School Sabang Integrated School Grade Level 9

DAILY Teacher LENY JOY C. REFUGIO, LPT Learning Area Mathematics

LESSON Teaching August 20, 2024 Quarter 1
PLAN Dates 9:00-9:45 Grade 9- Jupiter
and
Time

Objectives must be met over a week and connected to the curriculum standards. To meet
I. OBJECTIVES 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.
The learner demonstrates understanding of key concepts of quadratic equations,
A. Content inequalities and functions, and rational algebraic equations.
Standards

The learner is able to investigate thoroughly mathematical relationships in various

B. Performance situations, formulate real-life problems involving quadratic equations, inequalities and
Standards functions, and rational algebraic equations and solve them using a variety of strategies.

C. Learning Solve problems involving quadratic equations and rational algebraic equations.
Competencies/ (M9AL-Ie-1)
Objectives
Write the LC code
for each
D. Specific a. Translate mathematical statements into algebraic equations
Objectives b. Analyze and solve a variety of word problems involving quadratic equations
c. Realize the role of systematic planning in solving problems
Solving Problems Involving Quadratic Equations
II. CONTENT

List all materials to be used in different days. Varied sources of materials sustain children's
III. LEARNING interest in the lesson and in learning. Ensure that there is a mix of concrete and
RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes
concept development.

1. Teacher’s Guide
pages
2. Learner’s
Materials pages
3. Textbook pages Intermediate Algebra
pp. 61-65
Julieta G. Bernabe et.al.
4. Additional
Materials from
Learning
Resource (LR)
portal
A. Other Learning Laptop and Power Point Presentation
Resources
 These steps should be done across the week. Spread out the activities appropriately so
IV. PROCEDURES 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.
TEACHER’S ACTIVITY STUDENTS’ ACTIVITY
A. Reviewing previous Translate the verbal phrases into algebraic expressions.
lesson or presenting the a. The ratio of x and 4.
new lesson b. 3 less than thrice a number
c. The sum of twice a number
and 8
d. The ratio of a number x and
six increased by two
e. A certain number decreased
by two

B. Establishing a purpose 1. What words serve as clues to what operation symbol is

for the lesson to be used?
2. What must be considered in translating verbal phrases to
mathematical phrases and vice versa?
3. In translating a verbal phrase to an algebraic expression, Students answer may vary
a single word can make a difference. Thus, every word in
the statement must be interpreted correctly. In what way
does it affect our dealings with others?

C. Presenting Example 1: if the square of a number is added to 3 times,

examples/instances of the sum is 108. Find the number.
the new lesson Solution: Let x be the number
2
x + 3 x =108
2
x + 3 x −108=0
(x +12) (x – 9) = 0
x + 12 =0 x–9=0
x = -12 x=9
Example 2. The speed at which water travels in a pipe can
be measured by directing the flow through an elbow and
measuring the height its spurts out on the top. If the elbow
height is 10cm, the equation relating the height of the
water above the elbow (in cm) and its velocity v (in cm/sec)
is given by v 2=1960 (h + 10). Find v if h = 2cm.
Solution: substitute the value of h in the formula:
2
v =1960 ( 2+ 10 )
= 1960 (12)
= 23520
v=√ 23520
= 153.36 cm/sec.

D. Discussing new What are my Dimensions? Students listen and

concepts and practicing Use the situation below to answer the questions that participate to the
new skills #1 follow. discussions.
 The length of a rectangular floor is 5m longer than its
width. The area of the floor is
2
84 m .
Questions:
1. What expression represents the width of the floor?
How about the expressions represent its width?
2. Formulate an equation relating the width, length
and the area of the floor. Explain how you arrived
at the mathematical sentence.
3. How would you describe the equation that you
formulated?
4. What is the width of the floor? How about its
length?
5. How did you find the length and width of the floor?
E. Discussing new Use the situation below to answer the questions that Students listen and
concepts and follow. participate to the
practicing new discussions.
skills #2 The length of rectangular board is 36 inches longer than its
width. The area of the board is 576 square inches.

Questions:
1. What expression represents the width of the board?
How about the expression that represents its length?
2. Formulate an equation relating the width, length and
the area of the board. Explain how you arrived at the
mathematical sentence.
3. How would you describe the equation that you
formulated?
4. Using the equation, how will you determine the length
and width of the board?
5. What is the width of the board? How about its length?
How did you find the length and width of the boar
F. Developing Class divided into small groups. The teacher provides each The Group starts answering
mastery (leads to group with a set of worksheet and they will need to answer their group work.
Formative it in 10 minutes. The teacher presents the rubrics in order
Assessment 3) to grade their work. After that they will present it to the
class.

Let each student get the area of the front page cover of
their Math Learners Manual book. Represent the width of
the book by x and then find the expression that represents
its length. Formulate an equation relating the width, length
and the area of the book. Explain how you arrived at the
mathematical sentence. Use cm as a unit of measurement.

5. Finding practical Use a variable to represent the unknown quantity, and then Students answer may vary
applications of write an equation from the given information. Explain how
concepts and you arrived at your answer. (Group students into 5 and let
skills in daily them work on these for 20 min)
living Group 1 – Find the area and perimeter of one rectangular
pathway in your school campus.
Group 2 – Find the length of fencing materials needed to
enclose a rectangular lot of administration building in your
school campus.
 Group 3 – Find the area and perimeter of any rectangular
garden in your school campus.
Group 4 – Find the area and perimeter of the tarpaulin
needed that will fit to the wall of the stage in your school
campus.
Group 5 – Number of hollow blocks (5” x 4”) needed to
concretize the 3 walls of your school campus Pavilion
including the 2 layered hollow blocks below the ground
6. Making There are conditions in a given problem which when
generalizations translated to the equation form in one variable lead to a
and abstractions quadratic equation and two answers are obtained. In some
about the lesson problems, a set of answers can be discarded. For instance,
negative dimensions of rectangles and the negative time
are disregarded.
7. Evaluating Solve the following problems involving quadratic equations The students start
learning 1. A rectangular garden has an area of 84m2 and a answering.
perimeter of 38m. Find its length and width.
2. A car travels 20 kph faster than a truck. The car
covers 350km in two hours less than the time it
takes the truck to travel the same distance. What is
the speed of the car? How about the truck?
Filomena Resort rented a certain number of function rooms
for Php 28, 800 when the price was reduced by Php 20 per
room, 6 more rooms were rented. How many function
rooms were rented?
8. Additional
activities for
application or
remediation
9. Assignment Assignment:

Answer the problem below.

An amusement park wants to place a new rectangular

billboard to inform visitors of their new attractions.
Suppose the length of the billboard to be placed is 4m
longer than its width and the area is 96m2. What will be
the length and the width of the billboard?

V. REMARKS

Requires teachers to reflect on and assess their effectiveness (Reflect on your teaching
VI. REFLECTION and assess yourself as a teacher. Think about your students' progress this week. What
works? What else 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 evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
 lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?

Prepared by: Checked by:

LENY JOY C. REFUGIO MRS. CLEOFE L. BAQUILOD

Subject Teacher Principal