SAN JOSE NATIONAL HIGH GRADE

SCHOOL 9
SCHOOL LEVEL
LEARNING
TEACHER MRS. MAEZELLE II M. BONDAD MATH
AREA
Daily Lesson Log in TEACHING
JULY 30, 2024
DATE AND QUARTER FIRST
MATHEMATICS (Tuesday)
TIME

I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of quadratic
Standard equations, inequalities and functions, and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly mathematical relationships in
Standards various situations, formulate real-life problems involving quadratic equations,
inequalities and functions, and rational algebraic equations and solve them
using a variety of strategies.
C. Learning Illustrates quadratic equations. (M9AL-Ia-1)
Competencies / 1. Define and identify a quadratic equation.
Objectives 2. Write quadratic equations in standard form ax 2 +bx +c=0 and identify the
values of a, b and c.
3. Represent situations as quadratic equations.
*Within and Across the Curriculum
1. Multiplies Polynomials (M7AL-IIe-2)
II. CONTENT Illustrating Quadratic Equations
III. LEARNING
RESOURCES
A. References
1. Curriculum CLMD4A-BUDGET-OF-WORK-V3.0 page 139
Guide pages

2. Learner’s LM- Math 9-Quarter 1

Materials pages

3. Textbook Math LM-Grade 9 pp.11-17

pages
4. Additional Q1-CLMD4A_MathG9 pages 6-12
materials from
Learning
resource (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing The learner will find each indicated product then answer the questions that
previous lesson follow.
or presenting Row 1: 3(x2 + 7)
new lesson Row 2: (x + 4) (x + 4)
Row 3:(2r – 5) (2r – 5)
Row 4:(x + 9) (x – 2)
Row 5: (3 – 4m)2

Questions:
1. How did you find each product?
2. In finding each product, what mathematics concepts or principles did you
apply? Explain how you applied these mathematics concepts or principles.
3. How would you describe the products obtained? Are the products
polynomials? If YES, what common characteristics do these polynomials
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 have?
B. Establishing a The teacher lets the students realize that there are a lot of real-life situations
purpose for the or problems that can be modelled or solved by a polynomial expression or
lesson equation of degree 2 by presenting pictures, short video clips, and others.

C. Presenting Activity 1: Where do I belong?

examples / The learners will group the given equations into two based on observed
instances of the common properties
lesson

Questions:
1. What are the things you consider in grouping the equations?
2. How do you call the first set of equations? Why?
3. How about the second set of equations? Why?
D. Discussing new Activity 2: A Real Step to Quadratic Equations
concepts and The learner will use the situation below to answer the questions that follow.
practicing new Mrs. Salva asked a carpenter to construct a rectangular bulletin board
skills #1 for her classroom. She told the carpenter that the board’s area must be
18 square feet.

Questions:
1. Draw a diagram to illustrate the bulletin board.
2. What are the possible dimensions of the bulletin board? Give at least 2
pairs of possible dimensions.
3. Suppose the length of the board is 7 ft. longer than its width. What equation
would represent the given situation?
4. How would you describe the equation formulated?

The teacher discusses with the students the process of arriving at the answer
of Activity 2. Furthermore, she asks the students about the mathematical skills
or principles that they used to get the correct answers. She tells them that the
equation formulated in Activity 2 is a Quadratic Equation.

A quadratic equation in one variable is a mathematical sentence of degree 2

that can be written in the standard form a x 2 +bx +c=0 , where a, b and c are

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 real numbers and a ≠ 0.

Example 1: 2 x 2+ 5 x −3=0 is a quadratic equation in standard form with a =

2, b = 5 and c = -3.

Example 2: x 2−4 x=17 is a quadratic equation but not written in standard

form. (Let the student make is a standard form and then identify the values of
a, b and c)

E. Discussing new The teacher discusses more complex examples of quadratic equation.
concepts and Example 3 is done for the student and let the students answer the rest
practicing new Example 3: 3 x ( x−2 )=10
skills #2 Example 4: ( 2 x−5 ) ( x−1 )=−6
F. Developing Activity 3:
mastery The learner will do the following activity on their Seatwork Notebook.
(Leads to A. Identify which of the following equations are quadratic and which are
Formative not.
Assessment 3) 1.) 3 m+8=15
2.) x 2−5 x+ 10=0
3.) 12−4 x=0
4.) 2 t 2−7 t=12
5.) ( w−8 )( w+5 )=14
B. Write the following equations in standard form ax 2 +bx +c=0, and
identify the values of a, b and c.
2
1. 2 x−3 x =5
2. 4−x 2=5 x
3. ( 2 x+5 )( x−4 )=0
4. 2 x ( x−1 ) =6
5.( x +1 ) ( x + 4 ) =8
C. Tell whether or not each of the following situations illustrates
quadratic equations. Justify your answer by representing each situation
by a mathematical sentence.
1. The length of a swimming pool is 8m longer than its width and the area is
105 m2.
2. Edna paid at least Php 1,200 for a pair of pants and a blouse. The cost of
the pair of pants is Php 600 more than the cost of the blouse.
G. Finding Can you give examples of real-life situations where concepts and skills about
practical quadratic equations can be applied/illustrated?
application of
concepts and
skills in daily
living
H. Making The teacher will ask the following:
generalizations 1. What is a quadratic equation?
and 2. How do you write quadratic equations in standard form?
abstractions 3. How can you tell if a given situation illustrates quadratic equation or not?
about the
lesson The teacher processes the response and ties up loose ends.

TEN MINUTE READING TIME

The teacher posts the questions on the board.
Say: Let us go back to the questions:
1. What is a quadratic equation?
2. How do you write quadratic equations in standard form?
3. How can you tell if a given situation illustrates quadratic equation or not?
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 Now let us read the answer:
The teacher presents the ANSWER to the questions and go over the reading
routine
1. A quadratic equation in one variable is a mathematical sentence of
degree 2 that can be written in the standard form a x 2 +bx +c=0 , where a,
b and c are real numbers and a ≠ 0.
2. To write a quadratic equation in standard form, ensure it is in the format
2
a x +bx +c=¿ , a, b and c are real numbers and a ≠ 0.Here’s the general
process:
 Start with the given equation.
 Arrange all terms on one side of the equation, setting it equal to zero.
 Simplify if necessary, combining like terms.
3. To determine if a situation describes a quadratic equation, look for the
following characteristics:
 The relationship involves a squared term: The equation must
include x 2or a variable squared.
 Form of the equation: It should be in the form a x 2 +bx +c=¿ , a, b
and c are real numbers and a ≠ 0
Graphical representation: The situation should have a parabolic graph (a
curve that opens upwards or downwards). For example, the equation
describing the path of a projectile.
I. Evaluating The teacher lets the students answer individually the assessment.
learning Directions: Choose the letter of the correct answer. Write it on ¼ sheet of
paper.
1. It is a polynomial equation of degree two that can be written in the form
ax2 + bx + c = 0, where a, b, and c are real numbers and a 0.
A. Linear Equation C. Quadratic Equation
B. Linear Inequality D. Quadratic Inequality
2. Which of the following is a quadratic equation?
A. 2r2 + 4r – 1 C. s2 + 5s – 14 = 0
B. 3t – 7 = 0 D. 2x2 – 7x 3
3. Which of the following quadratic equation expressed these equation 3x(x –
2) = 10?
A. 3x2 + 5x + 10 = 0 C. 3x 2 + 6x + 10 = 0
2
B. 3x – 6x – 10 = 0 D. 3x 2 – 6x + 10 = 0
2
4. In the quadratic equation x = x – 56, what are the correct values of a, b
and c?
A. a=1, b=1 and c=-56 C. a=1, b=-1 and c=56
B. a=1, b=1 and c=56 D. a=1, b=-1 and c=-56
5. Angelo’s age is 4 less than twice Yana’s age. The product of their ages is
96. Which of the following represents the given situation as quadratic
equation?
A. x(2x-4) = 96 C. 2x2 – 4x – 96 = 0
B. 2x(x-4) = 96 D. 2x2 – 8x – 96 = 0
J. Additional The learner will answer the question:
activities for “Do you agree that the equation 4−3 x=2 x 2 can be written in standard form
application or in two different ways? Why or why not?”
remediation
V. REMARKS

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VI. REFLECTION Honesty Integrity Loyalty
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 this
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 by: Approved:

MAEZELLE II M. BONDAD VICTORIA B. VILLANUEVA JESUS B. BORJA

Teacher I Head Teacher I Teacher-in-Charge

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