Daily Lesson Plan

(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Code:
Solves problems involving quadratic inequalities.
(Taken from the Curriculum Guide) M9AL-If-g-1
Key Concepts / Understandings Solves problems involving quadratic inequalities.
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe quadratic inequalities.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills Solve problems involving quadratic inequalities.
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Responding to Phenomena Tell how such equations are illustrated in real life.

Values Valuing

2. Content Solves problems involving quadratic inequalities.

3. Learning Resources Mathematics Learners' Material 9 , pages 110-111.

4. Procedures
4.1 Introductory Activity
How do you describe quadratic inequalities?
3 minutes
4.2 Activity Let the students give at least 5 examples of quadratic inequality.
3 minutes
4.3 Analysis
How do you solve quadratic inequalities?
5 minutes
4.4 Abstraction Highlight that solving problems involving quadratic inequalities needs focus and analysis. Point out that steps should
followed to arrive into a correct answer.
7 minutes
4.5 Application Cooperative Learning: Allow the students to work in groups . Let them perform Activity 8: Make it Real! Let 1 group t
show and explain their outputs on the board.
15 minutes
4.6 Assessment
Tests Let the students answer the given worksheets.
12 minutes
4.7 Assignment Reinforcing / strengthening the day’s
How would you connect this lesson to real life and in making decisions?
2 minutes lesson
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 14, 2017
Code:
M9AL-If-g-1
quadratic inequalities.

OBJECTIVES:

ratic inequalities.

ems involving quadratic inequalities.

quations are illustrated in real life.

blems involving quadratic inequalities.

cs Learners' Material 9 , pages 110-111.

c inequalities?

5 examples of quadratic inequality.

nequalities?

s involving quadratic inequalities needs focus and analysis. Point out that steps should be
ct answer.

he students to work in groups . Let them perform Activity 8: Make it Real! Let 1 group to
s on the board.

Let the students answer the given worksheets.

How would you connect this lesson to real life and in making decisions?

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com
 Daily Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Code:
Solves problems involving quadratic inequalities.
(Taken from the Curriculum Guide) M9AL-If-g-1
Key Concepts / Understandings Solves problems involving quadratic inequalities.
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Interpret problems involving quadratic inequalities.
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Formulate quadratic inequalities.

Attitude Internalizing values Displays perseverance in accomplishing the given task.

Values Valuing

2. Content Solves problems involving quadratic inequalities.

3. Learning Resources Mathematics Learners' Material 9 , pages 112-113.

4. Procedures
4.1 Introductory Activity
What new insights do you have about quadratic inequalities?
3 minutes
4.2 Activity Have at least 3-5 sharing from the group.
3 minutes
4.3 Analysis
How would you formulate and solve quadratic inequalities?
5 minutes
4.4 Abstraction Go over to the solutions presented by the students and make necessary correction if any.
7 minutes
4.5 Application Collaborative Learning: Allow the students to work in groups . Let them perform Activity 11: How Much Would It Cost
Tile a Floor.(Provide necessary measurements.) Let 2 groups to show and explain their outputs on the board.
15 minutes
4.6 Assessment
Talking to Learners/ Conferencing Performance Tasks ( Formulate their own floor dimensions.)
12 minutes
4.7 Assignment
Enriching / inspiring the day’s lesson How did the task help you realize the use of the topic in real life?
2 minutes
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 17, 2017
Code:
M9AL-If-g-1
quadratic inequalities.

OBJECTIVES:

ems involving quadratic inequalities.

quadratic inequalities.

erance in accomplishing the given task.

blems involving quadratic inequalities.

cs Learners' Material 9 , pages 112-113.

e about quadratic inequalities?

m the group.

solve quadratic inequalities?

ented by the students and make necessary correction if any.

the students to work in groups . Let them perform Activity 11: How Much Would It Cost to
y measurements.) Let 2 groups to show and explain their outputs on the board.

Performance Tasks ( Formulate their own floor dimensions.)

How did the task help you realize the use of the topic in real life?

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com
 Daily Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Code:
Model real life situations using quadratic functions.
(Taken from the Curriculum Guide) M9AL-Ig-2
Key Concepts / Understandings Apply real life situations in quadratic functions.
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Describe ways of representing a linear function.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Differentiate linear function from quadratic function.
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Internalizing values

Values Valuing Propose the usefullness of the lesson in pursuing everyday life.

2. Content Introduction to Quadratic Functions.

3. Learning Resources Mathematics Learners' Material 9 , pages 125-127

4. Procedures
4.1 Introductory Activity
Define a linear function.
3 minutes
4.2 Activity Let the students give at least 3-5 examples of linear functions.
3 minutes
4.3 Analysis
Have you ever asked yourself why PBA star players are good in free throws?
5 minutes
4.4 Abstraction Stressed out that linear functions alone are not enough to solve some of the problems in the real world.
7 minutes
4.5 Application Cooperative Learning: Allow the students to work by pairs. Let them answer Activity 1: Describe me in Many ways? O
page 125-126.
15 minutes
4.6 Assessment
Tests Pen and Paper Test: Provide the students worksheets to answer.
12 minutes
4.7 Assignment Reinforcing / strengthening the day’s
Give at least 5 examples of quadratic functions.
2 minutes lesson
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 18, 2017
Code:
M9AL-Ig-2
n quadratic functions.

OBJECTIVES:

of representing a linear function.

e linear function from quadratic function.

efullness of the lesson in pursuing everyday life.

n to Quadratic Functions.

cs Learners' Material 9 , pages 125-127

3-5 examples of linear functions.

why PBA star players are good in free throws?

ons alone are not enough to solve some of the problems in the real world.

he students to work by pairs. Let them answer Activity 1: Describe me in Many ways? On

Pen and Paper Test: Provide the students worksheets to answer.

Give at least 5 examples of quadratic functions.

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com
 Daily Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Represents a quadratic function using: (a) table of values; Code:
(Taken from the Curriculum Guide) (b) graph; and ( c ) equation. M9AL-Ig-3
Key Concepts / Understandings Represents a quadratic function using table of values.
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify quadratic function from a given set of ordered pairs or a table of values.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating
Construct a graph based on the given table of values.

Attitude Internalizing values Displays patience in doing the activities.

Values Valuing

2. Content Introduction to Quadratic Functions.

3. Learning Resources Mathematics Learners' Material 9 , pages 127-136

4. Procedures
4.1 Introductory Activity
What is the difference between linear function and quadratic function?
3 minutes
4.2 Activity Let the students complete the table of values. Consider the table of values representing the functions f(x) = 2x + 1 an
g(x)= 2x² + 1.
3 minutes
4.3 Analysis
What have you observe with the x values and the y values of the two table of values?
5 minutes
4.4 Abstraction Go over to the solutions presented by the students and make necessary correction if any.
7 minutes
4.5 Application Collaborative Learning: Let the students work in pairs. Assign them to answer Activity 4: Compare Me!
15 minutes
4.6 Assessment
Tests Quiz: Student will answer the given table of values.( Use activity Notebook )
12 minutes
4.7 Assignment
Preparing for the new lesson Study page 128-129.
2 minutes
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 19, 2017
Code:
M9AL-Ig-3
ction using table of values.

OBJECTIVES:

atic function from a given set of ordered pairs or a table of values.

graph based on the given table of values.

ce in doing the activities.

n to Quadratic Functions.

cs Learners' Material 9 , pages 127-136

n linear function and quadratic function?

table of values. Consider the table of values representing the functions f(x) = 2x + 1 and

he x values and the y values of the two table of values?

ented by the students and make necessary correction if any.

e students work in pairs. Assign them to answer Activity 4: Compare Me!

Quiz: Student will answer the given table of values.( Use activity Notebook )

Study page 128-129.

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com
 Daily Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Represents a quadratic function using: (a) table of values; Code:
(Taken from the Curriculum Guide) (b) graph; and ( c ) equation. M9AL-Ig-3
Key Concepts / Understandings Represents a quadratic function using graph.
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify quadratic functions given a graph.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Differentiate graph of quadratic function from a graph of a linear function.
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Internalizing values Displays enthusiasm in doing the activity.

Values Valuing

2. Content Introduction to Quadratic Functions.

3. Learning Resources Mathematics Learners' Material 9 , pages 127-136

4. Procedures
4.1 Introductory Activity
Define quadratic function.
3 minutes
4.2 Activity Allow the students to complete the given table of values. Guide the students to graph the obtained points.
3 minutes
4.3 Analysis
When can we say that the graph shown is a quadratic function or not?
5 minutes
4.4 Abstraction Go over to the solutions presented by the students and make necessary correction if any.
7 minutes
4.5 Application Positive Classroom: Allow the students to work in pairs.Let them differentiate the graph of a quadratic function from th
graph of a linear function.
15 minutes
4.6 Assessment
Tests Paper and Pencil Test: Allow the students to answer the prepared worksheets.
12
4.7 Assignment
Preparing for the new lesson Give at least 5 example of quadratic functions.
2 minutes
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 20, 2017
Code:
M9AL-Ig-3
ction using graph.

OBJECTIVES:

atic functions given a graph.

e graph of quadratic function from a graph of a linear function.

iasm in doing the activity.

n to Quadratic Functions.

cs Learners' Material 9 , pages 127-136

e the given table of values. Guide the students to graph the obtained points.

ph shown is a quadratic function or not?

ented by the students and make necessary correction if any.

students to work in pairs.Let them differentiate the graph of a quadratic function from the

Paper and Pencil Test: Allow the students to answer the prepared worksheets.

Give at least 5 example of quadratic functions.

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com
 Daily Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Represents a quadratic function using: (a) table of values; Code:
(Taken from the Curriculum Guide) (b) graph; and ( c ) equation. M9AL-Ig-3
Key Concepts / Understandings Represents a quadratic function using equation.
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or Identify quadratic functions given an equation.
condition of knowing
something with familiarity
gained through experience Understanding
or association

Applying
Skills .
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained Distinguish linear functions from quadratic functions given an equation.
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Responding to Phenomena Displays openmindedness in accomplishing the given task.

Values Valuing

2. Content Introduction to Quadratic Functions.

3. Learning Resources Mathematics Learners' Material 9 , pages 127-136

4. Procedures
4.1 Introductory Activity
Define linear function and quadratic function.
3 minutes
4.2 Activity Give at least 5 examples of each function.
3 minutes
4.3 Analysis Go over to the functions presented by the students and make necessary correction if any.
5 minutes
4.4 Abstraction Show to the students different equations and let them identify which are quadratic functions and which are not.
7 minutes
4.5 Application Students will work individually in answering activity 3 on page 127.
15 minutes
4.6 Assessment Essay writing: How to distinguish a linear function from a quadratic function giv
Talking to Learners/ Conferencing
12 minutes equation?
4.7 Assignment
Preparing for the new lesson Study about general form of quadratic function and its vertex or standard form.
2 minutes
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 21, 2017
Code:
M9AL-Ig-3
ction using equation.

OBJECTIVES:

atic functions given an equation.

linear functions from quadratic functions given an equation.

indedness in accomplishing the given task.

n to Quadratic Functions.

cs Learners' Material 9 , pages 127-136

dratic function.

ach function.

ented by the students and make necessary correction if any.

equations and let them identify which are quadratic functions and which are not.

y in answering activity 3 on page 127.

Essay writing: How to distinguish a linear function from a quadratic function given an
equation?

Study about general form of quadratic function and its vertex or standard form.

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com
 Daily Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Transforms the quadratic function defined by y=ax²+bx + c Code:
(Taken from the Curriculum Guide) into the form y=a(x-h)²+k. M9AL-Ih-1
Key Concepts / Understandings Writing quadratic function in its general form.
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Exemplify how to write quadratic functions into its general form.
or association

Applying
Skills Illustrate example of quadratic functions written in general form.
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Receiving Phenomena Follow instructions on how to write quadratic functions in its general form.

Values Valuing

2. Content Introduction to Quadratic Functions.

3. Learning Resources Mathematics Learners' Material 9 , pages 129-139

4. Procedures
4.1 Introductory Activity
Define a quadratic function.
3 minutes
4.2 Activity Let the students give at least 3-5 examples of quadratic functions.
3 minutes
4.3 Analysis What is the general form of a quadratic function? How are we going to write quadratic function in its general form? Ci
5 minutes examples.
4.4 Abstraction General form of quadratic function is in the form;
y = ax ² + bx + c where a, b, and c are real nu
7 minutes
and a≠0.
4.5 Application Set the following functions in its General Form.
15 minutes 1.) y=2-3x+4x² 2.) f(x)=-4y+5-7y² 3.) g(x)=-9-4m²+m 4.) y=13-5t²-t 5.) f(x)=3s-2-s²
4.6 Assessment
Anlysis of Learners' Products Worksheet: Allow the students to work independently in answering the workshe
12 minutes
4.7 Assignment
Preparing for the new lesson Study about the Vertex form of quadratic function.
2 minutes
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 24, 2017
Code:
M9AL-Ih-1
in its general form.

OBJECTIVES:

to write quadratic functions into its general form.

example of quadratic functions written in general form.

ons on how to write quadratic functions in its general form.

n to Quadratic Functions.

cs Learners' Material 9 , pages 129-139

3-5 examples of quadratic functions.

quadratic function? How are we going to write quadratic function in its general form? Cite

ction is in the form;

y = ax ² + bx + c where a, b, and c are real number

Worksheet: Allow the students to work independently in answering the worksheet.

Study about the Vertex form of quadratic function.

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com
 Daily Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Transforms the quadratic function defined by y=ax²+bx + c Code:
(Taken from the Curriculum Guide) into the form y=a(x-h)²+k. M9AL-Ih-1
Key Concepts / Understandings Writing quadratic function in its vertex form.
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Exemplify how to write quadratic functions into its vertex form.
or association

Applying
Skills Illustrate example of quadratic functions written in vertex form.
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Receiving Phenomena Follow instructions on how to write quadratic functions in its vertex form.

Values Valuing

2. Content Introduction to Quadratic Functions.

3. Learning Resources Mathematics Learners' Material 9 , pages 129-139

4. Procedures
4.1 Introductory Activity
Who can write the general form of quadratic function on the board?
3 minutes
4.2 Activity Let students write in their activity notebook at least 3 quadratic function in general form.
3 minutes
4.3 Analysis
How are we going to write quadratic function in its vertex form?
5 minutes
4.4 Abstraction Emphasize that the standard form of a quadratic function can sometimes be more convenient to use when working on
problems involving the vertex of the graph of the function.
7 minutes
4.5 Application Cooperative Learning: Students will work in a group and write as many quadratic functions in its vertex form.
10 minutes
4.6 Assessment
Anlysis of Learners' Products Worksheet: Allow the students to work independently in answering the workshe
17 minutes
4.7 Assignment
Preparing for the new lesson How to convert quadratic functions in general form to its vertex form.
2 minutes
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 25, 2017
Code:
M9AL-Ih-1
in its vertex form.

OBJECTIVES:

to write quadratic functions into its vertex form.

example of quadratic functions written in vertex form.

ons on how to write quadratic functions in its vertex form.

n to Quadratic Functions.

cs Learners' Material 9 , pages 129-139

m of quadratic function on the board?

vity notebook at least 3 quadratic function in general form.

adratic function in its vertex form?

orm of a quadratic function can sometimes be more convenient to use when working on
of the graph of the function.

ts will work in a group and write as many quadratic functions in its vertex form.

Worksheet: Allow the students to work independently in answering the worksheet.

How to convert quadratic functions in general form to its vertex form.

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com
 Daily Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Transforms the quadratic function defined by y=ax²+bx + c Code:
(Taken from the Curriculum Guide) into the form y=a(x-h)²+k. M9AL-Ih-1
Key Concepts / Understandings Transforms the quadratic function defined by y=ax²+bx + c into the form y=a(x-h)²+k.
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Discuss how to write quadratic functions in general form into its vertex form.
or association

Applying
Skills Convert quadratic functions in general form to its vertex form.
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Responding to Phenomena Perform the assigned task.

Values Valuing

2. Content Introduction to Quadratic Functions.

3. Learning Resources Mathematics Learners' Material 9 , pages 129-139

4. Procedures
4.1 Introductory Activity
Who can write examples of quadratic functions in its general form on the board?(Ask at least 3 volunteers.)
3 minutes
4.2 Activity Based on the examples given, discuss how to transform quadratic function in general form to its vertex form. And let t
do the same to the remaining examples.
5 minutes
4.3 Analysis
Was the activity easy or difficult? At what point did you find it difficult to continue the process?
5 minutes
4.4 Abstraction Transforming quadratic functions from its general form to its vertex form the following step should be followed.(1) Gro
the terms containing x.(2.) Factor out a.(3.) Complete the expression in parenthesis to make it a perfect square trinom
7 minutes (4) Express the perfect square trinomial as the square of a binomial.(5) Give the value of h and k.

4.5 Application Cooperative Learning: Students will work in a group. Let them answer activity 5: Step by Step! On page 131
10 minutes
4.6 Assessment
Anlysis of Learners' Products Worksheet: Allow the students to work independently in answering the workshe
15 minutes
4.7 Assignment
Preparing for the new lesson How to convert quadratic functions in vertex form to its general form?
2 minutes
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 26, 2017
Code:
M9AL-Ih-1
unction defined by y=ax²+bx + c into the form y=a(x-h)²+k.

OBJECTIVES:

o write quadratic functions in general form into its vertex form.

uadratic functions in general form to its vertex form.

igned task.

n to Quadratic Functions.

cs Learners' Material 9 , pages 129-139

uadratic functions in its general form on the board?(Ask at least 3 volunteers.)

, discuss how to transform quadratic function in general form to its vertex form. And let them
examples.

ult? At what point did you find it difficult to continue the process?

ons from its general form to its vertex form the following step should be followed.(1) Group
ctor out a.(3.) Complete the expression in parenthesis to make it a perfect square trinomial.
e trinomial as the square of a binomial.(5) Give the value of h and k.

ts will work in a group. Let them answer activity 5: Step by Step! On page 131

Worksheet: Allow the students to work independently in answering the worksheet.

How to convert quadratic functions in vertex form to its general form?

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com
 Daily Lesson Plan
(The process of systematically planning, developing, evaluating and managing the instructional process
by using principles of teaching and learning - D.O. 42, s. 2016)

Daily Lesson Plan (DLP) Format

Learning Area:
DLP No.: Grade Level: Quarter: Duration:
MATHEMATICS 9 1 50
Learning Competency/ies: Transforms the quadratic function defined by y=ax²+bx + c Code:
(Taken from the Curriculum Guide) into the form y=a(x-h)²+k. M9AL-Ih-1
Key Concepts / Understandings Transforms the quadratic function defined by y=a(x-h)²+k into the form y=ax²+bx + c .
to be Developed
Adapted Cognitive Process Dimensions
Domain (D.O. No. 8, s. 2015)
OBJECTIVES:
Knowledge Remembering
The fact or
condition of knowing
something with familiarity
gained through experience Understanding Discuss how to write quadratic functions in vertex form back to its general form.
or association

Applying
Skills Convert quadratic functions in vertex form to its general form.
The
ability and capacity acquired
through deliberate, Analyzing
systematic, and sustained
effort to smoothly and
adaptively carryout complex
activities or the ability, coming Evaluating
from one's knowledge,
practice, aptitude, etc., to do
something
Creating

Attitude Responding to Phenomena Perform the assigned task.

Values Valuing

2. Content Introduction to Quadratic Functions.

3. Learning Resources Mathematics Learners' Material 9 , pages 129-139

4. Procedures
4.1 Introductory Activity
Who can write examples of quadratic functions in its vertex form on the board?(Ask at least 3 volunteers.)
3 minutes
4.2 Activity Based on the examples given, discuss how to transform quadratic function in vertex form to its general form. And let t
do the same to the remaining examples.
5 minutes
4.3 Analysis
Was the activity easy or difficult? At what point did you find it difficult to continue the process?
5 minutes
4.4 Abstraction Transforming quadratic functions from its vertex form back to its general form the following step should be followed.(1
Expand the square of a binomialto make it into a perfect square trinomial.(2) Multiply the perfect square trinomial by t
7 minutes value of a. (3) Simplify. (4) add the value of c.

4.5 Application Cooperative Learning: Students will work in a group. Let them answer activity 6: Reversing the process! On page 132
10 minutes
4.6 Assessment
Anlysis of Learners' Products Worksheet: Allow the students to work independently in answering the workshe
15 minutes
4.7 Assignment
Enriching / inspiring the day’s lesson How to convert quadratic functions in vertex form to its general form?
2 minutes
4.8 Concluding Activity
Ask the students to give a brief summary of the activities done.
3 minutes
5.      Remarks
6.      Reflections
A.  No. of learners who earned 80% in the C.   Did the remedial lessons work? No. of learners who have caught up with
evaluation. the lesson.

B.   No. of learners who require additional activities D.  No. of learners who continue to require remediation.
for remediation.

E.   Which of my learning 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:

Name: HAZEL D. DELA TORRE School: LILO-AN NHS JHS

Position/
Designation: TEACHER-1 Division: CEBU PROVINCE DIVISION
Contact
Number: 0942-9810687 Email address: velascohazel464@gmail.com
aily Lesson Plan

sson Plan (DLP) Format

Date:
July 27, 2017
Code:
M9AL-Ih-1
unction defined by y=a(x-h)²+k into the form y=ax²+bx + c .

OBJECTIVES:

o write quadratic functions in vertex form back to its general form.

uadratic functions in vertex form to its general form.

igned task.

n to Quadratic Functions.

cs Learners' Material 9 , pages 129-139

uadratic functions in its vertex form on the board?(Ask at least 3 volunteers.)

, discuss how to transform quadratic function in vertex form to its general form. And let them
examples.

ult? At what point did you find it difficult to continue the process?

ons from its vertex form back to its general form the following step should be followed.(1)
mialto make it into a perfect square trinomial.(2) Multiply the perfect square trinomial by the
d the value of c.

ts will work in a group. Let them answer activity 6: Reversing the process! On page 132

Worksheet: Allow the students to work independently in answering the worksheet.

How to convert quadratic functions in vertex form to its general form?

ef summary of the activities done.

LILO-AN NHS JHS
CEBU PROVINCE DIVISION
velascohazel464@gmail.com