GRADES 1 to 12 School SAN JOSE AGRICULTURAL HIGH SCHOOL Grade Level GRADE IX

DAILY LESSON LOG Teacher JEFFERD Q. BRIGIDO Learning Area MATHEMATICS

Teaching Dates and Time Quarter FIRST QUARTER

DAY NOTE
I. OBJECTIVES
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 Competency/Objectives The learner illustrates quadratic equations.(M9AL-Ia-1)

II. CONTENT Patterns and Algebra

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp.11-17
3. Textbook pages
4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning Resource
IV. PROCEDURES
A. Reviewing previous lesson or After conducting preliminary activities such as prayer and identifying who is absent, start the lesson by asking, “What is a quadratic equation?”. Use metacognition strategy for
presenting the new lesson stating knowledge. Ask the students to bring out their MATHaholic Notes and complete the following:
I know that I know something about…
First,…
In addition,…
Finally,…
Now, you know that I know something about…

Sample:
I know that I know something about quadratic equation.
First, it is a polynomial equation.

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B. Establishing a purpose for the
lesson
C. Presenting examples/Instances
of the new lesson
D. Discussing new concepts and
practicing new skills # 1
In addition, it contains degree of two.
Finally, it can be written in the form of ax2 + bx + c = 0, where a not equal to 0.
Now, you know that I know something about quadratic equation.
Ask some students to read their answers.
Ask other students if they have the same answer as of their other classmates.
Let the students exchange MATHaholic Notes with their classmates.
Say, “Today we will be illustrating quadratic equations.”
Note: The cartolina posted on the board.
Say, “Let us learn together how to illustrate quadratic equations.”
Motivate by asking the students, “Do you know your profile as an individual in the community, as a child in the family, and as a student in the school?” Elicit answers from the
students. Why do you need to know?
Use Profile Strategy in presenting the lesson.
Then say, I have here an equation.
(Note: The equation was written on the board.)
x2 + 10x + 21 = 0
Let the whole class read the equation.
Ask the following complete the information in this profile of a quadratic equation. Then write an article about the sample of quadratic equation. Be sure to follow the organization of
the profile.
1. Write the sample of the equation.
2. Identify the highest degree.
3. Determine the values of a, b and c.
4. What is the value of a?
5. Identify what kind of equation.
Sample:
1+1=2
An equation that has a highest degree of two and can be written ax2 + bx + c = 0. It contains the values which are real numbers the a, b and c. In addition, where a is not equal to
zero and that’s a quadratic equation.
Note: Elicit answer from the students. Ask someone to share his profile about sample of quadratic equation to the class.
Group the students in seven with 6 members for the OLYMPIMATH (Board Work Activity). Tell them to choose the leader, member 1 to member 5. Make sure the leaders and
members of every group should be aligned to their level of intellect. (Differentiated Instruction). They will come to the board, once their number has been called. Remind them of the
standards they should follow while doing the group activity.
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E. Discussing new concepts and
practicing new skills #2
F. Developing mastery
(leads to Formative Assessment
3)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
Directions: Illustrate the equation by identifying it if it is quadratic or not.
1. r2 + 8r + 16 = 0
2. r – 16 = 0
3. r2 = 16
1
4. r 2 = 16
2
5. 2r2 + 24r + 72 = 0
6. r = 0
Let each group do the OlympiMATH. After the group activity ask the students, “What did you do to come up with that answer? How do you illustrate the equation? Did you follow
some indicators and standard form?
Note:
There is no additional practice of the concept because the time was consumed much in discussing new concepts and practicing new skills # 1. Indeed, it was differentiated
instruction.
MATHrill: An Individual Activity (Room Pass), “Lalabas ang MAY ALAM!”
Directions: Illustrate the following by identifying it if it is quadratic or not.
1. 2x2 + 5x – 3 = 0
2. (2x + 5) (x – 1) = -6
3. 3x – 2x2 = 7
4. (x + 7) = (x – 7)
5. The length of a swimming pool is 8 m. longer than its width and the area is 105 m2.
Ask the students if they can think of real-life situations where they can use what they have learned today. Elicit answer from the students.
Example: Gardeners planted a vegetables to a rectangular garden given by an area of a lot and the measure of the other side.
Ask the students on what they have learned today. Use Frame Strategy by letting the students complete the following sentences on their respective MATHaholic Notes.
To illustrate the quadratic equation, I did the following steps:
First,
Second,
Third,
…
By following these steps, I
Sample Answer:
To illustrate quadratic equation, I did the following steps:
First, I determined the highest degree in the equation and that is two.
Second, I identified the values of a, b, and c and they are real numbers.
Third, I determined if the equation is in standard form ax2 + bx + c = 0 where a is not equal to 0.
By following these steps, I illustrated quadratic equation.
Call students to read their answer. Then summarize students’ answers by showing the sample answer. Make abstractions or discuss the sample answer. Let the students correct
their answer if it does not conform to the proper or correct way given the sample answer as guide.
Directions: Illustrate the following by identifying it if it is quadratic or not.
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 1. (x + 3) (x + 4) = 0
2. (x + 3) = (x + 4)
3. x = 3
4. The length of a swimming pool is 2 m. longer than its width and the area is 8 m2.
5. The length of a swimming pool is 3 m. longer than its width and the area is 160 m2.
J. Additional activities for
application or remediation

V. REMARKS Since majority of the students got 4-5 score in the evaluation, proceed to the new lesson and conduct remediation to the remaining students who got 80% below in the evaluation.

VI. REFLECTION Reflect on your teaching and asses yourself as a teacher. Think your students’ progress. What works? What else needs to be done to help the students learn?
A. No. of learners who earned 80%
29 out of 42 students got 80% and above (scored 4-5) during the evaluation.
in the evaluation
B. No. of learners who require
additional activities for 13 out 42 students got below 80% (scored 0 -3) during the evaluation.
remediation who scored below
80%
C. Did the remedial lessons work? I conducted remediation lesson during vacant of the class with 13 students who scored 0-3. The remedial lesson was effective because 12 out of 13 students got 80% and above
No. of learners who have caught
during the evaluation.
up with the lesson
D. No. of learners who continue to There are still 1 student who need remediation. She scored 3 during the evaluation
require remediation
Prepared:
JEFFERD Q. BRIGIDO
Grade IX-Mathematics Teacher

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