GRADES 9 School Grade Level 9

DAILY LESSON LOG

Teacher Learning Area MATHEMATICS
Teaching Dates and Time Quarter FIRST
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content Standards The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic equations.
2. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life problems involving quadratic
Standards equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
3. Learning Characterizes the roots of a Describes the relationship between Describes the relationship Solves equations transformable to
Competencies/ quadratic equation using the the coefficients and the roots of a between the coefficients and the quadratic equations (including
Objectives discriminant. quadratic equation. (M9AL-Ic-2) roots of a quadratic equation. rational algebraic equation).
(M9AL-Ic-1) (M9AL-Ic-2) (M9AL-Ic-d-1)
a. Describe the relationship between
a. Evaluate the expression given the coefficients and the roots of a. Describe the relationship a. Transform quadratic equation
the b2 – 4ac values of a, b, and c quadratic between the coefficients and the into standard form
b. Use the discriminant in b. Determine the sum of the roots of roots of quadratic b. Find the solutions of equations
characterizing the roots of quadratic equations transformable to quadratic
b. Determine the product of the
quadratic equations c. Value the knowledge as a means roots of quadratic equations equations
c. Appreciate the importance of of new understanding c. Show self-reliance and display
c. Appreciate the importance of
discriminant interests when working
quadratic equation in real-life
independently
situation
II. CONTENT Nature of Roots of Quadratic Sum of the Roots of Quadratic Product of the Roots of Equations Transformable to
Equation Equations Quadratic Equations Quadratic Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pp. 39-44 pp. 45-49 pp. 45-49 pp. 50-53
2. Learner’s Materials pp. 56-63 pp. 66-72 pp. 66-72 pp. 77-87
3. Textbook 21st Century Mathematics 21st Century Mathematics pp. 168- Intermediate Algebra
Our World of Math
pp. 168-172 172 pp. 58-60
pp. 21-25
Ju Se T. Ho et.al Ju Se T. Ho et.al Julieta G. Bernabe et.al.
 4. Additional http://www.purplemath.com/ http://www.athometuition.com/ http://www.athometuition.com/
Materials from moduleiquadraticform.htm QuadraticEquationFormula.ph QuadraticEquationFormula.ph
Learning
Resource (LR) http://www.algebrahelp.com/ http://www.math-help-ace.com/ http://www.math-help-ace.com/
portal lessons/equation/quadratic Quadratic-Equation-Solver.html Quadratic-Equation-Solver.html

B. Other Learning Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite Grade 9 LCTG by DepEd Cavite
Resources Mathematics 2016, Mathematics 2016, Mathematics 2016, Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and monitor activity sheets, laptop and monitor activity sheets, laptop and monitor
monitor
IV. PROCEDURES
A. Reviewing previous Preliminary Activity: Determine the roots of each Preliminary Activity:
lesson or presenting the 1. Evaluate the expression b2 – quadratic equation using any Showing different equations on the
new lesson Let’s Do Addition! method.
4ac given the following values of TV screen and letting each learner
Perform the indicated operation. 1. x2 + 7x + 12 = 0
a, b, and c. study the given equation.
1. a =1 , b = 5, c = 4 1. 7+15 =
2. a = 2, b = 1, c = -21 2. -9 + 14 = = ____ , = ____
1.
3. a = 4, b = 4, c = 1 3. -6 + (-17) =
2. 2x2 – 3x – 20 = 0 2. (x+1) (x – 2) = 12
4. a = 1, b = -2, c = -2
5. a = 9, b = 0, c = 16 3. x(x – 3) = 20
= ____ , = ____
4. + =
4.
Quadratic Sum of Product
Equation Roots of Roots
5.
5. + = x 2
+ 7x +
12 =0
2x2 – 3x –
20 = 0
B. Establishing a purpose 1. Where you able to find the 1. How did you determine the result 1. What do you observe about the 1. Which of the given equations
for the lesson expression b2 - 4ac given the of each operation? sum and product of the roots of are written in Standard Form?
values of a, b, and c? 2. What mathematics concepts and each quadratic equation in relation 2. How do you describe standard
2. What do you think is the principles did you apply to arrive at to the values a, b, c? form of equation?
importance of the expression b2 each result? 2. Do you think a quadratic
– 4ac in determining the nature 3. Compare your answers with equation can be determined given
of the roots of a quadratic those of your classmates. Did you its roots or solutions? Justify your
answer by giving 3 examples
equation? arrive at the same answers? If NOT,
explain why.
C. Presenting examples/ Examples: The sum of the roots of the The product of the roots of the Solving Quadratic Equations That
instances of the 1. x2 – 2x + 1 = 0 quadratic equation ax2 + bx + c = 0 quadratic equation are Not Written in Standard Form
lesson D = b2 – 4ac can be determined using the Example 1: Solve x(x – 5) = 36
coefficients a, b, and c. + bx + c = 0 can be
D = (-2)2 – 4(1)(1)
D=4–4 Remember that the roots of a determined using the coefficients
quadratic equation can be a, b, and c.
D=0
determined using the formula Remember that the roots of a
Therefore the roots are real,
quadratic equation can be Example 2: Find the roots of the
rational, and equal.
determined using the formula equation
2. 3x2 – x – 2 = 0
D = b2 – 4ac
D = (- 1)2 – 4(3)(-2) From the quadratic formula, let
D = 1 + 24 D = 25
Since D ˃ 0 and a perfect square
Therefore the roots are real,
rational, and unequal. and
3. x2 – 6x + 7 = 0 From the quadratic formula, let
D = b2 – 4ac D = (-6)2 – 4(1)(7)
D = 36 – 28
D = 8 Since be the
D ˃ 0 and not a perfect square. and
Therefore the roots are real, roots. (2x - 2)(x + 4) = 0
irrational and unequal. Example 1. Find the sum of the
4. x2 – 4x + 5 = 0 2x – 2 = 0 or x + 4 = 0
roots of + 8x – 10 = 0 X = 1 or x = -4
D = b – 4ac
2
be the
D = (-4)2 – 4(1(5) Sum of the roots =
D = 16 – 20 roots.
D=-4 Example 1. Find the sum of the
Since D ˂ 0 therefore the
roots are not real or roots of + 8x – 10 = 0
imaginary.
Product of the roots =
The sum of the roots of
+ 8x – 10 = 0 is - 4
Example 2. Use the values of a, b
and c in finding the roots of the
quadratic equation.
The values of a, b, and c in the The product of the roots of +
equation are 1, 7 and -18, 8x – 10 = 0 is -5
respectively. Use this value to find Example 2. Use the values of a, b
 the sum and the product of the roots and c in finding the roots of the
of the equation. quadratic equation.
Sum of the roots = The values of a, b, and c in the
equation are 1, 7 and -18,
respectively. Use this value to find
the sum and the product of the
roots of the equation.
Product of the roots =

The sum of the roots of + 7x –

18 = 0 is -7

The product of the roots of +

7x – 18 = 0 is -18
D. Discussing new concepts Using the values of a, b, and c, Direction: Determine the sum of the Direction: Determine the product View Me in Another Way!
and practicing new skills write the quadratic equation of the roots by using c/a Transform each of the following
#1 ax2+bx+c= 0. Then find the roots - 2x – 6 = 0 equations into a quadratic equation
roots by using .
of each resulting equation.
in the form .
= 10x – 36
- 2x – 3 = 0 1. x (x + 5)= 2
+ 2x – 5 = 0
1. a =1 ,b = 5, c = 4 2.
= 10x – 25 + 8x + 6 = 0
2. a = 2,b = 1,c =-21 3.
– 2x – 14 = 0.
+ 2x – 5 = 0
3. a = 4,b = 4, c = 1

4. a = 1,b = -2,c = -2 + 8x + 3 = 0
4.
5. a = 9, b = 0, c = 16 – 2x – 7 = 0

5.

E. Discussing new Follow-up Questions: Follow-up Questions: Follow-up Questions: Follow-up Questions:
concepts and
practicing new skills 1. Can we determine the nature 1. What is the relation between the 1. What is the relation between 1. How did you transform
#2 of the roots of a quadratic coefficients and the roots of the coefficients and the roots of each equation into a
 equation without solving the quadratic equation? quadratic equation? quadratic equation?
equation? 2. How can the sum of the roots be 2. How can the product of the 2. What mathematics
2. Can we identify whether the obtained? roots be obtained? concepts or principles did
3. How do you check your answer? you apply?
roots are real, rational, or
3. Did you find any difficulty
irrational, equal or unequal? in transforming each
3. When will the equation have equation into a quadratic
no real roots? equation? Explain.
F. Developing mastery Solve for the discriminant of the Direction: Find the sum of the roots. Direction: Find the product of the Solve and Find the roots of the
(Leads to Formative following quadratic equation and roots. following equations.
Assessment 3) determine the nature of the roots.
+ 4x + 3 = 0 1.
+ 4x + 9 = 0
1. + 5p – 3 = 0 + 12x – 18 = 0
+ 12x – 36 = 0
2. + 9r + 14 = 0 – 6x = 8 2. (x – 10)(x + 3) = 0
– 6x = 18 3. x(x + 12) = 10
3. + 5x + 10 = 0 – 3x = 0
– 16x = 0 4.
4. – 7x = 30 = 25
= 36
5. + 6x + 9 = 0
5. (x – 4)(x + 5) = 0
G. Finding practical Directions: Study the situation Answer the following problem. Read and understand the situation My understanding of Equations
applications of concepts below and answer the questions 1. Suppose the sum of the roots of a below to answer the questions Transformable into Quadratic!
and skills in daily living that follow. quadratic equation is given, do you that follow.
Lola Nidora asks Rogelio to think you can determine the Answer the following.
make a table which has an area equation? Justify your answer. 1. Lola Nidora is informed that his 1. In a water refilling station,
of 6m2. The length of the table 2. The sum of the roots of a bodyguard Rogelio owns a the time that a pipe takes
has to be 1 m longer the width. quadratic equation is -5. If one of rectangular lot. The perimeter of to fill a tank is 10 minutes
the roots is 7, how would you the lot is 90m and its area is 450 more than the time that
determine the equation? Write the m2. another pipe takes to fill
1. If the width of the table is p equation. the same tank. If the two
meters, what will be its length? a. What equation pipes are opened at the
2. Form a quadratic equation represents the same time, they can fill a
that represents the situation. perimeter of the lot? tank in 12 minute. How
3. Without actually computing b. How about the many minutes does each
for the roots, determine whether equation that pipe take to fill the tank?
the dimensions of the table are represents the area? 2. A flare is launched from a
rational numbers. Explain. c. How is the given situation life raft with an initial
4. Give the dimensions of the related to the sum velocity of 80 meters per
table. and the product of the second. How many
roots of quadratic seconds will it take for the
 equation? flare to return to the sea?
d. What quadratic equation
can be formed that
describes the problem?
e. What are the dimensions
of the rectangular lot?

2. The perimeter of a rectangular

bulletin board is
20ft. if the area of the board is
21ft. What are its length and
width?
H. Making generalizations If b2 –4ac = 0, the roots are real, Sum of the Roots of Quadratic Product of the Roots of Quadratic There are equations that are
and abstractions about rational and equal. Equation Equation transformable to quadratic
the lesson If b2 –4ac ˃ 0 and a perfect equations. These equations may
square, then the roots are real, be given in different forms. Hence,
rational and unequal. + the procedures in transforming
If b2 –4ac ˃ 0 and not a perfect these equations to quadratic
square, the roots are unequal equations may also be different.
and irrational. Once the equations are
If b2 –4ac ˂ 0 the roots are not transformed to quadratic
real or imaginary. ) equations, then they can be solved
using the different methods of
solving quadratic equations, such
as extracting square roots,
factoring, completing the square
and using the quadratic formula.
An extraneous root of an equation
can be derived from an original
equation. However, it is not a
solution of the original equation.
The sum of the roots of quadratic The sum of the roots of quadratic

equation is . equation is .

I. Evaluating learning “Where do you like to go in Using the values of a, b, and c, find Using the values of a, b, and c, Let’s Be True!
Cavite?” the sum of the following equations. find the product of the following
Find the solution set of the
equations.
Direction: Characterize the
 nature of the roots of the – 4x – 21 = 0 – 4x – 12 = 0 following.
following quadratic equations
1. x(x+3)=28
using the discriminant. Use the – 8x = 48 – 8x = 24
legend below. 2. 3s(s-2) = 12s
=1 = -6

–x+6=0 – x + 12 = 0

-8x + 1 = 0 -8x + 3 = 0 4. =65

Taal Volcano Water Camp

Kaybiang Tunnel Aguinaldo
Shrine
(real,rational,equal)
(real,rational,unequal)
(real,irrational, unequal) (not real,
imaginary)

1. + 9x + 20 =0

2. + 6x + 13 = 0

3. – 5x = - 4

4. – 2x – 5 = 0

5. + 8x + 16 = 0
J. Additional activities for Assignment: Assignment: Assignment: Assignment:
application or Follow-up
remediation Find the value of k in Study Determine the sum and the Study the steps in transforming
each quadratic equation in order 1. Product of Roots of Quadratic product of each equation. rational algebraic expressions into
to have: Equations quadratic equation.
Equal roots 1. = 3c

a. + 2x + 1 = 0 2. (x – 2 =9
b. + 4x + k = 0
3. – 9b = 0
2. Study the sum and product of
the roots of the 4. (n–7 =6
quadratic equation.
 a. How do you get the sum
and product of 5. 3(a + 7 + 4 = 49
quadratic equation?
b. Give the formula
V. REMARKS
VI. REFLECTION
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 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?