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Daily Lesson Log School Dela Paz National High School Grade Level Teacher Mark A. Soliva Learning Area

The document contains a daily lesson log for a mathematics class covering quadratic equations, inequalities, functions, and rational algebraic equations over the course of one week. The objectives are to demonstrate understanding of key concepts and investigate mathematical relationships. On Monday, learners will model real-life situations using quadratic functions and represent functions using graphs, tables, and equations. On Tuesday, learners will represent quadratic functions using graphs, tables, and equations. The remaining days focus on graphing quadratic functions and determining their properties from the graph. Various online and printed resources will be used during the asynchronous lessons.

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Mark A. Soliva
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0% found this document useful (0 votes)
44 views5 pages

Daily Lesson Log School Dela Paz National High School Grade Level Teacher Mark A. Soliva Learning Area

The document contains a daily lesson log for a mathematics class covering quadratic equations, inequalities, functions, and rational algebraic equations over the course of one week. The objectives are to demonstrate understanding of key concepts and investigate mathematical relationships. On Monday, learners will model real-life situations using quadratic functions and represent functions using graphs, tables, and equations. On Tuesday, learners will represent quadratic functions using graphs, tables, and equations. The remaining days focus on graphing quadratic functions and determining their properties from the graph. Various online and printed resources will be used during the asynchronous lessons.

Uploaded by

Mark A. Soliva
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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School Dela Paz National High School Grade Level Grade 9

DAILY LESSON LOG Teacher MARK A. SOLIVA Learning Area Mathematics 9


October 26-30,2020
(8:00 am - 10:00 am)
Teaching Dates and Time (10:00 am - 12:00 nn) Quarter Quarter I
(1:00 pm - 3:00 pm)
(3:00 pm - 5:00 pm)
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
A. Content The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
Standards
B. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic equations, inequalities and functions, and
Standards rational algebraic equations and solve them using a variety of strategies.
At the end of the lesson, the learners are expected to:
Model real life situations using quadratic Represent quadratic function using Graphs a quadratic function and Graphs a quadratic function and
C. Learning functions and represent a quadratic table of values and equation determine the following: (a) determine the following: (a)
Competencies function using graph domain; (b) range; (c) intercepts; domain; (b) range; (c) intercepts;
/ Objectives (d) axis of symmetry; (e) vertex; (f) (d) axis of symmetry; (e) vertex;
direction of the opening of the (f) direction of the opening of the
parabola parabola
D. Most Essential Model real life situations using quadratic Represents a quadratic function
Learning functions using: (a) table of values; (b) graph;
Competencies (c) equation
Represents a quadratic function using: (a) Graphs a quadratic function Graphs a quadratic function
(MELC)
(if applicable write table of values; (b) graph; (c) equation
the indicated MELC)
E. Enabling Graphs a quadratic function and Graphs a quadratic function and
Competencies determine the following: (e) vertex; determine the following: (e)
(if available, write
the
(f) direction of the opening of the vertex; (f) direction of the
attached enabling parabola opening of the parabola
competencies)
F. Enrichment
Competencies
(if available, write
the attached enrichment
competencies)
II. CONTENT Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra Patterns and Algebra
III. LEARNING
RESOURCES
A. References
a. Teacher’s PVOT BOW 4A pp. 155-156 PVOT BOW 4A pp. 155-156 MELC Mathematics G9 p. 192 MELC Mathematics G9 p. 192 MELC Mathematics G9 p. 192
Guide Pages PIVOT BOW in Math 9 p. 153 PIVOT BOW in Math 9 p. 153 PIVOT BOW in Math 9 p. 153
b. Learner’s Learners Material, pp. 122 - 139 Learners Material, p. 122 - 139
Material
PVOT 4A Learner’s Material pp. 26-29 Learners Material, p. 140 - 145 Learners Material, p. 140 - 145 Learners Material, p. 145
Pages
c. Textbook Integrative Mathematics through Integrative Mathematics through
Pages Experiential Approach pp.3-5 Experiential Approach pp.3-5
d. Additional https://www.youtube.com/watch? https://www.youtube.com/watch
Materials
v=Cn1aFaxRyeU ?v=Cn1aFaxRyeU
from
Learning
Resources
B. List of Learning PPT videos, smart phones, internet PPT videos, smart phones, internet
Resources for PPT videos, smart phones, internet PPT videos, smart phones, internet PPT videos, smart phones, internet
access (Facebook & Youtube), and google access (Facebook & Youtube), and
Development and access (Facebook & Youtube), and access (Facebook & Youtube), and access (Facebook & Youtube), and
Engagement meet access google meet access google meet access google meet access google meet access
Activities

IV. PROCEDURES
What I need to know? What I need to know? What I need to know? What I need to know? What I need to know?
-The learners will be oriented about what they need -The learners will be oriented about what -The learners will be oriented about what -The learners will be oriented about what -The learners will be reminded of what
to do and must not do during the online session. they need to do and must not do during they need to do and must not do during they need to do and must not do during they need to do and must not do
- The objectives of the will be introducing to the the online session. the online session. the online session. during the online evaluation.
learners to guide them to the aim the learning goal. - The objectives of the will be introducing to The objectives of the will be introduce to The objectives of the will be introduce to
the learners to guide them to the aim the the learners to guide them to the aim the the learners to guide them to the aim the
learning goal. learning goal.. learning goal..

What’s new? What’s new? What’s new? What’s new?

A. Introduction

Guide Questions:
1. Which are the quadratic function?
2. How did you determine the quadratic
function given an equation?

B. Development What I Know? What I Know? What I Know? What I Know?


The students will give their own example of real-life What I Know? Given the table last Monday graph the Given the table last Monday graph the
situation of quadratic functions. quadratic function and determine the vertex quadratic function and determine the
. and the direction of the opening of parabola vertex and the direction of the opening of
(upward or downward) parabola (upward or downward)
. .
What’s in? What’s in? What’s in? What’s in?
1. Which are the quadratic function? Using the above activity, the learners will be Using the above activity, the learners will
Guide Questions 2. How did you determine the quadratic asked on how do they determine the vertex be asked on how do they determine the
1. How you able to determine if the given situation function from the given? and the direction of the opening of parabola vertex and the direction of the opening of
showed quadratic function? (upward or downward)? parabola (upward or downward)?
2. Does your answer shows quadratic function?

What is it? What is it? What is it? What is it?


The concepts of quadratic function is very useful The teacher will discuss the idea how The teacher will discuss the idea
in our life if you know further about it. You can QUADRATIC FUNCTION can be described could the students graph the quadratic how could the students graph the
solve different problems that involves quadratic by equations of the form function and how to determine the vertex quadratic function and how to determine
function in real-life situations such as building y = ax2 + bx + c, where, a, b, and c are real and the direction of the opening of the vertex and the direction of the
structures, computing the maximum height or numbers and a ≠ 0. The highest power of parabola. opening of parabola.
minimum point of an object my reach, analyzing the the independent variable x is 2. Thus, the Vertex – the turning point of the Vertex – the turning point of the
movement of an object, and etc. equation of a quadratic function is of degree parabola or the lowest or the highest point parabola or the lowest or the highest
2. of the parabola. point of the parabola.
Here are some examples of situations that Direction of opening of the parabola – Direction of opening of the
models quadratic functions in real-life situations. if a > 0, the parabola opens upward; if a < 0, parabola – if a > 0, the parabola opens
It can be present as equation, with a
1. Targets an object in upward direction the parabola opens downward. upward; if a < 0, the parabola opens
highest degree of two; graph, if it shows
2. Throwing an object downward downward.
parabola and table, if the given is a table the
3. Shooting ball vertically upward first difference of the x values are same,
4. Minimum point submarine to submerge while for y values the second difference
5. Launching rocket to its maximum point must be the same.

The graph of a quadratic function is called


parabola. Given an equation it, can be plot on
Cartesian plane determining the values of y or f(x),
with the assuming values of x’s.

C. Engagement What’s more? What’s more?


Graph the given table below. The students will determine which
1. of the
x -3 -2 -1 0 1 2 following is quadratic function of
y 7 2 -1 -2 -1 7
not.
1. answer: NQF What’s more? What’s more?
Given the graph, identify the vertex and Given the graph, identify the vertex and
x -1 0 1 2 3 dierction of opening of the parabola. dierction of opening of the parabola.
y 14 4 2 4 10
2. answer: QF
x -1 0 1 2 3 4
y 0 -1 0 3 8 15
3. answer: QF
x -3 -2 -1 0 1 2
y -1 -3 -3 -1 3 9

What I can do? What I can do? What I can do? What I can do?
The students determine the values of
A. State whether each of the The learners will be asked to give a The learners will be asked to give a
f(x), then graph. quadratic equation and identify the vertex quadratic equation and identify the vertex
f(x) = x² +6x +8 following equations represents a
and direction of opening of the parabola. and direction of opening of the parabola.
quadratic function or not. They’ll be asked to submit their outputs They’ll be asked to submit their outputs
x -3 -2 -1 1 2 3
1. f(x) = 5x² + 2x -1 online and compile it in their portfolio. online and compile it in their portfolio.
f(x) -1 0 3 15 24 35 6. x + y= 3
2. 3x² + 2x - 1 = 0
7. f(x) = 3x² -4x
+8
3. y = -x² - x +1
8. y = 2 x 3 + x - 5
4. y= 3 x 5 -12
9. y = -x² -x +1
5. 3x² -12 = y
10. y = x² + 2x - 8

What other enrichment activities can I engage in? What other enrichment activities What other enrichment activities can I What other enrichment activities can I
The learners will be asked to watch a engage in? engage in?
can I engage? (Additional
video about Activities) The learners will be asked to watch The learners will be asked to
https://www.youtube.com a video about “Graphs a quadratic watch a video about “Graphs a
/watch?v=nh3_IGxHA5A function and determine the vertex quadratic function and determine
https://www.youtube.com
and direction of the opening of the vertex and direction of the
/watch?v=nh3_IGxHA5A
parabola”. opening of parabola”.
https://www.youtube.com/watch? https://www.youtube.com/watch?
v=Cn1aFaxRyeU v=Cn1aFaxRyeU

Assimilation What I have learned? What I have learned? What I have learned? What I have learned?
Guide Questions: Guide Questions: Guide Questions: Guide Questions:
1. What have you learned in today’s lesson? 1. What have you learned in today’s lesson? 1. How will you define vertex and opening 1. How will you define vertex and
2. How will you describe a quadratic function? 2. How will you determine if the given table of parabola in your own words? opening of parabola in your own words?
3. What is the importance of a quadratic function? is quadratic function? 2. Can you give one example on how you 2. Can you give one example on how you
4. In which situation have you already applied or 3. What is the importance of a quadratic apply vertex and opening of parabola in real apply vertex and opening of parabola in
experience the idea of the lesson? (Give one function? life? real life?
example) 4. In which particular situation have you
already applied or experience the idea of
the lesson (Give one example)

What I can do? What I can do? What I can do? What I can do?
I. Which of the following graph showed quadratic I. Write 1 equation that is quadratic Given the table of values, graph and Given the table of values, graph and
function? function and one that is not quadratic determine the vertex and direction of the determine the vertex and direction of the
1. 2. function. (No. 1 to 2) opening of parabola. opening of parabola.
II. Determine which of the following is
quadratic function.
3. y = (x + 3)² +9
4. 3x² -8 = 0
5. 3x+ y= 11
III.. Given the table below determine
whether the table is quadratic or not.
3. 4. 1. answer: QF
x -2 -1 0 1 2
y -10 -1 4 5 2
2. answer: QF
x -2 -1 0 1 2
5. y -11 -2 1 -2 -11
3. answer: Not quadratic function
X -1 0 2 5
y 0 5 9 0

II. Give one example of real life situation that


would show a quadratic function.

The learners will write in their notebook, The learners will write in their The learners will write in their The learners will write in their The learners will write in their
V. REFLECTION journal or portfolio their personal insights notebook, journal or portfolio their notebook, journal or portfolio their notebook, journal or portfolio notebook, journal or portfolio
(Reflection on the about the lesson. personal insights about the lesson. personal insights about the lesson. their personal insights about the their personal insights about
type of lesson. the lesson.
formative I understand that ___________ I understand that ___________ I understand that ___________
assessment used for I realize that _______________ I realize that _______________ I realize that _______________ I understand that _____________ I understand that
this particular I realize that _________________ _____________
exemplar) I realize that
_________________

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