Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
SCHOOLS DIVISION OF BATANGAS PROVINCE
CALATAGAN NATIONAL HIGH SCHOOL
BARANGAY 1, CALATAGAN, BATANGAS
Teacher: JESSALYN D. DE ROXAS Subject: MATHEMATICS 9
Date: June 19-20, 2025 Quarter: First
GRADE 9
DAILY
LESSON SCHEDULE
LOG
Thursday: Darwin, Galilie
I. OBJECTIVES Friday: Curie, Edison, Dalton
The learner demonstrates understanding of key concepts of quadratic equations, inequalities and functions, and rational algebraic
Content Standard
equations.
The learner is able to investigate thoroughly mathematical relationships in various situations, formulate real life problems
Performance Standard involving
quadratic equations, inequalities and functions, and rational algebraic equations and solve them using a variety of strategies.
The learner illustrates quadratic equations. (M9AL-Ia-1)
Objectives:
A. Learning Competency/ies At the end of the lesson, the students will be able to:
(Write the LC code for each) a. write a quadratic equation in standard form;
b. identify quadratic equations; and
c. appreciate the importance of quadratic equations.
II. CONTENT
ILLUSTRATING QUADRATIC EQUATIONS
(Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 14 – 18
2. Learner’s Materials pages 11 – 15
B. Other Learning Resources Laptop, monitor, slide deck
IV. PROCEDURES a. Prayer
Preliminary Activities b. Greetings
(3 minutes) c. Checking of Cleanliness and Chair Alignment
d. Checking of Attendance
e. Checking of Assignment
Vegetable Garden
In the middle of a crisis where establishments are closed and prime commodities are hard to find, we think of having our own
vegetable garden. This way, we can get our supplies of vegetable right in our own backyard.
Aling Tuding is a resourceful person that is why she is planning to convert her rectangular vacant lot at the back of her house
A. Reviewing previous lesson
into a vegetable garden. She remembered that the area of her vacant lot is 15m 2. She also recalled that the length is 3 meters
(3 minutes)
longer than the width. Without even starting to cultivate the soil, Aling Tuding is already excited to harvest her favorite
vegetables soon.
(VALUING: Despite of the crisis, we should be like Aling Tuding. We must make this crisis an opportunity to develop and strengthen ourselves.)
B. Establishing a purpose for the lesson Inquiry-Based
(2 minutes) • What equation would represent the attributes of the rectangular garden?
• Do you think you can use this equation to find the dimensions of the rectangular garden? Why or why not?
C. Presenting examples of the new lesson Teaching/Modelling/Inquiry-Based
(6 minutes) Let’s investigate the measurement of Aling Tuding’s vegetable garden.
First, let us identify and represent the unknowns in the problem. If we let x be the width of the rectangular garden, then the
length will be x + 3 since it is 3 more than the width. That is,
x = width of the garden
x + 3 = length of the garden
15 (square meters) = area of the rectangular garden
Then we can represent the dimensions as shown in the figure:
𝐴 = 𝑙𝑤, where 𝑙 is the length and the w is the width.
The area (A) of any rectangle can be solve by the formula:
𝐴 = 𝑙𝑤 15 = 𝑥(𝑥 + 3) Substituting to the area formula 15 = 𝑥2+3𝑥 by Distributive Property
Hence, in the given figure:
𝑥2+3𝑥 – 15 = 0 by Addition Property of Equality What is the degree of the equation obtained?
What do you call this kind of equation?
D. Discussing new concepts Guided Practice
and practicing new skills #1 A quadratic equation in one variable is a mathematical sentence of degree 2 that can be written in the following standard form
(7 minutes) 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 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.
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery Drill and Practice/Collaborative
(6 minutes) Complete the table.
G. Finding practical applications of Mental Modelling
concepts and skills New houses are being constructed in Bagong Sikat. The residents of this new housing project use a 17m long path that cuts
(10 minutes) diagonally across a vacant rectangular lot. Before the diagonal lot was constructed, they had to walk a total of 23 m long along
the two sides if they want to go 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.
Inquiry-based
H. Making generalizations and a. What is a quadratic equation?
abstractions about the lesson b. What is the standard form of quadratic equation?
(2 minutes) c. In the standard form of quadratic equation, which is the quadratic term?
linear term? constant term?
I. Evaluating Learning paper and pen evaluation
(6 minutes) I. Directions: Read each question carefully. Choose the best answer from the options provided (A, B, C, or D).
1. Which of the following is the standard form of the equation 2x – 3x2 = 5?
A. 2x – 3x2 + 5 = 0 C. 5 – 3x2 – 2 = 0
B. 3x2 – 2x + 5 = 0 D. -3x2 – 2x – 5 = 0
2. Which of the following is the correct value of a, b and c of the equation 2x – 3x2 = 5?
A. a = 3; b = -2; c = 5
B. a = 5; b = -3; c = 2
C. a = -2; b = 5; c = 0
D. a = 3; b = -2; c = 0
II. Write fact if the equation is quadratic and bluff if the equation is not quadratic.
3. x2 + x – 3 = 0
4. 24x + 81 = x2
5. x2 = 2x (6x2 + 4)
J. Additional activities for application or
remediation
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. 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?
Table of Specification
60% 30% 10
Remembering Understanding Applying Analyzing Evaluating Creating
Item Placement 1 2 3-5
ATTENDANCE RECORD
Boys- Girls - Total:
Darwin
PL:
Boys- Girls - Total:
Curie
PL:
Boys- Girls - Total:
Edison
PL:
Boys- Girls - Total:
Galilei
PL:
Boys- Girls - Total:
Dalton
PL:
Prepared by: Checked by: Noted:
JESSALYN D. DE ROXAS AIZA M. CAUNCERAN JENNIFER P. VILLAMIN
Teacher III-Mathematics Master Teacher I-Mathematics Head Teacher III-Mathematics
