DAILY LESSON LOG OF M9AL – I c – d – 1 (DAY THREE)

School Grade Level 9

Teacher Learning Area MATHEMATICS
Teaching Date and Time Quarter FIRST (1ST)
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.
1. Content Standards The learner demonstrates understanding of key concepts of quadratic
equations, inequalities and functions, and rational algebraic equations.
2. Performance Standards The learner 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.
Learning Competency: Solve equations transformable to quadratic
equations (including rational algebraic equations). (M9AL–Ic–d–1)
3. Learning Competencies/ 1. Enumerate the steps to transform equations to quadratic
Objectives 2. Solve equations transformable to quadratic equations (including
rational algebraic equations
3. Demonstrate interest in the activities
II. CONTENT MODULE 1: Quadratic Equations and Inequalities
Lessons 5 : Equations Transformable into Quadratic Equations
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Mathematics 9: Teacher’s Guide pp. 50-53
2. Learner’s Materials
Mathematics 9: Learner’s Material pp. 77-87
pages
Empowering through Math by C. Dacanay and S. Demegillo pp. 39 – 53
3. Textbook pages
Next Generation Math pp. 78 – 83.
4.
Additional Materials
from Learning Resource
(LR) portal
B. Other Learning Resources Activity Sheets for Dependent Learning and Worksheet for Independent
Learning
These steps should be done across the week. Spread out the activities appropriately so that
pupils/students will learn well. Always be guided by demonstration of learning by the pupils/
students which you can infer from formative assessment activities. Sustain learning
IV. PROCEDURES systematically by providing pupils/students with multiple ways to learn new things, practice
the 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.
 As a review, let the students answer the exercises in group of
three below:
Activity No. 1
Find My LCD
Identify the least common denominator of the given set of
numbers or terms if the denominators are:
1. 2∧4
A. Review previous lesson
2. 4 , 5∧10
or presenting the new
lesson 3. 7∧x
4. ( x−3)∧(x 2−9)
Answer Key:
1. 4
2. 20
3. 7 x
4. ( x 2−9 )
 The teacher lets the students realize the importance of their
B. Establishing a purpose knowledge and skills on a mathematical concepts or principles
for the lesson used in finding the least common multiple in order to add or
subtract rational algebraic expressions.
C. Presenting examples/  Let the students, in pair, do the Activity 2: Let’s Add or Subtract
instances of the new items 1 and 6 found on pages 77 – 78 of the Learner’s Module.
 Answer Key:

1.
2 x 2 +5
5x
lesson
x 2−2
2.
x2 +3 x +2

 The teacher discusses with the students the process of arriving at

D. Discussing new concepts
the answer of each item on Activity 2. Furthermore, he/she asks
and practicing new skills
the students about the mathematical principle that they used in
#1
adding or subtracting two rational algebraic expressions.
 The teacher asks the students using the guide question below:
1. How did you find the sum or the difference of rational
algebraic expressions?
a) Find the least common denominator (LCD) of the
expressions.
b) Multiply the expression by the LCD.
E. Discussing new concepts
c) Apply the distributive property.
and practicing new skills
d) Combine like terms
#2
2. How important is the LCD in finding the sum and difference of
two rational algebraic expressions?
It is very important to identify the LCD to make the two
rational expressions into similar rational expressions
since only similar rational expressions can be added or
subtracted.
F. Developing mastery
(leads to formative
assessment 3)
 The teacher lets the students Activity 3: How Long Does It Take to
Finish Your Job found on page 78 of the Learner’s Module and
asks the students to answer the questions that follow.

Mary and Carol are doing a math project. Carol can do the
work twice as fast as Mary. If they work together, they can finish
the project in 4 hours. How long does it take Mary working alone
to do the same project?

Questions:
1. If Mary can finish the job in x hours alone, how many hours will it
take Carol to do the same job alone?
2. How would you represent the amount of work that Mary can
finish in 1 hour? How about the amount of work that Carol can
finish in 1 hour?
G. Finding practical
3. If they work together, what equation would represent the amount
applications of concepts
of work they can finish in 1 hour?
and skills in daily living
4. How would you describe the equation formulated in item 3?
5. How would you solve the equation formulated? What
mathematical concepts and principles are you going to use?
Answer Key:
x
1) hours
2
1
∧2
2) x
x
1 2 1
3) + =
x x 4
4) The equation formed is a rational algebraic equation.
5) Evaluate students’ responses. They might give different
ways of solving the problem.
H. Making generalizations  The teacher summarizes the mathematical skills or principles used
and abstraction about in solving rational algebraic equations transformable into
the lesson quadratic equations through the guide questions:
1. How did you transform each equation into a quadratic
 equation?
To solve rational equations, just follow these simple steps:
a) Find the least common denominator (LCD) of the
expressions on the left and right sides of the
equation.
b) Multiply each side of the equation by the LCD to get
rid of the fractions in the equation.
c) Solve the resulting equation for all the values of the
variable that will satisfy the given equation.
d) Check if there are values of the variable which are
part of the restriction, that is, determine the values
that will make any of the expression in the equation
undefined.
2. What mathematical concepts or principle did you apply?
LCM, Distributive Property, Combining Similar Terms
through Addition and Subtraction, Factoring, and Zer0-
Product Property

 The teacher gives formative assessment for the students to work

out.
Transform each of the following equations into a quadratic
equation in the form ax 2 +bx +c=0.
1 1 15
1. + =
3. Evaluating Learning x x +1 6
x 6
2. − =1
3 x
Answer Key:
1. 5 x 2−7 x−6=0
2. x 2−3 x−18=0
4.
Additional activities
or remediation.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress.
What works? What else needs to be done to help the pupils/students learn? Identify what help
VI. REFLECTION 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% 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
 Activity No. 1
Find My LCD
Identify the least common denominator of the given set of numbers or terms if the denominators are:
1. 2∧4
2. 4 , 5∧10
3. 7∧x
4. ( x−3)∧(x 2−9)

Activity No. 1
Find My LCD
Identify the least common denominator of the given set of numbers or terms if the denominators are:
1. 2∧4
2. 4 , 5∧10
3. 7∧x
1. ( x−3)∧( x 2−9)

Activity No. 1
Find My LCD
Identify the least common denominator of the given set of numbers or terms if the denominators are:
1. 2∧4
2. 4 , 5∧10
3. 7∧x
1. ( x−3)∧( x 2−9)

Activity No. 1
Find My LCD
Identify the least common denominator of the given set of numbers or terms if the denominators are:
1. 2∧4
2. 4 , 5∧10
3. 7∧x
1. ( x−3)∧( x 2−9)
 Activity No. 1
Find My LCD
Identify the least common denominator of the given set of numbers or terms if the denominators are:
1. 2∧4
2. 4 , 5∧10
3. 7∧x
1. ( x−3)∧( x 2−9)

Activity No. 1
Find My LCD
Identify the least common denominator of the given set of numbers or terms if the denominators are:
1. 2∧4
2. 4 , 5∧10
3. 7∧x
1. ( x−3)∧( x 2−9)

Transform each of the following equations into a quadratic equation in the form ax 2 +bx +c=0.
1 1 15
1. + =
x x +1 6
x 6
1. − =1
3 x

Transform each of the following equations into a quadratic equation in the form ax 2 +bx +c=0.
1 1 15
1. + =
x x +1 6
x 6
1. − =1
3 x

Transform each of the following equations into a quadratic equation in the form ax 2 +bx +c=0.
1 1 15
1. + =
x x +1 6
x 6
1. − =1
3 x
 Transform each of the following equations into a quadratic equation in the form ax 2 +bx +c=0.
1 1 15
1.+ =
x x +1 6
x 6
1. − =1
3 x

Transform each of the following equations into a quadratic equation in the form ax 2 +bx +c=0.
1 1 15
1. + =
x x +1 6
x 6
1. − =1
3 x

Transform each of the following equations into a quadratic equation in the form ax 2 +bx +c=0.
1 1 15
1. + =
x x +1 6
x 6
1. − =1
3 x

Transform each of the following equations into a quadratic equation in the form ax 2 +bx +c=0.
1 1 15
1. + =
x x +1 6
x 6
1. − =1
3 x