School: Tonggo Integrated School
GRADES 9
DAILY LESSON LOG
I. OBJECTIVES
A. Content Standards:
B. Performance Standards:
C. LearningCompetencies/
Objectives:
Write the LC Code for each
II. CONTENT
III. LEARNING
RESOURCES
D. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resource (LR)
portal
Grade Level: 9
Teacher: Rhea B. Diadula Learning Area: Mathematics
Teaching Dates and
Time: October 17-21, 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
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.
The learner demonstrates understanding of the key concepts of quadratic equations, inequalities and functions, and rational algebraic
equations.
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.
Models real-life situations Represents a quadratic Represents a quadratic Represents a quadratic Remedial/
using quadratic functions. function using: (a) table of function using: (a) table of function using: (a) table of Enhancement
(M9AL-Ig-2) values; (b) graph; and (c) values; (b) graph; and (c) values; (b) graph; and (c) Reading
equation. (M9AL-Ig-3) equation. (M9AL-Ig-3) equation. (M9AL-Ig-3) Schedule/ICL/
a. Model real-life situations Assessment
using quadratic functions a. Differentiate quadratic a. Differentiate quadratic a. Differentiate quadratic
b. Appreciate the functions from linear functions from linear functions from linear
application of quadratic functions functions functions
function in real-life b. Represent and identify b. Represent and identify b. Represent and identify
situations quadratic function using: quadratic function using: quadratic function using:
(a) table of values (b) graph c) general form into
c. Value accumulated c. Value accumulated vertex
knowledge as means of knowledge as means of form equation
new understanding new understanding c. Value accumulated
knowledge as means of
new understanding
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.
Introduction to Quadratic Introduction to Quadratic Introduction to Quadratic Introduction to Quadratic
Function Function Function Function
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 of concrete and manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
pp. 85-96 pp. 85-96 pp. 85-96 pp. 85-96
pp. 125-126 pp. 127-129 pp. 127-129 pp. 127-129
 E. Other Learning activity sheets activity sheets activity sheets activity sheets
Resources
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
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 Lesson What is your favourite team Many things we see
or Presenting the New in PBA? NBA? How about everyday are modeled by
Lesson your idol/favourite player in QUADRATIC FUNCTIONS.
Give at least 3 examples.
basketball?
1.Water in drinking
Have you ever asked fountain.
yourself why PBA/NBA star 2. the path of a basketball
Players are good in free 3. McDonald’s logo
throws? How do angry bird
expert players hit their
targets? Do you know the
secret key in playing this
game? What is the
maximum height reached by
an object thrown vertically
upward given a particular
condition?

B. Establishing a Purpose for
the Lesson
Let the students act their
ideas to show how
PBA/NBA and Angry Birds
Players do a free throw and
hit their targets.
Let the students estimate
the maximum height
reached by the object
thrown vertically upward.
1. Which of the How your example does 1. What are the differences
mathematical modeled the quadratic of Quadratic equations
sentences are quadratic functions? and not Quadratic
How do we represent and equation base on the
functions?
identify quadratic functions activity?
2. Which of the 2. How can you recognize a
using a graph?
mathematical quadratic function when
sentences are NOT a
quadratic functions? set of equations are
Why? given?
3. How would you describe
those mathematical
sentences which are not
quadratic functions?
How are they different
from
those equations which
are quadratic?
C. Presenting Illustrative Example 1:
Examples/Instances of the Who does not like pizza?
Lesson Nowadays, pizza seems to
be the favorite snack of
many teenagers.
When pizza is served to a
customer, it is already
divided into 8 pieces, if it is
regular size or into 12
pieces if it is family size.
Observe the 8 pieces
result from 4 straight cuts;
the 12-piece from 6 straight
cuts. Reasoning tells us that
3 straight cuts would result
to 6 pieces and 5 straight
cuts to 10
pieces. In other words,
pizza-cutting this way can
be described by the linear
function where is the
number of straight cuts
and, the number of pieces
that result.
The graph of a quadratic
function is a parabola. The
parabola can either be in
"legs up" or "legs down"
orientation.
We know that a quadratic
equation will be in the form:
y = ax2 + bx + c
Our job is to find the values
of a, b and c after first
observing the graph.
Sometimes it is easy to spot
the points where the curve
passes through, but often
we need to estimate the
points.
The previous activities
familiarized the students
with the general form y =
ax²+bx+c of a quadratic
function so if an equation
was written in vertex form y
= a(x-h)²+k we can express
the equation into standard
form that will be more
convenient to use when
working on problems
involving the vertex of the
graph of a quadratic
function.
D. Discussing New Concepts Among the most well-known
and Practicing New Skills of the physical situations
#1 represented by the
quadratic function is that
which involves velocity and
force of gravity. In the 17th
century, Isaac Newton
discovered that the height
(h) of an object thrown
upwards with an initial
velocity (v0) at time (t) would
be v0t reduced by the force
Find the differences
between adjacent y – values
in each table, and write
them on the blanks
provided.
2. Using the table values,
graph the two functions.
3. Compare the graph of
linear function and
quadratic function.

of gravity equal to . If
the thrower’s hand upon the
release of this ball was at a
starting height (h0) above
the ground, then,

The symbol which stands

for acceleration due to
gravity is equal to 9.8 m/sec
near the earth’s surface.
Suppose a baseball pitcher
throws a ball upward with
 an initial velocity of
20m/sec.
1. What equation will give
the height of the ball for
any time in seconds?
Use
2. What is the greatest
height the ball would
reach before it starts to
fall to the ground?
3. At what time would the
ball reach the ground?

E. Discussing New Concepts 1. Is quadratic function
and Practicing New Skills useful in real-life
#2 situations?
2. How can quadratic
Function be used to
solve real- life
problems?
1. What do you observe with a. What kind of functions is Transform the given Remedial/
the difference of each f(x) = 3x +1 and quadratic functions into the Enhancement
table g(x) = x²+2x-4? form Reading
values? b. What do you observe y = a(x-h)²+k by following Schedule/ICL
2. How can you recognize a about the graph of linear the steps below.
quadratic function when function and quadratic 1. y = x² - 4x - 10
a function? 2. y = 3x² - 4x + 1
table of values is given?
F. Developing Mastery
(Leads to Formative
Assessment )
A. Developing mastery Menggay maintains a small
(Leads to Formative retail store to help support
Assessment 3) her family. Think of the
diagram below as rows of
bath soap.
Consider the given
functions f(x) = 2x + 1 and
g(x) = x²+2x-1.
1. What kind of functions is
f(x)? g(x)?
2. Complete the following
table values using the
indicated function,

f(x) = 2x + 1
x - - - 0 1 2
3 2 1
y

g(x) = x²+2x-1
x - - - 0 1 2 3
3 2 1
y

3. What are the differences

between two adjacent
x – values in each table?
4. Find the differences
between each adjacent y
–
values in each table.

G. Finding Practical B. Finding practical Derek is living in Tonggo, Write a 1 paragraph

Applications of Concepts
and Skills in Daily Living
applications of Namut, Tudela.He is statement explaining how to
concepts and skills thinking of growing recognize that the given
in daily living vegetables in his backyard. mathematical sentence is a
He has 100 m. long fencing QUADRATIC FUNCTIONS
material. He wants to using the table of values in
enclose as much of his your own words.
backyard as possible. What
dimensions of a rectangular
lot will result to the greatest
area?
Think of the given length of
the wire as the perimeter of
the lot, so a length and a
width is 50. If the length is
denoted as , then the width
is Area, if you recall, is
 length times width.
Let us put some pairs of
values for and and their
corresponding areas in a
table.

H. Making Generalizations and C. Making There are many situations Remedial/

Abstractions about the generalizations and in the real world that can be Enhancement
Lesson abstractions about modeled or mathematically Reading
the lesson described by the quadratic Schedule/ICL
function.
Skill to do this can be
useful to make estimates of
one variable from known
values of the related
variable or to make
predictions of the
relationship between the
same two variables in a
different
situation.
I. Evaluating Learning D. Evaluating learning In 2009, a strong typhoon
Ondoy with heavy rains
flooded some parts of Luzon
for days including Cavite.
Helicopters were used to
bring food and
other supplies to flood
victims. A helicopter
dropped packages of food
and supplies to a group of
people from a height of 100
meters.

J. Additional Activities for
Application or Remediation
IV.REMARKS
V. REFLECTION
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
Assignment:
Study represent a quadratic
function using: a) table of
values, b) graph, and
c)equation
a. What is a quadrati
c function?
b. What is the difference
between quadratic
function and linear
function?
Reference:
Grade 9 Learning Module
pp. 125-126
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 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.
1. Neglecting air
resistance, how far
would the
package have dropped
in 2 seconds? (Hint: Go
back to Newton‟s
formula)
2. When will the package
touch the ground?
Assignment: Assignment: List the mathematical
Bring graphing paper concept that you use to
tomorrow. transform the given
quadratic functions.
Reference: Reference:
Grade 9 Learning Module Reference: Grade 9 Learning Module
pp. pp. 127-129 Grade 9 Learning Module pp. 127-129
pp. 127-129
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