DAILY LESSON LOG OF M9AL-Ic-d-1 (Day 1)

School CANDUMAN NATIONAL Grade Level Grade 9

HIGH SCHOOL

Teacher JOEYNEIL F. DEMAPE Learning Area Mathematics

Teaching Date and Time Day-1 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 and competencies. These are
I. OBJECTIVES 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 The learner is able to investigate thoroughly mathematical relationships in various

Standards 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 problems involving quadratic equations and

rational algebraic equations.M9AL-Ie-1
C. Learning
Learning Objectives:
Competencies/
Objectives
1. Identify rational algebraic equations transformable to quadratic equations;
2. Solve and transform a rational equation to quadratic equations.
3. Display teamwork in doing the task.
II. CONTENT Quadratic Equations

III. LEARNING teacher’s guide, learner’s module,

RESOURCES
A. References

Pages 54-56
1. Teacher’s Guide
Pages 88-94
2. Learner’s Materials

3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES 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 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 The teacher asks the students: “How do you transform a rational algebraic
lesson or presenting equation into a quadratic equation?”
the new lesson
B. Establishing a The teacher lets the students realize that rational algebraic equation can be
purpose for the transformed into quadratic equation.
lesson
The teacher divides the students in groups of ten, do Activity 1(FIND MY
SOLUTIONS! ) numbers (1-5) and ACTIVITY 2 TRANSLATE INTO.. (1-2) found on
pages 88-89 of the Learner’s Module.

ANSWERS:

A.

C. Presenting examples/ 5
1. x=0∨x=
instances of the new 2
lesson 2. t=0∨t=8
−1
3. x=0∨x=
2
4. r =2∨r =−13
5. h=4∨h=10
B.
1.l 2−45l +350
2. w 2−32 w+240=0
The teacher discusses with the students the process of arriving at the answers of
D. Discussing new
each exercise in Activity 1. Furthermore, he/she asks the students about the
concepts and
practicing new skills mathematical skills used in transforming rational algebraic equation into quadratic
#1 equation.

E. Discussing new The teacher discusses and illustrates Activity 2 thoroughly about translating
concepts and Mathematical statement into Mathematical Equation.
practicing new skills
#2
F. Developing mastery The teacher gives another set of activities and let the groups answer the activities:
(leads to formative ACTIVITY NUMBER 1 FIND MY SOLUTIONS ! numbers 6-8 and number 3 ACTIVITY
assessment 3) NUMBER 2 TRANSLATE INTO...

ANSWERS

ACTIVITY 1

−4
6. m= ∨m=5
3
7. k =9∨k=−5
 −7
8. t=7∨t=
2

ACTIVITY NUMBER 2

3. x ( 2 x +3 )=160

G. Finding practical
applications of
concepts and skills in
daily living
The teacher summarizes the mathematical skills or principles that are needed to
transform rational algebraic equations into quadratic equations .

1. What are the steps in transforming rational algebraic equations into

quadratic equations?
2. How are you going to translate mathematical statement into equations?
H. Making
generalizations and
abstractions about Answers shall be drawn from the students.
the lesson
Possible responses:

1. Students’ answers may vary.

2. By knowing the formula of areas and perimeters and the pattern of
illustrating equations about work problems since most of the statement
presented are all about areas, perimeters and work problems.
I. Evaluating Learning The teacher lets the students answer individually the formative assessment.

A. Solve each of the following quadratic Equations.

9. 3 w 2−11 w=4

10 .4 u2 +4 u=15

B.Use a variable to represent the unknown quantity, then write an equation from
the given information.

4. The length of a tarpaulin is 3 ft. more than thrice its width and its area is 126 ft 2

5. Mario and Kenneth work in a car wash station. The time that Mario takes in
washing a car alone is 20 minutes less than the time that Kenneth takes in
washing the same car. If both of them work together in washing the car, it will
take them 90 minutes.

Answer Key:

A.
 −1
1. w=4∨w=
3
3 −5
2. u= ∨u=
2 2

B.

4 . x ( 2 x +3 ) =160

1 1 1
5. + =
x x−2 90

J. Additional activities
or remediation
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress. What
works? What else needs to be done to help the pupils/students learn? Identify what help your
VI. REFLECTION instructional supervisors can provide for you so when you meet them, you can ask them relevant
questions.

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

Prepared by:
Joeyneil F. Demape