Math 9 DLP1 Q1

DAILY LESSON PLAN IN MATHEMATICS 9
School Vinapor National Grade Level Grade 9

High School
Teacher Loulyn R. Napalla Learning Mathematics
Area
Teaching Date August 13, 2024
Quarter First
and Time 2:30-3:45pm
I. OBJECTIVES
A. Content The learner demonstrates understanding of the key
Standards concepts of quadratic equations, inequalities and
functions, and rational algebraic equations.
B. Performance The learner is able to investigate thoroughly
Standards 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.
Illustrates quadratic equations. (M9AL-Ia-1)
C. Learning
Competencies/ a. Write a quadratic equation in standard form.
Objectives b. Identify quadratic equations.
c. Appreciate the importance of quadratic equations.
II. CONTENT Illustrations of Quadratic Equations
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pp. 14-18
2. Learner’s Materials pp. 11-15
3. Textbook pages
4. Additional Materials http://math.tutorvista.com/al gebra/quadraticequation.ht m
from Learning
Resource (LR) portal http://library.thinkquest.org/2 0991/alg2/quad.htm
B. Other Learning Grade 9 LCTG by DepEd Cavite Mathematics 2016,
Resources laptop, Monitor/Projector, Activity Sheets
IV. PROCEDURE
S
Do You Remember These Products?
Find each indicated product then answer the questions
that follow:
1. 3(x2+7)
2. 2s(s-4)
3. (w+7)(w+3)
4. (x+9)(x-2)
5. (2t-1)(t+5)
A. Review previous
6. (x+4)(x+4)
lesson or presenting
7. (2r-5)(2r-5)
the new lesson
8. (3-4m)2
9. (2h+7)(2h-7)
10. (8-3x)(8+3x)
a. How did you find each product?

b. In finding each product, what mathematics concepts or
principles did you apply? Explain.
c. How would you describe the products obtained?
Another Kind of Equation!
Below are different equations. Use these equations to

answer the questions that follow.
B. Establishing a
purpose for the
lesson
1. Which of the given equations are linear?

2. How do you describe linear equations?
3. Which of the given equations are not linear?
Why?
4. How are these equations different from those
which are linear?
5. What common characteristics do these equations
have?
A quadratic equation in one variable is a mathematical
sentence of degree 2 that can be written in the following
standard form
ax2 + bx + c = 0, where a, b, and c are real numbers and
a ≠ 0. In the equation, ax2 is the quadratic term, bx is the
linear term, and c is the constant term.
Example 1
2x2 – 6x – 15 = 0 is a quadratic equation in standard
form with a =2 b = -6 and c =-15.
Example 2
2x (x – 4) = 18 is a quadratic equation. However, it is not
written in standard form. To write the equation in standard
form, expand the product shown below.
C. Presenting 2x(x – 4)= 18→ 2x2– 8x = 18
examples/ instances 2x2 – 8x – 18 = 18 -18
of the new lesson
2x2 – 8x – 18 = 0
The equation becomes
2x2 – 8x –18 = 0 which is in standard form.
In the equation
2x2 - 8x -18 = 0
a = 2, b = - 8, c = - 18.t and make one side of the
equation zero as shown below.
2x(x – 4)= 18→ 2x2– 8x = 18
2x2 – 8x – 18 = 18 -18
2x2 – 8x – 18 = 0
The equation becomes
2x2 – 8x –18 = 0 which is in standard form.
In the equation
2x2 - 8x -18 = 0
a = 2, b = - 8, c = - 18.
Tell whether each equation is quadratic or not quadratic.
If the equation is not quadratic, explain.
D. Discussing new a. x2 + 7x + 12 = 0
concepts and b. -3x (x + 5) = 0
practicing new skills
c. 12 – 4x = 0
#1
d. (x + 7) (x – 7) = 3x
e. 2x+ (x + 4) =(x – 3)+ (x – 3)
a. What is a quadratic equation?

E. Discussing new
b. What is the standard form of quadratic equation?
concepts and
practicing new skills c. In the standard form of quadratic equation, which is
#2 the quadratic term?
linear term? constant term?
d. Why is a in the standard form cannot be equal to 0?
Write each equation in standard form then identify the
values of a, b, and c.
a. 2x2 + 5x – 3 = 0
F. Developing mastery
b. 3 -2x2 = 7
c. x (4x + 6) = 28
d. (3x-7)(5x+2)=0
New houses are being constructed in Calle Serye. The
residents of this new housing project use a 17m long path
G. Finding practical that cuts diagonally across a vacant rectangular lot.
applications of Before the diagonal lot was constructed, they had to walk
concepts and skills a total of 23 m long along the two sides if they want to go
in daily living from one corner to an opposite corner. Write the
quadratic equation that represents the problem if the
shorter side is x. Identify the values of a, b, and c.
A quadratic equation is an equation of degree 2 that

H. Making can be written in the form
generalizations and
abstractions about ax2 + bx + c = 0, where a, b, and c are real numbers and
the lesson a ≠ 0.
Write fact if the equation is quadratic and bluff if the

equation is not quadratic.
1. x2 + x – 3 = 0
I. Evaluating Learning 2. 24x + 81 = x2
3. x2 = 2x (6x2 + 4)
4. 2x2 = 7x
5. 5 – x + (2x - 3) = 12
J. Additional activities
or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% of the
evaluation
B. No. of learners who
require additional
activities for
remediation who
scored below 80%
C. Did the remedial
lesson 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: Checked by:
LOULYN R. NAPALLA JOCELYN B. PACON

Subject Teacher Principal IV

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DAILY LESSON PLAN IN MATHEMATICS 9

School Vinapor National Grade Level Grade 9

a. How did you find each product?

Below are different equations. Use these equations to

1. Which of the given equations are linear?

a. What is a quadratic equation?

A quadratic equation is an equation of degree 2 that

Write fact if the equation is quadratic and bluff if the

Prepared by: Checked by:

LOULYN R. NAPALLA JOCELYN B. PACON

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