DAILY LESSON LOG OF M9AL-Ih-i-1 (Day One)

School Grade Level Grade 9

Teacher Learning Area Mathematics
Teaching Date and Time Quarter First
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
I. OBJECTIVES 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
B. Performance Standards
The learner demonstrates understanding of key concepts of quadratic functions.
The learner is able to investigate thoroughly the mathematical relationship in various
situations, formulate real-life problems involving quadratic functions and solve them using a
variety of strategies.
Learning Competency: Graphs a quadratic function: (a) domain; (b) range; (c) intercepts (d)
axis of symmetry; (e) vertex; (f) direction of the opening of the parabola (M9AL-Ih-i-1)

C. Learning Competencies/ Learning Objectives:

Objectives 1. Determine the properties of a graph of a quadratic function
2. Sketch the graph of a quadratic function
3. Demonstrate appreciation of graphing a quadratic function as important skills needed
to understand concepts of quadratic functions.
II. CONTENT Graph of Quadratic Function
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 18-24
2. Learner’s Materials Pages 140-150
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning Resources Algebra for College Students, pages 561-563

These steps should be done across the week. Spread out the activities appropriately so that pupils/students will
learn well. Always be guided by demonstration of learning by the pupils/ students which you can infer from
formative assessment activities. Sustain learning systematically by providing pupils/students with multiple ways to
IV. PROCEDURES learn new things, practice the 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.

Review the previous lesson by letting the students answer the exercise.

1. Which of the following shows the graph of quadratic function? Explain.

A. B. C.

A. Review previous lesson or

2. Which of the following table of values illustrate the quadratic function? Explain.
presenting the new lesson

x -2 -1 0 1 2 x 0 1 2 3 4
y 0 3 4 3 0 y 3 6 9 12 15
A. B.
Answer Key:
1. B. Curve graph
2. A. There is an equal difference in the independent variable x, and equal second
difference in the variable y.

The teacher lets the students realize that graphing a quadratic function is an important skill
B. Establishing a purpose for
needed to understand the concepts of quadratic function.
the lesson
 The teacher lets the students go to their respective groups and do Activity 1: Describe my
Paths letters b, c only found on page 140 of the Learner’s Module and answer the
following questions:
1. What have you observed about the opening of the curves?
2. Do you have any idea where you can relate the opening of the curves?

Answer Key:
2
b. y=x −2 x−3 c.
x -3 -2 -1 0 1 2 3 4 5
y 12 5 0 -3 -4 -3 0 5 12

Sample solution:

C. Presenting examples/ Substitute x = – 3 in the equation y=x 2−2 x−3 to solve for y.
instances of the new lesson 2
y=x −2 x−3
y=(−3)2−2(−3)−3
y=9+6−3
y=12

h. y=−x2 + 4 x−1
x -3 -2 -1 0 1 2 3 4 5
y -22
-
-6 -1 2 3 2 -1 -6
13

1. The value of a has something to do with the opening of the parabola.

2. If a > 0, the parabola opens upward but if a < 0, the parabola opens downward.

D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
The teacher discusses with the students the process of arriving at the answer of each
exercise in Activity 1. Furthermore, he/she tells the students that graphing a quadratic
function involves constructing table of values for x and y and plot the ordered pairs and
connect them with a smooth curve.
The teacher discusses thoroughly the properties of the graph of a quadratic function found
on page 141 of the Learners’ Module.

Working in pairs, the teacher lets the students answer the following exercise.

Graph the function and determine the following.

2
y=4 x
a. Vertex
b. Opening of the graph
c. Vertex is a ___________ point
d. Equation of the axis of symmetry
F. Developing mastery (leads e. Domain
to formative assessment 3) f. Range

Answer Key:
a. (0,0)
b. upward
c. minimum point
d. x = 0
e. all set of real numbers
f. Range: {y: y ≥ 0}

G. Finding practical
applications of concepts
and skills in daily living
 The teacher summarizes the properties of a quadratic function:

1. parabola – graph of a quadratic function

H. Making generalizations and
abstractions about the
lesson
2. vertex – the point on a parabola where a minimum or maximum y-value occurs
3. Axis of symmetry – a line which a parabola is reflected onto itself.
4 The value of a has something to do with the opening of the parabola.
5. If a > 0, the parabola opens upward but if a < 0, the parabola opens downward.
6. The domain is the set of all real numbers, (-∞, ∞), because we can use the any real
number for x.
7. The range depends on whether the parabola opens upward or downward. If it opens
upwards, the range is the set {y : y ≥ k} ; if it opens downward, then the range is the set {y :
y ≤ k}, where k is the minimum or maximum value of the function.

The teacher also summarizes the mathematical concepts in sketching the graph of quadratic
function and to determine the domain and the range.

1. To graph a quadratic function, find the ordered pair solutions. In other words, choose x-
values and find corresponding f(x) or y-values.
2. Plot the ordered pairs and connect them with a smooth curve.

The teacher lets the students answer individually the formative assessment.

Graph the function and determine the following.

. 2
y=2 x
Answer Key:
a. (0,0)
b. upward
I. Evaluating Learning
c. minimum point
d. x = 0
e. all set of real numbers
f. Range: {y: y ≥ 0}

J. Additional activities or
remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What works? What
else needs to be done to help the pupils/students learn? Identify what help your instructional supervisors can
VI. REFLECTION provide for you so when you meet them, you can ask them relevant questions.

A. No. of learners who earned 80% of

the evaluation
B. No. of learners who require
additional activities for remediation
who scored below 80%
C. Did the remedial lesson 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