School: Tonggo Integrated School Grade Level: 9

GRADES 9 Teacher: Rhea B. Diadula Learning Area: Mathematics

DAILY LESSON LOG Teaching Dates and
Time: October 3-7, 2022 Quarter: 1

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if
I. OBJECTIVES needed, additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are 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 the 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
Standards: equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
C. LearningCompetencies Solves equations Solve problems involving Solve problems involving Solve problems involving Remedial/
/Objectives: transformable to quadratic quadratic equations and quadratic equations and quadratic equations and Enhancement
Write the LC Code for each equations (including rational rational algebraic equations. rational algebraic equations. rational algebraic equations. Reading
algebraic equation). (M9AL-Ie-1) (M9AL-Ie-1) (M9AL-Ie-1) Schedule/ICL/
(M9AL-Ic-d-1) Assessment
a. Translate mathematical a. Analyze and solve a a. Analyze and solve a
a. Transform quadratic statements into algebraic variety of word problems in variety of word problems in
equation into standard form equations rational algebraic equations
rational algebraic equations
b. Find the solutions of b. Analyze and solve a b. Synthesize all the
equations transformable to variety of word problems mathematical presentation b. Appreciate the importance
quadratic equations involving quadratic of problems of solving problem with
c. Show self-reliance and equations c. Realize the role of rational algebraic equation
display interests when c. Realize the role of systematic planning in in real-life situation
working independently systematic planning in solving problems
solving problems
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.
Equations Solving Problems
II. CONTENT Transformable to
Solving Problems Involving
Involving Quadratic
Solving Problems Involving
Quadratic Equations Quadratic Equations
Quadratic Equations Equations
III. LEARNING Lists 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
RESOURCES of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
D. References
1. Teacher’s Guide Pages pp. 50-53 pp. 54-57 pp. 54-57 pp. 54-57
2. Learner’s Materials
pp. 77-87 pp. 88-95 pp. 88-95 pp. 88-95
Pages
3. Textbook Pages Intermediate Algebra Intermediate Algebra Intermediate Algebra Intermediate Algebra
pp. 58-60 pp. 61-65 pp. 95-101 pp. 95-101
Julieta G. Bernabe et.al. Julieta G. Bernabe et.al. Julieta G. Bernabe et.al. Julieta G. Bernabe et.al.
4. Additional Materials pp. 50-53
 from Learning
Resource (LR) portal
E. Other Learning Quipper-Teacher’s Guide
Resources MTC9 0101 Q1 FD
MONDAY
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
IV.PROCEDURES 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.
A. Reviewing Previous Preliminary Activity:
Lesson or Presenting Showing different equations
the New Lesson on the TV screen and letting
each learner study the given
equation.
1.
2. (x+1) (x – 2) = 12
3. x(x – 3) = 20
4.
B. Establishing a Purpose 1. Which of the given
for the Lesson equations are written in
Standard Form?
2. How do you describe
standard form of equation?
TUESDAY
Translate the verbal phrases
into algebraic expressions.
a. The ratio of x and 4.
b. 3 less than thrice a
number
c. The sum of twice a
number
and 8
d. The ratio of a number x
and
six increased by two
e. A certain number
decreased
by two
1. What words serve as
clues to what operation
symbol is to be used?
2. What must be considered
in translating verbal phrases
to mathematical phrases
and vice versa?
3. In translating a verbal
phrase to an algebraic
expression, a single word
can make a difference. Thus,
every word in the statement
must be interpreted
correctly. In what way does
it affect our dealings with
others?
WEDNESDAY
Study the situation below.
The sum of two numbers is
36. Describe the following
representations:
_________1. Let x be the
_________2. 36–x be the
________ 3. x(36-x) be the
Cite an example or situation
in real life where the concept
of the quadratic equation
and rational algebraic
equation is applied.
THURSDAY FRIDAY
Review:
Analyze, study and solve the
given problem.
1. Coco Martin has a
vacant lot in his
backyard. He wants to
make as many
rectangular gardens as
possible such that the
length of each garden is
3m longer than its
width. He also wants the
length of the garden
with the smallest area to
be 4m.
1. Illustrate the different
rectangular gardens that
Coco Martin could
make.
2. What are the
dimensions of the
different gardens that
Coco Martin wants to
make?
3. What is the area of
each garden in item
2?
4. What is the area of
the smallest garden
that Coco Martin can

C. Presenting Solving Quadratic Equations
Examples/Instances of That are Not Written in
the Lesson Standard Form
Example 1: Solve x(x – 5) =
36
Example 2: Find the roots of
the equation
(2x - 2)(x + 4) = 0
2x – 2 = 0 or x + 4 =
0 10cm, the equation relating
X = 1 or x = -
4 the elbow (in cm) and its
Example 1: if the square of a
number is added to 3 times,
the sum is 108. Find the
number.
Solution: Let x be the
number
(x +12) (x – 9) = 0
x + 12 =0 x–
9=0
x = -12 x=
9 for the second pipe alone to
Example 2. The speed at
which water travels in a pipe
can be measured by
directing the flow through
an elbow and measuring the
height its spurts out on the
top. If the elbow height is
the height of the water above
velocity v (in cm/sec) is
given by (h +
10). Find v if h = 2cm.
Solution: substitute
the value of h in the
formula:
make? How about the
area of the largest
garden? Explain your
answer.
Example. A tank fitted with Example. The denominator
two pipes is to be filled with of a fraction is 4 more than
water. One pipe can fill it in the numerator. If both the
numerator and the
15 hours. After it has been
denominator of the fraction
open for 3 hours, the second are increased by 1, the
pipe is opened and the tank
is filled in 4 hours more.
How long would it take the resulting fraction equals .
Find the fraction.
second pipe alone to fill the
Analysis:
tank? Let x, the numerator of the
fraction
Let x be the time in hours Then, x + 4 is the
denominator.
fill the tank. Increasing both of these
Then: Rate x Time = Part expressions by 1, the
resulting equation is
Filled
Rate x Part
Time Filled
First 7 Solution:
Pipe The LCD is (x + 5)(2).
Multiplying both sides by
Second 4 the LCD
Pipe
2 (x +1) = x + 5
Solution: 2x + 2 = x + 5
x=3

the fraction is

= 1960
(12) 8x = 60
= 23520

The second pipe alone can

= 153.36
 cm/sec.
D. Discussing New Concepts View Me in Another Way! What are my Dimensions?
and Practicing New Skills Transform each of the Use the situation below to
#1 following equations into a answer the questions that
quadratic equation in the
follow.
form . The length of a rectangular
1. x (x + 5)= 2 floor is 5m longer than its
width. The area of the floor
2. is
3.
. rectangle is 7 inches
Questions:
1. What expression
4.
represents the width
of the floor? How
1. about the
expressions
represent its width?
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. What is the width of
the floor? How about
its length?
5. How did you find the
length and width of
the floor?
E. Discussing New Concepts Follow-up Questions: Use the situation below to
and Practicing New Skills answer the questions that
fill the tank in hours.
The product of the roots of
+ 7x – 18 = 0 is -18
Solve the following. Analyze and solve the
1. What positive following problem.
number exceeds 3 1. The perimeter of a
times its reciprocal
rectangular
by 2?
swimming pool is
Representation: Let x
86m and its area is
be the number and
its reciprocal. 450m2. What is the
2. The length of a length of the
swimming pool? How
more than its width, about its width?
its area is 228
Explain how you
square inches. What
arrived at your
are the dimensions of
the rectangle? answer.
Representation: Let x 2. The length of a
be the width of the rectangular parking
rectangle and x+7 lot is 36m longer
be the length than its width. The
3. Mrs. Cesa can finish
area of the parking
checking 40 item test
ahead of Mrs. lot is 5,152m2. What
Saburao by 1 min. equation represents
Together they can the area of the
finish 27 papers in 1 parking lot?
hour. How long does
it take each to finish
checking one paper?
Representation: Let x
be the time it takes
for Mrs. Cesa to
finish
checking a 40-item
test paper. x + 1 be
the time it takes for
Mrs. Saburao to
finish checking a 40-
item test paper.
In word problems, what we Use the situation below to Remedial/
need is to set a certain answer the questions that Enhancement
 #2 1. How did you follow.
transform each
equation into a The length of rectangular
quadratic equation? board is 36 inches longer
2. What mathematics than its width. The area of
concepts or the board is 576 square
principles did you inches.
apply?
3. Did you find any Questions:
difficulty in 1. What expression
transforming each represents the width of
equation into a the board? How about
quadratic equation? the expression that
Explain. represents its length?
2. Formulate an equation
relating the width,
length and the area of
the board. 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 width of the
board?
5. What is the width of the
board? How about its
length?
6. How did you find the
length and width of the
boar
F. Developing Mastery Solve and Find the roots of Let each student get the
(Leads to Formative the following equations. area of the front page cover
Assessment 3) 1. of their Math Learners
Manual book. Represent the
width of the book by x and
then find the expression that
2. (x – 10)(x + 3) = 0 represents its length.
3. x(x + 12) = 10 Formulate an equation
4. relating the width, length
and the area of the book.
Explain how you arrived at
the mathematical sentence.
quadratic equation related to
the condition of the problem.
To facilitate the formulation
of the quadratic equation, as
well as the solution, we need
to draw a rough diagram for
the condition of the problem.
In some problems, a root
derived may be discarded.
What do you think are the
reasons why? Explain.
(Examples 1 – 3)
Let Me Try!
Solve the following.
1.Find the two consecutive
even integers if one – third of
the smaller one is equal to
one – fourt of the larger one.
2. the ten di of a two – digit
number is one more than
the units’ digit. If the
number is divide by the
sumof the digits, the
follow. Reading
Schedule/ICL
A projectile that is fired
vertically into the air with an
initial velocity of 120ft. per
second can be modeled by
the equation s = 120t – 16t2.
In the equation, s is the
distance in feet of the
projectile above the ground
after t seconds.
1. How long will it take
for a projectile to
reach 216 feet?
2. Is it possible for the
projectile to reach
900 feet? Justify
your answer.
Let each student get the
area of the blackboard
Represent the width of the
board by x and then find the
expression that represents
its length. Formulate an
equation relating the width,
length and the area of the
board. Explain how you
arrived at the mathematical
sentence. Use m as a unit of
measurement.
 1. (x – 4)(x + 5) = 0 Use cm as a unit of quotient is equal to
measurement. seven.what is the number?
G. Finding Practical My understanding of Use a variable to represent Make a design or sketch Play the role of….
Applications of Concepts Equations Transformable the unknown quantity, and plan of a table than can be By Group:
and Skills in Daily Living into Quadratic! then write an equation from Cite and role play a situation
the given information. made out of in real – life situation where
Answer the following. Explain how you arrived at plywood and 2” x 3” x 8’ the concept of quadratic and
1. In a water refilling your answer. (Group wood. Using the design or rational algebraic equation
station, the time that students into 5 and let them sketch plan, formulate is applied. Formulate and
a pipe takes to fill a work on these for 20 min) problems that involve solve problems out of these
tank is 10 minutes Group 1 – Find the area and quadratic equations, then situations.
more than the time perimeter of one rectangular solve in as many ways as
that another pipe pathway in your school possible.
takes to fill the same campus.
tank. If the two pipes Group 2 – Find the length of
are opened at the fencing materials needed to
same time, they can enclose a rectangular lot of
fill a tank in 12 administration building in
minute. How many your school campus.
minutes does each Group 3 – Find the area and
pipe take to fill the perimeter of any rectangular
tank? garden in your school
2. A flare is launched campus.
from a life raft with Group 4 – Find the area and
an initial velocity of perimeter of the tarpaulin
80 meters per needed that will fit to the
second. How many wall of the stage in your
seconds will it take school campus.
for the flare to return Group 5 – Number of hollow
to the sea? blocks (5” x 4”) needed to
concretize the 3 walls of
your school campus Pavilion
including the 2 layered
hollow blocks below the
ground.
H. Making Generalizations There are equations that are There are conditions in a There are conditions in a There are many types of Remedial/
and Abstractions about transformable to quadratic given problem which when given problem which when applied problems involving Enhancement
the Lesson equations. These equations translated to the equation translated to the equation rational equation. Success Reading
may be given in different form in one variable lead to form in one variable lead to a in solving them depends Schedule/ICL
forms. Hence, the procedures a quadratic equation and quadratic equation and two upon:
in transforming these two answers are obtained. answers are obtained. In 1. Correct analysis of
equations to quadratic In some problems, a set of some problems, a set of the problem
equations may also be answers can be discarded. answers can be discarded. 2. Proper labeling of
different. Once the equations For instance, negative For instance, negative the variable(s)
are transformed to quadratic dimensions of rectangles dimensions of rectangles and 3. Accurate statement

I. Evaluating Learning
J. Additional Activities for
equations, then they can be and the negative time are the negative time are of the mathematical
solved using the different disregarded. disregarded. sentence
methods of solving quadratic 4. Systematic
equations, such as extracting derivation of the
square roots, factoring, truth set, and
completing the square and 5. Proper translation
using the quadratic formula. into the solution set
An extraneous root of an
equation can be derived from
an original equation.
However, it is not a solution
of the original equation.
Let’s Be True! Find those missing! Solve the following problems Solve the following
involving rational algebraic problems.
Find the solution set of the
Solve the following equation. 1. If an amount of
following. problems involving 1. The denominator of a money P in pesos is
quadratic equations fraction is 4 more invested at r percent
1. x(x+3)=28
1. A rectangular than the numerator. compounded
2. 3s(s-2) = 12s garden has an area If both the numerator annually, it will
of 84m2 and a and the denominator grow to an amount
perimeter of 38m. of the fraction are A= P (l + r)2 in two
Find its length and increased by 1, the years. Suppose Vice
1. 4. width. resulting fraction Ganda wants his
2. A car travels 20 kph equals to ½. Find the money amounting
=65 faster than a truck. fraction. to Php200,000 to
The car covers 2. The fifth, fifteen and grow to Php228,
350km in two hours fiftieth parts of a 980 in two years. At
less than the time it number what rate must he
takes the truck to together make43. invested his money?
travel the same Find the number. 2. Kathryn can type a
distance. What is 3. The smaller of two report in five hours
the speed of the car? numbers is two – while Liza can finish
How about the thirds of the larger, the same report in
truck? and the sum of their four hours. If both
3. Filomena Resort reciprocal is 1/6. girls work on the
rented a certain What are the report together, how
number of function numbers? long will it take to
rooms for Php 28, finish it?
800 when the price
was reduced by Php
20 per room, 6 more
rooms were rented.
How many function
rooms were rented?
Assignment: Assignment: Assignment: Assignment:
 Application or
Remediation Study the steps in
transforming rational
algebraic expressions into
quadratic equation.
Answer the problem Make a design or sketch plan Make a research about
below. of a picture frame that can quadratic inequalities.
be made out of 6” x 12”
An amusement park cardboard. Using the design
wants to place a new or sketch plan, formulate
rectangular billboard to problems that involve
inform visitors of their quadratic equations, then
new attractions. solve in as many ways as
Suppose the length of possible.
the billboard to be
placed is 4m longer
than its width and the
area is 96m2. What will
be the length and the
width of the billboard?

IV.REMARKS

Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to
V. REFLECTION 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.
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation
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 work well? Why
did this work?

F. What difficulties did I

 encounter which my
principal or supervisor can
help me solve?

G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?

Prepared by: Checked by:

RHEA B. DIADULA CHERRY MAY S. HALASAN

Teacher I Head Teacher III