DAILY LESSON LOG OF M9AL-Ia-b-1(Day Five)

School Cabuan National High School Grade Level Grade 9

Teacher Julito P. Iligan Learning Area Mathematics
Teaching Date and Time September 27, 2022 Quarter First
Objectives must be met over the week and connected to the curriculum standards. To
meet the objectives, necessary procedures must be followed and if needed, additional
lessons, exercises and remedial activities may be done for developing content knowledge
I. OBJECTIVES and competencies. These are assessed using Formative Assessment Strategies. Valuing
objectives support the learning of content and competencies and enable children to find
significance and joy in learning the lessons. Weekly objectives shall be derived from the
curriculum guides.
A. Content Standards The learner demonstrates understanding of key concepts of quadratic equations,
inequalities and functions, and rational algebraic equations.
B. Performance Standards The learner is able to investigate thoroughly mathematical relationships in various
situations, formulate real-life problems involving quadratic equations, inequalities and
functions, and rational algebraic equations and solve them using a variety of strategies.
Learning Competency: Solves quadratic equations by (a) extracting square roots; (b)
factoring; (c) completing the square; and (d) using the quadratic formula (M9AL-Ia-b-1)
Learning Objectives:
C. Learning Competencies/
1. State the quadratic formula
Objectives
2. Solve quadratic equations using the quadratic formula
3. Show critical thinking skills in solving quadratic equations by using the quadratic
formula
II. CONTENT Solving Quadratic Equations by Using the Quadratic Formula
III. LEARNING RESOURCES
A. References Teacher’s guide, Learner’s module
Oronce, O.& Mendoza, M.(2014). e-math 9. Rex Bookstore, Inc. Sampaloc, Manila.
1. Teacher’s Guide pages pp. 33-38
2. Learner’s Materials pages pp. 47-55
3. Textbook pages pp. 137-146
4. Additional Materials from
Learning Resource (LR)
portal
B. Other Learning
Resources /Materials
These steps should be done across the week. Spread out the activities appropriately so
that pupils/students will learn well. Always be guided by demonstration of learning by the
pupils/ students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing pupils/students with multiple ways to learn new things,
practice the learning, question their learning processes, and draw conclusions about what
they learned in relation to their life experiences and previous knowledge. Indicate the time
allotment for each step.
A. Review previous lesson or
presenting the new lesson The teacher groups the students into six groups and assigns each group to complete each
box. Group 1 will answer number 1, group 2 will answer number 2 and so on.
Directions:
In Lot I, identify a, b, and c of the given quadratic equation.
In Lot II, evaluate b2 – 4ac.
In Lot III, classify the given trinomial as factorable or non factorable.
In Lot IV, give the factors of the quadratic trinomial. Write N.A. if it is not factorable.
Example:

I II
a =1, b = 3, c 5
=1
x2 + 3x + 1 = 0

Non- N.A.
factorable
III IV
 1. 2.
I II I II

x2 + 7x + 10 = 0 2x2 - 3x + 1 = 0

IV III IV
III
3. 4.
I II I II

x2 + 3x - 4 = 0 x2 + 2x + 1 = 0

IV III IV
III
5. 6.
I II I II

3x2 + 2x + 1 = 0 x2 - 3x - 1 = 0

IV III IV
III

After 10 minutes, the teacher asks one representative from each group to post the
answer of the group on the board.
Answer Key:
1. a = 1, b = 7, c = 10; b2 – 4ac = 9; factorable; (x +5)(x + 2)
2. a = 2, b = -3, c = 1; b2 – 4ac = 1; factorable; (x - 1)(2x - 1)
3. a = -1, b = -3, c = 4; b2 – 4ac = 25; factorable; (x + 4)(x - 1)
4. a = 1, b = 2, c = 1; b2 – 4ac = 0; factorable; (x + 1)2
5. a = 3, b = 2, c = 1; b2 – 4ac = -8; not factorable; N.A.
6. a = -1, b = 3, c = 1; b2 – 4ac = 13; not factorable; N.A.
The teacher asks the students the following guide questions:
1. Observe the values of b2 – 4ac when the expression is factorable. How do you identify
whether a quadratic equation can be factored by just looking at the value of b 2 – 4ac.
If the quadratic equation is factorable, its value of b2 – 4ac is a perfect square.

The teacher explains to the students that not all quadratic equations can be solved by
factoring or by extracting square roots. And each time we solve a quadratic equation by
B. Establishing a purpose for completing the square, we follow and repeat six or seven procedures. If you had a hard
the lesson time memorizing the procedures, then you can use the Quadratic formula. This formula is
derived by solving for x in the quadratic equation in standard form using the completing
the square.
The teacher presents the derivation of the Quadratic formula as presented on page 50 of
C. Presenting examples/
their Learner’s module.
instances of the new lesson
D. Discussing new concepts The teacher discusses with the students how to solve quadratic equations using the
and practicing new skills #1 quadratic formula as presented on pages 50-51 of the Learner’s module.
The teacher lets the students answer items 1 to 5 of Activity 5, which is found on page 52
of the Learner’s Module.
Answer Key:
1. x = -1 or x = -9
E. Discussing new concepts and 2. x = 7 or x = 5
practicing new skills #2 3. x = -7 or x = 2
4. No real roots
−7+ √ 65 −7− √65
5. x = or x =
2 2

F. Developing mastery (leads to The teacher lets the students answer the exercise orally.
formative assessment 3) A. Fill in the blanks to make the statement true. (10 points)
1. If a, b, and c are real numbers, and a ≠ 0, then the general quadratic equation is
_______________.

2. The formula x =
−b ± √b 2−4 ac is called the _____________.
2a
 −b ± √ b −4 ac can be read as ______ of b, plus ____ the ______ of
2
3. The expression
2a
b _______ minus 4 _____ a times c, all ______ 2a”.
4. To use the quadratic formula, we begin by writing the equation in ____________.
5. Although the quadratic formula can be used to solve x 2 – 3x = 0, the ________ method
is easier.
Answer Key:
1. ax2 + bx + c = 0
2. quadratic formula
3. negative; minus; square root; squared; times; divided
4. standard form
5. factoring

The teacher asks the students to answer the problem below with their group mates.
G. Finding practical applications
Grace constructed an open box with a square base out of 192 cm 2 material. The
of concepts and skills in daily
height of the box is 4 cm. What is the length of the side of the base of the box?
living
Answer: The length of a side of the base of the box is 8 cm.
The teacher summarizes the lesson by asking the students to answer the following
questions:
1. When is it practical to use the quadratic formula?
 When the given quadratic equation is not factorable
2. How do you solve quadratic equations by using the quadratic formula? Enumerate the
H. Making generalizations and steps on how to solve quadratic equations by completing the square.
abstractions about the lesson  Write the equation in standard form (zero on one side of the equation).
 List the numerical vales of the coefficients a, b, and c.
 Write the quadratic formula.
 Substitute the numerical values for a, b, and c in the quadratic formula.
 Simplify to get the exact solution.
 Check the solutions obtained against the original equation.
The teacher lets the students do the following activity individually.
Find the solutions of the following quadratic equations.
1. x2 – 8x – 9 = 0; Answer: x = -1 or x = 9
I. Evaluating Learning
−3+ √ 7 −3− √ 7
2. 2x2 + 6x + 1 = 0; Answer: x = or x =
2 2

J. Additional activities or
remediation

V. REMARKS

VI. REFLECTION

A. No. of learners who earned

80% of the evaluation
B. No. of learners who require
additional activities for
remediation who scored
below 80%
C. Did the remedial lesson
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
Worksheets:

Worksheet # 1

Directions: I II
a =1, b = 3, c 5
Group 1 will answer number 1, group 2 will answer number 2 and so on.
=1
In Lot I, identify a, b, and c of the given quadratic equation.
x2 + 3x + 1 = 0
In Lot II, evaluate b2 – 4ac.
In Lot III, classify the given trinomial as factorable or non factorable.
In Lot IV, give the factors of the quadratic trinomial. Write N.A. if it is not factorable. Non- N.A.
Refer to the example at the right. factorable
III IV
Group 1 Group 2

I II I II

x2 + 7x + 10 = 0 2x2 - 3x + 1 = 0

IV
III IV
III

Group 3 Group 4

I I II
II

x2 + 3x - 4 = 0 x2 + 2x + 1 = 0

IV
III IV
III

Group 5 Group 6

I
I II
II

3x2 + 2x + 1 = 0 x2 - 3x - 1 = 0

III III IV
IV

Oral Exercise:
Answer the exercise orally.

A. Fill in the blanks to make the statement true. (10 points)

1. If a, b, and c are real numbers, and a ≠ 0, then the general quadratic equation is _______________.

2. The formula x =
−b ± √ b 2−4 ac is called the _____________.
2a
−b ± √ b −4 ac can be read as ______ of b, plus ____ the ______ of b _______ minus 4 _____ a times c,
2
3. The expression
2a
all ______ 2a”.
4. To use the quadratic formula, we begin by writing the equation in ____________.
5. Although the quadratic formula can be used to solve x 2 – 3x = 0, the ________ method is easier.
Summative Assessment
Find the solutions of the following quadratic equations.

1. x2 – 8x – 9 = 0
2. 2x2 + 6x + 1 = 0