School STA.

MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9

RADE 1 to 12 Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
DAILY LESSON LOG Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 12:30 – 1:30, Quarter FIRST

MONDAY (June 3) TUESDAY (June 4) WEDNESDAY (June 5) THURSDAY (June 6) FRIDAY (June 7)
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
I. OBJECTIVES competencies. These are 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B. Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C. Learning Competency/Objectives Illustrate Quadratic Equations Illustrate Quadratic Equations Solve Quadratic Equations by
Write the LC code for each. (M9AL-Ia-1) (M9AL-Ia-1) Extracting the Square Root
(M9AL-Ib-1)
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Quadratic Equations Quadratic Equations Solve quadratic Equations by Extracting
the Square Root
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp. 14 – 18 pp. 14 – 18 pp. 19 – 23
3. Textbook pages pp. 11 – 17 pp. 11 – 17 E-Math pp 19-26
4. Additional Materials from Visual Aids Visual Aids Visual Aids
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their 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. Reviewing previous lesson or Linear Equations Linear Equations What is Quadratic Equations?
presenting the new lesson
B. Establishing a purpose for the Find the indicated product: Find the indicated product: Find my roots:
lesson 1.3(x2 + 7) 1.3(x2 + 7) 1.√16
2.2s(s – 4) 2.2s(s – 4) 2.-√25
3.(w + 4)(w+3) 3.(w + 4)(w+3) 3.√49
4.√64
4. (x + 9) (x – 3) 4. (x + 9) (x – 3)
5.√21
5. (a + 5)2 5. (a + 5)2 How to find each square root?
How to find the product? How to find the product? How many square root does a
Describe the product obtained? Describe the product obtained? number have?
C. Presenting examples/Instances of the new Describe the given equations. Describe the given equations. Solve each equations.
lesson x2 – 5x + 3 = 0 3x(x – 2) = 0 x2 – 5x + 3 = 0 3x(x – 2) = 0 1.x + 7 = 12
2x2 + x – 3= 0 16x2 – 9 = 0 2x2 + x – 3= 0 16x2 – 9 = 0 2.t -4 = 10
3.2s = 16
How did you solve each equations?

D. Discussing new concepts and What is Quadratic Equations? What is Quadratic Equations? X2 = 36 g2 – 64 = 0
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 practicing new skills # 1 What is the standard form of What is the standard form of 2s2 = 98
Quadratic Equations? Quadratic Equations? Describe and compare the given
equations.
Solve each equations.
E. Discussing new concepts and practicing 3x(x – 2): Write in standard form and 3x(x – 2): Write in standard form and
new skills # 2 find the value of a, b and c. find the value of a, b and c.
F. Developing mastery Identify which of the following are Identify which of the following are Solve the following equations using the
(leads to Formative Assessment quadratic equation and which are quadratic equation and which are extracting the square root.
not. not. 1.x2 = 16
3) 2.k2 – 81 = 0
1.x2 – 5x + 10 = 0 1.x2 – 5x + 10 = 0
3.x2 – 144 = 0
2. 2r2 – 7r = 12 2. 2r2 – 7r = 12 4.2c2 = 50
3. 6 – 2x = 3x2 3. 6 – 2x = 3x2 5.4x2 – 225 = 0
4. 12 – 4x = 0 4. 12 – 4x = 0
5. 3x(x -2) = -7 5. 3x(x -2) = -7
G. Finding practical application of concepts
and skills in daily living
H. Making generalizations and What is Quadratic Equations? What is What is Quadratic Equations? What is What are the steps in extracting the
abstractions about the lesson the Standard form quadratic equations? the Standard form quadratic equations? square root?
I. Evaluating learning Write the equations in standard form and identify the Write the equations in standard form and identify the Find the solutions:
value of a,b and c. value of a,b and c. 1.3x2 = 12
1.3x – 2x2 = 7 1.3x – 2x2 = 7 2.x2 – 169 = 0
2.5 – 2x2 = 6x 2.5 – 2x2 = 6x 3. 3h2 – 147 = 0
3.25 – r2 = 4r 3.25 – r2 = 4r 4.3h2 – 147 = 0
4.2x(x – 3) = 15 4.2x(x – 3) = 15 5.(2s -1)2 = 225
5.5 – 3x = 2x2 5.5 – 3x = 2x2
J. Additional activities for application or
remediation
V. REMARKS Holiday
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B. No. of learners who require additional activities Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
for remediation who scored below 80% Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
C. Did the remedial lessons work? No. of learners ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
who have caught up with the lesson Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D. No. of learners who continue to require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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:
JERALDINE P. CUETO
Mathematics Teacher Checked by:
JOSEPHINE L. RIVERA
Head Teacher III
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 GRADE 1 to 12 School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 12:30 – 1:30 Quarter FIRST
MONDAY(June 10) TUESDAY (June 11) WEDNESDAY (June 12) THURSDAY (June 13) FRIDAY (June 14)
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
I. OBJECTIVES competencies. These are 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B. Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C. Learning Competency/Objectives Solve Quadratic Equations by Solve Quadratic Equations by
Write the LC code for each. Factoring (M9AL-Ib-1) Completing the Square (M9AL-Ib-1)
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Solve Quadratic Equations by Factoring Solve Quadratic Equations by Diagnostic Test
Completing the Square
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages pp. 27 - 34 pp. 35 - 46
3. Textbook pages
4. Additional Materials from Visual aids Visual Aids Test Questionnaire
Learning Resource (LR)portal
B. Other Learning Resource
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their 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. Reviewing previous lesson or How to factor a quadratic What is a perfect square trinomial?
presenting the new lesson trinomial?
B. Establishing a purpose for the How to get the solutions of a Express perfect square trinomial to square of
binomial:
lesson quadratic equations using factoring?
1.x2 + 4x + 4 2. t2 +12t + 36 3. x2 + 18x +81
C. Presenting examples/Instances of Make it perfect:
1.x2 + 2x + _____ 2.y2 – 30y + _____ 3. m2 + 20m + ___
the new lesson
D. Discussing new concepts and Students Activity: 2x2 + 8x – 10 = 0
How well did you understand? The teacher will dictate the steps in
practicing new skills # 1 completing the square. Students will follow
the instruction.
E. Discussing new concepts and Discussion of the students’ activity.
practicing new skills # 2
F. Developing mastery Give the roots and check: Solve and check:
1.x2 – 3x + 2 = 0 m2 + 10m + 9 = 0
(leads to Formative Assessment 2. y2 + 5x + 4 = 0 x2 + 14x = 32
3) 3. m2 – 10x + 21 = 0
G. Finding practical application
of concepts and skills in daily
living
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 H. Making generalizations and How to find the solutions of a quadratic How to solve quadratic equations by
abstractions about the lesson equations? completing the square?
I. Evaluating learning Find the solutions: Solve and check:
1.x2 +12x = -36
1.w2 + 6w – 11=0
2. 6g2 + 11x – 15 = 0
3. 5x2 + 4x – 1 = 0 2.4x2 – 32x = -28
J. Additional activities for application or
remediation
1. REMARKS No classes: Independence Day
2. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
the evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B. No. of learners who require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
additional activities for remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
who scored below 80%
C. Did the remedial lessons work? No. ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
of learners who have caught up with Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
the lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D. No. of learners who continue to Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
require remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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:

JERALDINE P. CUETO
Mathematics Teacher Checked by:
JOSEPHINE L. RIVERA
Head Teacher III

GRADE 1 to 12 School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9
DAILY LESSON LOG PAGE \* MERGEFORMAT 20
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 MONDAY(June 17 ) TUESDAY (June 18 ) WEDNESDAY (June 19) THURSDAY (June 20) FRIDAY(June 21 )
I. OBJECTIVES 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 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B. Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C. Learning Competency/Objectives Solve Quadratic Equations using Solve Quadratic Equations using Recall all the steps in finding the
Write the LC code for each. Quadratic Formula Quadratic Formula roots of a Quadratic Equations
(M9AL_lc-2-1d-1) (M9AL_lc-2-1d-1)
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Solving Quadratic Equations Solving Quadratic Equations Long Quiz
using Quadratic Formula using Quadratic Formula
III. LEARNING
RESOURCES
A. References
1.Teacher’s Guide pages
2. Learner’s Materials pp.47 – 55 pp.47 – 55
pages
3. Textbook pages
4. Additional Materials from Visual Aids Visual Aids
Learning Resource
(LR)portal
5. Other Learning Resource E-MATH pp. 121 – 131
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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. Reviewing previous What is Quadratic Formula? What are the different methods in
lesson or presenting the solving the roots of a quadratic
new lesson equations?
B. Establishing a purpose Simplify:
6+√9 / 2(3) 5+√25 + 100/2(4)
for the lesson
C. Presenting Derivation of formula;
Standard Form of Quadratic Equation to
examples/Instances of Quadratic Formula
the new lesson
D. Discussing new concepts 2x2 + 3x = 27 Use quadratic formula to find the Students will answer the given
and practicing new skills Students will find the roots using roots: quadratic equations.
#1 quadratic formula 1.3x2 – 2x + 2=0
2. 4x2 + 3 = 4x
E. Discussing new concepts Students will present their

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 and practicing new skills answer.
#2
F. Developing mastery Solve: Solve and check:
(leads to Formative Assessment 1.x2 + 10x + 9 =0 1.2x(x2 + 3) + 1= 0
2.x2 – 12x + 35 = 0
3)
G. Finding practical
application of concepts
and skills in daily living
H. Making generalizations How to solve quadratic equations using What are the steps in solving
and abstractions about quadratic formula? quadratic equations using quadratic
the lesson formula?
I. Evaluating learning Solve: Give your example of quadratic
1.x2 + 10x + 9 =0 equations and solve the roots using
2.x2 – 12x + 35 = 0 quadratic formula.
J. Additional activities for
application or remediation
V. REMARKS NO CLASSES: Laguna Day
VI. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
the evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B. No. of learners who require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
additional activities for remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
who scored below 80%
C. Did the remedial lessons work? ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
No. of learners who have caught Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
up with the lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D. No. of learners who continue to Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
require remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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:

JERALDINE P. CUETO
Mathematics Teacher
Checked by:
JOSEPHINE L. RIVERA
Head Teacher III
GRADE 1 to 12 School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 1:00 – 2:30 Quarter FIRST
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 MONDAY (June 24) TUESDAY (June 25) WEDNESDAY (June 26) THURSDAY (June 27) FRIDAY (June 28)
I.OBJECTIVES 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 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B. Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C. Learning Describe the relationships between Solve equations transformable to Solve Problems involving Quadratic Solve Problems involving Quadratic Solve Problems involving Quadratic
Competency/Objectives coefficients and the roots of a quadratic equations Equations Equations Equations
Write the LC code for each. quadratic equations. (M9AL-lc-d-1) (M9AL-Ie-1) (M9AL-Ie-1) (M9AL-Ie-1)
(M9AL0Ic-2)
II. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Sum and Product of the roots of Equations transformable to Problems involving Quadratic Problems involving Quadratic Problems involving Quadratic
a Quadratic Equations Quadratic Equations Equations Equations(Number Sense) Equations(Work & Age)
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages pp.66 - 76 pp. 77 – 87 pp. 88-95 pp. 90 – 95 pp. 90 – 95
3.Textbook pages
4.Additional Materials from Visual Aids Visual Aids Visual Aids Visual Aids Visual Aids
Learning Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their 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.Reviewing previous lesson Factor: Solve: Find the solutions: Steps in solving problems involving Steps in solving problems involving
or presenting the new lesson x2 + 5x + 4 = 0 1.x(x-5)=36 1.x(2x-5) =0 3.(r +3)(r+2)=0 quadratic equations quadratic equations
2x2 – 4x – 10 = 0 2.(x+5)2 + (x-2)2 = 37 2.6x(2x+1)=0
B.Establishing a purpose for Add and multiply the roots. Let’s add & subtract Translate into…
the lesson 1.1/x +2x/5 pp.88-89
2.4/x – 2x -1/5
3.2x/3 + x+1/x
C.Presenting Derivation of formula What are my dimensions?
examples/Instances of the Quadratic formula to –b/a and c/a p.89
new lesson
D.Discussing new concepts Compare the process of adding and Transform Ex.1. A rectangular table has an area of Problems involving number sense Problems involving number sense
and practicing new skills # 1 multiplying the roots of quadratic 1.6/x + (x-3)/4=2 27ft2 and a perimeter of 24ft. what are
equations and by using –b/a and c/a. 2.(r-5)2 =2 the dimension of the table?
(The teacher will dictate the steps in 2. An amusement park wants to place a
new rectangular billboard to inform
transforming the eqautions) visitors of their new attractions. Suppose
the length of the billboard to be placed is
4m longer than its width and the area is
96 m2. What will be the length and the
width of the billboard?
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 E.Discussing new concepts (The teacher will discuss the
and practicing new skills # 2 examples)
F.Developing mastery Find the sum and the product of the Transform: Solve: Measuring and Calculating Measuring and Calculating
(leads to Formative Assessment roots. 1.x(x+5)=2 p.93 #1-2 Answer p. 431 - 432 Answer p. 431 - 432
3) 1.3x2 -10x -8=0 2.4x2 +8x + 3=0 2.(s + 6)2 =15
3.9x2 – 6x = 8 3.2x2/5 + 5x/4 = 10
G.Finding practical application of Give your own problem involving Give your own problem involving
concepts and skills in daily living quadratic equations quadratic equations
H.Making generalizations and How to get the sum and product of the How to transform equation into quadratic What are the steps in solving word What difficulties you encounter in solving What difficulties you encounter in solving
abstractions about the lesson roots of a quadratic equations? equations? problem involving quadratic equations? word problems involving quadratic word problems involving quadratic
equations? equations?
I.Evaluating learning Give the sum and product of the roots. Transform: Solve: Answer p.130 #35-36 Answer p.130 #35-36
1.2x2 +8x – 10=0 3. 6x2 + 12x – 18 = 0 1.(y+2)2 +(y-3)2 = 9 The length of the rectangle is 4dm less than E-Math 9 E-Math 9
2. x2 +4x + 3=0 4.x2 + 4x – 21 = 0 2.3/x+4/2x = x-1 twice its width. The area is 126 dm2. Find the
dimensions.
J.Additional activities for application
or remediation
V.REMARKS
VI.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
the evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B. No. of learners who require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
additional activities for remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
who scored below 80%
C. Did the remedial lessons work? ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
No. of learners who have caught Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
up with the lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D. No. of learners who continue to Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
require remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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:

JERALDINE P. CUETO
Mathematics Teacher
Checked by:
JOSEPHINE L. RIVERA
Head Teacher III

School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9

RADE 1 to 12 Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 12:30 – 1:30, Quarter FIRST
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 DAILY LESSON LOG

MONDAY(July 1) TUESDAY (July 2) WEDNESDAY (July 3) THURSDAY (July 4) FRIDAY (July 5)

I.OBJECTIVES 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 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B.Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C.Learning Solve Problems involving Quadratic
Competency/Objectives Equations
Write the LC code for each. (M9AL-Ie-1)
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Solving Word Problem involving Long Quiz Quadratic Inequalities Quadratic Inequalities Solving Word Problem involving
Quadratic Inequality Quadratic Inequality
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages pp. 111 pp.96-102 Pp103-106 p.111
3.Textbook pages
4.Additional Materials from Visual Aids Visual Aids Visual Aids Visual Aids
Learning Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their 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.Reviewing previous lesson or Measurement What is the difference between How to find the roots of quadratic
presenting the new lesson Number Problem equation and inequalities? inequalities?
Work and Age Problem
B.Establishing a purpose for the Age Problem What makes me true? How to graph a Quadratic Equations?
Work Problem x+5>8 r – 3 <10 2s + 7 ≥21 3t – 2 ≤13
lesson
C.Presenting How to formulate an equation if the given Which are not Quadratic Equations? Group Activity
problem is age problem? p.97 How well I understood…..
examples/Instances of the new
p.111
lesson
E.Discussing new concepts and Angle’s father is 2 more than eight Find the solution set of x2 + 7x +12 > 0 Find the solution set of y < x2 + 3x + 2. Students will present their activity.
(Student will solve the inequality by factoring Construct a table of values.
practicing new skills # 1 times than her age. If the product of
and substitute if the given roots satisfy the Graph the inequalities.
their ages is 300, how old are they? inequality.)
Describe the graph.
F.Discussing new concepts and Cathy takes 2 hours less than Ezra to paint 2x2 – 5x ≤ 3 Find the solution set of y ≥ 2x2 - 3x + 1.
the room. Working together, they can paint The students will solve the given inequality by Construct a table of values.
practicing new skills # 2
the room in 24 hours. How long will it take pair. Graph the inequalities.
each of them to paint the entire room?
Describe the graph.
G.Developing mastery Solve: Find the solution set. Find the solution set and graph.
Elvin can encode a document 4 hours more 1.x2 + 9x + 14>0 y>x2 – 5x – 14
(leads to Formative Assessment 3)
than EJ does. The two worked together in 3 2. r2 _ 10r + 16 <0
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 hours when EJ left for an important
appointment. Elin continued the job and
completed it in 2 hours. How long will it take
each to complete the job alone?
H.Finding practical application of
concepts and skills in daily living
I.Making generalizations and What difficulties you encounter in solving What is quadratic inequality? Describe the graph if the inequalities are: How to solve word problems involving
abstractions about the lesson age and work problems involving How to find the roots of quadratic >, <, ≥, ≤. quadratic inequality?
quadratic equations? inequality?
J.Evaluating learning Answer Skill Booster 2.6 Give the solution set. Give the roots and graph. Create a word problem involving Quadratic
p.12 # 3-4 1.x2 + 6x ≥ -5 3q2 + 2q ≥ 5. Inequality.
2. m2 – 7m ≤ 10
K.Additional activities for
application or remediation
1.REMARKS
2.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B.No. of learners who require additional Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
activities for remediation who scored Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
below 80%
C.Did the remedial lessons work? No. of ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
learners who have caught up with the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D.No. of learners who continue to require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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:
JERALDINE P. CUETO
Mathematics Teacher Checked by:
JOSEPHINE L. RIVERA
Head Teacher III

GRADE 1 to 12 School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9

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 DAILY LESSON LOG Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 12:30 – 1:30 Quarter FIRST
MONDAY(July 8 ) TUESDAY (July 9 ) WEDNESDAY (July 10) THURSDAY (July 11) FRIDAY(July 12 )
I.OBJECTIVES 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 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B.Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C.Learning Solving Word Problem involving Determine the solution set of Recall all the concepts learned in Model Real-Life situations using Model Real-Life situations using
Competency/Objectives Quadratic Inequality Quadratic Inequalities graphically Quadratic Equations and Inequalities Quadratic Functions Quadratic Functions
Write the LC code for each. (M9AL – Ii-1) (STE_M9AL-Ih-3) (STE_M9AL-Ih-3)
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Solving Word Problem involving Graph of Quadratic Inequalities Summative Test Quadratic Functions Quadratic Functions
Quadratic Inequality (Quadratic Equations &
Inequalities
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages pp. 104 – 106
2.Learner’s Materials pages pp. 27 - 34 pp.4-8 pp. 125 –127 pp.125 - 127
3.Textbook pages
4.Additional Materials from Visual aids Graphing board, visual aids Test Questionnaires Visual Aids
Learning Resource (LR)portal
B.Other Learning Resource E-Math pp.188 - 190
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their 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.Reviewing previous lesson or How to find the roots of quadratic Give the roots of y < x2 + 3x + 2 Quadratic Equations Quadratic Equations
presenting the new lesson inequalities?
B.Establishing a purpose for the What is a table of values? What is a Function? What is a Function?
How to get the value of y in the table of
lesson
values?
C.Presenting Group Activity How to get the value of y in the table of Introduction and Focus Questions. Introduction and Focus Questions.
How well I understood….. values? p.119 p.119
examples/Instances of the new
p.111
lesson
E.Discussing new concepts and Students will present their activity. Students will analyse the given graph. Describe me in many ways! Describe me in many ways!
practicing new skills # 1 pp. 104- 105 (Group Activity) (Group Activity)
F.Discussing new concepts and
practicing new skills # 2
G.Developing mastery Am I a solution or not? Identify Me! Identify Me!
(leads to Formative Assessment 3) p.107 # 1- 5 pp.127 pp.127
H.Finding practical application of Parking Lot problem. P.126 Parking Lot problem. P.126
concepts and skills in daily living
I.Making generalizations and How to solve word problems involving How to determine the solution set of What is a Quadratic Functions? What is a Quadratic Functions?
abstractions about the lesson quadratic inequality? quadratic inequalities graphically?
J.Evaluating learning Create a word problem involving Quadratic Am I a solution or not? Give at least 2 examples of problems Give at least 2 examples of problems
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 Inequality. p.107 #6-10 involving Quadratic Functions. involving Quadratic Functions.
K.Additional activities for
application or remediation
1.REMARKS
2.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B.No. of learners who require additional Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
activities for remediation who scored Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
below 80%
C.Did the remedial lessons work? No. of ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
learners who have caught up with the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D.No. of learners who continue to require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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:

JERALDINE P. CUETO
Mathematics Teacher Checked by:
JOSEPHINE L. RIVERA
Head Teacher III

GRADE 1 to 12 School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9
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 DAILY LESSON LOG Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 12:30 – 1:30 Quarter FIRST
MONDAY(July 15 ) TUESDAY (July 16 ) WEDNESDAY (July 17) THURSDAY (July 18) FRIDAY(July 19 )
I.OBJECTIVES 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 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B.Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C.Learning Illustrate Quadratic Functions Represent Quadratic Functions Changing Quadratic Function Changing Quadratic Function Changing Quadratic Function
Competency/Objectives (STE_M9AL-Ih-3) by equations, table of values and standard form into vertex form standard form into vertex form standard form into vertex form
Write the LC code for each. graph. And vice versa And vice versa And vice versa
II.CONTENT
Quadratic Functions Represent Quadratic Functions Changing Quadratic Function Changing Quadratic Function vertex Changing Quadratic Function vertex
by equations, table of values and standard form into vertex form form into standard form form into standard form
graph.
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages pp. 127 – 129
2.Learner’s Materials pages pp.125 - 127 pp.129 - 136 pp.129 - 136 pp.129 - 136
3.Textbook pages
4.Additional Materials from Visual Aids Graphing board, visual aids Visual aids Visual aids Visual aids
Learning Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can infer from formative assessment activities. Sustain
learning systematically by providing students with multiple ways to learn new things, practice their 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.Reviewing previous lesson or What is Quadratic Functions? What is the standard form of How to change standard form to How to change standard form to
presenting the new lesson quadratic functions? vertex form? vertex form?
B.Establishing a purpose for the What is a Quadratic Functions?
lesson
C.Presenting Group Activity: Follow Me! Follow Me! Follow Me!
Compare Me! (Each group will be given an The teacher will enumerate the steps in The teacher will enumerate the steps in The teacher will enumerate the steps in
examples/Instances of the new
equations, table of values and graph.) changing standard form to vertex form. changing vertex form to standard form. changing vertex form to standard form.
lesson Students will follow the steps. Students will follow the steps. Students will follow the steps.
E.Discussing new concepts and What are the standard for of quadratic Each group will present their activity. Students will present their answer on the Students will present their answer on the Students will present their answer on the
practicing new skills # 1 functions? board. board. board.
F.Discussing new concepts and When do we say that the given What difficulties you encounter in What difficulties you encounter in What difficulties you encounter in
practicing new skills # 2 equation, table of values and following the steps? following the steps? following the steps?
graph is a quadratic function?
G.Developing mastery Give atleast 5 examples of quadratic Quadratic function or not?! Transform: Transform: Transform:
(leads to Formative Assessment 3) functions. y= x2 – 4x – 10 y = (x – 1)2 + 3 y = (x – 1)2 + 3
H.Finding practical application of
concepts and skills in daily living
I.Making generalizations and How will you illustrate a quadratic How to present a quadratic function in How to transform quadratic functions How to transform vertex form to standard How to transform vertex form to standard
abstractions about the lesson functions? equation, graph and table of values? standard for to vertex form? form? form?
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 J.Evaluating learning Quadratic Functions or not? Give your example of quadratic function Transform: Transform: Transform:
by means of graph, equations and table 1.y=3x2 – 4x + 1 y=2(x -4)2 + 5 y=2(x -4)2 + 5
of values. 2. y=x2 + 5x + 4 y=3(x – 1/3)2 + 1 y=3(x – 1/3)2 + 1
K.Additional activities for
application or remediation
1.REMARKS
2.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B.No. of learners who require additional Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
activities for remediation who scored Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
below 80%
C.Did the remedial lessons work? No. of ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
learners who have caught up with the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D.No. of learners who continue to require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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:

JERALDINE P. CUETO
Mathematics Teacher Checked by:
JOSEPHINE L. RIVERA
Head Teacher III

GRADE 1 to 12 School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9

PAGE \* MERGEFORMAT 20
Jpcueto
 DAILY LESSON LOG Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 1:00 – 2:30 Quarter FIRST

MONDAY(July 22 ) TUESDAY (July 23 ) WEDNESDAY (July 24) THURSDAY (July 25) FRIDAY(July 26 )
I.OBJECTIVES 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 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B.Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C.Learning Changing Quadratic Function Changing Quadratic Function Graphs a quadratic function: (a) Graphs a quadratic function: (a) Graphs a quadratic function: (a)
Competency/Objectives standard form into vertex form standard form into vertex form domain; (b) range; (c) intercepts; (d) domain; (b) range; (c) intercepts; (d) domain; (b) range; (c) intercepts; (d)
Write the LC code for each. And vice versa And vice versa axis of symmetry; (e) vertex; (f) axis of symmetry; (e) vertex; (f) axis of symmetry; (e) vertex; (f)
(M9AL – Ih-1) (M9AL – Ih-1) direction of the opening of the direction of the opening of the direction of the opening of the
parabola. parabola. parabola.
(M9AL-Ig-h-i-1) (M9AL-Ig-h-i-1) (M9AL-Ig-h-i-1)
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Changing vertex form to standard Changing Quadratic Function Graph of Quadratic functions Graph of Quadratic functions Graph of Quadratic functions
form standard form into vertex form
And vice versa
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages pp.129 - 136 pp.134 - 136 pp. 140 – 147 pp. 140 – 147 pp. 140 – 147
3.Textbook pages
4.Additional Materials from Visual Aids Visual Aids Visual aids Visual aids Visual aids
Learning Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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.Reviewing previous lesson or How to change standard form to How to Change Quadratic Function What is the graph of quadratic What are the different properties of What are the different properties of
presenting the new lesson vertex form? standard form into vertex form functions? the graph of quadratic functions? the graph of quadratic functions?
And vice versa
B.Establishing a purpose for the
lesson
C.Presenting Follow Me! Student’s activity Describe my Path! To the left, to the right! To the left, to the right!
The teacher will enumerate the steps in
examples/Instances of the new It’s your turn! pp. 134 - 135 pp. 140 -141 Put me up, put me down! Put me up, put me down!
changing vertex form to standard form.
lesson Students will follow the steps. pp.143-144 pp.143-144
E.Discussing new concepts and Students will present their answer on the Student’s will present their work. Discussion of student’s activity. Discussion of student’s activity. Discussion of student’s activity.
practicing new skills # 1 board.

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 F.Discussing new concepts and What difficulties you encounter in Discussion of the properties of
practicing new skills # 2 following the steps? the graph of quadratic functions.
G.Developing mastery Transform: The hidden message pp. 135 – 136 Draw me! Graph. Graph.
(leads to Formative Assessment 3) y = (x – 1)2 + 3 p.142 1.f(x) = (x + 2)2 + 2 1.f(x) = (x + 2)2 + 2
2.f(x) = (x -3)2 – 3 2.f(x) = (x -3)2 – 3
H.Finding practical application of
concepts and skills in daily living
I.Making generalizations and How to transform vertex form to standard Give your own examples of What are the different properties of What are the different mathematical What are the different mathematical
abstractions about the lesson form? quadratic functions that are change the graph of quadratic functions? concepts related to the graph of concepts related to the graph of
to standard form to vertex form. quadratic function? quadratic function?
J.Evaluating learning Transform: Students’ will answer the example of Play and learn! Graph. Graph.
y=2(x -4)2 + 5 their seatmates. p.142 1.f(x) = (x + 1)2 - 1 1.f(x) = (x + 1)2 - 1
y=3(x – 1/3)2 + 1 2.f(x) = (x -2)2 – 4 2.f(x) = (x -2)2 – 4
3.f(x) = x2 + 2 3.f(x) = x2 + 2
K.Additional activities for
application or remediation
1.REMARKS
2.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B.No. of learners who require additional Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
activities for remediation who scored Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
below 80%
C.Did the remedial lessons work? No. of ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
learners who have caught up with the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D.No. of learners who continue to require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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:

JERALDINE P. CUETO
Mathematics Teacher
Checked by:
JOSEPHINE L. RIVERA
Head Teacher III

PAGE \* MERGEFORMAT 20
Jpcueto
 GRADE 1 to 12 School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 1:00 – 2:30 Quarter FIRST
MONDAY (July 29) TUESDAY (July 30) WEDNESDAY (July 31) THURSDAY (Aug 1) FRIDAY (Aug 2)
I.OBJECTIVES 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 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B.Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C.Learning Graphs a quadratic function: (a) Determines the equation of a Determines the equation of a Determines the equation of a Determines the equation of a
Competency/Objectives domain; (b) range; (c) intercepts; (d) quadratic function given: (a) a table quadratic function given: (a) a table quadratic function given: (a) a table quadratic function given: (a) a table
Write the LC code for each. axis of symmetry; (e) vertex; (f) of values; (b) graph; (c) zeros of values; (b) graph; (c) zeros of values; (b) graph; (c) zeros of values; (b) graph; (c) zeros
direction of the opening of the (M9AL-Ij-1) (M9AL-Ij-1) (M9AL-Ij-1) (M9AL-Ij-1)
parabola.
(M9AL-Ig-h-i-1)
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Graph of Quadratic functions Finding the equation of Quadratic Finding the equation of Quadratic Finding the equation of Quadratic Finding the equation of Quadratic
Functions Functions Functions Functions
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages pp. 140 – 147 pp. 156 – 164 pp. 159 – 167 pp. 162 – 167 pp. 162 – 167
3.Textbook pages
4.Additional Materials from Visual aids Visual Aids Visual Aids Visual Aids Visual Aids
Learning Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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.Reviewing previous lesson or What are the different properties of
presenting the new lesson the graph of quadratic functions?
B.Establishing a purpose for the Give my roots:
lesson x2 – x – 6 = 0

C.Presenting y = x2 – 3x + 2 What are my zeros? What’s my rule? Pattern from Curve! Pattern from Curve!
examples/Instances of the new give the vertex, intercepts, axis of p.157 pp.159 – 160 p.162 p.162
lesson symmetry, max. and min. point,
position of graph.domain, range
E.Discussing new concepts and y =- x2 – 3x + 2 Find the zeros Discussion of the activity. Discussion of student’s activity Discussion of student’s activity
practicing new skills # 1 give the vertex, intercepts, axis of y=x2 – 3x + 2
symmetry, max. and min. point, y=x2 + 4x -2
position of graph.domain, range
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 F.Discussing new concepts and What’s my rule! P.160
practicing new skills # 2
G.Developing mastery Draw and describe! 1-3 Match the zeros! P.166 Derive my equation! Pp.166-167 Rule me out! P.167 #1-2 Rule me out! P.167 #1-2
(leads to Formative Assessment 3)
H.Finding practical application of
concepts and skills in daily living
I.Making generalizations and What are the different mathematical How to find the zeros of a functions? How to formulate the equation if the How to determine the equation of the How to determine the equation of the
abstractions about the lesson concepts related to the graph of given is a table of values? graph? graph?
quadratic function?
J.Evaluating learning Draw and describe! Match the zeros! Derive my equation! P.167 Rule me out! p167 # 3-5 Rule me out! p167 # 3-5
4-7 p.166
K.Additional activities for
application or remediation
1.REMARKS
2.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B.No. of learners who require additional Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
activities for remediation who scored Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
below 80%
C.Did the remedial lessons work? No. of ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
learners who have caught up with the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D.No. of learners who continue to require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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:

JERALDINE P. CUETO
Mathematics Teacher
Checked by:
JOSEPHINE L. RIVERA
Head Teacher III

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 GRADE 1 to 12 School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 1:00 – 2:00 Quarter FIRST
MONDAY (Aug. 5) TUESDAY (Aug. 6) WEDNESDAY (Aug. 7) THURSDAY (Aug 8) FRIDAY (Aug 9)
I.OBJECTIVES 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 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 Standard Demonstrate understanding of the basic concepts of Quadratic Equations, inequalities and functions, and rational algebraic equations.
B.Performance Standard Is able to investigate thoroughly mathematical relationships, in various situations, formulate real-life problems involving quadratic equations, inequalities and functions and rational algebraic equations and solve them
using a variety of strategies.
C.Learning Review of First Periodical Test Review of First Periodical Test Review of First Periodical Test
Competency/Objectives
First Periodical Test
Write the LC code for each.
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Quadratic Equations Quadratic Equations Quadratic Equations, Inequalities
and functions
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages
3.Textbook pages
4.Additional Materials from
Learning Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
C.Presenting
examples/Instances of the new
lesson
E.Discussing new concepts and 4 ways in getting the roots of
practicing new skills # 1 Quadratic Equations.
Nature of the roots.
Sum and product of the roots.
Problems involving quadratic
equations.
F.Discussing new concepts and
practicing new skills # 2

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 G.Developing mastery
(leads to Formative Assessment 3)
H.Finding practical application of
concepts and skills in daily living
I.Making generalizations and
abstractions about the lesson
J.Evaluating learning
K.Additional activities for
application or remediation
1.REMARKS Not Taken… No classes… Not Taken… No classes…
2.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B.No. of learners who require additional Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
activities for remediation who scored Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
below 80%
C.Did the remedial lessons work? No. of ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
learners who have caught up with the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D.No. of learners who continue to require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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?
H. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Prepared by:

JERALDINE P. CUETO
Mathematics Teacher
Checked by:
JOSEPHINE L. RIVERA
Head Teacher III

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 GRADE 1 to 12 School STA. MARIA INTEGRATED HIGH SCHOOL Grade Level GRADE 9
DAILY LESSON LOG Teacher JERALDINE P. CUETO Learning Area MATHEMATICS
Teaching Dates and Time 7:00- 8:00, 8:00 - 9:00, 10:30 – 11:30, 1:00 – 2:00 Quarter SECOND
MONDAY (Aug. 12) TUESDAY (Aug. 13) WEDNESDAY (Aug. 14) THURSDAY (Aug. 15) FRIDAY (Aug 16)
I.OBJECTIVES 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 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 Standard Demonstrates understanding of key concepts of variation and radicals.

B.Performance Standard Is able to formulate and solve accurately problems involving radicals.
C.Learning Re-test To assess the knowledge and Illustrates situations that involve the Illustrates situations that involve the
Competency/Objectives Remedial understanding of the students about following variations: (a) direct; (b) following variations: (a) direct; (b)
Write the LC code for each. variation and radicals. inverse; (c) joint; (d) combined. inverse; (c) joint; (d) combined.
M9AL-IIa-1 M9AL-IIa-1
II.CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Pre-Test Direct Variations Direct Variations
Variations and Radicals
III.LEARNING RESOURCES
A.References
1.Teacher’s Guide pages
2.Learner’s Materials pages pp. 194 - 197 pp. 194 - 197
3.Textbook pages
4.Additional Materials from Test questionnaires Test questionnaires Visual Aids Visual Aids
Learning Resource (LR)portal
B.Other Learning Resource
IV.PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their 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.Reviewing previous lesson or What is a variations? What is a variations?
presenting the new lesson
B.Establishing a purpose for the What’s the back story? What’s the back story?
lesson
C.Presenting Let’s Recycle! Let’s Recycle!
examples/Instances of the new
lesson
E.Discussing new concepts and Given the table of values and graphs, Given the table of values and graphs,
practicing new skills # 1 how to identify direct variations? how to identify direct variations?
F.Discussing new concepts and
practicing new skills # 2
G.Developing mastery It’s your turn! p.200 It’s your turn! p.200
(leads to Formative Assessment 3) A. A.
H.Finding practical application of
concepts and skills in daily living

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 I.Making generalizations and What is a direct variations? What is a direct variations?
abstractions about the lesson
J.Evaluating learning It’s your turn! p.200 B. It’s your turn! p.200 B.
K.Additional activities for
application or remediation
1.REMARKS NO CLASSES…
2.REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help your instructional
supervisors can provide for you so when you meet them, you can ask them relevant questions.
A.No. of learners who earned 80% in the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
evaluation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
B.No. of learners who require additional Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
activities for remediation who scored Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
below 80%
C.Did the remedial lessons work? No. of ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No ___Yes _____No
learners who have caught up with the Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
lesson Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
D.No. of learners who continue to require Lithium:_____ Fluorine:______ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Iodine:________ Nitrogen: _____ Lithium:_____ Nitrogen: _____ Lithium:_____
remediation Iodine:________ Fluorine:_____ Iodine:________ Fluorine:_____ Fluorine:_____ Iodine:________
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?
I. What innovation or localized materials
did I use/discover which I wish to share
with other teachers?
Prepared by:

JERALDINE P. CUETO
Mathematics Teacher
Checked by:
JOSEPHINE L. RIVERA
Head Teacher III

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