GRADES 9 School Grade Level 9

DAILY LESSON LOG Teacher Learning Area MATHEMATICS

Teaching Dates and
Quarter FIRST
Time
Teaching Day and Time
Grade Level Section

Session 1 Session 2 Session 3 Session 4

I. OBJECTIVES
1. Content The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and
Standards rational algebraic equations.
2. Performance The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real-life
Standards problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them
using a variety of strategies.
3. Learning Characterizes the roots of Describes the relationship Describes the relationship Solves equations
Competencies/ a quadratic equation between the coefficients and between the coefficients transformable to quadratic
Objectives using the discriminant. the roots of a quadratic and the roots of a equations (including
(M9AL-Ic-1) equation. (M9AL-Ic-2) quadratic equation. rational algebraic
(M9AL-Ic-2) equation). (M9AL-Ic-d-1)
a. Evaluate the a. Describe the relationship
expression given the b2 – between the coefficients and a. Describe the a. Transform quadratic
4ac values of a, b, and c the roots of quadratic relationship between the equation into standard form
b. Determine the sum of the coefficients and the roots b. Find the solutions of
b. Use the discriminant in
roots of quadratic equations equations transformable to
characterizing the roots of quadratic
c. Value the knowledge as a quadratic equations
of quadratic equations b. Determine the product c. Show self-reliance and
means of new
c. Appreciate the of the roots of quadratic display interests when
understanding
importance of equations working independently
discriminant c. Appreciate the
importance of quadratic
 equation in real-life
situation
II. CONTENT Nature of Roots of Sum of the Roots of Product of the Roots of Equations Transformable
Quadratic Equation Quadratic Equations Quadratic Equations to 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 Intermediate Algebra

Our World of Math
pp. 168-172 pp. 168-172 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:// http:// http://
Materials www.purplemath.com/ www.athometuition.com/ www.athometuition.com/
from moduleiquadraticform.ht QuadraticEquationFormula. QuadraticEquationFormula
Learning m ph .ph
Resource
(LR) portal http:// http://www.math-help- http://www.math-help-
www.algebrahelp.com/ ace.com/Quadratic- ace.com/Quadratic-
lessons/equation/ Equation-Solver.html Equation-Solver.html
quadratic
B. Other Learning Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd Grade 9 LCTG by DepEd
Resources Cavite Mathematics Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
2016, activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
activity sheets, laptop monitor monitor monitor
and monitor
IV. PROCEDURES
A. Reviewing Preliminary Activity: Let’s Do Addition! Determine the roots of Preliminary Activity:
previous lesson or 1. Evaluate the Perform the indicated each quadratic equation Showing different
 presenting the new expression b2 – 4ac given using any method. equations on the TV
lesson the following values of a, 1. x2 + 7x + 12 = 0 screen and letting each
b, and c. learner study the given
= ____ ,
= ____ equation.
1. a =1 , b = 5, c = 4
2. a = 2, b = 1, c = -21 2. 2x2 – 3x – 20 = 0 1.
3. a = 4, b = 4, c = 1 operation.
4. a = 1, b = -2, c = -2 = ____ ,
1. 7+15 = = ____ 2. (x+1) (x – 2) = 12
5. a = 9, b = 0, c = 16 2. -9 + 14 = 3. x(x – 3) = 20
3. -6 + (-17) = Quadrati Sum Product
c of of 4.
Equation Roots Roots
4. + =
x2 + 7x +
5.
5. + = 12 =0
2x2 – 3x
– 20 = 0

B. Establishing a 1. Where you able to find 1. How did you determine 1. What do you observe 1. Which of the given
purpose for the the expression b2 - 4ac the result of each operation? about the sum and product equations are written in
lesson given the values of a, b, 2. What mathematics of the roots of each Standard Form?
and c? concepts and principles did quadratic equation in 2. How do you describe
2. What do you think is you apply to arrive at each relation to the values a, b, standard form of equation?
the importance of the result? c?
expression b2 – 4ac in 3. Compare your answers 2. Do you think a quadratic
determining the nature of with those of your equation can be
the roots of a quadratic classmates. Did you arrive determined given its roots
or solutions? Justify your
equation? at the same answers? If
answer by giving 3
NOT, explain why. examples
 C. Presenting Examples: The sum of the roots of the The product of the roots of Solving Quadratic
examples/ quadratic equation ax2 + bx the quadratic equation Equations That are Not
instances of the 1. x2 – 2x + 1 = 0 + c = 0 can be determined Written in Standard Form
+ bx + c = 0 can
lesson using the coefficients a, b, be determined using the
2
D = b – 4ac Example 1: Solve x(x – 5)
and c. coefficients a, b, and c.
Remember that the roots = 36
D = (-2)2 – 4(1)(1) Remember that the
of a quadratic equation can roots of a quadratic
be determined using the equation can be
D=4–4
formula determined using the
D=0 formula

Therefore the roots are

Example 2: Find the roots
real, rational, and equal.
of the equation
2. 3x2 – x – 2 = 0
From the quadratic formula,
D = b2 – 4ac
let
D = (- 1)2 – 4(3)(-2) From the quadratic
formula, let
D = 1 + 24 D = 25
and
Since D ˃ 0 and a perfect
square

Therefore the roots are and

real, rational, and be the
unequal. roots.
Example 1. Find the sum of
3. x2 – 6x + 7 = 0
the roots of + 8x – be
D = b2 – 4ac D = (-6)2 – 10 = 0 the roots.
4(1)(7)
Sum of the roots = Example 1. Find the sum (2x - 2)(x + 4) = 0
 D = 36 – 28 2x – 2 = 0 or x + 4 = 0
of the roots of +
D = 8 Since 8x – 10 = 0 X = 1 or x = -4

Product of the roots =

D ˃ 0 and not a perfect
square. The sum of the roots of
Therefore the roots are + 8x – 10 = 0 is - 4
Example 2. Use the values
real, irrational and
of a, b and c in finding the
unequal. roots of the quadratic The product of the roots of
equation. + 8x – 10 = 0 is -5
4. x2 – 4x + 5 = 0
The values of a, b, and c in
D = b2 – 4ac the equation are 1, 7 and - Example 2. Use the values
18, respectively. Use this of a, b and c in finding the
D = (-4)2 – 4(1(5) value to find the sum and roots of the quadratic
the product of the roots of equation.
D = 16 – 20 the equation.
The values of a, b, and c
D=-4 Sum of the roots = in the equation are 1, 7
and -18, respectively. Use
Since D ˂ 0 therefore this value to find the sum
the roots are not real and the product of the
or imaginary. 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 Using the values of a, b, Direction: Determine the Direction: Determine the View Me in Another Way!
concepts and and c, write the quadratic sum of the roots by using product of the roots by Transform each of the
practicing new equation ax2+bx+c= 0. using c/a following equations into a
skills #1 Then find the roots of - 2x – 6 = 0 quadratic equation in the
each resulting equation. . = 10x – 36 form
- 2x – 3 = 0 + 2x – 5 = 0 .
+ 8x + 6 = 0 1. x (x + 5)= 2
= 10x – 25
1. a =1 ,b = 5, c = 4 – 2x – 14 = 0. 2.
+ 2x – 5 = 0
2. a = 2,b = 1,c =-21
3.
+ 8x + 3 = 0
3. a = 4,b = 4, c = 1
– 2x – 7 = 0
4. a = 1,b = -2,c = -2 4.
5. a = 9, b = 0, c = 16

5.
 E. Discussing new Follow-up Questions: Follow-up Questions: Follow-up Questions: Follow-up Questions:
concepts and
practicing new 1. Can we determine the 1. What is the relation 1. What is the relation 1. How did you
skills nature of the roots of a between the coefficients and between the coefficients transform each
#2 the roots of quadratic and the roots of quadratic equation into a
quadratic equation
equation? equation? quadratic equation?
without solving the 2. How can the sum of the 2. How can the product of 2. What mathematics
equation? roots be obtained? the roots be obtained? concepts or
2. Can we identify 3. How do you check your principles did you
whether the roots are answer? apply?
real, rational, or irrational, 3. Did you find any
equal or unequal? difficulty in
transforming each
3. When will the equation
equation into a
have no real roots?
quadratic equation?
Explain.

F. Developing Solve for the discriminant Direction: Find the sum of Direction: Find the product Solve and Find the roots of
mastery of the following quadratic the roots. of the roots. the following equations.
(Leads to Formative equation and determine 1.
Assessment 3) the nature of the roots. + 4x + 3 = 0 + 4x + 9 = 0
+ 12x – 18 = 0 + 12x – 36 = 0
1. + 5p – 3 = 0 – 6x = 18
– 6x = 8 2. (x – 10)(x + 3) = 0
2. + 9r + 14 = 0
– 3x = 0 – 16x = 0 3. x(x + 12) = 10
3. + 5x + 10 = 0 = 36
= 25 4.
4. – 7x = 30
5. + 6x + 9 = 0
 5. (x – 4)(x + 5) = 0
G. Finding practical Directions: Study the Answer the following Read and understand the My understanding of
applications of situation below and problem. situation below to answer Equations Transformable
concepts and skills answer the questions that 1. Suppose the sum of the the questions that follow. into Quadratic!
in daily living follow. roots of a quadratic equation
Lola Nidora asks is given, do you think you 1. Lola Nidora is informed Answer the following.
Rogelio to make a table can determine the equation? that his bodyguard Rogelio 1. In a water refilling
which has an area of 6m2. Justify your answer. owns a rectangular lot. station, the time that
The length of the table 2. The sum of the roots of a The perimeter of the lot is a pipe takes to fill a
has to be 1 m longer the quadratic equation is -5. If 90m and its area is 450 tank is 10 minutes
width. one of the roots is 7, how m2. more than the time
would you determine the that another pipe
equation? Write the a. What equation takes to fill the same
1. If the width of the equation. represents the tank. If the two pipes
table is p meters, what perimeter of the lot? are opened at the
will be its length? b. How about the same time, they can
2. Form a quadratic equation that fill a tank in 12
equation that represents represents the area? minute. How many
the situation. c. How is the given minutes does each
3. Without actually situation related to pipe take to fill the
computing for the roots, the sum tank?
determine whether the and the product of 2. A flare is launched
dimensions of the table the roots of from a life raft with
are rational numbers. quadratic equation? an initial velocity of
Explain. d. What quadratic 80 meters per
4. Give the dimensions equation can be second. How many
of the table. formed that seconds will it take
describes the for the flare to return
problem? to the sea?
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 If b2 –4ac = 0, the roots Sum of the Roots of Product of the Roots of There are equations that
generalizations are real, rational and Quadratic Equation Quadratic Equation are transformable to
and abstractions equal. quadratic equations. These
about the lesson If b2 –4ac ˃ 0 and a equations may be given in
perfect square, then the different forms. Hence, the
roots are real, rational procedures in transforming
and unequal. these equations to
If b2 –4ac ˃ 0 and not a quadratic equations may
perfect square, the roots also be different. Once the
are unequal and equations are transformed
irrational. + to quadratic equations,
If b2 –4ac ˂ 0 the roots are then they can be solved
not real or imaginary. ) 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 The sum of the roots of

quadratic equation is . quadratic equation is .

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

for application or
 remediation Follow-up Study Determine the sum and Study the steps in
Find the value of 1. Product of Roots of the product of each transforming rational
k in each quadratic Quadratic Equations equation. algebraic expressions into
equation in order to have: 1. = 3c quadratic equation.
Equal roots
2. (x – 2 =9
a. + 2x + 1 =
0 3. – 9b = 0
b. + 4x + k = 4. (n–7 =6
0 5. 3(a + 7 +4=
2. Study the sum and 49
product of the roots of the
quadratic equation.
a. How do you get the
sum and product of
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?