GRADE 9 School SANTIAGO NATIONAL HIGH SCHOOL Grade Level 9

DAILY LESSON Teacher JOHN RECK L. NIEPES Learning Area MATHEMATICS

LOG
June 3, 4, 6 and 7.
Teaching Dates and Time 2:20-3:00 ATIS, 3:00-3:50 DUHAT, 5:50-6:40 Quarter FIRST
MANGO

SESSION 1 SESSION 2 SESSION 3 SESSION 4

(June 3, 2019) (June 4, 2019) (June 6, 2019) (June 7, 2019)
1. Short 1. Diagnostic 1. Checking of I. OBJECTIVES
welcome and Exam Diagnostic The learner demonstrates understanding of the key
introduction. Exam and item Content Standards concepts of quadratic equations, inequalities and
analysis functions, and rational algebraic equations.
2. Classroom
rules and
regulation.
Performance Standards
3. Subject The learner is able to investigate thoroughly
matter mathematical relationships in various situations,
formulate real-life problems involving quadratic
4. Course equations, inequalities and functions, and rational
Outline algebraic equations and solve them using a variety
of strategies.

II. CONTENT Illustrations of Quadratic Equations

III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pp. 14-18

2. Learner’s pp. 11-15

 Materials
3. Textbook
4. Additional http://math.tutorvista.com/algebra/
Materials quadraticequation.htm
from
Learning
Resource
(LR) portal
http://library.thinkquest.org/20991/alg2/quad.htm

B. Other Learning Grade 9 LCTG by DepEd Cavite Mathematics 2016,

Resources laptop, Monitor/Projector, Activity Sheets
IV. PROCEDURES
A. Reviewing Do You Remember These Products?
previous lesson or
presenting the Find each indicated product then answer the
new lesson questions that follow.
1. 3(x2+7)
2. 2s(s-4)
3. (w+7)(w+3)
4. (x+9)(x-2)
5. (2t-1)(t+5)
6. (x+4)(x+4)
7. (2r-5)(2r-5)
8. (3-4m)2
9. (2h+7)(2h-7)
10. (8-3x)(8+3x)

a. How did you find each product?

b. In finding each product, what mathematics
concepts or principles did you apply? Explain.
 c. How would you describe the products obtained?
B. Establishing a Another Kind of Equation!
purpose for the
lesson Below are different equations. Use these equations
to answer the questions that follow.
x2-5x+3=0 9r2-25=0

9-4x=15 r2=144

t2-7t+6=0 2s+3t=-7

c=12n-5 8k-3=12

6p-q=10

1. Which of the given equations are linear?

2. How do you describe linear equations?
3. Which of the given equations are not linear?
Why?
How are these equations different from those
which are linear? What common
characteristics do these equations have?
C. Presenting A quadratic equation in one variable is a
examples/ mathematical sentence of degree 2 that can be
instances of the written in the following standard form
lesson
ax2 + bx + c = 0, where a, b, and c are real numbers
and
a ≠ 0. In the equation, ax2 is the quadratic term, bx
is the linear term, and c is the constant term.

Example 1
 2x2 – 6x – 15 = 0 is a quadratic equation in
standard form with a =2 b = -6 and c =-15.

Example 2
2x (x – 4) = 18 is a quadratic equation. However, it
is not written in standard form. To write the equation
in standard form, expand the product and make one
side of the equation zero as shown below.

2x(x – 4)= 18→ 2x2– 8x = 18

2x2 – 8x – 18 = 18 -18
2x2 – 8x – 18 = 0
The equation becomes
2x2 – 8x –18 = 0 which is in standard form.
In the equation
2x2 - 8x -18 = 0
a = 2, b = - 8, c = - 18.
D. Discussing new Tell whether each equation is quadratic or not
concepts and quadratic. If the equation is not quadratic, explain.
practicing new
skills #1
a. x2 + 7x + 12 = 0
b. -3x (x + 5) = 0
 c. 12 – 4x = 0

d. (x + 7) (x – 7) = 3x

e. 2x+ (x + 4) =
(x – 3)+ (x – 3)
E. Discussing new a. What is a quadratic equation?
concepts and
practicing new
skills #2 b. What is the standard form of quadratic equation?

c. In the standard form of quadratic equation, which

is the quadratic term?
linear term? constant term?

d. Why is a in the standard form cannot be equal to

0?

F. Developing Write each equation in standard form then identify

mastery the values of a, b, and c.
(Leads to Formative
Assessment 3) a. 2x2 + 5x – 3 = 0
b. 3 -2x2 = 7
c. x (4x + 6) = 28
d. (3x-7)(5x+2)
G. Finding practical New houses are being constructed in CalleSerye.
applications of The residents of this new housing project use a 17m
concepts and long path that cuts diagonally across a vacant
 skills in daily living rectangular lot. Before the diagonal lot was
constructed, they had to walk a total of 23 m long
along the two sides if they want to go from one
corner to an opposite corner. Write the quadratic
equation that represents the problem if the shorter
side is x. Identify the values of a, b, and c.
H. Making
A quadratic equation is an equation of degree 2 that
generalizations
can be written in the form ax2 + bx + c = 0, where a,
and abstractions
b, and c are real numbers and a ≠ 0.
about the lesson
I. Evaluating Write fact if the equation is quadratic and bluff if
learning the equation is not quadratic.
1. x2 + x – 3 = 0
2. 24x + 81 = x2
3. x2 = 2x (6x2 + 4)
4. 2x2 = 7x
5. 5 – x + (2x - 3) = 12

Fact or bluff

J. Additional 1. Give 5 examples of quadratic equations written

activities for in standard form. Identify the values of a, b, and c.
application or
remediation
2. Study solving quadratic equation by extracting the
square root.

a. Do you solve a quadratic equation by extracting

the square root?
b. Give the procedure.

Reference:
Learner’s Material pp. 18-20