GRADES 9 School ANDABUEN NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON LOG

Teacher JOHNSON E. GAPPI Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 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 problems involving quadratic
Standards equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
3. Learning Models real-life situations using Represents a quadratic function Represents a quadratic function Represents a quadratic function
Competencies/ quadratic functions. using: (a) table of values; (b) graph; using: (a) table of values; (b) using: (a) table of values; (b)
Objectives (M9AL-Ig-2) and (c) equation. (M9AL-Ig-3) graph; and (c) equation. (M9AL- graph; and (c) equation. (M9AL-Ig-
Ig-3) 3)
a. Model real-life situations a. Differentiate quadratic
using quadratic functions functions from linear a. Differentiate quadratic a. Differentiate quadratic
b. Appreciate the functions functions from linear functions from linear
application of quadratic b. Represent and identify functions functions
function in real-life quadratic function using: b. Represent and identify b. Represent and identify
situations (a) table of values quadratic function using: quadratic function using:
c. Value accumulated (b) graph c) general form into vertex
knowledge as means of c. Value accumulated form equation
new understanding knowledge as means of c. Value accumulated
new understanding knowledge as means of
new understanding
II. CONTENT Introduction to Quadratic Introduction to Quadratic Introduction to Quadratic Introduction to Quadratic
Function Function Function Function
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 85-96 pp. 85-96 pp. 85-96 pp. 85-96
2. Learner’s Materials pp. 125-126 pp. 127-129 pp. 127-129 pp. 127-129
3. Textbook
4. Additional
Materials from Learning
Resource (LR) portal
B. Other Learning Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite
Resources Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
activity sheets, laptop and monitor activity sheets, laptop and monitor activity sheets, laptop and monitor, activity sheets, laptop and monitor
graphing paper
IV. PROCEDURES
A. Reviewing previous What is your favourite team in Many things we see everyday are
lesson or presenting the PBA? NBA? How about your modeled by QUADRATIC
new lesson idol/favourite player in FUNCTIONS. Give at least 3
examples.
basketball?
1.Water in drinking fountain.
Have you ever asked yourself 2. the path of a basketball
why PBA/NBA star 3. McDonald’s logo
Players are good in free 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 Let the students act their ideas to 1. Which of the mathematical How your example does modeled 1. What are the differences
for the lesson show how PBA/NBA and Angry sentences are quadratic the quadratic functions? of Quadratic equations
Birds Players do a free throw and functions? How do we represent and identify and not Quadratic
hit their targets. quadratic functions using a graph? equation base on the
2. Which of the mathematical
Let the students estimate the activity?
sentences are NOT 2. How can you recognize a
maximum height reached by the
quadratic functions? Why? quadratic function when a
object thrown vertically upward.
3. How would you describe set of equations are
those mathematical given?
sentences which are not
quadratic functions?
How are they different from
those equations which
are quadratic?
C. Presenting examples/ Illustrative Example 1: The graph of a quadratic The previous activities familiarized
instances of the Who does not like pizza? function is a parabola. The the students with the general form
lesson Nowadays, pizza seems to be parabola can either be in "legs y = ax²+bx+c of a quadratic
the favorite snack of many up" or "legs down" orientation. function so if an equation was
teenagers. We know that a quadratic written in vertex form y = a(x-h)²+k
When pizza is served to a equation will be in the form:
customer, it is already divided we can express the equation into
into 8 pieces, if it is regular size
y = ax2 + bx + c standard form that will be more
or into 12 pieces if it is family Our job is to find the values convenient to use when working
size. Observe the 8 pieces of a, b and c after first on problems involving the vertex of
result from 4 straight cuts; the the graph of a quadratic function.
observing the graph.
12-piece from 6 straight cuts. Sometimes it is easy to spot
Reasoning tells us that 3 straight the points where the curve
cuts would result to 6 pieces and passes through, but often we
5 straight cuts to 10
pieces. In other words, pizza-
need to estimate the points.
cutting this way can be described
by the linear function where is
the number of straight cuts and,
the number of pieces that result.
D. Discussing new concepts Among the most well-known of Find the differences between
and practicing new skills the physical situations adjacent y – values in each table,
#1 represented by the quadratic and write them on the blanks
function is that which involves provided.
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) 2. Using the table values, graph
would be v0t reduced by the force the two functions.
3. Compare the graph of linear
of gravity equal to . If the function and
quadratic function.
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 1. Is quadratic function 1. What do you observe with a. What kind of functions is Transform the given quadratic
concepts and useful in real-life the difference of each table f(x) = 3x +1 and functions into the form
practicing new skills values? g(x) = x²+2x-4? y = a(x-h)²+k by following the
situations?
#2 2. How can you recognize a steps below.
2. How can quadratic b. What do you observe
Function be used to quadratic function when a about the graph of linear 1. y = x² - 4x - 10
table of values is given? function and quadratic
solve real- life 2. y = 3x² - 4x + 1
problems? function?
F. Developing mastery Menggay maintains a small retail Consider the given functions f(x) = 1. How do you find
(Leads to Formative store to help support her family. 2x + 1 and transforming of general
Assessment 3) Think of the diagram below as g(x) = x²+2x-1. form into vertex form in
rows of bath soap. general form?
1. What kind of functions is
2. How about transforming a
f(x)? g(x)?
vertex form
2. Complete the following
y = a(x-h)²+k into general
table values using the
indicated function, form.

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

g(x) = x²+2x-1
x -3 -2 -1 0 1 2 3
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 Derek is living in Tagaytay, Write a 1 paragraph statement
applications of concepts Cavite. He is thinking of growing explaining how to recognize that the
and skills in daily living vegetables in his backyard. He given mathematical sentence is a
has 100 m. long fencing material. QUADRATIC FUNCTIONS using
He wants to enclose as much of the table of values in your own
his backyard as possible. What words.
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 There are many situations in the general form
and abstractions about real world that can be modeled y = ax² + bx + c
the lesson or mathematically described by vertex form
the quadratic function.
y = a(x-h)² + k
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 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.
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?
J. Additional activities for Assignment: Assignment: Assignment: List the mathematical concept that
application or Study represent a quadratic Bring graphing paper tomorrow. you use to transform the given
remediation function using: a) table of values, quadratic functions.
b) graph, and c)equation
a. What is a quadrati
c function?
b. What is the difference
between quadratic
function and linear
function?

Reference: Reference:
Grade 9 Learning Module pp. Grade 9 Learning Module pp. pp. Reference: Reference:
125-126 127-129 Grade 9 Learning Module pp. 127- Grade 9 Learning Module pp. 127-
129 129
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?