GRADE9 School Mabalor-Catandala Integrated School Grade Level 9

DAILY LESSON LOG

Teacher Nicole L. Tanyag Learning Area MATH
Monday, Wednesday-Friday / 8:20-9:20 am
Teaching Dates and Time Quarter FIRST
SEPTEMBER 18-22, 2023

MONDAYW WEDNESDAY THURSDAY FRIDAY

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
Standards problems involving quadratic equations, inequalities and functions, and rational algebraic equations and solve them
using a variety of strategies.
3. Most Essential Solves equations
Learning transformable to quadratic Solve problems involving Solve problems involving quadratic equations and rational
Competency equations (including quadratic equations and
algebraic equations. (M9AL-Ie-1)
rational algebraic equation). rational algebraic equations.
(M9AL-Ic-d-1) (M9AL-Ie-1

4. Learning
Competencies/ a. Transform rational a. Translate mathematical a. Analyze and solve a a. Analyze and solve a
Objectives algebraic expression into statements into algebraic variety of word problems in variety of word problems in
quadratic equations equations rational algebraic equations rational algebraic equations
b. Find the solutions of b. Analyze and solve a variety b. Synthesize all the b. Appreciate the importance
equations transformable to of word problems involving mathematical presentation of solving problem with
quadratic equations quadratic equations of problems
rational algebraic equation in
including rational algebraic c. Realize the role of c. Realize the role of
real-life situation
expression systematic planning in solving systematic planning in
c. Appreciate the problems solving problems
importance of rational
algebraic expressions in
real-life situation
II. CONTENT Equations Transformable Solving Problems Involving Solving Problems Solving Problems
 Involving Quadratic Involving Quadratic
to Quadratic Equations Quadratic Equations Equations Equations
III. LEARNING
RESOURCES
A. References
1. Teacher’s
Guide pp. 50-53 pp. 54-57 pp. 54-57 pp. 54-57

2. Learner’s
Materials pp. 77-87 pp. 88-95 pp. 88-95 pp. 88-95

3. Textbook Intermediate Algebra Intermediate Algebra Intermediate Algebra Intermediate Algebra

pp. 58-60 pp. 61-65 pp. 95-101 pp. 95-101
Julieta G. Bernabe et.al. Julieta G. Bernabe et.al. Julieta G. Bernabe et.al. Julieta G. Bernabe et.al.
4. Additional
Materials from
Learning
Resource (LR)
portal
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 2016, Cavite Mathematics 2016, Cavite Mathematics 2016, Cavite Mathematics 2016,
activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and activity sheets, laptop and
monitor monitor monitor monitor
IV. PROCEDURES
A. Reviewing previous Find the LCM of the Translate the verbal phrases Study the situation below. Review:
lesson or presenting following expressions: into algebraic expressions. The sum of two numbers is Analyze, study and solve the
the new lesson a. The ratio of x and 4. 36. Describe the following given problem.
b. 3 less than thrice a number representations:
1. c. The sum of twice a number _________1. Let x be the
1. Coco Martin has a
vacant lot in his
and 8 _________2. 36–x be the
backyard. He wants to
 d. The ratio of a number x and ________ 3. x(36-x) be the make as many
six increased by two rectangular gardens
2.
e. A certain number decreased as possible such that
by two the length of each
garden is 3m longer
3. than its width. He also
wants the length of
the garden with the
smallest area to be
4m.

B. Establishing a 1. How did you find the 1. What words serve as clues to Cite an example or situation 1. Illustrate the different
purpose for the LCM of the following what operation symbol is to be in real life where the concept rectangular gardens
lesson expressions? used? of the quadratic equation that Coco Martin could
2. What mathematics 2. What must be considered in and rational algebraic make.
concepts or principles did translating verbal phrases to equation is applied. 2. What are the
you apply? dimensions of the
mathematical phrases and vice
3. Did you find any
versa? different gardens that
difficulty in performing
Coco Martin wants to
the task? 3. In translating a verbal phrase
make?
to an algebraic expression, a
3. What is the area of
single word can make a
difference. Thus, every word in each garden in item 2?
the statement must be 4. What is the area of the
interpreted correctly. In what smallest garden that
way does it affect our dealings Coco Martin can
make? How about the
with others?
area of the largest
garden? Explain your
answer.
C. Presenting Example 1: Solve the Example 1: if the square of aExample. A tank fitted with Example. The denominator
 examples/ rational Algebraic number is added to 3 times, the two pipes is to be filled with of a fraction is 4 more than
instances of the sum is 108. Find the number. water. One pipe can fill it in the numerator. If both the
lesson equation Solution: Let x be the number 15 hours. After it has been numerator and the
open for 3 hours, the second denominator of the fraction
pipe is opened and the tank are increased by 1, the
a. Multiply both sides
is filled in 4 hours more.
of the equation by
(x +12) (x – 9) = 0 How long would it take the resulting fraction equals .
the LCM of all
denominators. In x + 12 =0 x – 9 = 0 second pipe alone to fill the Find the fraction.
x = -12 x=9 tank?
the given
Analysis:
equation, the LCM Example 2. The speed at which
water travels in a pipe can be Let x be the time in hours for
is 4x. Let x, the numerator of the
measured by directing the flow the second pipe alone to fill
fraction
through an elbow and the tank.
measuring the height its spurts Then: Rate x Time = Part Then, x + 4 is the
out on the top. If the elbow Filled denominator.
height is 10cm, the equation Rate x Part Increasing both of these
relating the height of the water Time Filled expressions by 1, the
b. Write the resulting
above the elbow (in cm) and its
quadratic equation velocity v (in cm/sec) is given by First 7 resulting equation is
in standard form. Pipe
(h + 10). Find v if h =
2cm. Second 4
Solution: substitute the Pipe
c. Find the roots of
value of h in the formula:
the resulting Solution:
equation using
Solution: The LCD is (x + 5)(2).
any of the
methods of Multiplying both sides by the
= 1960 (12) LCD
solving quadratic = 23520
equations. Try
factoring in finding
the roots of the
 equation. = 153.36 cm/sec.

x – 3 = 0 or x – 8 = 0 8x = 60 2 (x +1) = x + 5
x = 3 or x = 8 2x + 2 = x + 5
x=3

The second pipe alone can

the fraction is
fill the tank in hours. The

product of the roots of +

7x – 18 = 0 is -18
D. Discussing new Solve the following. What are my Dimensions? Solve the following. Analyze and solve the
concepts and Use the situation below to 1. What positive number following problem.
practicing new skills answer the questions that exceeds 3 times its 1. The perimeter of a
follow. reciprocal by 2? rectangular swimming
1. Representation: Let x
The length of a rectangular floor pool is 86m and its
be the number and its
is 5m longer than its width. The reciprocal. area is 450m2. What is
area of the floor is 2. The length of a the length of the
2. . rectangle is 7 inches swimming pool? How
Questions: more than its width, about its width?
1. What expression its area is 228 square Explain how you
represents the width of inches. What are the arrived at your
3. dimensions of the
the floor? How about the answer.
rectangle?
expressions represent its Representation: Let x 2. The length of a
width? be the width of the rectangular parking lot
2. Formulate an equation rectangle and x+7 is 36m longer than its
relating the width, length be the length width. The area of the
3. Mrs. Cesa can finish
 and the area of the floor. checking 40 item test parking lot is 5,152m2.
Explain how you arrived ahead of Mrs. What equation
at the mathematical Saburao by 1 min. represents the area of
Together they can
sentence. the parking lot?
finish 27 papers in 1
3. How would you describe
hour. How long does
the equation that you it take each to finish
formulated? checking one paper?
4. What is the width of the Representation: Let x
floor? How about its be the time it takes
length? for Mrs. Cesa to finish
5. How did you find the checking a 40-item
length and width of the test paper. x + 1 be
floor? the time it takes for
Mrs. Saburao to finish
checking a 40-item
test paper.
E. Discussing new Use the situation below to In word problems, what we Use the situation below to
concepts and Solve this equation: answer the questions that need is to set a certain answer the questions that
practicing new skills follow. quadratic equation related to follow.
#2 the condition of the problem.
The length of rectangular board To facilitate the formulation A projectile that is fired
is 36 inches longer than its of the quadratic equation, as vertically into the air with an
width. The area of the board is well as the solution, we need initial velocity of 120ft. per
a. Multiply both 576 square inches. to draw a rough diagram for
second can be modeled by
sides of equation the equation s = 120t – 16t2.
the condition of the problem.
by 2x(x+3) to get Questions: In some problems, a root
In the equation, s is the
the quadratic 1. What expression represents distance in feet of the
the width of the board? How derived may be discarded. projectile above the ground
equation What do you think are the
about the expression that after t seconds.
b. Solve for x reasons why? Explain.
represents its length?
using any method. 2. Formulate an equation (Examples 1 – 3) 1. How long will it take
relating the width, length for a projectile to
and the area of the board. reach 216 feet?
 Explain how you arrived at 2. Is it possible for the
the mathematical sentence. projectile to reach 900
3. How would you describe the feet? Justify your
equation that you answer.
formulated?
4. Using the equation, how will
you determine the length
and width of the board?
5. What is the width of the
board? How about its
length?
6. How did you find the length
and width of the boar
F. Developing mastery View Me in Another Way! Let each student get the area of Let Me Try! Let each student get the
(Leads to Formative the front page cover of their area of the blackboard
Transform each of the Solve the following.
Assessment 3) Math Learners Manual book. Represent the width of the
following equations into a Represent the width of the book 1.Find the two consecutive board by x and then find the
quadratic equation in the by x and then find the even integers if one – third expression that represents
form expression that represents its of the smaller one is equal to its length. Formulate an
length. Formulate an equation one – fourt of the larger one. equation relating the width,
. relating the width, length and the 2. the ten di of a two – digit length and the area of the
area of the book. Explain how number is one more than the board. Explain how you
you arrived at the mathematical units’ digit. If the number is arrived at the mathematical
sentence. Use cm as a unit of divide by the sumof the sentence. Use m as a unit of
measurement. digits, the quotient is equal measurement.
1. to seven.what is the
number?

2.

3.
 4.

5.

G. Finding practical What is the agricultural Use a variable to represent the Make a design or sketch Play the role of….
applications of product that is usually unknown quantity, and then plan of a table than can be By Group:
concepts and skills in known as source of write an equation from the given Cite and role play a situation
daily living income of Ibaeño? information. Explain how you made out of in real – life situation where
arrived at your answer. (Group plywood and 2” x 3” x 8’ the concept of quadratic and
Solve the following students into 5 and let them wood. Using the design or rational algebraic equation is
equations. Copy the work on these for 20 min) sketch plan, formulate applied. Formulate and solve
letter corresponding to Group 1 – Find the area and problems that involve problems out of these
each equation and write perimeter of one rectangular quadratic equations, then situations.
it above the pathway in your school campus. solve in as many ways as
corresponding answer in Group 2 – Find the length of possible.
the boxes below that fencing materials needed to
contain the answer code. enclose a rectangular lot of
administration building in your
school campus.
Group 3 – Find the area and
perimeter of any rectangular
garden in your school campus.
Group 4 – Find the area and
perimeter of the tarpaulin
needed that will fit to the wall of
the stage in your school
campus.
Group 5 – Number of hollow
blocks (5” x 4”) needed to
 concretize the 3 walls of your
school campus Pavilion
including the 2 layered hollow
blocks below the ground.

H. Making STEPS IN There are conditions in a given There are conditions in a There are many types of
generalizations and TRANSFORMING problem which when translated given problem which when applied problems involving
abstractions about RATIONAL ALGEBRAIC to the equation form in one translated to the equation rational equation. Success in
the lesson EXPRESSION INTO variable lead to a quadratic form in one variable lead to solving them depends upon:
QUADRATIC equation and two answers are a quadratic equation and 1. Correct analysis of the
EQUATION obtained. In some problems, a two answers are obtained. In problem
set of answers can be some problems, a set of 2. Proper labeling of the
 Multiply both sides
discarded. For instance, answers can be discarded. variable(s)
of the equation by negative dimensions of For instance, negative 3. Accurate statement of
the LCM of all rectangles and the negative time dimensions of rectangles the mathematical
denominators. In are disregarded. and the negative time are sentence
the given disregarded. 4. Systematic derivation
equation. of the truth set, and
 Write the resulting 5. Proper translation into
the solution set
quadratic equation
in standard form.

 Find the roots of

the resulting
equation using
 any of the
methods of
solving quadratic
equations. Try
factoring in finding
the roots of the
equation.
I. Evaluating learning Find those missing! Solve the following problems Solve the following
involving rational algebraic problems.
Solve the following problems equation. 1. If an amount of
involving quadratic equations 1. The denominator of a money P in pesos is
1. A rectangular garden has fraction is 4 more invested at r percent
2
an area of 84m and a than the numerator. If compounded
perimeter of 38m. Find its both the numerator annually, it will grow
length and width. and the denominator to an amount
2. A car travels 20 kph of the fraction are A= P (l + r)2 in two
faster than a truck. The increased by 1, the years. Suppose Vice
car covers 350km in two resulting fraction Ganda wants his
hours less than the time it equals to ½. Find the money amounting to
takes the truck to travel fraction. Php200,000 to grow
the same distance. What 2. The fifth, fifteen and to Php228, 980 in two
is the speed of the car? fiftieth parts of a years. At what rate
How about the truck? number must he invested his
3. Filomena Resort rented a together make43. money?
certain number of Find the number. 2. Kathryn can type a
function rooms for Php 3. The smaller of two report in five hours
28, 800 when the price numbers is two – while Liza can finish
was reduced by Php 20 thirds of the larger, the same report in
per room, 6 more rooms and the sum of their four hours. If both
were rented. How many reciprocal is 1/6. girls work on the
function rooms were What are the report together, how
rented? numbers? long will it take to
finish it?
 J. Additional activities Assignment: Assignment: Assignment: Assignment:
for application or
remediation Solve: Answer the problem below. Make a design or sketch Make a research about
Two joggers leave the plan of a picture frame that quadratic inequalities.
starting point of a circular An amusement park wants can be made out of 6” x 12”
course at the same time. to place a new rectangular cardboard. Using the design
One jogger completes billboard to inform visitors of or sketch plan, formulate
one round in 6 minutes, their new attractions. problems that involve
and the second jogger Suppose the length of the quadratic equations, then
finishes in 8 minutes. billboard to be placed is 4m solve in as many ways as
After how many minutes longer than its width and the possible.
will they meet again at area is 96m2. What will be
the starting place, the length and the width of
assuming that they the billboard?
continue to run at the
same pace?

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?

Prepared by:

NICOLE L. TANYAG
Teacher I
Checked by:

MA. VERONICA C. ROXAS

Principal II