Republic of the Philippines

Department of Education
Region III – Central Luzon
SCHOOLS DIVISION OF TARLAC PROVINCE
San Julian – Sta. Maria High School
Moncada, Tarlac
School Year 2023 - 2024

Daily Lesson Log

Learning Area Mathematics

Grade Level 9
Quarter 1st
Teaching
10:00 – 11:00 AM / 10-09-2023 / Marvelous
Time/Date/Section
The learner demonstrates understanding of key concepts of quadratic
Content Standard
equations, inequalities and function, and rational algebraic equations.
The learner is able to investigate thoroughly mathematical relationships
in various situations, formulate real- life problems involving quadratic equations,
Performance Standard
inequalities and functions, and rational algebraic equations and solve them using
a variety of strategies.
Solves quadratic equations by: (a) extracting square roots; (b) factoring;
MELC
(c)completing the square; and (d) using the quadratic formula (M9ALIa-b-1)
 Enumerates steps on how to solve quadratic equations using the quadratic
I. OBJECTIVES formula.
 Determines solutions of quadratic equations using the quadratic formula.
II. CONTENT Solving the Roots of Quadratic Equation Using the Quadratic Formula
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 34 – 37
2. Learner’s Material pp. 27 – 30
3. Textbook Intermediate Algebra p. 49 – 51
4. Additional  SMART Sheet (see Attachment)
Materials  Teacher-made LAS (see Attachment)
5. LR Portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing or ACTIVITY 1: Standard or Not
presenting the new
lesson. Determine whether the following quadratic equations are in the standard form or
not. Transform the equations if they are not in the standard form.

2
1. x + 2 x=5 (Not Standard, x 2+ 2 x−5=0 )
2. 2 x ( x +3 ) +1=0 (Not Standard, 2 x 2+6 x +1=0)
3. ( x +3 )2=0 (Not Standard, x 2+ 6 x+ 9=0 )
2
4. ( x−3 )( x +5 )=0 (Not Standard , x + 2 x−15=0)
2 2
5. 2 x +3=2 x ( Not Standard , 2 x −2 x +5=0)

ACTIVITY 2: What’s my a, b, c?

From the equations in Activity 1, determine the values of the coefficients a , b and c .

1. x 2+ 2 x−5=0 (a=1 , b=2 , c=−5)

2. 2 x 2+6 x +1=0 (a=2 , b=6 , c=1)
 3. x 2+ 6 x+ 9=0 (a=1 , b=6 , c=9)
4. x 2+ 2 x−15=0 (a=1 , b=2 , c=−15)
5. 2 x 2−2 x +5=0 (a=1 , b=−2, c=5)

Motive Question:
1. How can we determine if a quadratic is in the standard form?
(The quadratic equation must be in the sequence: quadratic term (QT) + linear
term (LT) + constant term (CT) = 0.)
2. How do we identify the coefficients a , b and c of a quadratic equation in the
standard from?
(The coefficients of a quadratic equations are the numbers in each term. a is
the number in the quadratic term, b is the number in the linear term and c is
the number in the constant term)
3. What are the three other methods that we have used in solving the roots of
quadratic equations?
(Extracting the square roots, factoring and completing the squares)
4. Have you ever encountered a problem in your life that you thought have no
solution?
(Students’ answer may vary)

Present the poem “Having Other Ways” and emphasize on looking for other
ways in solving life’s problem including math problems.

Having Other Ways

In life's vast maze, we often find,

Challenges that boggle the mind.
But fret not, for there are brighter days,
When we discover other ways.

When walls appear, too tall to climb,

And doubts surround us, for all time,
Remember, there's a sun's warm blaze,
To guide us towards other ways.

Innovation, like a beacon's light,

Illuminates the darkest night.
Through creativity's joyful phase,
We stumble upon other ways.

So let your spirit freely soar,

Embrace the options at your door.
With courage, through the toughest haze,
You'll navigate towards other ways.

In every trial, we shall discern,

Solutions new, our hearts will yearn.
For in our minds, a brilliant blaze,
Ignites the flame of other ways.

So face each challenge, don't dismay,

You'll find the path, come what may.
With resilience, in life's ballet,
We'll always find other ways.

B. Establishing a Present to the students the quadratic formula:

purpose for the
 For the quadratic equation

2
a x +b x +c=0

the roots can be acquired by using the formula:

−b ± √ b2−4 a c
lesson. x=
2a

where a , b and c are the coefficients of the quadratic equation written in the
standard form.

Teach the student the Quadratic Equation song in the tune of Bad Romance by lady
Gaga for them to be familiar with the equation.

Present the steps in solving the roots of QE by using the Quadratic Formula
method.

C. Presenting examples 1. Make sure that the QE is in the standard form a x 2 +bx +c=0 .
of the new lesson. 2. Find the values of a , b , and c .
3. Substitute 𝑎, 𝑏 and 𝑐 on the formula then solve. To make solving easier
solve the expression inside the square root.

Discuss the following example.

D. Discussing new 1. x 2−6 x +8=0

concepts and
practicing new skills After discussing the example, let the student solve the next example:
1.
2. x 2+ 8 x+15=0

Discuss the following example.

E. Discussing new 3. 2 x 2−3 x −2=0

concepts and
practicing new skills After discussing the example, let the student solve the next example:
2.
4. 3 x 2+ 2 x +3=0

Let the students answer the Practice Activity.

2
1. x + 4 x + 4=0
2
F. Developing Mastery. 2. x −3 x+ 2=0
2
3. 2 x +11 x +5=0
2
4. 3 x +5 x−2=0

G. Making Ask the students the following questions:

generalizations and
abstractions about 1. What are the steps in solving quadratic equation using the quadratic formula?
the lesson.
H. Evaluating learning. Let the students answer even-numbered items on their LAS.
I. Additional activities As an assignment, let the students answer the odd-numbered items in their LAS.
for application or
remediation.
V. REMARKS In this lesson I have used the Procedural and Guided Problem-Solving Technique.
 This technique helps students learn how to solve mathematical problems by
providing them with clear, structured procedures while also guiding them through
the problem-solving process. It aims to build both the students' understanding of
mathematical concepts and their ability to apply these concepts to solve problems
(Paynter & Waldron, 2010; Montague 2018; Levin & O’Hara, 2017)
VI. REFLECTION Harmony Marvelous Responsible
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 the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did these works?
F. What difficulties did
I encounter which
my principal and
supervisor help me
solve?
G. What innovation or
localized I
used/discover which
I wish to share with
other teachers?

Prepared by: Checked:

MARVIN Y. ARCE JANET D. IMLANO

Teacher III OIC – Head
Teacher
Noted:

VILMA B. AGUAS
Principal III