GRADES 9 School MAHARLIKA NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON LOG Teacher LENY A. ENGUIO Learning Area MATHEMATICS

Teaching Dates and September 18-21, 2023
Quarter FIRST
Time (10:00-11:00 a.m.)
Teaching Day and Time MONDAY TUESDAY WEDNESDAY THURSDAY

Grade Level Section 9-Venus 9-Venus 9-Venus 9-Venus

Session 1 & 2 Session 3 & 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and
rational algebraic equations.
2. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life
Standards problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them
using a variety of strategies.
3. Learning Describes the relationship between the coefficients and Solves equations transformable to quadratic equations
Competencies/ the roots of a quadratic equation. (M9AL-Ic-2) (including rational algebraic equation). (M9AL-Ic-d-1)
Objectives
a. Describe the relationship between the coefficients a. Transform quadratic equation into standard form
and the roots of quadratic b. Find the solutions of equations transformable to quadratic
b. Determine the product of the roots of quadratic equations
c. Show self-reliance and display interests when working
equations
independently
c. Appreciate the importance of quadratic equation in
real-life situation

II. CONTENT Product of the Roots of Quadratic Equations Equations Transformable to Quadratic Equations
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pp. 45-49 pp. 50-53

2. Learner’s
Materials pp. 66-72 pp. 77-87

3. Textbook 21st Century Mathematics pp. 168-172 Intermediate Algebra

Ju Se T. Ho et.al pp. 58-60
Julieta G. Bernabe et.al.
4. Additional http://www.athometuition.com/
Materials from QuadraticEquationFormula.ph
Learning
Resource (LR) http://www.math-help-ace.com/Quadratic-Equation-
portal Solver.html

B. Other Learning Grade 9 LCTG by DepEd Cavite Mathematics 2016, Grade 9 LCTG by DepEd Cavite Mathematics 2016,
Resources activity sheets, laptop and monitor activity sheets, laptop and monitor

IV. PROCEDURES
A. Reviewing previous Determine the roots of each quadratic equation using Preliminary Activity:
lesson or presenting any method. Showing different equations on the TV screen and letting
the new lesson 1. x2 + 7x + 12 = 0 each learner study the given equation.
= ____ , = ____
1.
2. 2x2 – 3x – 20 = 0 2. (x+1) (x – 2) = 12
= ____ , = ____ 3. x(x – 3) = 20

4.
Quadrati Sum Product
c of of
 Equation Roots Roots
5.
x2 + 7x +
12 =0
2x2 – 3x
– 20 = 0

B. Establishing a 1. What do you observe about the sum and product of 1. Which of the given equations are written in Standard
purpose for the the roots of each quadratic equation in relation to the Form?
lesson values a, b, c? 2. How do you describe standard form of equation?
2. Do you think a quadratic equation can be determined
given its roots or solutions? Justify your answer by
giving 3 examples
C. Presenting The product of the roots of the quadratic equation Solving Quadratic Equations That are Not Written in
examples/ + bx + c = 0 can be determined using the Standard Form
instances of the Example 1: Solve x(x – 5) = 36
lesson coefficients a, b, and c.
Remember that the roots of a quadratic equation
can be determined using the formula

Example 2: Find the roots of the equation

From the quadratic formula, let

and
 be the roots.

Example 1. Find the sum of the roots of + 8x – 10

=0
(2x - 2)(x + 4) = 0

Product of the roots = 2x – 2 = 0 or x + 4 = 0

X = 1 or x = -4
The product of the roots of + 8x – 10 = 0 is -5

Example 2. Use the values of a, b and c in finding the

roots of the quadratic equation.
The values of a, b, and c in the equation are 1, 7 and -
18, respectively. Use this value to find the sum and the
product of the roots of the equation.

Product of the roots =

The product of the roots of + 7x – 18 = 0 is -18

D. Discussing new Direction: Determine the product of the roots by using View Me in Another Way!
concepts and c/a Transform each of the following equations into a quadratic
practicing new skills - 2x – 6 = 0 equation in the form .
#1
= 10x – 36 1. x (x + 5)= 2
+ 2x – 5 = 0
2.
+ 8x + 6 = 0
 – 2x – 14 = 0.
3.

4.

5.
E. Discussing new Follow-up Questions: Follow-up Questions:
concepts and
practicing new skills 1. What is the relation between the coefficients and the 1. How did you transform each equation into a quadratic
#2 roots of quadratic equation? equation?
2. How can the product of the roots be obtained? 2. What mathematics concepts or principles did you
apply?
3. Did you find any difficulty in transforming each
equation into a quadratic equation? Explain.

F. Developing mastery Direction: Find the product of the roots. Solve and Find the roots of the following equations.
(Leads to Formative
Assessment 3) + 4x + 9 = 0 1.
2. (x – 10)(x + 3) = 0
+ 12x – 36 = 0
3. x(x + 12) = 10
– 6x = 18
 – 16x = 0
4.
= 36
5. (x – 4)(x + 5) = 0
G. Finding practical Read and understand the situation below to answer the My understanding of Equations Transformable into
applications of questions that follow. Quadratic!
concepts and skills in
daily living 1. Lola Nidora is informed that his bodyguard Rogelio Answer the following.
owns a rectangular lot. The perimeter of the lot is 90m 1. In a water refilling station, the time that a pipe takes to
and its area is 450 m2. fill a tank is 10 minutes more than the time that
another pipe takes to fill the same tank. If the two
a. What equation pipes are opened at the same time, they can fill a tank
represents the in 12 minute. How many minutes does each pipe take
perimeter of the lot? to fill the tank?
b. How about the 2. A flare is launched from a life raft with an initial
equation that velocity of 80 meters per second. How many seconds
represents the area? will it take for the flare to return to the sea?
c. How is the given situation related to the sum
and the product of the roots of quadratic
equation?
d. What quadratic equation can be formed that
describes the problem?
e. What are the dimensions of the rectangular lot?

2. The perimeter of a rectangular bulletin board is

20ft. if the area of the board is 21ft. What are its length
and width?
H. Making Product of the Roots of Quadratic Equation There are equations that are transformable to quadratic
generalizations and equations. These equations may be given in different forms.
abstractions about Hence, the procedures in transforming these equations to
the lesson ) quadratic equations may also be different. Once the
equations are transformed to quadratic equations, then they
can be solved using the different methods of solving
quadratic equations, such as extracting square roots,
factoring, completing the square and using the quadratic
 formula. An extraneous root of an equation can be derived
from an original equation. However, it is not a solution of the
original equation.

The sum of the roots of quadratic equation is .

I. Evaluating learning Using the values of a, b, and c, find the product of the Let’s Be True!
following equations.
Find the solution set of the following.
– 4x – 12 = 0 1. x(x+3)=28

– 8x = 24 2. 3s(s-2) = 12s

= -6
– x + 12 = 0
-8x + 3 = 0 4. =65

J. Additional activities Assignment: Assignment:

for application or
remediation Determine the sum and the product of each equation. Study the steps in transforming rational algebraic
1. = 3c expressions into quadratic equation.

2. (x – 2 =9

3. – 9b = 0

4. (n–7 =6

5. 3(a + 7 + 4 = 49
V. REMARKS

VI. REFLECTION

a. No. of learners who

earned 80% on the
formative assessment
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 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 & Reviewed by:

LENY A. ENGUIO VILY M. SALMORIN

Subject Teacher School Head