Annex 2B.1 to DepEd Order No.42 ,s.

2016

PRESIDENT QUIRINO
School Grade Level GRADE 9
NATIONAL HIGH SCHOOL
DAILY LESSON
Teacher JOHN L. PADASAN Learning Areas MATHEMATICS
LOG
Teaching
JULY 08, 2019 (Day 26) Quarter FIRST
Day

Time : 11:00 – 12:00 ARROYO Monday

I. OBJECTIVES
A. Content Standard The learner demonstrates understanding of key concepts of quadratic
equations.

B. Performance standard The learner is able to investigate thoroughly mathematical

relationships in various situations, formulate real-life problems
involving quadratic equations.

C. Learning Competencies The learner characterizes the roots of a quadratic equation using the
discriminant.
Write the LC Code for each
M9AL-Ic-1

II. CONTENT The Nature of the Roots of a Quadratic Equation

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages

2. Learner’s materials pages pp. 56-65

3. Textbook pages

4. Additional Materials from

Learning Resource (LR) portal
B. Other Learning Resources PowerPoint Presentation, Student Activity Sheet and Black cartolina

IV. PROCEDURES TEACHER ACTIVITY STUDENT ACTIVITY

A. Reviewing previous lesson or Good Morning Class! Good morning sir! It’s nice to
presenting the new lesson. see you!
House Rule:

1. Enter to learn
2. Behave
3. Be responsible

Do you understand? Yes sir!

Very Good! Smiling
Our lesson for today is about The Listening
Nature of the Roots of Quadratic
Equation. But before we go on, let
us have a short review.

Remember that the quadratic

formula is,
−𝑏±√𝑏2 −4𝑎𝑐
𝑥= 2𝑎
And b2 – 4ac is the discriminant of
the equation ax2 + bx + c = 0.
 B. Establishing a purpose for the
lesson.
(Lecture Method)
C. Presenting examples/instances of
the lesson.
(Demonstration and Socratic
Method)
D. Discussing new concepts and
practicing new skills #1
(Activity Method)
This value can be described the Listening
nature of the roots of quadratic
equation. It can be,
1. Real number and are equal if the
discriminant is equal to zero.
2. Rational number but not equal if
the discriminant is greater than
zero and a perfect square.
3. Irrational numbers and not equal
if the discriminant is greater than
zero but not a perfect square.
4. No real roots if the discriminant
is less than zero.
Like for example,
1. Describe the roots of Listening and asks any
x2 – 4x + 4 = 0 clarification
a = 1, b = -4 , c = 4
b2 – 4ac = (-4)2 – 4 (1)(4)
= 16 – 16
=0
Since the value is 0, then the roots
are real and are equal.
Another problem and let the
student to answer it on the board.
Given problem answered by the
2. Determine the nature of the
student on the board.
roots of x2 + 7x + 10 = 0.
x2 + 7x + 10 = 0.
a = 1, b = 7 , c = 10
b2 – 4ac = (7)2 – 4 (1)(10)
= 49 – 40
=9
Since the value is greater than 0
and perfect square then what is the
nature of the roots? Rational number but not equal.
3. Describe the roots of x2 + 6x + 3 Given problem answered by the
=0 student on the board.
x2 + 6x + 3 = 0
a = 1, b = 6 , c = 3
b2 – 4ac = (6)2 – 4 (1)(3)
= 36 – 12
= 24
Since the value is greater than 0 Irrational number and not
and not a perfect square then the equal.
roots is?
4. Determine the nature of the Given problem answered by the
roots of x2 + 2x + 5 = 0 student on the board.
x2 + 2x + 5 = 0
a = 1, b = 2 , c = 5
b2 – 4ac = (2)2 – 4 (1)(5)
= 4 – 20
= - 16
Since the value is less than 0 then No real roots.
the equation has?....
Understand? Yes, sir!
Is there any question? None sir! Quiz! Quiz! Quiz!
Very Good! Not yet. Now, proceed Ugh…
to your group and do the following Proceed to their respective
activities. group and do the activities.
(Concept)
Do the activity by group
Activity 5: Place Me on the Table!
 E .Discussing new concepts and
practicing new skills #2
F. Developing mastery
( Leads to Formative Assessment 3)
G. Finding Practical applications of
concepts and skills in daily living
H. Presentation of Activity
(Socratic Method)
I. Making generalizations and
abstractions about the lesson
J. Evaluating learning
K. Additional activities for Assignment
application or remediation.
V. REMARKS
VI. REFLECTION
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?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
JOHN L. PADASAN
Math Teacher
(Process)
Do the activity by group
Activity 7: What Is My Nature?
(Reflect)
Activity 9: How Well Did I Do the activity by group
Understand the Lesson?
(Transfer)
Do the activity by group
Activity 10: Will It or Will It Not?
Ask the students to present to
present their work. Present the work done.
The lesson provided you with Listening
opportunities to describe the
nature of the roots of quadratic
equation using the discriminant
even without solving the equation.
Most importantly, you were able to
find out how the discriminant of a
quadratic equation is illustrated in
real-life situation.
Formative Answer the formative exam
Note the assignment
Achieved
60
(Note: 80% in 0=60 transmutation formula is 1/2 of the highest possible score)
5
5
0
Lecture method, Demonstration method, Activity Method and
Socratic method.
None
Used of black cartolina and chalk as student/group work sheet for
presentation.
Checked by:
NIEVA B. COSTALES, MT-I
Math Department Head
 ACTIVITY SHEET
July 08, 2019
Rule: Work in group. After doing the following activities the group leader will pick a number
from which of the following activities will be presented by the group. The leader shall also
assign rate to the members from 1-5 based on participation. The fraction hereof is multiplied to
the group score by the teacher for individual score in performance tasks.
Name of Group: ____________________
Leader : ___________________________
Members: Rate:
1. _________________________ __________
2. _________________________ __________
3. _________________________ __________
4. _________________________ __________
5. _________________________ __________

A. Activity 5: Place Me on the Table!

Answer the following.

1. Complete the table.

Equation b2- 4ac Roots

1. x2 + 5x = 4

2. -4 x2 = 8x - 3

3. 10x - 1 = 4x2

4. 15 + 8x - 3x2

5. 3x(x – 14) = 12

2. Which quadratic equation has roots that are….

a) Real numbers and equal? __________________________
b) Rational numbers? _______________________________
c) Irrational numbers? _______________________________
d) Not real numbers? ________________________________
B. Activity 7: What Is My Nature?
Determine the nature of the roots of the following quadratic equations using the discriminant.

1. x2 + 6x + 9 = 0 discriminant:__________ nature of the roots: __________

2. 2x2 - 10x + 8 = 0 discriminant:__________ nature of the roots: __________
3. x2 + 5x + 10 = 0 discriminant:__________ nature of the roots: __________
4. 3x2 - 2x - 5 = 0 discriminant:__________ nature of the roots: __________
5. 9x2 - 6x = -9 discriminant:__________ nature of the roots: __________
a. How did you determine the nature of the roots of each quadratic equation?
_____________________________________________________________________________________
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b. When do you say that the roots of a quadratic equation is real or not real numbers? Rational or
irrational numbers? Equal or not equal?
_____________________________________________________________________________________
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c. How does the knowledge of the discriminant help you in determining the nature of the roots of any
quadratic equation?
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C. Activity 9: How Well Did I Understand the Lesson?
Answer the following questions.

1. Describe the roots of the quadratic equation when the discriminant is

a. Zero. ____________________________________________________________
b. Positive perfect square. _________________________________________________
c. positive but not perfect square. ___________________________________________
d. negative. _____________________________________________________________
2. Danica says that the quadratic equation 2x2 + 5x - 4 = 0 has two possible solutions
because the value of its discriminant is positive. Do you agree with Danica? Justify your
answer.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
D. Activity 10: Will It or Will It Not?
Answer the following.

1. When a basketball player shoots a ball his hand at an initial height of 2 m with an initial
upward velocity of 10 meters per second, the height of the ball can be modeled by the
quadratic expression -4.9t2 + 10t + 2 after t seconds.
a. What will be the height of the ball after 2 seconds?
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b. How long will it take the ball to reach the height of 4.5m? How long will it take to touch
the ground?
________________________________________________________________________
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________________________________________________________________________
________________________________________________________________________
c. Do you think the ball can reach the height of 12 m? Why?
________________________________________________________________________
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d. Will the ball hit the ring if the ring is 3 m high?
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