Alvarez

Mathematics 9 Teacher Head Teacher-Mathematics Principal I